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Rationale and Design Principles

CDI July 2010

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understand our Earth from a spatial and an ecological perspective

study of places and regions study of patterns and processes interactions between people and

environments global understanding through studying

interconnectedness and interdependence study of contemporary issues of

sustainability2

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stimulates students’ interest in and a sense of wonder about people, places and environments

make sense of our complex and dynamically changing world

develop world knowledge and understanding: a better understanding of different places in the world

develop geographical and enquiry skills, and basic competencies

be an informed and responsible citizen3

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the only chance for some of our students to receive basic geography training: a delicate balance between students’ interest and discipline essence

cater for integrated and combined subject modes : flexible and versatile modular & issue-based

update existing curriculum new developments in geographical education:

geo-informatics techniques matter, method and mission contemporary world view China elements

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For details refer to p.7 of English version / p.6 of Chinese version

to suit the needs of different students taking different pathways after the completion of junior secondary education

provide a flexible and diversified framework allowing its adoption into the various types of school-based PSHE curricula and catering for student diversity

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Enable students to understand how geography has meaning and relevance to their own lives

build on students’ curiosity and encourage them to explore the whole world

provide ample opportunities for students to develop a wide range of skills

promote our students to develop investigative and critical approaches to learning, and provide opportunities for their creativity to flourish

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8 Core Modules include: Using Urban Space Wisely Can we maintain a

sustainable urban environment? Living with Natural Hazards Are we better

equipped than the others? Tourists Friends or foes? Changing Climate, Changing Environments Can we Feed Ourselves? Too Much and Too Little? Global Shift of Manufacturing Industry

Opportunities and threats Scramble for Energy

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4 Elective Modules include: Population Problems Purely a matter of

number? Taming the Sand Facing a Spreading Risk! Oceans in Trouble!

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Section A: From Hong Kong to the World — Variations in space, people and places 4 core modules Space and Place enquiring the issue in local context (Hong

Kong), and then extending their investigation to national (China), regional (Asia and the Pacific) and finally to global scale

understand how the interaction of physical and human processes in different places creates varying geographical patterns and phenomena

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Section B: From China to the World — Enquiring regional problems arising from human-environment interactions 2 core modules and 2 elective modules Region and Human-environment Interaction Enquiring an issue in national context, and

then extending the investigation to regional and global scale

emphasis on the impacts of people-environment interactions and the diverse responses of people towards these impacts

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Section C: Challenges for our world — Managing global issues in a sustainable way 2 core modules and 2 elective modules Global interdependence and Sustainable

Development Enquiring contemporary global issues appreciate the increasing interconnectedness

and interdependence of our world, and how global issues could be managed in a sustainable manner

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On the whole, all students have to study 10 modules within three years.

The 10 modules include 8 core modules 4 from Section A 2 from Section B 2 from Section C

and 2 elective modules 1 from Section B 1 from Section C

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Guiding Questions One possible way of studying the related issue Allows alternative way of structuring the study

of the issue Knowledge, Skills, Values and Attitudes

only need to ensure that after the completion of the whole curriculum, all the essential learning elements recommended in Section 2.4 are covered

feel free to decide which concepts or skills should be included in the teaching of individual modules

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Introductory Paragraphs The first paragraph of the introduction is about the

major foci of the module, highlighting the rationale of choosing that particular theme and the key learning elements that should be covered

The second paragraph is mainly on catering for student diversity, in particular the difference in learning ability. Suggestions on how to tailor the curriculum content to cater for students of different learning abilities are included, such as excluding the teaching of some specific examples or introducing additional learning activities

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Specific Examples The purpose of these specific examples is to

enhance the areal coverage of the module so as to strengthen students’ global perspective, enabling them to have a better understanding of what is happening in other parts of the world.

For students of average ability, teachers can simply give a very brief overview and do not need to go into details.

If time and students’ ability allow, teachers can consider turning the examples into case studies, engaging their students into more detailed enquiry 16

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Essential Learning Elements to ensure all students will acquire the basic

knowledge, concepts, skills, values and attitudes This is particularly crucial for schools which choose

not to offer geography as an independent subject The essential learning elements are based on

a review of a number of overseas geography curricula teachers’ opinions collected from the “Research on

Teachers’ Views of Essential Learning Outcomes in PSHE at the End of Secondary 3

the views of a group of professionals from tertiary institutions, experienced teachers and curriculum developers

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Variations in Content Teach only the 8 core modules Teach 10 modules as recommended (8

core + 2 elective) Teach all 12 modules Prime Concern: essential learning

elements covered

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Variations in Scope Section A: only the case of Hong Kong

HK + China HK + China + Asia HK + China + Asia + World

Section B: only the case of China China + Asia China + Asia + World

Section C: 1 case 2 cases 3 cases

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Variations in Depth Cover the major foci mentioned in the 1st

paragraph of the Introduction Example from “Taming the spreading sand”

the causes and impact of desertification and sandstorms in North China

the measures to tame the spreading sand skill-training e.g. describing a distribution pattern on a

map, interpreting satellite images, conducting a geographical enquiry in the field and using GIS for geographical analysis

develop a sense of belonging to our nation, appreciate the importance of sustainable development and be willing to take appropriate actions for a better environment 20

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Variations in Depth Follow the recommendations in the 2nd

paragraph of the Introduction Example from “Taming the spreading sand”

brief introduction of the global pattern of desertification, major regions affected by sandstorms and the measures taken by them to alleviate the problems

in-depth case studies of how the spreading of desert dust and sand affects the inhabitants of Australia and the Sahara

study the similarities and differences on how less developed countries and more developed countries manage their sand problems 21

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General Guidelines Basic for ALL

Location, distribution, pattern / trend, causes, characteristics, problems / impact, solutions

Study the basic example A brief overview of what is happening in other

parts of the world Identify, describe and explain

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General Guidelines For more able

Spatial / temporal variations in causes and characteristics, similarities and differences in MDCs and LDCs, Spatial association and variation

Study more specific examples / in-depth case study

Compare and contrast, analyse and apply

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For schools offering geography as an independent subject in S1-3: Regional networking Normal teacher training and resource support e-Learning depository

For schools offering integrated subjects in S1-3: Workshops on curriculum auditing and

planning Exemplars of typical cases

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Do you think a more frequent, but minor in scale, revision of the S1-3 Geography curriculum an more acceptable / a better way in suiting the needs of our students?e.g. revising part or the whole of one or two modules every three years, instead of a major revision every decade.

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