alevel-geography exam format and syllabus

8/3/2019 ALEVEL-Geography Exam Format and Syllabus

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GEOGRAPHY

HIGHER 3

(Syllabus 9806)

[For school candidates only]

CONTENTS

Page

INTRODUCTION 1

SYLLABUS DESIGN 1

AIMS 1

KNOWLEDGE 2

SKILLS 2

VALUES 2

ASSESSMENT OBJECTIVES 3

H3 GEOGRAPHY SYLLABUS 4

ASSESSMENT CRITERIA 11

SUGGESTED REFERENCES FOR GEOGRAPHY EXPLORED 14

SUGGESTED REFERENCES FOR GEOGRAPHY ENQUIRY 15

APPENDIX A: RESEARCH ESSAY PROPOSAL FORM 17

APPENDIX B: DECLARATION AND SUBMISSION FORM 19

APPENDIX C: RECORD OF GUIDANCE 20


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9806 H3 GEOGRAPHY (2010)

1

INTRODUCTION

The Higher 3 (H3) Geography syllabus provides candidates who have exceptional interest and abilityin the subject with opportunities to be engaged in geographical theory and research. It challengescandidates to explore the theoretical and critical discourses of Geography in the way it is perceived,

defined and practised. The syllabus provides a foundation for academic engagement in Geography attertiary level.

SYLLABUS DESIGN

The H3 Geography syllabus is designed on the assumption that candidates have knowledge andunderstanding of Geography at Higher 2 (H2) level. It is pitched at a level higher than that of the H2Geography syllabus. It builds on the knowledge, understanding and competencies acquired in H2Geography and requires candidates to demonstrate greater depth of understanding. The Aims,Knowledge, Skills and Values are an extension of those stated in the H2 syllabus. The syllabus isbased on about 112168 hours of teaching and independent research.

AIMS

The syllabus aims to enable candidates to:

1. Develop critical acquisition of knowledge of the characteristics and distribution of physical andhuman phenomena;

2. Develop a critical understanding of the processes affecting the physical and human environments;

3. Provide an understanding of the dynamic and changing outcomes resulting from physical-human

relationships;

4. Develop skills in acquiring, communicating, applying and evaluating geographical knowledge;

5. Develop an informed concern about the quality of the environment and the future of the humanhabitat, and thereby, enhance candidates sense of responsibility for the care of the Earth and itspeople;

6. Develop awareness of contrasting opportunities and constraints which people face in local,regional and global environments; and

7. Develop an appreciation of the dynamic nature of geography over time and space.


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KNOWLEDGECandidates should develop in-depth knowledge of:

1. Geographical concepts, terms, facts, trends, theories and principles;

2. Potential and limitations of evidence, approaches, theories, models and concepts in geographicalknowledge;

3. Components of physical and human environments;

4. Spatial patterns of physical and human phenomena;

5. Relationships and interactions between and within physical and human phenomena at local,regional and global scales; and

6. Spatial and temporal changes in physical and human environments.

SKILLS

Through an independent enquiry, candidates should further develop the skills to:

1. Identify and classify physical and human features of the environment;

2. Observe, collect, record and evaluate geographic information from both primary and secondarysources;

3. Extract relevant information from geographical data (numerical, diagrammatic, pictorial andgraphical forms);

4. Interpret, recognise and critically analyse patterns in geographical data and deduce relationships;

5. Use and apply geographical concepts, terms, facts and theories to new contexts and issues;

6. Synthesise and evaluate geographical data and knowledge; and

7. Organise, present and communicate information in a coherent manner.

VALUES

Through their geographical training, candidates should develop:

1. A sense of appreciation and responsibility for the quality of the environment and the desirability ofsustainable development at local, regional and global scales;

2. Sensitivity towards the attitudes, values and beliefs of people in different human environments;

3. An ability to critically analyse, evaluate and make judgements on perspectives, values andattitudes in the use and management of resources;

4. Personal perspectives, values and attitudes in relation to geographical issues; and

5. An awareness of the vulnerabilities, constraints and challenges faced by the local, regional and

global communities.


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ASSESSMENT OBJECTIVES

H3 Geography requires candidates to demonstrate their abilities to apply and communicate effectivelytheir knowledge and understanding of Geography, using the skills of critical analysis, creativity,synthesis of information and ideas, and evaluation. Specifically, candidates should be able to:

AO1: Knowledge

Demonstrate relevant knowledge geographical facts, concepts, processes, interactions,principles, theories, models and trends

AO2: Critical Understanding and Constructing Explanation

Select, organise and apply facts, concepts and terminology

Make judgements, recommendations and decisions

AO3: Interpreting and Evaluating Geographical Data

Comprehend and extract relevant information from geographical data (numerical, diagrammatic,pictorial and graphical forms)

Use and apply geographical knowledge and understanding to interpret and evaluate geographicaldata

o Recognise patterns in geographical data and deduce relationships

o Analyse and evaluate evidence

o Compare and contrast different views

o Draw inferences from given information

o Recognise values and detect bias

o Draw conclusions based on a reasoned consideration of evidence and arguments

Design a research strategy to understand human and/or physical phenomena in detail


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H3 GEOGRAPHY SYLLABUS

The H3 Geography syllabus includes two components. The taught component is based onGeography Explored which introduces concepts and themes central to the practice of the discipline.The syllabus challenges candidates to think critically and creatively about a range of ideas,

perspectives and methodologies of enquiry. In the process, candidates will develop the ability toformulate informed opinions about the discipline and geographical issues in the real world. It isrecommended that this component be conducted over 20 hours.

The second component Geography Enquiry is based on an individual investigation. Candidates canchoose to collect primary data and/oruse secondary data sources (see below). Geography Enquiryshould be completed over a period of nine months, commencing in November in the first academicyear. Completed essays should be ready for submission to CIE by end September in the secondacademic year.

H3 Geography is assessed as a Research Essay to enable candidates to demonstrate theapplication of their skills and knowledge in Geography.

Geography Explored

Geography Explored provides the academic foundation for Geography Enquiry. The syllabusoutlines the key themes which capture the nature of Geography. Teachers should cover all thethemes listed in the syllabus and may introduce other themes as they deem necessary.The examples listed for each theme are intended only for guidance and teachers are encouraged toillustrate the themes with relevant examples. Where appropriate the discussion of the themes shouldincorporate elements from both physical and human geography and the interaction between theseelements.

Geography Explored involves a critical examination of six themes. Each theme requires a briefintroduction/overview and should then be studied in relation to the main topics of, and issues arisingfrom, the Higher 2 (H2) Geography syllabus. Candidates are also encouraged to explore topics

outside the H2 Geography syllabus to demonstrate their awareness of a range of geographical issuesand concepts (e.g. ecosystems, coastal environments, tourism).

The six themes are:

Space (e.g. location, relative space)

Time (e.g. the past as key to the future, evolution, change, dynamism, dynamic equilibrium,frequency)

Scale (e.g. politics of scale, magnitude, threshold)

Patterns (e.g. distribution, uniqueness vs generalisations, catastrophes vs regular events)

Approaches (e.g. process-based, systems-based, human-environment, regional, systematic,models, multidisciplinary)

Methods and Techniques (e.g. quantitative research, qualitative research, Geographic InformationSystems)

Suggestions for the interpretation and illustration of each theme are highlighted by the examples inparentheses. The themes could be discussed separately or as a combination. For instance, scaleand patterns could be considered under Inequalities of Development from global, regional to localscale with particular emphasis on the dynamic nature of patterns and the change in the nature ofissues according to the scale at which Inequalities of Development are considered.

Geography Enquiry

The purpose of Geography Enquiry is to amplify, reinforce and extend the principal geographicalconcepts and skills. It challenges candidates to conduct an in-depth study of a topic and adds toknowledge, understanding and awareness.

Candidates will submit a Research Essay based on a topic of their choice.


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The Research Essay is of length 30003500 wordsThe essay must extend the candidates work beyond the requirements of H2 Geography todemonstrate new discussion and learning. The submission should include the following:(a) Research Topic and Literature Review(b) Methodology(c) Data Analysis and Evaluation

(d) Conclusion

Suggested Areas of ResearchThe Research Essay should display some degree of originality, and extend the candidatesappreciation of the topics and concepts beyond that of the H2 Geography syllabus. The researchtopics listed below are intended as a guide to the scale of research that students could possiblyengage in. The list is not intended to be exhaustive but to assist teacher-supervisors in thesupervision of the research essays. Some suggestions are:

Concept of threshold as evaluated against the number of taxi operators in Singapore

Mandai Reforestation Site: A study of vegetation renewal in Singapore

Reasons for migration among transnational domestic workers in Singapore

Comparison of the microclimate between one public housing estate and one private housingestate of comparable size

Generational differences in Singaporeans responses to earthquake tremors Geography and Art: How paintings by local artists reflect the urban changes in Singapore over a

period of time

An analysis of the provision of amenities in Singapore that are elderly-friendly

A survey of attitudes towards sustainable development among students in Singapore

An analysis of the factors for success in the operation of budget airlines

A study of how climate affects the design of buildings in Singapore

Planning and Writing the Research Proposal

1. Identifying a Research Topic

1.1 Candidates are encouraged to consider two to three possible areas of research.They should do some basic reading on the proposed research topics to establish theirviability. Candidates should finally select one research topic which is focused and willcontribute to existing geographical knowledge.

2. Approval Process for the Research Proposal

2.1 Candidates are required to submit a soft copy of the Research Essay Proposal Form(Appendix A) to SEAB by a specified date in Term 1 of the second year of study.Deadlines for submissions will be specified by the Singapore Examinations andAssessment Board (SEAB) in a circular to schools each year.

2.2 The proposal must include the following details:

the research topic; rationale for the choice of research topic;

the title of the Research Essay;

a synopsis which states clearly the objective(s) and scope of the research area,as well as an indication of any potential problems or limitations;

a literature review giving an overview of the current state of research andknowledge in this area of study;

if applicable, a description of the qualitative or quantitative methodology to beused in gathering data; and

the proposal should not exceed 500 words.

2.3 The hard copy of the proposal must be dated and signed by both the candidate andthe teacher supervising the study. The hard copy should be retained by the schooland submitted with the completed Research Essay by the date specified by SEAB.


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2.4 Proposal submissions will be sent electronically to CIE for approval by the PrincipalExaminer.

2.5 If a proposal is acceptable as it stands, the Principal Examiner will approve it withoutfurther feedback.

2.6 If the Principal Examiner rejects a proposal, or indicates that a proposal needs to berevised before it can be approved, s/he will send feedback accordingly. Thisfeedback must be retained and submitted with the completed Research Essay, alongwith the hard copy of the original submission, signed by both the candidate and theteacher and retained by the school (see paragraph 2.3).

2.7 If a candidate has been advised by the Principal Examiner that s/he must make aresubmission of the amended proposal for approval, or submit a second proposal, thecandidate must do so by the date specified by SEAB.

Notes of Guidance for Supervisors on the Research Essay

3. The Research Essay submitted for assessment must be candidates own work and should

represent their ability to work independently; nevertheless, all candidates will need supportfrom their Centres in the form of monitoring the work in progress and giving some degree ofguidance. The extent of teacher guidance is outlined below.

3.1 At the Proposal Stage

3.1.1 Before candidates embark on the writing of their paper, teachers are expected to:

guide candidates on the selection of an appropriate research topic;

guide candidates in the formulation of their research proposal and in theinterpretation of examiners comments on their proposal, if necessary;

advise candidates on work schedule;

advise candidates on research ethics;

guide candidates on research skills and techniques;

advise candidates on the suitability of resources/references selected;

explain to candidates what they will be assessed on and how their performancewill be assessed; and

draw candidates attention to the importance of the declaration they will berequired to makein the Declaration and Submission Form (Appendix B).

3.1.2 During the formulation of proposals, teachers may guide candidates as required.This guidance includes any interpretation of feedback given by the PrincipalExaminer, as well as the formulation of a second proposal, if necessary.

3.2 During Writing

3.2.1 The teacher may have up to 3 conferences with the candidate. The first and secondconferences are compulsory while the third conference is optional.

a. First conference (compulsory) this must be conducted at the latest by mid-May. The teacher will not be required to complete the Record of Guidance(Appendix C).

b. Second conference (compulsory) this must be conducted at the latest bymid-July. The teacher will be required to complete the Record of Guidance(Appendix C), giving details of key points of guidance provided during theconference. This will aid examiners in evaluating the candidates work.

c. Third conference (optional) this, if needed, must be conducted latest by mid-

August. The teacher will be required to complete the Record of Guidance(Appendix C), giving details of key points of guidance during the conference.


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The third conference can be conducted:

1. at the request of a candidate, or

2. should the teacher feel that a candidate would benefit from a thirdconference, s/he may suggest it to the candidate. However, it should be

the candidates decision whether or not to take up the suggestion.

3.2.2 There is no time limit on the duration of the conferences, as the length of timerequired will depend on each candidates needs. However, the conferences shouldeach take place over one sitting. This means that Centres should schedule theirconferences in such a way that each of the conferences takes place over a singlesession within one day.

3.2.3 Teachers may accept a draft of a candidates work in advance of the conferences, fordiscussion during the sessions, but teachers are not allowed to give any writtenfeedback on the work submitted.

3.2.4 Teachers should encourage candidates to take notes during the conferences, so that

they can refer to these notes subsequently, when working independently.

3.2.5 It should be noted that the nature and extent of guidance given during theconferences may be taken into consideration during the marking of the candidateswork.

3.2.6 All completed Record of Guidance forms must carry the teachers signature and date.The candidate should be given the opportunity to see what has been noted down onthe forms and should sign his/her acknowledgement of the guidance given.

3.2.7 All completed Record of Guidance forms must be submitted with the candidatesessay.

3.3 Acknowledgement of Guidance

3.3.1 Candidates are permitted to seek advice or information from people outside of theschool environment who have expertise that is relevant to their research. However,as part of their guidance on the ethics of carrying out independent research, teachersshould advise candidates that it is not acceptable for them to either seek or accepthelp from any outside agency, including family and friends, in the actual writing oftheir Research Essay.

3.3.2 Candidates must acknowledge guidance or information provided by people other thantheir Geography teachers. They may do this through the use of footnotes, orendnotes, or in their bibliography.

3.4 On Submission and on Suspicion of Plagiarism

3.4.1 When candidates submit their Research Essay for assessment, teachers areexpected to ensure that candidates have completed the Declaration and SubmissionForm (Appendix B) and attached it to the front of the work, along with the Record ofGuidance (Appendix C).

3.4.2 Teachers should also attach the hard copy of the proposal(s).

3.4.3 While teachers do not need to assess the work that is submitted, or check thatrequirements for the Research Essay have been fulfilled, nevertheless, they will needto read the work in order to satisfy themselves that it is authentic.


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3.4.4 If the teacher is satisfied that, to the best of his/her knowledge of the candidate andthe progress of the Research Essay, the work is authentic, s/he should sign and datethe declaration on authenticity on the Declaration and Submission Form(Appendix B). It is understood that the declaration is made in good faith by theteacher and that ultimately, the authenticity of the work is the candidatesresponsibility.

3.4.5 If the teacher has cause for suspicion of plagiarism in the work submitted, s/he shouldcircle reason [to believe that the candidate has plagiarised work in this ResearchEssay] and give details in an Irregularity Report(to be issued by SEAB) which shouldbe submitted to SEAB, along with the work in question, including the candidatesapproved proposal.

3.4.6 All documentation regarding cases of suspected plagiarism, proven or otherwise,must be submitted to SEAB. The examining authority will take disciplinary actionagainst any candidate found to have committed or aided the offence of plagiarism.

3.4.7 If there are no irregularity cases, a nil return must be submitted by the school.

Notes on the Submission of the Research Essay

4. The Research Essay must be submitted to CIE by end of September of the second academicyear. It has to be typed on A4 paper using Arial 12 font, double-spaced and appropriatelyreferenced where necessary. All pages except the cover page must be paginated at thelower right hand corner. It is essential that all direct quotations or ideas borrowed fromauthors, which are paraphrased in the candidates own words be acknowledged whenreferencing. All diagrams, maps and graphs should be folded down to A4 size. A completebibliography of all resources used/referred to must be attached to the work.

5. The research essay must be accompanied by:

5.1 Research Essay Proposal Form (Appendix A)

5.2 Declaration and Submission Form (Appendix B)

This form should be signed by the candidate and the supervisor confirming that the ResearchEssay submitted is the candidates own original and unaided work. The supervisor has todeclare that the work is conducted under the specified conditions and record details of anyadditional assistance. It should also indicate the word count of the research essay. The wordlimit for the Research Essay is 30003500 words. Candidates should be informed that thefollowing do not constitute part of the word count:

titles and content of diagrams (e.g. graphs, charts, tables, maps)

footnotes

bibliography

appendices

acknowledgements

page numbers

5.3 Record of Guidance (Appendix C)

5.4 Appendices (where necessary)

Appendices are supplementary reference materials that may assist the marker in assessingthe Research Essay. Examples of these materials include maps, charts and questionnaires.Materials that are not relevant to the Research Essay and are used solely for the purpose ofinterest and decoration should not be appended.


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Framework for the Research Essay

The format for the Research Essay is as follows:

Framework ofthe Research

Essay(Weighting)

Comments

Research Topicand Literature

Review(25%)

Candidates should be clearly focused on one or two key questions. This section ofthe research essay should introduce the question, issue or problem. Given thetime available for the research, focused rather than broad topics should beencouraged, for instance, A study of the air quality in Singapore rather than AirQuality in South East Asia.

This section should outline the key questions in the research study and providedetails of the location of the investigation including an annotated site map wherepossible. The key questions should indicate clearly the geographicalperspectives of the research.

The critique of the existing literature should show evidence of a range of relevantreading and should critically assess the existing state of knowledge. It should alsoexplain how the literature review contributes to the understanding of the researchtopic.

Methodology:(Data selection,collection and

recording)(15%)

Candidates are encouraged to use multiple data sources which may include:

Primary data (e.g. information collected from field investigation, NationalArchives)

And/or

Secondary data (e.g. published sources from the United Nations (UN)agencies, non-governmental organisations (NGOs), government publicationslike population census, statistical yearbooks, telephone directories, censuses,the Internet, CD-ROMs)

This section should:

state the nature of the information required in order to answer the researchquestion, issue or problem posed

describe what kind of data was needed, when and how it was collected(including the correct use of sampling techniques and questionnaire designwhere applicable)

discuss any problems encountered in the data collection

show evidence of the data collected in the field (e.g. fieldwork notes could beincluded in the appendix)

record the data in an organised manner, with appropriate selection


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Framework ofthe Research

Essay(Weighting)

Comments

Data Analysis

and Evaluation(40%)

This section includes the presentation and representation of data collected in

various forms (e.g. cartographic, diagrammatic, photographic, graphical) andcritical analysis of the data collected.

Candidates should:

describe and explain the results in an analytical commentary

interpret the results using suitable techniques (e.g. statistical analysis) whereappropriate

synthesise and integrate the different types of data to highlight trends andpatterns

apply or test the relevance of models, theories, or hypotheses appropriate tothe enquiry

assess the effectiveness of the data collected

Conclusion(20%)

In this concluding section, candidates should:

address the research question

summarise and link the findings to draw a conclusion

evaluate the research findings

state and evaluate where relevant possible solutions to the question, problemor issue being investigated

evaluate the strengths and weaknesses of the enquiry


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ASS

ESSMENTCRITERIA

Allresearchessayswillbeassessedusingthecriteriaitemisedbelow.Th

esecriteriaarebasedontheFram

eworkfortheResearchEssay

.

Criteria

Levels

(Marks)

Level-descriptors

Level4

(2025)

Aclear,feasiblegeo

graphicalquestionorhypothesis

isstated,withathoroughexplana

tionforthe

choiceofinvestigation.

Adetailedplanfora

llpartsoftheinvestigation,showinganunderstandingofpossibleli

mitations.

Theinvestigationis

basedupondetailedandwideran

gingresearchandcriticalassessmentofthe

relevantliterature.

Theresearchessay

iswithinthewordlimitof30003500words.

Level3

(1519)

Aclear,feasiblegeo

graphicalquestionorhypothesis

isstated,withareasonedexplana

tionforthe


Athoroughplanoftheinvestigationwithsomeindicat

ionofpossiblelimitations.

Theinvestigationis

thoroughandbaseduponanumb

erofsources.Thereissomecriticalassessment

oftheliterature.

Theresearchessay

iswithinthewordlimitof30003500words.

Level2

(1014)

Afeasiblebutrathervaguegeographicalquestionorhypothesisisstated,withsomeex

planationforthe


Aplanisproducedbutlacksclearthinkingandshows

limitedunderstandingofpossible

limitations.

Theinvestigationis

baseduponlimitedsourceswhich

aregenerallyreportedratherthancritically

analysed.

Thislevelisthehigh

estthatcanbeachievediftheresearchessayexceedsthewordlim

itof3000

3500words.

Resea

rchTopicandLiterature

Review

(25marks)

Thisse

ctionshouldoutlinethekey

questio

nsintheresearchstudyand

provide

detailsofthelocationofthe

investigationincludinganannotated

sitema

pwherepossible.Thekey

questio

nsshouldindicateclearlythe

geographicalperspectivesofthe

research.

Thecritiqueoftheexistingliterature

should

showevidenceofarangeof

relevan

treadingandshouldcritically

assess

theexistingstateof

knowle

dge.Itshouldalsoexplain

howtheliteraturereviewcontributes

totheunderstandingoftheresearch

topic.

Level1

(09)

Ageographicalquestionorhypothesisisstatedinbasicterms,withlittleornoexplanationforthe


Planningweakwith

noindicationofpossiblelimitation

s.

Theinvestigationis

baseduponverylimitedresearch

whichislargelydescriptive.

Theresearchessay

mayhaveexceededthewordlim

itof30003500words.

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Criteria

Levels

(Marks)

Level-descriptors

Level4

(1215)

Datacollectioniswelljustifiedwithrespecttotheaimsoftheinvestigation.

Datacollectedshow

abalancebetweenprimaryandsecondarysourcesappropriateto

theaimsofthe

investigation.

Dataarerecordeda

ndorganisedclearlyandprecisely.

Allsecondarysourcematerialisaccuratelyreferenced.

Level3

(911)

Datacollectionisjustifiedwithrespecttotheaimsoftheinvestigation.

Datacollectedshow

abalancebetweenprimaryandsecondarysourcesthatislargelyappropriateto

theaimsoftheinvestigation.

Dataarerecordeda

ndorganisedinlinewiththeneed

softheinvestigation.

Allsecondarysourcematerialisaccuratelyreferenced.

Level2

(68)

Somejustificationofdatacollection.

Dataarelargelyapp

ropriatebutincompleteorlacking

balanceintermsoftheinvestigation.

Datarecordedwithlittleorganisationandsomeshortc

omings.

Referencingisthoro

ugh,withoccasionallapsesinaccuracy.

Metho

dology:DataCollection,

Select

ionandRecording(15marks)

Thisse

ctionshould:

sta

tethenatureoftheinformation

req

uiredinordertoanswerthe

res

earchquestion,issueor

pro

blemposed

describewhatkindofdatawas

needed,whenandhowitwas

collected(includingthecorrect

useofsamplingtechniquesand

questionnairedesignwhere

applicable)

dis

cussanyproblems

encounteredinthedatacollection

showevidenceofthedata

collectedinthefield(e.g.

fieldworknotescouldbeincluded

intheappendix)

rec

ordthedatainanorganised

ma

nner,withappropriate

selection

Level1

(05)

Littleornojustificationofdatacollection

Datacollectedareincompleteandnotentirelyrelevan

ttotheinvestigation.

Dataaredisorganised.

Referencingissometimeslacking,incompleteorinaccurate.

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SUGGESTED REFERENCES FOR GEOGRAPHYEXPLORED

Cloke, P., Crang, P. and Goodwin, M. (1999). Introducing Human Geographies. London: Arnold.

Gould, P. (1985). The Geographer At Work. London: Routledge.

Gould, P. (2000). Becoming A Geographer. Syracuse: Syracuse University Press.

Gregory, K. (2000). The Changing Nature of Physical Geography. London: Arnold.

Haggett, P. (2001). Geography: A Global Synthesis. Essex: Prentice Hall.

Haines-Young, R. and Petch, J. (1985). Physical Geography: Its Nature and Methods. London: Harperand Row.

Harvey, D. (2000). Spaces of Hope. Berkeley: University of California Press.

Holloway, S., Rice, S. and Valentine, G. (2003). Key Concepts in Geography. Oxford: Blackwell.

Holt-Jensen, A. (1999). Geography, its History and Concepts: A Students Guide. London: SagePublications.

Johnston, R.J. (Ed.). (1997). Geography and Geographers. London: Arnold.

Johnston, R.J. and Sidaway, J.D. (2004). Geography and Geographers: Anglo-American GeographySince 1945. (6

thEd.). London: Arnold.

Mathews, J.A. and Herbert, D.T. (Eds.). (2004). Unifying Geography: Common Heritage, SharedFuture. London: Routledge.

Peet, R. (1998). Modern Geographical Thought. Oxford: Blackwell.

Rogers, A., Viles, H. and Goudie, A. (Eds.). (2003). The Students Companion to Geography. Oxford:Blackwell.

Yeoh, B. Geography Is Everywhere: Spaces, Places and Environments in Yeoh, B. and Chua, B.H.(Eds). (1994). World of Humanities, Singapore: Gifted Education Unit, Ministry of Education andFaculty of Arts, National University of Singapore.


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SUGGESTED REFERENCES FOR GEOGRAPHY ENQUIRY

Abbas, T. and Teddlie, C. (1998). Mixed Methodology: Combining Qualitative and QuantitativeApproaches. London: Sage.

Babbie, E. (2004). The Practice of Social Research. (10th

Ed.). Belmont, CA: Wadsworth PublishingCompany.

Blunt, A. et al (2003). Cultural Geography in Practice. London: Arnold.

Bell, J. (2000). Doing Your Research Project. (3rd

Ed.).Buckingham: Open University Press.

Briggs, K. (1989). Practical Geography. London: Hodder and Stoughton.

Clifford, N.J. and Valentine, G. (2003). Key Methods in Geography. London: Sage.

Crang, M. (2002). Qualitative Methods: The New Orthodoxy? in Progress in Human Geography. Vol.26(5): pp647655.

Cvancara, A.M. (1985). A Field Manual for the Amateur Geologist. New York: John Wiley and Sons,Inc.

Dorling, D. and Fairbairn, D. (1997). Mapping: Ways of Representing the World. London: Harlow.

Ebdon, D. (1985). Statistics in Geography. Oxford: Blackwell.

Denzin, N. and Lincoln, Y. (Eds.). (2000). Handbook of Qualitative Research. London: Sage.

Denzin, N. and Lincoln, Y. (Eds.). (1998). Collecting and Interpreting Qualitative Materials. London:Sage.

Flowerdew, R. and Martin, D. (Eds.). (2004). Methods in Human Geography. (2nd

Ed.). New Jersey:Prentice Hall.

Fotheringham, A.S., Brunsdon, C. and Charlton, M. (2000). Quantitative Geography: Perspectives onSpatial Data Analysis. London: Sage.

Frew, J. (1993).Advanced Geography Fieldwork. Surrey: Nelson.

Graham, E. (1999). Breaking Out: the Opportunities and Challenges of Multi-method Research inPopulation Geography in Professional Geographer, Vol. 51., pp7689.

Hammond, R and McCullagh, P. (1978). Quantitative Techniques in Geography. (2nd

Ed.). Oxford:Oxford University.

Hays, I. (2000). Qualitative Research Methods in Human Geography. Oxford: Oxford UniversityPress.

Holmes, D. and Farbrother, D. (2000).AZ Advancing Geography: Fieldwork. Sheffield: GeographicalAssociation.

Kitchen, R. and Tate, N.J. (2000). Conducting Research in Human Geography: Theory, Methodologyand Practice. Harlow: Prentice Hall.

Kneale, P.E. (1999). Study Skills for Geography Skills. London: Arnold.

Kraak, M. (2003). Cartography. (2nd

Ed.). Harlow: Pearson Education.


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Johnson, W.A., Petting, R.P., Scott, G.M., and Garrison, S.M. (2002). The Sociology Student WritersManual. (3

rdEd.). New Jersey: Prentice Hall.

Lenon, B and Cleves, P. (2003). Fieldwork Techniques and Projects in Geography. (2nd

Ed.). London:Collins Educational.

Limb, M. and Dwyer, C. (Eds.). (2001). Qualitative Methodologies for Geographers: Issues andDebates. London: Arnold.

Luck, M. (1999). Your Student Research Project. Hampshire: Gower.

Matthews, M.H and Foster, L.D.L. (1989). Geographical Data: Sources, Presentation and Analysis.Oxford: Oxford University Press.

May, T. (2001). Social Research: Issues, Methods and Process. Buckingham: Open University Press.

McQueen, R and Knussen, C. (2002). Research Methods for Social Science. Harlow: Prentice Hall.

Monmonier, M. (1996). How to Lie with Maps. (2nd

Ed.). Chicago: University of Chicago Press.

Monmonier, M. (1993). Mapping it out: Expository Cartography for the Humanities and SocialSciences. Chicago: University of Chicago Press.

Philip, L.J. (1998). Combining Quantitative and Qualitative Approaches to Social Research in HumanGeography an Impossible Mixture? in Environment and Planning A, Vol. 30(2). pp.261276.

Rogerson, P. (2001). Statistical Methods for Geography. London: Sage.

Seale, C., Giampietro, G., Gubrium, J. and Silverman, D. (2004). Qualitative Research Practice.London: Sage.

Sharp, J., Peters, J. and Howard, K. (2002). The Management of a Student Research Project. (3rd

Ed). Hants: Gower.

Shurmer-Smith, P. (2002). Doing Cultural Geography. London: Sage.

Silverman, D. (1999). Doing Qualitative Research: A Practical Handbook. London: Sage.

St John, P. and Richardson, D. (1997). Methods of Presenting Fieldwork Data. Sheffield:Geographical Association.


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[APPENDIX A]

H3 GEOGRAPHY (9806)

RESEARCH ESSAY PROPOSAL FORM

Candidates Name: Index Number:

Centre Name: Centre Number:

Year of Examination:

If this is the 2nd

submission, please tick here

Research Topic:

Rationale for Choice of Topic (e.g. potential contribution of study to existing knowledge /research):

Proposed Title of Research Essay:

Synopsis of Research Essay:[State clearly the objective(s) and scope of your research, and identify any potential problems orlimitations.]


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Literature Review (i.e. an overview of the current state of research and knowledge in this topic):

Methodology (if applicable):[State clearly which, if any, qualitative and/or quantitative methods will be used]

Candidates Signature: Date:

Teachers Name: Signature: Date:

SchoolStamp


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[APPENDIX B][To be attached to the front of Research Essay / Project / Independent Study]

RESEARCH ESSAY / PROJECT / INDEPENDENT STUDY

DECLARATION AND SUBMISSION FORM

Subject: Subject Code:



Teachers Name: Year of Examination:

Title of Research Essay / Project / Independent Study:

Word count for Research Essay / Project / Independent Study: _____________ words

Plagiarism Warning:Plagiarism is using someone elses work without acknowledging the source of that information. (Refer tothe examination syllabus for more details on what constitutes plagiarism.) Plagiarism amounts tointellectual theft and is seen as an act of dishonesty. An investigation will be conducted when there iscause for suspicion of plagiarism. Where clear and convincing evidence exists, disciplinary action by theexamining authority will be taken against any candidate found to have committed or aided the offence ofplagiarism. Candidates who have contravened the examination regulations will not be given a grade and aT symbol for the subject will be indicated.

Candidates Declaration:I declare that the attached work was produced solely by me.

I also declare that the subject area and content used in this Research Essay / Project / Independent Studyis not used in any other H2/H3 Research Essay / Project / Independent Study that I am submitting in thesame examination year, or have submitted previously.

I am aware that if I am submitting two or more pieces of research work, only one of the works will beassessed if it is found that there is substantial overlap of content in the various pieces of research worksubmitted.

Candidates signature and date_________________________________

Teachers Declaration:

In supervising this candidate, I declare that I have / have not* supervised this candidate in accordancewith the Notes of Guidance contained in the Examination Syllabus.* If have not, please attach an Irregularity Report containing the details to this Form.

Teachers signature and date___________________________________

I have no reason / reason** to believe that the work submitted by the candidate contains plagiarisedmaterial (please circle accordingly).** If there is evidence to suggest plagiarism may have occurred, please complete an Irregularity Reportand submit it to SEAB with the candidates work.

Teachers signature and date___________________________________

SchoolStamp


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[APPENDIX C]

RESEARCH ESSAY / PROJECT / INDEPENDENT STUDY

RECORD OF GUIDANCE

Subject: Subject Code:



Year of Examination: Date of conference:

2nd

compulsory / 3rd

optional conference (delete as appropriate)

Title of Research Essay / Project / Independent Study:

The guidance given to this candidate is recorded below.

Teachers Name: Signature: Date:

Candidates Signature: Date:

SchoolStamp

alevel-geography exam format and syllabus

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