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   “The ingenuity with which we continue to reshape the surface of our planet
is very striking. It’s also sobering. It reminds me of just how easy it is for us to lose our connection with the natural world, yet it is on this connection that the future of humanity and the natural world depends. Surely, our responsibility is to do everything within our power to create a planet that provides a home not just for us, but for all life on earth.”
David Attenborough
 there is certainly a signi cant move towards a Human, geo-political focus in the curriculum, the physical processes which in uence our planet continue to play a vital
role. All human activity takes place in the context of our physical environment; it is the provider
of the resources which fuel our economy and the development of nations (which in itself provides huge future challenges in the form of climatic change and environmental degradation)
and the services which keep our planet functioning ef ciently, thanks to the complex processes taking places in our biosphere. Understanding the relationships between human activity and the physical environment has never been more important, with exponential population growth putting more strain than ever on our already beleaguered planet. To understand the challenges of tomorrow, we must understand the physical processes which are both driving, and being driven by human activity today. Geography is the only place on the modern school curriculum that offers an arena for such application.
Modern Geography acts as the academic “bridge” between
Tom Campbell
the human and physical. For budding scientists it’s a chance to identify the impact of scienti c processes on societies. For those who specialise in the humanities
it provides an opportunity to develop an appreciation of the often scienti c processes which
are behind the changes we see on our planet. As such, the subject is regarded in high esteem in Higher Education, proving to universities and employers alike that not only do students understand scienti c processes and the impact they
have on people, but also that they have an understanding of the impact these processes have on
the World today and on the World of the future. From medicine to law, teaching to architecture,
these skills are both respected and demanded, providing Geography students with a signi cant advantage over others. Studying Geography today truly futureproofs a student, both academically and for future employment, with the demands for an understanding of the ever changing world around you more pertinent than ever in the work place.
I believe that the principle aim of
a teacher is to develop a student’s understanding of the world around
them, and to get them questioning, enquiring, and critically assessing the processes they see in front of their eyes. The next time you turn on the Six O’Clock News, watch
it with your son or daughter. Ask them questions about what they see. Ask them to predict, theorise, reason and importantly question how what they see will impact their lives. Geography is all around them
and impacts students’ lives directly. The quicker we can get our sons and daughters to appreciate this, the better their understanding of their world will be.
The Geography (r)evolution is in full swing. Surely it’s time to drop the elbow patches and shelve the colouring-in jokes – Geography has come of age and represents the future of school provision.
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