GEOGRAPHY CURRICULUM GUIDE (SECONDARY 4-5)
SECONDARY SCHOOLSCURRICULUM GUIDEPERSONAL, SOCIAL ANDHUMANITIES EDUCATIONKEY LEARNING AREAGEOGRAPHY CURRICULUM GUIDE(SECONDARY 4-5)PREPARED BYTHE CURRICULUM DEVELOPMENT COUNCILRECOMMENDED FOR USE IN SCHOOLS BYTHE EDUCATION AND MANPOWER BUREAUHKSAR2003
ContentsPageMembership of the CDC Geography Subject Committee (Secondary)4Membership of the CDC Ad hoc Committee on the Review of S4-5 GeographySyllabus5Membership of the Joint CDC and HKEA Working Party on the Revision of S4-5Geography Syllabus6Preamble7Introduction8Aims and Objectives9Curriculum Approach and Organization11Time Allocation16Themes17Issues42Guidelines for Teachers on Learning, Teaching and Assessment49Appendix: Reference and Resources List853
Membership of the CDC Geography Subject Committee(Secondary)(From September 1998 to August 1999)Chairperson:Ms. CHAN Siu-chu, HelenVice-chairperson: Senior Curriculum Development Officer (Personal, Social andHumanities Education), Education Department(Mr. WONG Wang-fai)Members:Ms. CHUNG Lai-kitDr. KWAN Yim-lin, TammyMr. LAU Chi-hungProf. LEE Chi-kin, JohnMr. LI Tak-kunMs. LO Po-ling, EileenMr. TO Ka-yanMs. WONG May-oi, EstherMs. WU Shuk-ting, ConnieEx-officiomember:Inspector (Geography), Education Department(Ms. CHUNG Siu-yee)Secretary:Curriculum Development Officer (Personal, Social andHumanities Education), Education Department(Mrs. CHAN LEUNG Suk-ching)4
Membership of the CDC Ad hoc Committee onthe Review of the S4-5 Geography Syllabus(Since March 2000)Chairperson:Ms. CHAN Siu-chu, HelenVice-chairperson: Senior Curriculum Development Officer (Personal, Social andHumanities Education), Education Department(Mr. WONG Wang-fai)Members:Ms. CHUNG Lai-kitDr. KWAN Yim-lin, TammyMr. LAU Chi-hungProf. LEE Chi-kin, JohnMr. LI Tak-kunMs. LO Po-ling, EileenMr. TO Ka-yanMs. WONG May-oi, EstherMs. WU Shuk-ting, ConnieSecretary:Curriculum Development Officer (Personal, Social andHumanities Education), Education Department(Mrs. CHAN LEUNG Suk-ching, up to June 2001)(Ms. CHAU Yuk-lin, Eunice, since June 2001)5
Membership of the Joint CDC and HKEA Working Partyon the Revision of S4-5 Geography Syllabus(Since October 1998)Chairperson: Mr. CHAN Chin-leeMembers:Ms. CHAN Siu-chu, HelenMs. CHUNG Lai-kit (since October 2000)Mrs. HO AU-YEUNG Wai-yinMr. LAI Kwok-chan (up to August 2000)Mr. LEE Yeung-chun, Eddy (since October 2000)Mr. LI Tak-kunMr. TANG Kwok-cheung (since October 1999)Mr. TO Ka-yan (up to August 2000)Mrs. YU AU Man-chong (up to August 1999)Ms. WU Shuk-ting, ConnieSecretaries:Senior Curriculum Development Officer (PSHE), Education Department(Mr. WONG Wang-fai)Subject Officer (Geography), Hong Kong Examinations Authority(Mr. LAU Chi-hung, Thomas)6
PreambleThis Curriculum Guide is one of the series prepared by the Hong Kong CurriculumDevelopment Council for use in secondary schools.The Curriculum Development Council is an advisory body giving recommendations tothe Hong Kong Special Administrative Region Government on all matters relating tocurriculum development for the school system from kindergarten to sixth form. Itsmembership includes heads of schools, practising teachers, parents, employers, academicsfrom tertiary institutions, professionals from related fields or related bodies,representatives from the Hong Kong Examinations and Assessment Authority and theVocational Training Council, as well as officers from the Education and ManpowerBureau.This Curriculum Guide is recommended by the Education and Manpower Bureau foruse in secondary schools. The curriculum developed for the senior secondary levelsnormally lead to appropriate examinations provided by the Hong Kong Examinations andAssessment Authority.The Curriculum Development Council will review the curriculum from time to time inthe light of classroom experiences. All comments and suggestions on the CurriculumGuide may be sent to:Chief Curriculum Development Officer(Personal, Social and Humanities Education)Curriculum Development InstituteEducation and Manpower Bureau13/F Wu Chung House213 Queen’s Road EastWanchaiHong Kong7
IntroductionGeography is an indispensable discipline that enables us to understand the Earth we areliving in from spatial and ecological perspectives. It provides a systematic framework forinquiry in order to find answers to questions about our surrounding world.Geography contributes significantly to secondary school education. Through the studyof people, place and environment, geography provides students with a solid foundation toconstruct and integrate the knowledge and concepts from the natural sciences and thehumanities. Moreover, in view of the new situations of the 21st C., geographical educationhelps prepare our secondary school graduates to face such challenges as populationexplosion, environmental pollution, economic transition, globalization, etc. On one hand,geographical education enables students to have a deeper understanding of our new world,new environment and new economy. On the other, it also provides sufficient opportunitiesfor our students to develop generic skills including critical thinking, creativity,communication skills, information processing, interpersonal skills, and so on. In addition,through geographical inquiry, our students will be able to develop important abilities suchas making values clarification and value judgement that provide a good foundation forwhole-person development. On the whole, through inquiry of issues, geographicaleducation provides students with the essential learning experiences in relation to theindividual, the human society and the environment.Secondary school geographical education should aim at the development of basicgeographic competency in our students. Apart from helping students to develop basicgeographical concepts for further academic pursuit in post-secondary and tertiaryeducation, it also equips the students with fundamental geographic knowledge and skillsto tackle problems and challenges in their daily life. It is expected that after completingthe secondary geographical education, each and every Secondary Five graduate willbecome a geographically informed person 1 — a person “who sees meaning in thearrangement of things in space; who sees relations between people, places, andenvironments; who uses geographic skills; and who applies spatial and ecologicalperspectives to life situations.”1National Geography Standards, USA 19948
Aims and ObjectivesAimsThe aims of this curriculum are to enable student:1.to recognize and understand the arrangement of phenomena and features on Earth aswell as the inter-relationship and interaction among people, places and environmentsfrom spatial and ecological perspectives;2.to develop geographical skills and basic competencies for further studies and lifesituations; and3.to apply geographical knowledge and skills acquired for the betterment ofindividuals, the society, the nation and the world.ObjectivesIn relation to the above aims, students should, after completing this curriculum, be ableto:Knowledge and Understanding1.know and understand spatial concepts such as location, distribution, pattern, etc. inorder to analyze the spatial organization of natural and human phenomena andfeatures within a geographical framework;2.identify and explain the characteristics of the major natural systems of the Earth andto analyze the interactions within and between these systems;3.identify and explain the characteristics of the major human systems of the Earth inorder to achieve a sense of place and region;4.explain how human activities alter natural environments and how natural systemsinfluence human systems;5.apply geographical knowledge to interpret the past and the present as well as to planfor the future;9
Skills1.master basic geographical skills, for example:1.1 read and interpret a variety of maps at different scales;1.2 interpret ground and aerial photographs to extract and analyze geographicalinformation from them;1.3 observe, measure and record data (including interview) systematically andaccurately;1.4 construct and test hypotheses in order to solve geographical problems;1.5 use appropriate geographical terminology to present materials and arguments;2.master basic inquiry skills, for example:2.1 ask and identify questions from a geographical perspective;2.2 locate and collect appropriate information and data from a variety of sources(including the Internet);2.3 select and use appropriate formats, such as texts (reports, tables, summaries, etc.)and illustrations (diagrams, models, maps, sketches, statistical graphs, climaticgraphs, etc.) to organize and present information and data;2.4 use appropriate methods (e.g. analysis, synthesis, comparison, evaluation) tointerpret information and data for making inferences and drawing conclusions;2.5 evaluate the answers, solutions or conclusions drawn from inquiry;3.master basic competencies, such as communication, thinking, social and numeracyskills for geographical inquiry and life situations;Attitudes and Values1.show interest in various natural and human characteristics;2.appreciate the beauty of nature and the different living conditions of people;3.be aware of environmental limitations and problems and take appropriate action topromote sustainable development;4.cultivate a sense of belonging to their society and nation;5.show respect for all peoples, their cultures, values and ways of life; and6.be aware of the increasing global interdependence of peoples and nations, andunderstand the importance of international solidarity and cooperation.10
Curriculum Approach and OrganizationIt is proposed that thematic studies approach is to be adopted for structuring thecurriculum. This curriculum is comprised of two parts –– themes and issues. The ‘themes’component of the curriculum will include six themes. The main purpose of this part is tohelp students acquire and construct basic geographic knowledge and concepts in asystematic way. In turn this can provide students with a solid foundation for furtheracademic study in post-secondary level and equip them with the basic geographicknowledge and skills essential for their daily life situations. The criteria for selecting thethemes are as follows:1.The themes should include all the major geographic knowledge and concepts andprovide a balanced coverage of physical and human geography;2.After completing the study of these themes, students should have acquired basicgeographic knowledge, concepts and skills that could be used to meet the need ofdaily life. At the same time, they should also be provided with a concrete foundationto pursue the more academic post-secondary geography curriculum; AND3.Each of the themes should be related to at least one of the issues selected for thiscurriculum.The ‘issues’ component is comprised of six issues which aims at helping studentsdevelop inquiry and thinking skills. It also provides opportunities for students to applywhat they have acquired to real life situations. The criteria for selecting the issues are asfollows:1.The issues should include local, national and global-scale case studies;2.The scope of each issue (both the depth and the breadth of the content) should beapproximately the same;3.The issues should be contemporary ones, capable of drawing persistent publicattention for a reasonable period of time;4.Issues selected should avoid overlapping with those suggested in the juniorsecondary curriculum; AND5.Each issue should be related to at least one of the themes selected for this curriculum.11
Organization of the S4-5 Geography CurriculumIssuesThemesIssues arising from peopleenvironment interactionHow nature shapes our worldClimaticAnomaliesNaturalHazardsClimateFood andHungerLandform andEndogeneticProcessesLandform andExogeneticProcessesSustainableCityHow we modify our worldThe Choiceof PowerTheTrouble ofWaterAgricultureCityIndustryIt is recommended that the themes and issues in this curriculum should be dealt with ina cohesive and integrative way. Each theme or issue should not be treated as a separatedunit independent of one another. In fact, this curriculum is designed in such a way thatthere exists a number of possible ways of integrating various themes and issues into onesingle and complete unit of learning. Teachers are thus advised to combine themes andissues whenever possible so that while students are provided with the opportunities oflearning geographical concepts and knowledge in a systematic way, they can also at thesame time apply what they have acquired into real life situations. It is suggested thatteachers can first guide their students to carry out issue inquiry and in turn help them tostudy the related themes during the inquiry. On the other hand, teachers can also beginwith the study of the theme and then guide students to inquire the related issues. As thesetwo approaches have their own merits and demerits, teachers should not adhere strictly toany one of them but are advised to select the one that can best suit the interests, needs andability of their students.12
To facilitate teachers in the design of school-based curriculum, two examples showingthe integration of issues and themes in the teaching of this curriculum are given in thefollowing two pages for teachers’ reference. Teachers should note that the "one issue toone theme" approach shown in the examples is not the only possible way of combiningissues and themes. It is also advisable for teachers to consider integrating several different“issues” and “themes” in their plans.13
From Issue Inquiry to Thematic StudyGuiding QuestionsExplanatory Notes on Learning ContentWhat is happening in Sahel? Are there any other placessuffering from the same problem? Regions frequently affected by famine Characteristics of regions frequently affected byfamineØWhat is famine? What are the similarities found in thecountries affected by famine? Definition of famine Physical and human factors leading to theoccurrence of famineØWhere is Sahel? What are the characteristics of its naturalenvironment? How does the natural environment affectagriculture in Sahel? Location of Sahel Characteristics of the natural environment in Sahel The main components of an agricultural system(simple input-output model) Relationship between physical factors andagriculture Characteristics of agriculture in Sahel Physical factors affecting nomadic herding in SahelØWhere is Southern California? What are the characteristicsof its natural environment? Location of Southern California Characteristics of the natural environment inSouthern California Characteristics of irrigation farming in SouthernCalifornia Physical factors affecting agriculture in SouthernCaliforniaØWhy are the characteristics of agriculture in Sahel sodifferent from those in Southern California despite theirsimilar natural environmental settings? Relationship between human factors andagriculture Agricultural systems of nomadic herding andirrigation farming Similarities and differences of agriculture in Saheland Southern California Reasons for the differences in agriculturalcharacteristics between Sahel and SouthernCaliforniaØIn what ways is technology affecting the agriculture in thetwo regions? Is technology a panacea for improvingagricultural production?ØWhy do some regions have surplus food productionwhereas other regions are suffering from famine? Is faminea natural or man-induced disaster?ØCan international aids help those countries affected by foodshortage and famine effectively? Or are they just doing badjobs with good motives?ØWhy should we bother about the famines in other countriesor regions?14 The impact of technology on agriculture in Saheland Southern California Positive and negative impacts of technology onagriculture Factors determining agricultural productivity Physical and human factors leading to famine Possible ways in solving the problem of famine Types of international aids Problems resulted from international aids The impact of famine on the affected region Global impact of famine Possible individual actions in helping people inregions affected by famine
From Thematic Study to Issue InquiryGuiding QuestionsExplanatory Notes on Learning ContentWhat are the differences between nomadic herding in Saheland irrigation farming in Southern California? The main components of an agricultural system(simple input-output model) The agricultural systems of nomadic herding andirrigation farmingØWhere is Sahel? Where is Southern California? What arethe characteristics of the natural environments in these tworegions?Ø Location of Sahel and Southern California Characteristics of the natural environments in Saheland Southern CaliforniaHow does the natural environment affect agriculture inthese two regions? Relationship between physical factors andagriculture Physical factors affecting agriculture in Sahel Physical factors affecting agriculture in SouthernCaliforniaØWhy do the agricultural characteristics vary in these tworegions of similar natural environmental settings? Similarities and differences of agriculture in Saheland Southern California Relationship between human factors andagriculture Reasons for the differences in agriculturalcharacteristics between Sahel and SouthernCaliforniaØIs technology a panacea for improving agriculturalproduction? What is the negative impact of agriculturaltechnology in these two regions? Positive and negative impacts of technology onagriculture Technological impact on agriculture in Sahel andSouthern CaliforniaØSahel has been frequently affected by famine. How doesthis problem relate to the local technological level?ØWhat are the other regions that are also frequently affectedby famine? What are the similarities that can be found inSahel and these regions?ØIs famine a natural or man-induced disaster?ØCan international aids help those countries affected by foodshortage and famine effectively? Or are they just doing badjobs with good motives?ØWhy should we bother about the famines in other countriesor regions?15 Definition of famine Physical and human factors leading to famine Factors determining agricultural productivity Regions frequently affected by famine Characteristics of regions frequently affected byfamine Reasons for famine to occur frequently Possible ways to solve the problem of famine Types of international aids Problems resulted from international aids The impact of famine on the affected region Global impact of famine Possible individual actions in helping people inregions affected by famine
Time AllocationThis curriculum is compiled on the assumption that schools will allocate a minimum of150 learning periods for geography (at least 4 periods per week). Schools are advised toassign a double lesson to the teaching of geography at least once a week. It isrecommended that fourteen periods should be assigned for each theme and nineperiods should be assigned for each issue. Students on average would be able tocomplete the whole curriculum content within 138 teaching periods. Teachers shouldexercise their own discretion to allocate the remaining time for various purposes, such ascatering for the more extensive needs of students, provision of guidance for theacademically less able students, carrying out more in-depth inquiry of a particular issue,or employment of a greater variety of learning strategies.16
Themes17
AgricultureIntroductionThe characteristics of different agricultural landscapes in the world have always beenshaped by the interaction among physical and human factors. During the past few decades,owing to technological advancement, human beings have gained greater control over thenatural environment. Thus, the importance of physical factors affecting agriculture hasbeen reduced drastically whereas technology is playing a more important role. Usingagricultural technology as the organizing concept, this theme aims at investigating howdifferent techno
Membership of the CDC Geography Subject Committee (Secondary) 4 Membership of the CDC Ad hoc Committee on the Review of S4-5 Geography Syllabus 5 Membership of the Joint CDC and HKEA Working Party on the Revision of S4-5 Geography Syllabus 6 Preamble 7 Introduction 8 Aims and Objectives 9 Curriculum Approach and Organization 11 Time Allocation 16
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systematic geography is divided into four main branches. GEOGRAPHY MODULE - 1 The study of Geography as a discipline Notes 5 Nature of Geography as a discipline (i) Physical geography, (ii) Biogeography, including environmental geography, (iii) Human geography, (iv) Geographical methods and techniques
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