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Six Years as One: Planning the Geography Curriculum for Junior and Senior Secondary Education

Six Years as One: Planning the Geography Curriculum for Junior and Senior Secondary Education. How do I plan the Geography curriculum of my school?. Task 1. Case Study:. Why?. Task 2. What did the Curriculum Guide said?. Case Study:. Themes:

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Six Years as One: Planning the Geography Curriculum for Junior and Senior Secondary Education

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  1. Six Years as One: Planning the Geography Curriculum for Junior and Senior Secondary Education

  2. How do I plan the Geography curriculum of my school? Task 1

  3. Case Study: Why? Task 2

  4. What did the Curriculum Guide said?

  5. Case Study: • Themes: • From HK to the World – Variations in space, people and places • From China to the World – Enquiring regional problems arising from human-environment interactions • Challenges for our world – Managing global issues in a sustainable way Core Modules

  6. Case Study: • Themes: • Living with our physical environment • Facing change in the human environment • Confronting global challenges Any other considerations?

  7. General guidelines to planning • Concepts, knowledge and skills – from simple to complex, easy to difficult • Choice of case study – a balanced coverage from local to global examples • Progression: • Breath of study • Depth of study • Spatial scale • Development of skills • Increasing opportunities for pupils to examine social, economic and environmental issues • Needs of students (interest / strength / weakness)

  8. Planning of Junior Geography Curriculum Different mode of junior form PSHE curriculum Integrated Mode (Geography is not an independent subject) Mixed Mode (S3 Geography) Independent subject Mode (S1-3 Geography)

  9. Planning of Junior Geography Curriculum • Enquiry learning • Essential learning elements • Knowledge, concepts and skills, values and attitudes

  10. Integrated & mixed mode Curriculum Auditing for the Integrated curriculum • Check whether the integrated curriculum has covered the essential learning elements • Topics related to Geography • Find out the knowledge, concepts or skills covered • Find out the missing elements Task 3

  11. Planning of Junior Geography CurriculumCharacteristics of each topic:

  12. Characteristics of each topic:

  13. Characteristics of each topic:

  14. Characteristics of each topic:

  15. Characteristics of each topic:

  16. Characteristics of each topic:

  17. What do you think about this curriculum? School background: Characteristics of students: average ability, rather passive, come from lower socio-economic class No. of Geography lessons: two 40-minute lessons per week Task 4

  18. What do you think about this curriculum? The choice of the topics The time available to cover the content Students’ learning of these knowledge and skills Any other comments?

  19. 15 minutesBreak

  20. What do you think about this curriculum? • Good points: • Follow what the Curriculum Guide suggests • Choice of topics: interesting, related to daily life • Bad points: • Content is too much • Map reading skills are too difficult for S1 students • Sequence of the modules

  21. Curriculumdesign of S1-3 Geography Curriculum Core Core Core Core Elective

  22. Other considerations • Trimming the curriculum • Number of specific examples • Content

  23. Example • Sustainable City: • Do all cities look the same? (choose any 1-2) • Western city • SE Asian city • South American city • What problem is our city facing? • Traffic congestion problem • Urban decay problem • Specific examples (choose any 1-2) • Guangzhou • Tianjin • Seoul • Helsinki

  24. Example • The Trouble of Water: • Major water problems in China (overall view) • Water cycle • Major rivers in China • Concentrate on only one/two kind(s) of water problem: causes, impacts and solutions • Water management experience of one country

  25. Other considerations • Progression • Knowledge • Breath of study • Depth of study • Spatial scale • Skills • Choice of case studies

  26. Principles that guide the planning of progression • Build upon students’ existing knowledge and previous experience; • Match carefully to pupil’s capabilities and interest • Take into account of the ways in which pupils’ mature (intellectually, socially and physically) • Be important in pupils’ future learning

  27. S1 Student’s common mistake 計算坡度 (直線比例尺)： 垂直距離 =150-100=50米 水平距離 =1.3x 10000 50÷50 13000÷50 = 1:260 Mix up R.F. and linear scale

  28. Example

  29. Other considerations Provision of fieldwork experience Formative assessment

  30. Planning of Senior Geography Curriculum • Prior knowledge • Related topics Opportunities & Risks River & Coast Dynamic Earth

  31. Planning of Senior Geography Curriculum Global Warming Tropical Rain Forest Combating Famine Weather & Climate

  32. Planning of Senior Geography Curriculum Sustainable City Transport Zhujiang Delta Transport

  33. Planning of Senior Geography Curriculum • Concept and knowledge • Simple to complex • Easy to difficult • Concrete to abstract Example: City Opportunities & Risks

  34. Planning of Senior Geography Curriculum • Map reading skills • Lower order to higher order Example: Lower levelHigher level Urban maps Maps with contour lines Map symbols Interpretation of features

  35. More typical features As a start…… Simple contour line map GeoInfo Map http://www2.map.gov.hk/gih3/view/index.jsp

  36. Hypothetical example – S4-6 Geography

  37. Interface between Junior & Senior Geography Curriculum Issue-based enquiry

  38. Interface between Junior & Senior Geography Curriculum • Development of spatial perspectives

  39. Interface between Junior & Senior Geography Curriculum • Essential learning elements (curriculum auditing)

  40. Interface between Junior & Senior Geography Curriculum • Data response enquiry

  41. Information / Data: Compare Question: Explain • 1a. 根據圖一所示，2013年五月和六月的雨量與該兩個月的平均雨量有甚麼不同？ • 1b.這個現象與2013年6月發生的山泥傾瀉有何關係？ • 2. 根據圖二所示的資料，解釋為何那裡會發生山泥傾瀉？ Map evidence

  42. Interface between Junior & Senior Geography Curriculum • Writing skills • High order thinking skills Graphic organizer

  43. Interface between Junior & Senior Geography Curriculum Framework for essay writing

  44. Interface between Junior & Senior Geography Curriculum High order thinking skills – problem solving

  45. Questions & answer

  46. 2009 H1N1 Flu Outbreak Map Google map 1. Which three countries have been most affected by swine flu? 2. Which regions have been most affected by swine flu? 3. Which regions have been least affected by swine flu?

  47. Software for calculating gradient and identifying relief features http://diy.fwg.hk/download/geog/map/Map-S.html http://diy.fwg.hk/download/geog/map/Map-TC.html

  48. Software for calculating gradient and identifying relief features Calculation of gradient

  49. Software for calculating gradient and identifying relief features Drawing of Cross-section

  50. Contour lines – from 2D to 3D http://www.rgs.org/webcasts/activities/contours/contours.html

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