SECONDARY SCHOOLS

CURRICULUM GUIDE

PERSONAL, SOCIAL AND HUMANITIES

EDUCATION KEY LEARNING AREA

GEOGRAPHY
CURRICULUM GUIDE
(SECONDARY 1-3)

PREPARED BY
THE CURRICULUM DEVELOPMENT COUNCIL
RECOMMENDED FOR USE IN SCHOOLS BY
THE EDUCATION BUREAU
HKSAR
2011
2
Contents

Page

Membership of the CDC Ad hoc Committee for the Revision 4

of the S1-3 Geography Curriculum

Preamble 5

Chapter 1 Introduction 7

Chapter 2 Curriculum Framework 13

Chapter 3 Curriculum Planning 61

Chapter 4 Learning and Teaching 71

Chapter 5 Assessment 91

Chapter 6 Learning and Teaching Resources 103

Appendix 1 A School Example of Tailoring the S1-3 Geography Curriculum 111

for Adoption into an Integrated PSHE Curriculum

Appendix 2 Reference and Resource List for Teachers 127

3
 Membership of the CDC Ad hoc
Committee for the Revision of the S1-3
Geography Curriculum
Chairperson: Ms AU-YEUNG Wai-yin, Amy
Convener: Senior Curriculum Development Officer
(Personal, Social and Humanities Education),
Education Bureau (Mr. WONG Wang-fai)
Members: Mr. CHAN Ka-wai
Dr. CHUNG Him
Dr. KWAN, Tammy
Mr. KWAN Wing-bun
Prof. LEE Chi-kin
Mr. LIU Ah-chuen
Prof. LOO, Becky
Ms. NG Pui-yee, Helena
Mr. TAM Lui-ming, Patrick
Mr. TO Wai-shun
Ms. YIP Yee-man, Eva
Secretary: Curriculum Development Officer
(Personal, Social and Humanities Education),
Education Bureau
(Ms. KWAN Wing-yee, Pierra, up to July 2010)
(Ms. YAU Ka-man, Jenny, since July 2010)

4
Preamble
The Geography Curriculum Guide (Secondary 1-3) is one of the series prepared by the
Curriculum Development Council, Hong Kong for use in secondary schools.

The Curriculum Development Council is an advisory body giving recommendations to the Hong
Kong Special Administration Region Government on all matters relating to curriculum development
for the school system from kindergarten to sixth form. Its membership includes heads of schools,
practising teachers, parents, employers, academics from tertiary institutions, professionals from
related fields or related bodies, representatives from the Hong Kong Examinations and Assessment
Authority and the Vocational Training Council, as well as officers from the Education Bureau.

This Curriculum Guide is recommended by the Education Bureau for use in secondary schools.
The Curriculum Development Council will review the curriculum from time to time in the light of
classroom experiences. All comments and suggestions on the Geography Curriculum Guide may be
sent to:

Chief Curriculum Development Officer

(Personal, Social and Humanities Education)
Curriculum Development Institute
Education Bureau
Room 1319, 13/F, Wu Chung House
213 Queen’s Road East
Wan Chai, Hong Kong.

or email to:
[email protected]

5
6
Chapter 1 Introduction

1.1 Geography as a discipline and its role in the school curriculum

Geography is a discipline that enables us to understand the Earth in which we live from a spatial
and an ecological perspective. It is about the study of places and regions, including their locations,
their characteristics, processes that shape them, as well as how and why they are changing. It
develops knowledge and understanding of the distribution of physical and human phenomena, and
interprets patterns and processes that affect our physical and human worlds. Geography is also
concerned with the interactions between people and environments. It looks at how physical systems
affect human activities and how human actions modify physical environments. It analyses the impact
of people-environment interaction and explains the diverse responses of people in different places
at different times. In addition, geography makes global understanding possible through studying
the interconnectedness and interdependence of not only places, but of the physical, economic,
political and social contexts in which we live. In this connection, geography involves the study of
contemporary issues of sustainability on different scales (from local to global), with particular focus
on how people-environment interactions can be managed and improved in a sustainable manner.

As a school subject, geography stimulates students’ interest in and a sense of wonder about
people, places and environments. It helps our students make sense of our complex and dynamically
changing world. The subject facilitates our students to gain a better understanding of different
places in the world, including our home city Hong Kong, our home country China, as well as other
places beyond students’ direct own experience. Geography also facilitates students to develop world
knowledge and understanding. It provides the essential background knowledge for understanding
many important global issues such as climate change, globalisation, changing availability of water
resources, population and urban problems, to name but a few. Moreover, geography enables students
to integrate the knowledge of the physical and human worlds and gain a better understanding of
the interaction between human and natural environments. Students will also know more about the
concept of sustainable development through the study of geography, and be able to understand
better how local, national and global issues could be resolved and managed in a sustainable way.

Another major role of geography in the school curriculum is to equip students with geographical
enquiry skills that are essential for developing spatial and environmental understanding of the
world. Geographical enquiry encourages critical investigation of issues that affect the world and
people’s lives, now and in the future. Through the study of geography, students will be equipped
with the ability to identify and ask questions from a geographical perspective, to locate and extract
appropriate information from a variety of sources relevant to the enquiry, to present and organise

7
 information and data in appropriate formats, and to interpret information and data for making
inferences and drawing conclusions. They will also learn how to conduct fieldwork investigation
to obtain first-hand information and data for their enquiries. Moreover, students will have ample
opportunities to develop their abilities to read and interpret verbal, visual and digital media,
including different types of maps, a range of written information, a variety of graphs and charts, as
well as various kinds of photographic images and digital data (e.g. GIS).

Geography also plays a significant role in developing our students into informed and responsible
Chinese and global citizens. The study of local and national issues provides basic knowledge of the
places in which our students live, work, study and play, and helps cultivate students’ concern for
and commitment to the betterment of our home city and our nation. On the other hand, in examining
regional and global issues, students will know more about other places which are connected to Hong
Kong and China, such as through climatic processes, population movements, trade and investment,
tourism, cultural influences and political relationships. With this knowledge, our student will be
better equipped to make informed decisions to handle challenges in the future, to cultivate their
values and responsibilities to other people and the environment, as well as to explore their own
place in the world.

8
1.2 Curriculum Aims
The aims of this curriculum are to enable students:
(a) to develop knowledge and understanding of space, place and environment, in particular the
spatial arrangement of places and the interaction between human and the environment;
(b) to think and to enquire in a geographical manner;
(c) to develop geographical skills and basic competencies for further studies and life situations;
and
(d) to be informed and responsible citizens who are willing to act for the betterment of their
home city, home nation and the world, and to contribute to the sustainable development of
human societies and the natural environment.

1.3 Objectives
In relation to the above aims, students should be able to:

1.3.1 Knowledge and Understanding

(a) develop a thorough understanding of key geographical concepts, including space,

place, region, human-environment interaction, global interdependence and sustainable
development, and apply them in new situations and contexts;
(b) develop a solid framework of place knowledge, including the knowledge and understanding
of places in the local region (Hong Kong and Zhujiang Delta Region), other places in China,
the Asia-Pacific and the world, and the interconnectedness among these places;
(c) describe and explain the interactions between human and the natural environment over space
and time, including the physical and human processes that involved in such interactions, and
the patterns and impacts created by such interactions;
(d) understand how the natural environment influence human life and how human activities alter
the natural environment; and
(e) develop a knowledge and understanding of the major issues of global concern, and how
these issues can be managed and/or resolved in a sustainable way.

9
 1.3.2 Skills

(a) think geographically, guided by the following questions:

i) “Where is it?” and “What is it like?”
ii) “Why is it there?” and “How did it happen?”
iii) “How and why is it changing?”
iv) “What impacts does it have?”
v) “How should it be managed?”
(b) master basic geographical enquiry skills, including the ability to :
i) ask geographical questions;
ii) locate and collect information and data relevant to the enquiry from a variety of
sources;
iii) organise and present information and data in appropriate formats; and
iv) analyse and interpret information and data for drawing conclusions.
(c) master basic geographical skills, including the ability to :
i) read and interpret different types of atlases, maps and plans at a variety of scales;
ii) construct maps and plans using symbols, annotations, keys and scales;
iii) select and use fieldwork techniques (e.g. observing, measuring, interviewing, recording,
photographing, sketching) and instruments (e.g. cameras, data logging devices, GIS);
iv) read and interpret different types of photographs and satellite images; and
v) select and use appropriate graphical and IT techniques to present data on maps and
diagrams (e.g. pie charts, GIS).
(d) master basic competencies, e.g. communication skills, critical thinking skills and creativity,
through the enquiry of geographical issues, including the ability to:
i) communicate and exchange ideas in appropriate ways, in particular the use of IT
(e.g. PowerPoint presentation, sharing of fieldwork data via e-mail);
ii) assess the information collected, and determine what and what not to believe; and
iii) view situations from different perspectives, such as to explore the diverse responses of
people living in different places towards natural hazards from perspectives other than
spatial and ecological, e.g. cultural, economic, political and socially responsible perspectives.

10
1.3.3 Values and Attitudes

(a) be commit to actions conducive to a better environment and to the sustainability of the
world;
(b) develop a sense of belonging to our society and nation, and be willing to take action for the
betterment of our society and nation;
(c) be aware of the increasing global interdependence and the importance of international
cooperation in handling global issues;
(d) show concern for the people who are less privileged and who are suffering from various
types of problems; and
(e) develop an understanding and respect for other people, their values, cultures and ways of
life.

11
12
Chapter 2 Curriculum Framework

2.1 Background
Geographical education at junior secondary level should aim at enabling our students to develop
basic geographical literacy and competency. Apart from helping students to acquire the essential
geographical concepts, knowledge and skills for senior secondary education, the subject should also
equip students with fundamental knowledge and skills to tackle problems and challenges in their
daily life. One should be fully aware of the fact that not all junior secondary students will be taking
geography when they are promoted to the senior secondary level. Therefore, junior secondary
geography is most likely the only chance for some of our students to receive basic geography
training. In view of this, the design of the junior secondary Geography curriculum has to strike
a delicate balance between the need to stimulate students’ interest in geography and arouse their
curiosity about our physical and human worlds on one hand, and the requisite to introduce the basic
disciplinary essence of the subject on the other.

Another prime concern for the design of this curriculum is the diversified modes of curriculum
planning adopted by local secondary schools in their junior secondary PSHE curriculum. To cater
for the needs of those schools adopting integrated and combined subject modes of curriculum
planning, the framework of this curriculum has to be kept flexible and versatile, allowing the
maximum degree of school-based tailoring.

Furthermore, the existing S1-3 Geography curriculum has been implemented for more than ten
years and a number of new developments have made part of its content or the direction of enquiry
obsolete. In the study of industrial location, for instance, Japan’s development in the eighties
serves as a suitable case study for understanding how the conventional factors affect the location
of manufacturing industry. However, with Japan’s fading economic vitality in the past decades, and
the appearance of a number of new location factors, such as research and development, the study
of “Japan Industrial Miracle” is no longer an appropriate topic in geography. The recent trend of
the global shift of manufacturing industry in terms of location and function put a pressing need for
curriculum revision.

Geographical education has advanced in a number of ways for the past ten years. On the technical
side, geo-informatics techniques, including GIS, have become a common tool used by geographers
as well as geography students to facilitate their research and study of the subject. It is thus essential to
provide our junior secondary geography students with a basic understanding of what GIS is and how it
can be used for studying geography.

13
 In terms of curriculum framework and approach, there is an increasing emphasis on the balance
among “matter, method and mission”. In addition to the continuous adoption of issue-enquiry
approach, there is a recent trend to include a second focus on “modern regional geography”. It does
not mean to go back to “facts and figures”, but to adopt a postmodern approach aiming at providing
students with a “contemporary world view” and enabling them to look at ‘regions’ under the
perspective of changes and development.

Last but not the least, with the increasing influence of China in global political, socio-economic
and environmental issues, there is also a need to provide our junior secondary students with a more
comprehensive understanding of our mother country. The S1-3 Geography curriculum obviously
has a vital part to play through offering a more systematic and in-depth study of China.

2.2 Design Principles

This curriculum should:
(a) build on the knowledge, skills, values and attitudes, and learning experience acquired and
developed by students through their study of the General Studies curriculum in primary
education;
(b) achieve a balance between breadth and depth in the study of geography to suit the needs
of different students taking different pathways after the completion of junior secondary
education;
(c) achieve a balance between the learning of theoretical knowledge and its application to
life situations by giving equal emphasis to the development of conceptual knowledge of
geography and a better understanding of geographical issues relevant to students’ present
and future lives;
(d) provide a flexible and diversified framework capable of:
i) allowing its adoption into the various types of school-based PSHE curricula developed
by different schools, and
ii) catering for student diversity in abilities, needs and interests;
(e) enable our students to understand how geography has meaning and relevance to their own
lives and can assist them in making decisions and taking action;
(f) not confine school geography to local and nearby regions, but build on students’ curiosity
and encourage them to explore the whole world;
(g) provide ample opportunities for students to develop a wide range of skills, including those
involved in:
i) using and interpreting maps, photographs, satellite images and information technology
(including GIS),

14
 ii) undertaking enquiry-based fieldwork in a range of settings, and
iii) tackling issues, solving problems and making decisions;
(h) enable teachers to use enquiry-based and problem-solving methods of learning and teaching;
(i) reinforce student learning through allowing the adoption of a wide variety of out-of-
classroom learning activities (e.g. fieldwork);
(j) integrate the learning of IT skills in the study of geography; and
(k) promote our students to develop investigative and critical approaches to learning, and
provide opportunities for their creativity to flourish.

2.3 Curriculum Structure

This curriculum consists of three sections, namely “Section A: From Hong Kong to the World
— Variations in space, people and places”, “Section B: From China to the World — Enquiring
regional problems arising from human-environment interactions” and “Section C: Challenges
for our world — Managing global issues in a sustainable way”. They are designed to facilitate
students’ understanding and application of key geographical concepts, including ‘space’ and
‘place’ for Section A, ‘region’ and ‘human-environment interaction’ for Section B, and ‘global
interdependence’ and ‘sustainable development’ for Section C. Each section consists of four
modules, making up a total of twelve modules for the whole curriculum. Each module focuses on
a major geographical theme that involves the study of core geographical concepts and knowledge
through the investigation of a related issue.

The four modules of Section A are designed to involve students in 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. Such design enables students to master the key geographical
concepts ‘space’ and ‘place’, and allows them to understand how the interaction of physical and
human processes in different places creates varying geographical patterns and phenomena. The two
modules on “City” and “Natural Hazards” in Section A are core modules. The remaining two, “Tourism”
and “Climate Change” are elective modules and students are requested to select one to study.

Section B contains four modules in which the two on food and water problems in China are core
modules. The remaining two are elective modules and students have to choose one to study. Similar
to Section A, the design involves student to enquire an issue in national context, and then extending
the investigation to regional and global scale. The modules included in this section are about how
the physical environment influences human activities and how human activities modify the physical
environment. The aim of this section is to help students master the key geographical concept ‘region’
and ‘human-environment interaction’, with particular emphasis on the impacts of people-environment
interactions and the diverse responses of people towards these impacts.

15
 Section C also contains four modules with the two on manufacturing industry and energy
being the core. Again, all students have to select one of the remaining two in Section C to study.
The modules of this section are designed to facilitate the understanding of the concepts ‘global
interdependence’ and ‘sustainable development’. The modules aim at enabling student to appreciate
the increasing interconnectedness and interdependence of our world, and how global issues could be
managed in a sustainable manner.

On the whole, all students have to study 9 modules within three years. The 9 modules include 6 core
modules (2 from each of Section A, Section B and Section C) and 3 elective modules (1 from each of
Section A, Section B and Section C). If time and student ability allow, teachers can consider finishing some
or all of the remaining modules.

16
 Core Modules Elective Modules
Using Urban Space Wisely - Can we Tourists -
maintain a sustainable urban environment? Friends or foes?
Either
One
Living with Natural Hazards - Are we Changing Climate,
better equipped than the others? Changing Environments

Food Problem - Population Problems -

Can we feed ourselves? Just about numbers?
Either
One
The Trouble of Water - Taming the Sand - A long-lasting combat
Too much and too little against desertification and sandstorms

Global Shift of Manufacturing Industry The Geography of Disease -

- Opportunities and threats Facing a spreading risk Either
One
Scramble for Energy Oceans in Trouble

Core modules Elective modules

Figure 2.1 Curriculum Structure: Modules, key concepts and areal coverage

17
 2.4 Time Allocation
This curriculum has been compiled on the assumption that schools will devote at least 100
hours1 to the teaching of geography in Secondary One to Three. It is suggested that each module,
no matter core or elective, should be given at least 11 hours2 of classroom teaching time, making
up a total of 100 hours for the teaching of the six core and three elective modules. The teaching
hours allocated for the study of each module has already included the time required for conducting
fieldwork and spatial data enquiry activities.

2.5 Essential Learning Elements

The open framework of PSHE, while allowing schools flexibility in the way they handle the
scope and depth of the content to meet the different needs of students, should not deprive them
of the opportunity to learn certain ‘essential elements’ in this Key Learning Area. To ensure that
schools include these core contents in their curriculum plans, the essential learning elements of
junior secondary geography is delineated in Figure 2.2 on the following pages.

These essential learning elements are set out as a primary resource list for schools to plan and
review their curriculum, so that relevant learning experiences are provided to ensure all students
will acquire the basic knowledge, concepts, skills, values and attitudes. Schools and their respective
KLA coordinators and subject panel heads should ensure that these elements are covered in their
school curriculum. This is particularly crucial for schools which choose not to offer geography as
an independent subject but to incorporate learning elements of geography into their school-based
integrated subject programmes.

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”, and the views of a group of professionals from
tertiary institutions, experienced teachers and curriculum developers. In response to the emergence
of new knowledge and events in society, these elements are subject to modification and amendment
as needs arise.

1 100 hours over three years are approximately equivalent to 150 forty-minute periods in a six-day cycle timetable.
2 11 hours of teaching time are approximately equivalent to 16.5 forty-minute periods in a six-day cycle timetable.

18
Knowledge and Understanding
1. The location of places and landscapes, including why they are there, the patterns and
distributions they created, how and why these are changing and their implications for
people
2. The distribution of major physical and human patterns at different scales (from local to
global)
3. The geographical processes that created the distribution of major physical and human
patterns and their interactions across space
4. The physical and human characteristics of places
5. The physical and human processes that shape places
6. The concept of region as an area of Earth’s surface with unifying geographic characteristics
7. The similarities and differences among regions
8. The ways in which regions change and the factors contributing to these changes
9. The effects of the characteristics of physical environments and processes on human
activities
10. Human responses to variations and changes in physical environments
11. Human modification of the physical environment, and its consequences on places and
environments
12. The meaning of sustainable development and how it is implemented in different places
and different occasions
13. Major local, national and global environmental issues, including their causes, the tension
involved, and how they can be managed in a sustainable way
14. The economic, environmental, political and social interactions among places and regions
15. The changes caused by human action in one place leading to changes in other places

19
 Skills
1. Identify geographical issues and ask / pose geographical questions
2. Select and extract geographical data from a range of sources3
3. Organise and present geographical data in appropriate formats 4 using appropriate
techniques for summarising5
4. Observe and interpret patterns, trends and relationships from processed geographical data
5. Make inferences / generalisations and draw conclusion from analysed geographical
information and data
6. Read maps of different kinds6 and at different scales
7. Find specific information in an atlas by using the index and contents pages
8. Locate specific features and places on a map using coordinates and references7
9. Measure distances and areas on maps using linear scale and RF
10. Identify and describe spatial patterns on a map
11. Construct an annotated cross-section from a contour map
12. Calculate the gradient of a slope
13. Interpret a contour map to describe the relief of an area and identify landform features8 shown
on the map
14. Use GIS software to organise geographical data and to construct a simple map
15. Follow a route on a given map in the field, and be able to identify conspicuous features
from the information shown
16. Use a variety of skills9 to measure, map and record geographical data in the field
17. Use a variety of tools10 to measure, collect and record geographical data in the field
18. Draw annotated field sketch11 to record and interpret geographical information
19. Undertake sampling12 in the field

3 Refer to both primary and secondary sources, e.g. field data, documents, maps, charts, photos, GIS data, and websites
4 Refer to text (e.g. reports, tables, summaries) and illustrations (e.g. maps, diagrams, models, sketches, graphs)
5 Refer to descriptive statistics such as average, median, mode and range, etc.
6 Refer to floor plans, street directories, atlas maps, topographic maps, HMC20C maps, etc.
7 Refer to letter/number coordinates, 4-figure references, 6-figure reference, longitudes and latitudes
8 Refer to features like ridge, plateau, slope (convex, concave, steep, gentle), valley, spur, saddle, knoll, escarpment, cliff, etc.
9 Including observation, sketching and annotating, interview, field survey, land use plotting, traffic/pedestrian count, photo/video
shooting, data logging (GIS/GPS), etc.
10 Including 16-point compass, clinometer, measuring tape, digital weather meter, data logging devices, etc.
11 Using mapping conventions such as titles, scale, north point and legend, etc.
12 For example: random, systematic and stratified sampling techniques

20
 Skills
20. Identify and calculate totals, averages13, frequencies, ranges14, densities, ratios and
percentages
21. Construct and interpret pie charts, bar, column, line, climatic and proportional graphs
22. Construct flow diagrams to illustrate inputs, outputs, elements, feedback and other aspects
of geographical systems
23. Read and interpret oblique, aerial, ground-level and satellite imagery
24. Recognise features and patterns shown in an aerial photograph and identify them on a map of
the same area
25. Read simplified weather charts15

13 Including means, modes, medians

14 Including maximum and minimum
15 Including temperature, precipitation, wind speed and direction, high and low pressure and specific systems like typhoon

21
 Values and Attitudes
1. Appreciate the beauty of nature
2. Appreciate the interdependence between human beings and the natural environment
3. Be sensitive to the development of the surrounding environment
4. Develop an eagerness to know more about China
5. Show concern for the problems that affect China
6. Develop a sense of belonging to society and nation and become an active and responsible
citizen
7. Be aware of the increasing global interdependence and understand the importance of
international solidarity and cooperation
8. Develop a sense of wonder and curiosity about peoples, places and environments
9. Develop a sense of responsibility towards the building of a better world
10. Express empathy towards the problems and difficulties encountered by other people in
different parts of the world
11. Develop an understanding and a respect for people, their cultures, values and ways of life
12. Understand the differences and similarities between people, places, environments and
cultures
13. Appreciate how people’s values and attitudes differ and how these differences may
influence their perceptions and responses to geographical issues

Figure 2.2 Essential Learning Elements of S1-3 Geography curriculum

22
2.6 Content Outline

The specific contents suggested for the twelve modules of this curriculum are listed in the
tables on the following pages. The guiding questions included in each table represent a possible
way of studying the related issue. Teachers are reminded that there could be alternative ways of
structuring the enquiry of an issue, and they should always exercise their professional judgement in
designing the flow of their lessons based on the interest, abilities and needs of their students. The
same principle applied to the knowledge, skills, and values and attitudes suggested for the module.
Teachers only need to ensure that after the completion of the whole curriculum, all the essential
learning elements recommended in Section 2.5 are covered in their teaching. They could feel free to
decide which concepts or skills should be included in the teaching of individual modules.

A number of specific examples are suggested for each of the twelve modules. 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.

Teachers should also note that each module comes with an introduction. 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.

23
24
Section A: From Hong Kong to the World — Variations in space, people and places

Using Urban Space Wisely — Can we maintain a sustainable urban environment?

Urban land use and urban problem are two core themes in geography. Urban land use patterns and urban problems reflect the spatial interaction
of physical settings and human processes in cities. Through the study of this module, students can understand how various geographical factors
shape the internal structure of a city by a very brief comparison of Hong Kong with a Western city, a Southeast Asian city and a South American
city. Students can also look into the problems our city is facing and how these urban problems can be solved. The study of urban land use and urban
problems do not only enable students to understand major geographical concepts such as location requirement, competition for space, land use
conflict, urban growth and redevelopment, sustainable development, etc., but is also important in developing essential geographical skills including
map reading, photo interpretation, land use plotting and problem-solving. This module also provides ample opportunities for students to engage
in fieldwork enquiry and to master respective enquiry and fieldwork skills, including following a pre-planned route in the field, observing and
identifying conspicuous features, collecting data by field survey, undertaking sampling in the field, and many more. Moreover, through enquiring
urban issue, it is hoped that students can develop a stronger awareness of what is happening around them and play a more active role in helping to
improve the environment of the city they are living in.

A number of specific examples are suggested for teachers to give students a brief introduction on how urban problems can be solved by adopting
the concept of sustainable development in urban planning and management. These specific examples can strengthen students’ global perspective
and enable them to have a better understanding of what is happening in other parts of the world. For students with average ability, it is advisable for
teachers to give just a very brief overview of what are happening in other cities and how they try to solve their urban problems in a sustainable way.
For those with better ability and interest in urban geography, teachers can consider comparing the case of Hong Kong with those of Guangzhou/
Tianjin, or even a multiple-case comparison including Seoul and Helsinki.
 Suggested Time: 10-12 hours
Guiding Questions • How does our city look like?
- What are the major types of urban land use in Hong Kong? How are they distributed?
- What is CBD? Where is the CBD of Hong Kong? Why is it there?
- Where are the industrial and residential areas in Hong Kong? Why are some residential areas near to industrial
areas, but the others are far away from them?
- Do cities all look the same? How is Hong Kong different from a Western city (e.g. London), a Southeast
Asian city (e.g. Kuala Lumpur) and a South American city (e.g. Rio de Janeiro)?
• What problems is our city facing?
- Why is the CBD of Hong Kong always so congested? Why are our roads and tunnels always full of vehicles?
- Where are the older, inner parts of the city of Hong Kong? What kinds of urban problems can be found here?
- Do other cities face the same problems?
• How can we solve our problems?
- What are the measures taken to solve the urban problems of Hong Kong?
- What do we mean by a sustainable city? How can sustainable urban development help to solve urban problems?
- What can we learn from other cities (Guangzhou/Tianjin, Seoul and Helsinki)?
• In your opinion, what is an ideal city?
Specific Examples • China: Guangzhou / Tianjin
• Asia and the Pacific: Seoul
• World: Helsinki
Knowledge • Major types of urban land use (including CBD and other commercial land use, high-income and low-income
residential land use, industrial land use, mixed land use, transport and recreational land use, institutional land use)
• Factors affecting urban land use pattern
• Urban land use pattern in Hong Kong and a brief review of three other cities in the world (highlighting a few specific
land use types / patterns not common in Hong Kong, e.g. port zone, indigenous commercial centre, squatter areas)

25
26
• Hong Kong urban problems (including traffic congestion, pollution, housing and urban decay): causes,
characteristics and solutions
• A comparison of the urban problems of Guangzhou/Tianjin and Hong Kong
• Sustainable urban development and characteristics of a sustainable city
• A brief study of Guangzhou (green community) / Tianjin (Eco-city), Seoul (Cheonggyecheon) and Helsinki (Local
Agenda 21) in their progression towards sustainable urban development
Skills • Identify the urban land use pattern of Hong Kong and/or other cities from maps and aerial photographs
• Find the location of different cities using an atlas
• Identify different types of urban land use from photographs and maps
• Follow a pre-determined route in the field and identify various types of urban land use and urban problems along the route
• Map urban land use in the field and construct a land use map using GIS software
• Sketch a field map to note specific geographical characteristics such as land use, housing conditions,
environmental quality, etc.
• Undertake sampling in the field to select interviewees for field survey
• Conduct questionnaire survey to collect opinions on urban environment
• Construct statistical graphs to present and summarise survey results
• Compare urban characteristics of two cities based on statistics, maps and photographs
• Construct a map or a plan (with proper scale, direction, conventional symbols and legend) to show an ideal city to live in
Values and Attitude • Show interest in knowing more about other cities in China
• Show concern for the problems caused by urban development
• Be aware of the conflicting interests of different land users
• Appreciate the necessity of tolerance and compromise in resolving urban problems
• Develop a sense of responsibility to take action in improving the urban environment
 Living with Natural Hazards — Are we better equipped than the others?

Natural hazards have always been part of our life. Even though Hong Kong is not located in the major hazard areas of the world, we still have
to face the threat posed by typhoons and landslides. To become informed and responsible citizens, it is essential for our students to understand these
two natural hazards in order to prepare for them. In addition, it is also essential for our students to know briefly the major natural hazards affecting
the other parts of China and the world. As such, the focus of this module is to provide students with an overview of the three major natural hazards,
namely landslides, tropical storms and earthquakes. Students should gain a basic understanding of the causes and the negative impacts of these
hazards, as well as the preventive and remedial measures adopted to reduce their damaging effects. Moreover, through the study of typhoon and
landslide, students will be able to acquire the basic knowledge about the climate and relief of Hong Kong and South China. They should also have
ample opportunities to develop their skills on reading and interpreting contour maps, weather charts, photographs and satellite images, in particular
the drawing of cross-section, the calculation of slope gradient and the identification of relief features on a topographical map. It is hoped that in
studying the major natural hazards occurred in different parts of the world, students could develop a global perspective and a caring attitude towards
the suffering of people living in places far away from Hong Kong.

After completing this module, every student should be able to name the major types of natural hazards that occurred in the world and to identify
where these hazards commonly occurred. They should be given a brief introduction of geomorphologic, meteorological and geological hazards
through the study of landslide in Hong Kong, typhoon in China/Asia and earthquake outside Asia. For the more able students, teachers can guide
students to conduct a comparative study of one particular hazard occurring in both the more developed and less developed areas. Through this study,
students should be able to explain why some people are more vulnerable to natural hazards than the others. Teachers can also ask their students to
compare the different preventive and remedial measures adopted and try to explain how the variations in measures taken are related to the level
of economic development. Moreover, teachers can guide their better students to discuss why people living in different places will have different
responses to natural hazards, in particular on why many people still choose to live in hostile areas affected by natural hazards.

27
28
Suggested Time: 10-12 hours
Guiding Questions • Are we living in a hostile world?
- What are the major natural hazards of the world?
- Where do they commonly occur?
• Why do our slopes collapse?
- What are the causes of landslides and their effects on Hong Kong?
- How do we prepare for and respond to landslides?
• Why does most of Asia suffer from strong winds and heavy rain in summer?
- What are the causes and effects of tropical storms?
- How do Asian people prepare for and respond to tropical storms?
• Why does our land shake violently?
- What are the causes and effects of earthquakes?
- How do people in the world prepare for and respond to earthquake?
• Why are some people more vulnerable than we are?
- How and why do the effects of natural hazards vary among countries with different levels of economic development?
- Why do some people still choose to live in hostile areas affected by natural hazards?
Specific Examples Meteorological, geological and geomorphologic hazards at the following places:
• China: Taiwan, Sichuan, Gansu
• Asia and the Pacific: the Philippines, Indonesia, India
• World: U.S.A., New Zealand, Central America
Knowledge • Major natural hazards of the world: earthquakes and volcanic eruptions, floods and droughts, severe storms, and wildfires
• Global distribution of the major natural hazards
• A brief introduction of the relief of Hong Kong
• Causes of landslides in Hong Kong and their effects on Hong Kong people
• A brief introduction of the climate of South China (including seasonal patterns, monsoon system, extreme weather
conditions in summer: heavy rainstorms and typhoons)
 • The related weather conditions and negative impact brought by typhoons
• The global distribution of earthquakes and its relationship with plate boundaries
• The primary and secondary damages caused by earthquakes
• Preventive (e.g. early warning, education, shelter) and remedial (e.g. emergency aid, improving prediction)
measures to reduce the negative effects of landslides, typhoons and earthquakes
• A comparison of the impacts of natural hazards and the respective preventive and remedial measures adopted by in
the more developed and the less developed regions
• Reasons for the people of the less developed regions being more vulnerable to natural hazards than those
living in more developed regions
• Reasons for people choose to stay in, or are unable to move away from hostile areas affected by natural hazards
Skills • Identify the warning signals associated with natural hazards in Hong Kong
• Identify major relief features on a contour map of Hong Kong
• Find the height of the ground and calculate slope gradient from a contour map
• Construct an annotated cross-section and calculate its vertical exaggeration
• Use GIS software to construct a map showing the distribution of recent natural hazards in the world
• Observe in field to identify preventive measures of landslide along hill slope
• Read a series of weather charts of Hong Kong to describe the weather conditions within a period of time
• Construct climatic graph and describe the temperature and rainfall distribution pattern shown
• Identify from satellite images, videos, photographs and news articles the impact of a recent hazard event
• Assess real-time information provided by the Hong Kong Observatory to describe the forecasted path of a typhoon
Values and Attitude • Be aware of the power of nature in influencing people’s life
• Understand the variations in people’s response to natural hazards in different places
• Develop a readiness to take precautionary measures to reduce the negative impact of natural hazards
• Show concern for the damaging effects of natural hazards on other people and places
• Appreciate how people adapt to natural hazards

29
30
Tourists — Friends or foes?

Spending holidays abroad has been a very popular recreational activity of Hong Kong people. Worldwide, tourism has also been a rapidly
growing industry. This module aims at studying the reasons for and the pattern of Hong Kong people travelling abroad, and more importantly, the
opportunities and challenges created by tourism development. Students should focus on investigating the benefits brought by the growth of tourism
to the economy and the natural environment, and on the other hand, the negative socio-cultural and environmental impacts of tourism on the host
regions. In addition, students should know briefly what sustainable tourism development is and how it is put into practice in different places of
the world. In terms of skills development, this module enables students to develop a variety of basic geographical skills including locating places,
measuring distance and direction, finding out local times of different places, as well as matching the same features shown in photographs and maps.
Last but not least, after completing this module, students should have learnt to be responsible tourists and show respect and care for the lifestyle and
habit of the local people, and the culture, tradition and environment of the host region that may be very different from those of Hong Kong.

A number of specific examples are suggested for teachers to strengthen students’ global perspective and to give a brief introduction of
how sustainable tourism is practised in different parts of the world. Teacher should ensure that every student could acquire a brief but complete
understanding of how tourism development impact different localities and different people in the world. On the other hand, in-depth study of one
or more of the specific examples on sustainable tourism development is considered more suitable to students who are more able and who have
shown strong interest in this topic. Teachers should note that each specific example represented a specific type of sustainable tourism successfully
implemented at a particular type of tourist destination. To enable these brighter students to apply what they have learnt, teachers can introduce an
extended activity that requires students to modify a travel itinerary of a guided tour to make the trip more cultural and/or environmental-friendly.
 Suggested Time: 8-10 hours
Guiding Questions • Why is our airport so crowded during major holidays?
- What is recreation? Why is it important?
- What are the peak seasons of Hong Kong people travelling aboard?
- Why do so many Hong Kong people travel aboard?
• Are tourists friends or foes to the local people?
- What kinds of benefits will tourists bring to the host regions?
- What are the negative impacts of tourism on the host regions?
• Will Hong Kong enjoy the same benefits and face the same challenges?
- Why are the Geopark and Heritage Trails attractive to tourists?
- What will be the positive and negative effects of tourism on the Geopark and Heritage Trails?
• Can we develop tourism in a more sustainable way?
- What is sustainable tourism?
- How can we develop tourism without doing harm to our Geopark and Heritage Trails?
- What have been done in other places (e.g. Macau, Thailand, Brazil) to make tourism more sustainable?
- How can we as individuals help?
Specific Examples • China: The Historic Centre of Macau
• Asia and the Pacific: Thailand (islands and beaches)
• World: Brazil (the Amazon)
Knowledge • Importance of recreation
• Seasonal pattern of Hong Kong people travelling abroad
• Reasons for increasing number of Hong Kong people travelling abroad (e.g. increasing leisure time,
increasing income, better communication and knowledge of other places)
• Economic (e.g. improved income and employment, economic growth) and environmental (e.g. preservation
and conservation of the natural environment) benefits tourism brings to the host areas

31
32
• Negative environmental (e.g. pollution, physical deterioration) and socio-cultural (e.g. disturbance of local
cultural practices and lifestyles, community problems like crime and alcoholism) impacts of tourism on the host areas
• Major geological and coastal features found in the Hong Kong Geopark
• A brief introduction of the value of one of the Heritage Trails in Hong Kong
• Positive and negative impacts of tourism on the Hong Kong Geopark and Heritage Trails
• Measures taken to minimise the negative impacts of tourism on the Hong Kong Geopark and Heritage Trails
• The concept of sustainable tourism development
• Successful examples of Macau / Thailand / Brazil
• Green tourists’ code of behaviour
Skills • Extract information about Hong Kong people travelling abroad from reports, newspapers, magazines and
other publications
• Use GIS software to measure the length of one of the Heritage Trails / the total area of the Hong Kong Geopark
• Find out the local time of the most popular tourist destinations of Hong Kong people
• Use longitudes and latitudes to locate the most popular tourist destinations of Hong Kong people in an atlas
• Use 4-figure and 6-figure grid references to locate features at Heritage Trails or Geopark
• Measure the distances between Hong Kong and the most popular tourist destinations of Hong Kong people
• Measure the bearings of the most popular tourist destinations of Hong Kong people on a map
• Construct a line graph to show the yearly trend of Hong Kong people travelling abroad
• Conduct a simple survey in class/in school to investigate the reasons for spending holidays abroad
• Conduct an interview at the Geopark / Heritage Trails to understand why foreign tourists choose to visit these places
• Recognise geographic features of the Hong Kong Geopark shown in aerial photos and identify them on a map of
the same area
Values and Attitude • Be aware of the need for and importance of recreation
• Appreciate the beauty of the natural environment and the value of heritage sites in Hong Kong and other places
• Show concern for the impacts of tourism on the host areas
• Develop a sense of wonder and curiosity about different peoples, places and environments
• Understand and show respect for the people, culture and environment of other places
 Changing Climate, Changing Environments
Climate change has been a pressing issue for people living in the 21st Century and is bound to haunt us for the coming decades. From Kyoto
to Copenhagen, the issue has brought together all nations of the world to work on an international cooperation plan for solving the problem.
Geographically, the issue is a typical example of the interaction between human activities and the natural environment, illustrating how human
beings modify the natural environment and how the natural environment in turn influences human beings. Moreover, through studying the impacts
of climate change at various scales and locations, our students can understand better the concepts of spatial association and variation. The study of
this module also facilitates the development of skills in reading and interpreting maps, climate graphs, weather charts and statistical data in various
forms. Teachers should ensure that every student can master the basic skills of identifying the major patterns and trends from various types of maps,
charts, graphs and statistical data. Nonetheless, the prime objective of this module should be on the cultivation of students’ values and attitudes
towards environmental conservation and sustainable development and on developing them into well-informed, responsible global citizens willing
to act for the betterment of our environment. It is very important for teachers to convey the message that though global cooperation is never an easy
target to achieve, the effort of each and every individual does count and it is never too late to take action.

A number of specific examples are suggested for teachers to strengthen students’ global perspective and their spatial sense. These examples are
to be used by the teacher to give a brief introduction of the impact of climate change at different places and resulting human responses to the issue.
It is essential for teachers to ensure that every student can get hold of a global picture of the impact of climate change and how people at different
places respond to it. If students’ ability and interest allow, teachers can add a brief introduction of how the issue affects China on the whole, with
particular emphasis on the increasing magnitude and frequency of extreme weather events, like the blizzard that surprisingly stormed South China
in 2008. For the more able students, teachers can further extend the lesson to include a more detailed study of the impact of climate change on the
Tuvalu and the Poles.

33
34
Suggested Time: 8-10 hours
Guiding Questions • What’s happening to our climate?
- Is Hong Kong becoming hotter and hotter? Are we going to lose our winters?
- Is our visibility becoming poorer and poorer?
• What cause our climate to change?
- What is the climatic pattern of Hong Kong and South China?
- How did the climate of Hong Kong change in the recent decades?
- What are the causes of our changing climate? Is our urban development worsening the situation?
• What is happening and will happen?
- What is the climatic pattern of the world?
- How did the global climatic pattern change in recent years?
- What are the effects of climate change on different parts of the world?
- Who are going to suffer? Who are going to gain for the time being?
- What will happen to Hong Kong?
• What can we do?
- What have been done to deal with climate change?
- Why is it so difficult for countries all round the world to work together?
- How can we as individuals help? Is it too late to act now?
Specific Examples • China: Blizzards in China
• Asia and the Pacific: Rising sea-level at the Tuvalu
• World: Melting ice at the Poles
Knowledge • General patterns and characteristics of the climate of Hong Kong, China, East Asia and the World
• The changing climate of Hong Kong, e.g. increasing average temperature, increasing number of hot nights and very
hot days, increasing rainfall with more extreme variability, decreasing visibility and weaker winds, increasing extreme
weather events
• Causes of changing climate in Hong Kong: increasing carbon emission, impact of the development at Zhujiang
Delta Region, local pollution, local urban development
 • Change in the global climatic pattern and climate trend
• Impacts of climate change on different parts of the world, e.g. heat wave, extreme rainfall pattern, change in
frequency and severity of wild-fire, drought and flooding, rising sea-level, change in ecosystems, disrupting crop yields
and food supply, spread of diseases
• The impact of climate change on Hong Kong and China on the whole
• Measures already taken by China (including Hong Kong) and the other countries in combating climate change
• The problem of soliciting international cooperation in combating climate change
• Individual actions to help alleviate the problem
Skills • Read articles from various sources (e.g. newspaper, magazines, web pages, CD-ROM, etc.) to identify issues
and problems related to climate change
• Measure and record local weather data over a period of time using instruments provided by the school and present
the data systematically using ICT (e.g. spreadsheet) and/or GIS software
• Use an atlas to find out the climate of a particular place and the major climatic zones of the world
• Read simple statistical graph (e.g. broken-line graph) showing long-term climate trend (e.g. global mean
annual temperature over a long period of time)
• Read a series of satellite images showing an area over a period of time and describe the changing weather
conditions of the area
• Use GIS to construct a map showing areas in the world most severely affected by the major negative impacts
of climate change
• Use the Internet to search for the work of non-government organisations and groups in the world on combating
climate change
Values and Attitude • Realise a slight change in climate may have enormous impact on the environment and the way people live
• Show concern for the people who are suffering and who will suffer from the impact of climate change
• Recognise the difficulties in soliciting international cooperation in combating climate change
• Develop a readiness to take action to combat climate change
• Be confident in the accumulative effect of individual action in contributing to combat against climate change

35
36
Section B: From China to the World — Enquiring regional problems arising from human-environment interactions

Food Problem — Can we feed ourselves?

Farming has long been a foundation to the economy of China. In view of her huge population, the provision of sufficient food to feed her people
has long been an important issue in China. This module looks at the location of and the types of farming practised in the major farming regions of
China. Moreover, it will examine how physical factors such as temperature, rainfall and relief have affected the distribution of these farming regions.
In addition to the major farming types in China, students should know the other major types of farming in the world. Another focus of this module
is to engage students to investigate into the farming problem of China and to see how the problem may affect the food supply (mainly wheat and
rice) of China. The investigation will concentrate mainly on the physical constraints and the environmental problems that adversely affect the food
supply of the country, and on the advantages, limitations and negative impacts of using scientific farming methods as one of the possible solutions
to the problem. This module also allows students to develop their fieldwork skills. Although the study is on the farming and food problems of China
and other less developed countries (LDCs), a field trip to a local farm or one in the Zhujiang Delta can still help students master the basic concepts
of agricultural geography. Students will also have a lot of chances to learn how to read and interpret climatic data, topographic maps, population
statistics and data on agricultural productivity and crop yield. In addition, students should be able to acquire a deeper understanding of the present
demographic and agricultural conditions of China and develop a stronger interest in knowing more about our mother country. They should also be
able to show concern and empathy to those people suffering from malnutrition, food shortage and even famine, and be aware of how lucky they are
to be spare from any food problems.

A number of specific examples are suggested to strengthen students’ global perspective by enabling them to extend their study of food problem
from China to the LDCs. Teachers should ensure that all students, regardless of their ability, should be able to acquire a brief understanding of
farming types in China and the world, the food problems in China and LDCs, and the solutions adopted in solving these problems. As for the more
able students, teachers can ask their students to conduct an in-depth study of one or more of the specific examples to compare the causes of food
problem in the example and in China. The study can also include an evaluation of the feasibility of the solutions, such as using scientific farming
methods, adopted to solve the problem.
 Suggested time: 10-12 hours
Guiding questions • Where are the farmlands in China?
- Where does our food come from? How many of them are from China?
- What is an agricultural region? Where are the major agricultural regions in China? Why are they there?
- What types of farming are practised in these regions? What are their major characteristics?
- Can these types of farming be found in the other parts of the world?
• Can we produce enough food for our growing population?
- How many people are there in China? Is the number still increasing in recent years?
- What are the major farming problems of China in the context of food supply?
- Will there be enough food for our population?
• How can the problems be solved?
- Can the use of scientific farming methods solve these problems?
- What are the limitations and the negative impact of scientific farming methods?
- Are there other solutions for these problems?
• Do the same problems happen in the other parts of the world?
- What is the food problem faced by the less developed countries/regions, e.g. North Korea, Cambodia or Sahel?
- Are the causes of the problem the same as those of China?
- What are the solutions to the problem?
Specific Examples • Asia and the Pacific: North Korea and Cambodia
• World: Sahel in Africa
Knowledge • Distribution of major agricultural regions in China (Northwest China / North and Northeast China / South China)
and factors affecting their distribution
• Major types of farming in China and the world (e.g. intensive rice cultivation, extensive wheat cultivation,
pastoral farming, market gardening, horticulture, diary farming, mixed farming)
• Trend of population growth in China

37
38
• Major farming problems of China, e.g. loss of cultivated land, soil erosion, water shortage, environmental
pollution, natural hazard, low level of technology and mechanization, and their impact on food supply
• Scientific farming methods and their improvement of agricultural productivity
• The limitations and negative impact of scientific farming methods
• Other solutions for the farming problems in China, e.g. soil conservation, better land use management,
farming specialization
• Causes of food problems in the LDCs - including extreme climates, natural disasters, water shortage,
poor governance, unstable social conditions, wars, racial conflicts
• Solutions to the food problem in LDCs such as the use of scientific farming methods, education given to farmers,
birth control, international aids
Skills • Measure area of fields / farms on a map
• Interpret relief and climatic map to look at the physical settings of China
• Use GIS to relate the physical factors affecting agriculture and the major agricultural regions in China
• Conduct a field trip to a farm in Hong Kong or the Zhujiang Delta to identify the types of farming system and their
characteristics by observation and interviewing farmers.
• Identify the type of farming by looking at a farm plan or aerial photographs
• Construct and interpret pie chart / bar graph showing the productivity of various food crops and the area of
farmland in China
• Construct and interpret line graph showing the trend of population growth in China
Values and Attitude • Show interest in knowing more about the farming types in China and other parts of the world
• Be aware of the food problem and develop a habit of not wasting any food
• Be aware of the limitation of technology in solving food problem
• Show concern and develop empathy about the difficulties encountered by people in other areas
 The Trouble of Water — Too much and too Little

With a total area of about 9.6 million km², China is one of the largest countries in the world. Variations in relief, climatic and hydrological
conditions are obvious in different parts of China. These physical variations, associated with large population size, uneven distribution of population
and rapid economic growth, create various water problems in China. Through the study of this module, students can understand how the interplay
of physical and human factors has led to floods and droughts in China. They will also understand the role of water pollution in aggravating the
water shortage problem in China. In addition, the study of this module facilitates the development of various geographical skills, like reading and
interpreting climatic graphs, contour maps and calculating slope gradient. This module also provides an excellent opportunity for students to prepare
overlays of different geographical information of China to create an integrated GIS map for further analysis. Last but not least, this module provides
a platform for students to know more about the physical environment and water problems of China, which in turn helps our students develop a sense
of belonging to our nation. They will develop an eagerness to know more about China and show concern for the problems that China is facing.

A number of specific examples are chosen to broaden students’ global perspective and enable them to have a better understanding of the water
problem in other parts of the world and the various solutions adopted in different places to solve the problem. If students’ ability and interest allow,
teachers can add a case study on how Singaporeans solve their water scarcity problem by various advanced technologies (e.g. using recycled water
(NEWater) and desalinated water) and integrated water management strategies. Singapore’s expertise in managing its water challenge is a good
example for our reference. For more able students, teachers can further extend the lesson to include case studies of water problems in Bangladesh
and UK, and understand the differences in water management between the less developed countries and more developed countries.

39
40
Suggested Time: 10-12 hours
Guiding Questions • How do water problems affect us?
- What are the major threats to the global water supply?
- What are the major water problems in China?
- Where do these water problems occur in China? Is there a spatial pattern of flooding and drought in China?
- What are the impacts of flooding and drought on China?
- How does serious water pollution in China aggravate the water shortage problem of China?
• From where does water come?
- What is a water cycle? How does it operate?
- Where are the major rivers in China?
- What’s wrong with the water cycle of China in the past few decades?
• Is the nature to blame?
- Where are the wet regions and dry regions in China? Why are they distributed in such patterns?
- How are flooding and drought in China related to its physical environment?
- What are the impacts of population growth and rapid economic development on the spatial distribution of
flooding, drought and water pollution in China?
• What can be done to solve the water problems?
- What are the measures adopted to alleviate water problems in China?
- Can the Three Gorges Dam Project and the South-North Water Transfer Project help solve the problems? Are
we doing the right things?
- What can we learn from the water management experience of other countries (e.g. Singapore, Bangladesh and UK)?
Specific Examples • Asia and the Pacific: Singapore and Bangladesh
• World: United Kingdom
Knowledge • Pattern of global water supply and the major areas with water problems
• Major water problems in China, including flooding, drought and water pollution
 • Major rivers in China
• Distribution patterns of flooding and drought in China and their impacts
• Water pollution in China: causes and impacts
• Operation of water cycle
• General relief and climate of China and the distribution of wet and dry regions
• Causes of flooding and drought in China
• Measures for solving water problems in China (including the Three Gorges Dam Project and the South-North
Water Transfer Project)
• Water conservation and water management strategies in China and other parts of the world
Skills • Collect information on China’s water problems (including flooding, drought and water pollution) from various
sources and summarise the information in tabular form
• Find the height of a ground from a contour map and calculate slope gradient
• Read, interpret and construct climatic graphs of major cities of China
• Use an atlas to find out and locate the major river basins in China and the world
• Construct a cross-section of the river channel at the lower course of a major river with the aid of GIS software
• Prepare overlays of different types of geographical information of China (e.g. relief and urbanisation) to create
an integrated GIS map for understanding / interpreting water problems in China
• Construct a pie chart to represent the distribution of planetary water by percentage
• Construct a flow diagram to illustrate the operation of a water cycle
• Compare photographs showing an area before and after flooding / drought, and describe the impact of flooding /
drought on the area
Values and Attitude • Appreciate the importance of sustainable development and develop a sense of responsibility for resource conservation
• Be aware of and show concern for water resources and environmental problems of China and develop an eagerness
to know more about China
• Develop a sense of belonging to our nation and become active and responsible citizens working for her betterment
• Appreciate the interdependence between human beings and the natural environment
• Express empathy towards the problems and difficulties encountered by other people in different parts of the world

41
42
Population Problems — Just about numbers?

Population is a popular topic in geography. It facilitates students to master concepts related to the interactions between human and the
environment, and the interrelationship between space, people and places. It is essential for students to have a thorough understanding of the physical
and human characteristics of a place before they can explain the population characteristics of that place. This module focuses on the study of the
population characteristics and issues of China, including the problems of overpopulation and uneven population distribution encountered, and
the solutions adopted by the Chinese government in dealing with these problems. Through the study of this module, students can gain some basic
understanding of the major physical and socio-economic attributes of their mother country in order to examine the population issues of China.
For skills development, students will be given ample opportunities to familiarise themselves with reading, organising, presenting and analysing
population data in both graphical and statistical forms. They should also be taught to read and construct population pyramid and be introduced to
Demographic Transition Model. In all, the most important learning outcomes of this module should be the cultivation of students’ awareness of the
seriousness of population problems and their enormous impact on China as well as other places in the world. In fact, population issue is closely
related to the poverty problem, which in most cases is the source of all other socio-economic problems encountered by human being. It is expected
that through the study of this module, students can show more concern for the suffering of people living in different places in China and the world,
and can fully aware of the interconnectedness of global issues.

All students studying this module should be able to describe the global population characteristics and distribution pattern, as well as be able to
identify the major factors that affect population distribution. Moreover, they should be able to identify the causes and characteristics of the major
population problems, including overpopulation, uneven population distribution and ageing population, and understand the measures adopted by
China and other countries in dealing with the problems. For the more able students, teachers can consider asking them to conduct a more in-depth
study of the population problems in one of the specific examples. Alternatively, they can conduct a comparison study of the population policy of
China with that of another country which adopted a non-birth control strategy. For the brightest students, teachers can further extend the study,
pending the availability of time and the interest of their students, to examine population movement in China or in a Western European country like
Germany.
 Suggested Time: 8-10 hours
Guiding Questions • Are there too many people in China?
- How many people are there in China?
- What are the characteristics of the population of China?
- What is the population growth pattern of China?
• Can China support so many people?
- What is overpopulation?
- What problems will overpopulation bring?
- Is China overpopulated? What have China done to deal with the problem?
• What are the implications with China’s population distribution pattern?
- What is the distribution pattern of China’s population?
- Why is the population of China distributed in such a way?
- What are the problems arising from such a distribution pattern?
- What can be done to alleviate such problems?
• Do other countries suffer from the same problem?
- What is happening to the world population?
- Are the population problems of the more developed countries the same as those of the less developed countries?
- Why do some countries have negative population growth? What are the problems caused by population ageing?
- How can these problems be solved?
Specific Examples • Asia and the Pacific: Japan and India
• World: Germany and Nigeria
Knowledge • Population of China: size, structure, growth pattern and changes over time
• Factors controlling population growth (e.g. health care, food supply, government policy, culture and tradition, status
of women, income and family status, education level)
• Definition of overpopulation

43
44
• Strategies adopted by the Chinese government to alleviate overpopulation problems
• Population distribution pattern of China and the major factors affecting population distribution
• Reasons for the uneven distribution of the population in China
• Population problems in the coastal and interior regions of China
• Measures adopted by the Chinese government to deal with the problem of uneven population distribution
• The population pattern and characteristics of the world
• Differences in the population structure of the more developed and the less developed countries
• Major population problems in the more developed and the less developed countries
• Definition of ageing population and problems associated with ageing population
• Solutions adopted by different governments in solving population problems (including overpopulation,
uneven population distribution and ageing population)
Skills • Search and read topographic and thematic maps from an atlas to understand the major factors affecting the
population distribution of China
• Use GIS to construct a choropleth map showing the population density pattern of China
• Construct a population pyramid
• Interpret population pyramids to identify the population structure in different parts of the world
• Identify the major characteristics of the population structure of a country from population data presented graphically and statistically
• Calculate and interpret growth rates and dependency ratios
• Read the population and economic data of different countries and classify them into the five stages of the Demographic
Transition Model
Values and Attitude • Understand the seriousness of population problems as an important issue of China and the world
• Show concern for the people suffering from different population problems
• Be aware of fallacies in population issues
• Understand the fact that people of different places respond differently to population problems owing to
different beliefs, cultures and experiences
 Taming the Sand — A long-lasting combat against desertification and sandstorms

Deserts cover nearly one-third of the total land surface of the Earth and are growing continuously by encroaching land at their margins. This
process of desert encroachment, which is a type of desertification, poses a serious threat to the survival of the already improvised people living at
the desert margins. Deserts and desertified land cover about 25% of China’s territory. It is therefore a common landscape to most Chinese, especially
the inhabitants of North China. Frequent occurrence of sandstorms in this part of China manifests serious desertification and accelerated soil erosion
in this part of China. Through the study of this module, students can have a deeper understanding of the causes and impact of desertification (the
main focus is on desert encroachment) and sandstorms in North China, as well as the measures to tame the spreading sand. Besides, this module
provides various skill-training opportunities to students, 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. By learning the spreading sand problems of China, students may also
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.

A number of specific examples are chosen to broaden students’ global perspective and enable them to have a better understanding of what is
happening in other parts of the world. Teachers should provide all students with a brief introduction of the global pattern of desertification, major
regions affected by sandstorms and the measures taken by them to alleviate the problems. For more able students, teachers can further extend the
lesson to include more in-depth case studies of how the spreading of desert dust and sand affects the inhabitants of Australia (especially dwellers
of large cities, like Sydney and Brisbane) and the Sahara. They can also study the similarities and differences on how less developed countries and
more developed countries manage their sand problems.

45
46
Suggested Time: 10-12 hours
Guiding Questions • How does spreading desert dust and sand affect us?
- What and where are deserts?
- What is desertification? Where are the major desertified areas in the world?
- What is sandstorm (or dust storm)? What is the global distribution pattern of such dust-bearing wind?
- Where can we find the major sources of sand in China? What are the major tracks of sandstorms affecting China?
- How do desertification and sandstorms affect the people of China? Can sandstorms do us some good?
• Is the nature to blame?
- What are the characteristics of the physical environment of North China?
- How do physical factors and human activities lead to desertification in this part of China?
- What are the major causes of frequent occurrence of sandstorms in China?
- What are the relationships between desertification and frequent occurrence of sandstorms in North China?
• What can be done to solve the spreading sand problems?
- What are the measures for alleviating the negative impact of desertification and sandstorms in China?
- What can we learn from the experience of other countries / regions in the world (e.g. Australia and the Sahara)?
- What are the major similarities and differences between the strategies adopted in less developed and more
developed countries?
Specific Examples • Asia and the Pacific: Australia
• World: The Sahara
Knowledge • Global distribution of tropical and temperate deserts
• Brief introduction of the characteristics of desert landscape (including climate and major types of deserts)
• Simple definition of sandstorms (dust storms) and desertification (e.g. desert encroachment, pasture degradation,
soil erosion, salinization and degradation of vegetation cover)
• Global distribution pattern of regions affected by desertification and sandstorms
• Origin of sandstorms in China and their major tracks in China
• Impacts of sandstorms and desertification
 • Characteristics of the physical environment of North China
• Characteristics of desertification and sandstorms in North China
• Causes of desertification and sandstorms in North China
• Relationships between desertification and sandstorms
• Measures for alleviating the negative impact of desertification and sandstorms
• Similarities and differences between the strategies adopted in less developed and more developed countries
Skills • Describe the global distribution of deserts and areas affected by desertification on a map
• Read and interpret climatic graph and data to summarise the major climatic characteristics of desert regions
• Identify major desert landform features in desert regions from photos
• Acquire information from various sources to explain how human activities lead to or speed up desertification
• Use appropriate types of maps/charts/graphs to illustrate the different rates of desertification in different areas
• Measure the distance of the route of a sandstorm on a map using linear scale / RF
• Interpret satellite images showing tracks of sandstorms in different parts of the world
• Compare photographs showing an area before and after the occurrence of a sandstorm and describe the impact
of sandstorm on the area
• Construct a line / bar graph to show the changing frequency of sandstorm days in a Chinese city, e.g. Beijing
• Use GIS software to construct a map showing the source and route of a sandstorm, e.g. the Australian dust storm in 2009
• Visit the Dry Plant House of the Conservatory of the Hong Kong Park to observe the simulated arid environment
and the characteristics of desert vegetation
• Conduct fieldwork in and outside a woodland and evaluate the effectiveness of planting trees in reducing level of soil
erosion
Values and Attitude • Be aware and show concern for the spreading sand problems of China, and develop a sense of belonging to our
nation and an eagerness to know more about China
• Be aware of the changing environment and its possible impacts on human activities
• Express empathy towards the problems and difficulties encountered by other people in different parts of the world
• Appreciate the importance of sustainable development and develop a willingness to take appropriate actions for a
better environment

47
48
Section C: Challenges for our world — Managing global issues in a sustainable way

Global Shift of Manufacturing Industry — Opportunities and threats

Stepping into the 21st Century, globalisation affects nearly every aspect of our life. The manufacturing sector experienced a major re-
organisation of corporation structure and function as well as a relocation of factories and plants as manufacturing industry becomes increasingly
globalised. This provides a good opportunity for student to understand where we can find manufacturing industry, why they are there and how
industrial location changes over time. This module aims at helping students acquire an overview of the global location of manufacturing industry
and to understand the global shift in industrial functions and locational pattern. In addition to mastering basic geographical concepts including “spatial
interaction”, “location and distribution”, “regions”, “sustainable development”, students should be able to understand briefly how the global shift of
manufacturing industry results in the emergence of various issues in the more developed and the less developed countries. This module also enables
students to develop their ability in reading and interpreting spatial and statistical data, and in displaying the geographical patterns, trends and spatial
variations included in these data using appropriate graphical and cartographic methods. In completing the study of this module, students should
be aware of the development gap that exists between the more developed and the less developed countries, and appreciate that the global shift of
manufacturing industry can both close and widen this gap.

Teachers should note that all students should be provided with a brief introduction of the global manufacturing activities, in particular the
location pattern of the major industrial belts and the general factors affecting industrial location and development. Depending on the availability of
time and students’ ability, teachers can choose to go over briefly one or more of the specific examples to help students understand the benefits and
challenges brought to the ‘richer’ and the ‘poorer’ countries by the global shift of manufacturing industry. For the more able students, teachers can
make use of the specific examples to conduct a more in-depth study of the change in locational pattern as well as the issues created by the global
shift of manufacturing industry, including solutions that can be adopted to solve the problems. Teachers can also ask their students to discuss how
manufacturing industry in the case study can be developed in a more sustainable way. They can further challenge their students by asking them to
suggest how the Hong Kong government can attract manufacturing industry to come back to Hong Kong.
 Suggested Time: 8-10 hours
Guiding Questions • Where have our factories gone?
- What types of industries have left Hong Kong?
- Where were they located in the past and where are they now?
- Why did these industries leave Hong Kong?
• Do other places in the world face the same problem?
- Where are the major industrial belts in the world? Why are they there?
- What is the general pattern of the global shift in industrial location in recent years?
- What is a transnational cooperation (TNC)? What is the role of TNCs in the changing global locations of
industrial functions?
• What are the pros and cons of the global shift of manufacturing industry?
- What opportunities does the global shift of manufacturing industry bring?
- What are the challenges created by such a trend?
• Can industrial development be appropriate and sustainable?
- How can the challenges created by the global shift of manufacturing industry be handled?
- What are the sustainable measures adopted / to be adopted by different countries to manage industrial change?
Specific Examples Changing industrial location and functions in:
• Guangdong, China
• The United Kingdom
• The Great Lakes Region, U.S.A.
Knowledge • Major types of Hong Kong industries
• Relocation of Hong Kong industries: where and why
• Major industrial belts in the world
• Factors affecting industrial location
• The global shift in manufacturing as a result of changing industrial location factors, including increased mobility
and interdependence, advancement of technology (including ICT), changing markets, relative labour costs,
political influences, rising importance of research and development work, etc.

49
50
• Major characteristics of transnational corporations
• Benefits of the global shift of manufacturing industry to more developed and less developed countries
• Problems caused by industrial relocation, industrial decline and changes in industrial structure
• Measures to alleviate the problems caused by the global shift of manufacturing industry
• Sustainable strategies to manage the impacts of industrial change
Skills • Extract information of manufacturing industry from a variety of sources, including GIS data, websites,
newspaper articles, reports, tables, quotes, etc.
• Use appropriate techniques (e.g. descriptive statistics) to summarise data on the level of development of
different industrial regions
• Construct a system diagram showing the traditional and new factors that influence the location of manufacturing
industry
• Use an atlas to locate the major industrial regions of the world
• Conduct a land use survey to record the changing land use pattern of an old industrial district in Hong Kong as a
result of industrial relocation and use GIS software to plot a land use map showing the pattern
• Plan a simple questionnaire survey to collect information about the impact of industrial decline in an old
industrial district in Hong Kong
• Construct appropriate graphs (e.g. pie chart) to display changes in employment structure in a declining industrial region
Values and Attitude • Show concern for the impact of industrial development on both the physical and the human environment
• Realise the close relationship between Hong Kong and the rest of China
• Recognise the trend and impact of globalisation
• Be aware of the interconnectedness and interdependence between places
• Express empathy towards the people who are in less privileged conditions owing to globalisation
 Scramble for Energy

The demand for energy is expected to increase in the 21st Century with the rapid development of the newly industrialised countries, mainly
the BRICs (Brazil, Russia, India and China). To satisfy the enormous energy demand for manufacturing, economic growth, transportation and
domestic use is inevitably a challenge to every country in the world. The focus of this module is to study the spatial pattern of energy production and
consumption and to understand the uneven distribution between the more developed countries (MDCs) and the less developed countries (LDCs).
Students should also be able to identify the major types of renewable and non-renewable energy resources of the world and to describe the costs and
benefits of using these two different types of energy resources. Moreover, they should gain a basic understanding of the energy problems the MDCs
and LDCs are facing, and different measures taken to alleviate the problems. It is important for teachers to ensure that their students will be able to
come across the new approaches developed for energy supply and have sufficient opportunities to discuss how our increasing energy demand can
be met sustainably. In terms of skills development, this module enables students to make use of a wide range of statistical methods, graphs and maps
to present, organise and analyse different types of energy data. Teachers can also consider organising a field trip to an energy plant in Hong Kong
or South China to provide students with first-hand information and real life experience. Last but not least, besides being informed and responsible
global citizens, it is also important for students to be aware of the need to change our lifestyles and habits of energy consumption to be successful
in combating energy problem. Students should also understand that the development gaps between different countries/regions result in variations
in people’s perceptions towards the energy problem and in turn help to explain why different solutions are adopted in different places to combat the
problem.

For average students, teachers should concentrate mainly on the provision of a general picture of the global energy production and consumption
pattern, the major types of energy resources, the pros and cons of using renewable and non-renewable resources, as well as the major similarities and
differences between the solutions adopted in the more developed and the less developed countries. For those students who are more able and more
interested in energy issue, teachers can consider introducing an additional study on the development of an alternate energy resource chosen from
the specific examples. Students should be guided to conduct a more in-depth study of the costs and benefits of that energy resource, and how the
development of new energy technology in that particular country will increase the opportunity to move towards a more sustainable energy future.

51
52
Suggested Time: 8-10 hours
Guiding Questions • Why do we have to struggle for energy resources?
- What are the major types of energy resources of the world? Where can they be found?
- What are the global pattern of energy production and consumption?
- Why is there an uneven share of energy resources between the more developed and less developed countries?
- What is the implication of the uneven pattern of energy production and consumption?
• What are the other problems with the current energy resources?
- What are the environmental problems caused by our current exploitation and use of fossil fuels?
- Why is the use of fuel wood in less developed regions (e.g. South Asia, Southern and Eastern Africa) a threat
to people and the environment?
- What are the costs and benefits of our current use of renewable energy?
• What alternatives do we have?
- What do we mean by renewable and non-renewable energy resources?
- What are the advantages of using renewable energy resources? What are their limitations?
- Is nuclear power a possible way out?
• How can future energy demand be met in a more sustainable way?
- What have done and can be done in Hong Kong to deal with the energy problems?
- What are the possible national and global solutions for energy problems of the world?
- What can we do at home and at school? Can individual effort help?
Specific Examples • Wind farm in U.K.
• Hydroelectric power in China
• Biofuel in Brazil
Knowledge • Major types of energy resources of the world: renewable and non-renewable resources
• Global pattern of energy production and consumption, related economic and political conflicts induced by such pattern
• Costs and benefits of using non-renewable energy, in particular the use of fossil fuels and fuel wood
 • Advantages and limitations of renewable energy
• Major similarities and differences between the energy problems of the more developed and the less developed countries
• The pros and cons of using nuclear power and its increasing role in future energy supply
• Local, national and global solutions for energy problem of the world, including reducing the demand for energy,
more efficient use of energy, developments in new energy-saving and renewable energy technology, new
building design and techniques, adoption of more energy-efficient systems (e.g. mass transit system)
• Individual actions in saving and conserving energy, e.g. reducing the use of energy effectively, and changing
lifestyle and consumption pattern
Skills • Identify the specific energy problems of a country from a pool of information and develop enquiry steps to sort
out possible solutions to the problems
• Summarise the main arguments for and against nuclear power in tabular format
• Construct pie charts to display the proportion of each major types of energy resources account for the total
energy production of a country
• Construct a flow map to illustrate the movement of petroleum around the world
• Construct a divided bar graph to show the changing proportion of the production of different types of energy within
a period of time
• Use GIS to insert proportional symbols (proportional bars / circles) on a world map to indicate the different types
of energy consumption in different continents/regions of the world
• Conduct a questionnaire survey in school / in local community to collect opinions on the construction of
nuclear power plants in Guangdong
• Based on map and photo evidence, describe the environmental consequences of the exploitation of fossil fuels
(e.g. coal, petroleum)
Values and Attitude • Develop a sense of responsibility for energy conservation
• Appreciate the need to change one’s own lifestyle and habits in saving energy
• Show concern for the energy problems that confront China
• Understand why people in different places respond differently to the energy issue
• Be aware of the limitation of individual action in solving energy problems and understand that it requires a combination
of different solutions to handle global issues like the energy problem

53
54
The Geography of Disease — Facing a spreading risk

The devastation of SARS, Avian Flu and the most recent Swine Flu makes the inclusion of the study of infectious diseases in the local
geography curriculum beyond doubt. With the increasing degree of globalisation, the spread of infectious diseases ignores boundaries and in
principal affects everyone. Geography contributes to the spatial understanding of this spreading risk and enables students to place their learning
in the context of real lives. The study of infectious diseases in the context of geography does not require the mastery of advanced knowledge in
medical science or pathology. The focus of study is on the distribution and spread of disease, responses and risk-taking behaviours of people living
in different infected areas, as well as the appropriate methods of control at local, national and international scales. Moreover, through mapping of the
outbreak and the spread of infectious diseases, students can learn how to identify patterns, linkages and relationships, in addition to the development
of a variety of map construction and interpretation skills as well as the sensitivity to the meanings behind statistical data. These basic geographical
skills can help our students to make informed decisions about health risk and management of personal hygiene, which is the very essential first
step in reducing the increasing threat of infectious diseases. This study also cultivates students’ empathy towards people suffering from infectious
diseases and encourages them to appreciate how we are all connected personally and in our community to wider global issues. The most important
development in students’ values and attitudes should be the examination and reflection of every individual’s responsibility to engage in concerted
action for the betterment of our world.

For average students, teachers can focus the study on one infectious disease. No matter what the choice may be, it is essential for teachers to
remind all students to note the variations in the spread and the impact of different infectious diseases in different places, especially in the more
developed and the less developed countries. For the more able students, teachers can further encourage them to examine why children and the less
developed regions are more vulnerable to infectious diseases. Another interesting focus for further enquiry can be on the study of the reasons why
some infectious diseases tend to spread faster and wider in the more developed regions. For the brightest students, a comparison study of the spread,
distribution and impact of two different infectious diseases can be a challenge to stretch their potential. Students can also be prompted to think about
the role of geography in addressing this global issue.
 Suggested Time: 10-12 hours
Guiding Questions • Why do so many of us get sick at the same time?
- What do we mean by infectious diseases? What are their characteristics?
- What are the most prominent infectious diseases of the world?
- How many of them are found in Hong Kong?
• How does the disease spread?
- What was the origin of the latest outbreak of the disease chosen for this study?
- What was the spreading pattern of the disease in its latest outbreak?
- Why did the disease spread in that way?
- Does this spreading pattern make Hong Kong more vulnerable than the other places? Why is it so?
• Why do the risk and impact of infectious diseases vary in different places?
- What are the global outbreak and death patterns of the disease chosen for this study?
- What about other more prominent infectious diseases? Are the patterns similar? Why is it so?
- Why do most of the deaths from infectious diseases occur in the less developed countries?
• Are we safe? If not, what can we do?
- What can we do to prevent the spread of infectious diseases to and in Hong Kong?
- Why should we care and be concerned of those people seriously affected by infectious diseases?
- How can we help?
Specific Examples • Influenza (e.g. Swine Flu, Avian Flu)
• AIDS
• Tuberculosis
Knowledge • The definition of infectious diseases and their common characteristics
• The most prominent infectious diseases of the world and those that can be found in Hong Kong
• The spread and distribution of the infectious disease chosen for this study and its impacts on individuals and societies
• The response and risk-taking behaviours of people at different infected areas (Hong Kong included)

55
56
• The control measures of the infectious disease chosen for this study adopted by Hong Kong and other places
• The limitation of the control measures in efficacy owing to costs and other issues (e.g. maladministration)
• Management of personal hygiene to reduce the threat of infection
• The similarities and differences in the patterns of spread and distribution of the most prominent infectious diseases
of the world
• The reasons for the variations in the spread, distribution and impacts of infectious diseases in different places and on
different age groups
• The relationship between globalisation, transport network and spread of infectious diseases
Skills • Plan how to locate appropriate information and data concerning the spread and distribution of infectious diseases
• Observe and interpret from maps and statistical data the geographical patterns, trends and relationships related to
the spread and distribution of infectious diseases
• Draw conclusion on the major factors controlling the spread and distribution of infectious diseases from
analysed geographical data
• Use GIS software to construct a digital map showing the tracking of infectious diseases
• Read and interpret climatic graphs of different places to identify the relation between climate and the spread
and distribution of infectious diseases
• Construct a choropleth map to highlight different levels of economic development in different parts of the world
and identify the relationship between economic development and infectious diseases by comparing the map with
the global spread pattern of infectious diseases
• Use appropriate graphical method (e.g. scatter diagram, bar graph) to indicate the relationship between age groups
and infectious diseases
• Use digital, interactive mapping tools available on the Internet (e.g. Google, WorldMapper) to display spatial data
and patterns related to infectious diseases
Values and Attitude • Be aware of the changing global environment owing to rapid globalisation and its possible impact on the spread of
infectious diseases
• Show concern for the devastation of infectious diseases on our society, our nation and our world
• Appreciate that people at different places have different perceptions towards infectious diseases and that these
differences may influence their responses to the issue
 Oceans in Trouble

Oceans cover about 70% of the surface of the Earth and have enormous impact on our weather and climate, water cycle, landform, food and
resources supply, transport, trade and economic development. In regard of the importance of oceans and seas and their close connection to our life,
it is important for our students to know more about these water bodies. The purpose of this module is to enable students to know what and where the
major oceans and seas in the world are and to gain a fundamental understanding of our oceans and their importance. Moreover, students are expected
to understand better the problems created by human activities in our oceans and the negative impacts of these problems. The concept of resource
management can be understood by discussing how we should make use of our ocean resources in a sustainable way. For skills development, by
looking at the distribution of major oceans and seas and ocean resources, students can develop the basic geographical skills such as locating places
and reading longitudes and latitudes. The module also enables students to interpret different graphs, charts and statistical data. Although the focus
of this module is on a global level, local visits or field trips can be organised to look at the marine resources of Hong Kong, the kinds of negative
effects we have produced and the kinds of remedial measures we have adopted to protect our marine environment. Through studying this module,
students should be able to develop the sense of appreciation of the natural beauty of oceans and to be aware of the need to conserve and maintain our
marine resources through individual effort and international co-operation.

Teachers should ensure that all students should have an overview of the global distribution of ocean resources, especially the fishing, energy and
mineral resources. To enhance students’ global perspective, teachers should select appropriate examples from different parts of the world to facilitate
students to understand how and why people have damaged our oceans and what measures we should adopt to protect our oceans. It is advisable for
teachers to make use of South China Sea as an example to illustrate the problems associated with overfishing and exploitation of oil and natural
gas owing to its proximity to Hong Kong. Teachers can consider using the other two more distant examples of North Sea and Mediterranean Sea
to supplement the study for students with better ability and greater interest in this topic. They can challenge their better students by asking them
to compare the different measures adopted by different countries in maintaining a sustainable development of ocean resources. Teachers can also
consider introducing an in-depth study on a particular issue related to ocean resources, such as the conflict over fishing territories in North Sea or the
conflict over exploitation of natural gas in East China Sea.

57
58
Suggested Time: 8-10 hours
Guiding questions • How do the oceans support life on earth?
- What are ‘oceans’? What are ‘seas’?
- Where are the major oceans and seas?
- What is a marine ecosystem? Why is it important to us?
• How do human make use of the oceans?
- What are the major types of ocean resources? Where can they be found?
- How are these resources being used by human?
- What other functions do oceans provide for human?
• What are the problems affecting our oceans?
- What is overfishing? What effects does it have?
- How are the seas polluted? Where does most marine pollution come from?
- What are the consequences of marine pollution?
• What can be done to save our oceans?
- How can our ‘ocean’ problems be solved?
- Why is international cooperation so crucial in solving the problems?
- What have been done in Hong Kong?
Specific examples • South China Sea
• North Sea
• Mediterranean Sea
Knowledge • Distinction between oceans and seas
• Distribution of major oceans (including Pacific Ocean, Atlantic Ocean, India Ocean, Arctic Ocean) and seas
(e.g. Bering Sea, Black Sea, Caribbean Sea, Red Sea)
• A brief introduction of an ecosystem: inputs, outputs, processes, energy flow, nutrient cycling, food chain
• Oceans as a marine ecosystem and its importance of maintaining the survival and well-being of human
 • Major types of ocean resources, including food (fish and other seafood), power (oil, natural gas, wind and tidal
power) and minerals, and their distribution pattern
• Human use of ocean, e.g. for trade and transport, for recreation and for waste treatment
• Definition of overfishing
• The effect of overfishing on the marine ecosystem and human being with reference to specific places, e.g. South
China Sea, North Sea and Mediterranean Sea
• Sources of marine pollution such as sewage discharge, oil spills and sea transport
• Consequences of marine pollution
• Measures to reduce the negative effects of human use of oceans
• Possible ways of exploiting and managing ocean resources in a more sustainable ways
• International effort and cooperation to save oceans, and the difficulties encountered
Skills • Use an atlas to find out the major oceans and seas in the world
• Describe the distribution pattern of ocean resources shown in thematic maps
• Read and interpret graphs, charts or statistical data showing the production and consumption of ocean resources
• Collect information about the negative effects of human use of oceans from a variety of sources
• Use the Internet to search for information about the work done by international or non-government organizations in
conserving ocean resources and tackling marine problems
• Conduct a visit to a local marine conservancy or a related resource centre (e.g. the Jockey Club HSBC WWF Hong
Kong Hoi Ha Marine Life Centre or the Ocean Park Academy Hong Kong) to understand the marine ecology in Hong Kong
• Record and observe in the field the impact of human activities on the marine environment of Hong Kong’s surrounding waters
• Use satellite images to trace the spread of oil spills (e.g. the Mediterranean Sea)
Values and Attitude • Appreciate the natural beauty of oceans and seas
• Develop a sense of responsibility towards conservation of ocean resources
• Be aware of the need for international co-operation in tackling the issue of exploiting ocean resources
• Deepen the understanding of the meaning of sustainable development

59
60
Chapter 3 Curriculum Planning

This chapter provides guidelines to help schools and teachers to develop a flexible and balanced
curriculum that suits the needs, interests and abilities of their students, and the context of their
school.

3.1 Guiding Principles

Teachers are encouraged to plan and develop a balanced and coherent curriculum that will
enable students to take an active role in geographical enquiry. The following are some major
curriculum planning principles for teachers’ reference:

(a) The primary considerations teachers need to take into account throughout planning are:
the curriculum rationale, students’ needs, the school context and the characteristics of the
discipline of geography.
(b) Planning should be based on what students have already achieved in basic education. This
prior knowledge and experience should determine the level at which modules are taught in
the first months of the junior secondary education.
(c) It is important to help students to master the key geographical concepts and ideas that
are essential for understanding other concepts and ideas in the first months of the junior
secondary education.
(d) Curriculum modules should be sequenced so that earlier work lays the foundations for later
study.
(e) The programme should provide sufficient challenge for students of different abilities.
(f) The programme should provide a coherent learning experience of geography for students
who will continue to study the subject at senior secondary level as well as those who will
not take geography in S4-6.

61
 3.2 Planning Strategies

Based on the above guiding principles, planning for the junior secondary geography should
focus on (a) making learning more meaningful, (b) developing the curriculum in a logical sequence
to ensure a smooth interface between primary, junior secondary and senior secondary education, and
(c) catering for students with different learning abilities and inclinations. The adoption of an enquiry
approach and the incorporation of geographical issues and problems into this curriculum aim to
fulfil all these considerations.

3.2.1 Making learning more meaningful

One possible way of making learning more meaningful is to connect students’ learning to their
life experiences, and help them to derive meaning from them. To achieve this, teachers are advised
to draw on students’ experience of the real world and connect what they have learnt in the classroom
with their daily life. In short, that means the promotion of “learning in life” and “learning for life”,
which is one of the key purposes of adopting an enquiry approach and incorporating geographical
issues and problems into this curriculum.

In addition to the provision of real-life contexts which make the learning of geographical
concepts and knowledge more meaningful for students, enquiry approach also offers more
opportunities for the cultivation of positive values and attitudes, and the development of a
global perspective and civic awareness. It facilitates the development of students’ geographical
competencies, generic skills and general intellectual capacity better than other curriculum
approaches. Its greater flexibility and stronger social relevance also help to cater for a wider range
of students with more diverse abilities, interests and needs.

3.2.2 Interface with primary and senior secondary education

Geography is a new subject to most students first entering the junior secondary level. However,
students should have acquired some preliminary concepts relating to geography in their primary
education. Therefore, teachers should ensure continuity in the learning experiences of the students.
Continuity can be summarised as a feature of course design which:

• maps out and links students’ experiences;

• enables students to build on previous experiences and learning; and
• helps students acquire and develop geographical knowledge, understanding and skills, as well as
values in a structured way.

62
 In their primary education, in particular the study of General Studies, students should have
acquired some basic concepts relating to geography, such as conservation, people and environment,
interdependence of living things and their environment, etc. Most of these concepts are included
in Strand 2 of the Primary General Studies curriculum. Junior secondary geography teachers can
plan their S1-3 curriculum based on this foundation knowledge. On the other hand, teachers should
note that the S1-3 Geography curriculum shares the responsibility of preparing students to study
geography in the senior secondary level. To provide a smooth interface, the curriculum should:

• cover the essential learning elements (refer to Section 2.5);

• adopt the enquiry approach in learning and teaching;
• emphasise the development of the core skills; and
• stress the nurturing of positive values and attitudes.

3.2.3 Catering for learner diversity

Since every learner has his/her own unique style of learning, there will always be variations in
the ways students learn, the speed of learning, what they find difficult, and their level of attainment.
Curriculum planning can be one of the interventions that help all students to maximise their
potential. The following are principles that should be considered in planning the junior secondary
Geography curriculum to cater for learner diversity:

• Clear learning objectives and learning outcomes in terms of the pupil’s knowledge, understanding
and skills need to be defined in advance;
• A variety of teaching and learning strategies is required to differentiate the learning experiences of
pupils;
• A variety of tasks and activities is required to provide different opportunities for pupil learning
and for different outcomes;
• Opportunities which vary in the pace and depth of learning are needed;
• Different strategies for the assessment of pupil learning are to be introduced;
• Effective feedback on the pupils’ learning outcomes should be given, and targets for students’
future learning should be set.

63
 This curriculum has included in its design possible mechanisms for teachers to cater for learner
diversity. Teachers can tailor this curriculum to suit the different needs, abilities, and interest of
different classes of students by varying the content, the scope and the depth of teaching. For students
who need more intensive care, teachers can reduce the curriculum content to cover only the six
core modules. The prime concern should be ensuring every student should have ample opportunity
to acquire and master the essential learning elements listed in Section 2.5 of this Guide. For the
majority of students, teachers can stick to the original proposal of this Guide to cover 9 modules
within 3 years, that is, the 6 core modules and 3 elective modules of their choice. For students with
better learning motive and ability, teachers can consider including extra elective modules if teaching
time allows. However, teachers should pay careful attention to whether it is really beneficial to their
students to study extra modules. In the end, it is the quality and effectiveness of learning, not the
number of modules taught, that really matters.

Another possible way of tailoring this curriculum is to reduce or extend the scope of teaching.
In view of the ability of students, teachers can limit the scope to the minimum by covering only the
Hong Kong cases for modules of Section A, only the China cases for modules of Section B and only
one specific example for each of the modules of Section C. The following table summaries different
possible variations that can be introduced.

Variations in Scope of Teaching

For Section A modules • only the case of Hong Kong
• the case of Hong Kong + specific example of China
• the case of Hong Kong + specific example of China
+ specific example of Asia
• the case of Hong Kong + specific example of China
+ specific example of Asia + specific example of the World

For Section B modules • only the case of China

• the case of China + specific example of Asia
• the case of China + specific example of Asia
+ specific example of the World

For Section C modules • only one specific example

• two specific examples
• all three specific examples

64
 Teachers can also tailor this curriculum by regulating the depth of teaching. Suggestions on this
aspect are provided in the two introductory paragraphs developed for each module. Take the module
“Taming the Spreading Sand” as an example, the introductory paragraphs stated that the major foci
of this module include:

• Knowledge and understanding

- global pattern of desertification and major regions affected by sandstorms
- the causes and impact of desertification and sandstorms in North China
- the measures to tame the spreading sand
• Skills
- describing a distribution pattern on a map
- interpreting satellite images
- conducting a geographical enquiry in the field
- using GIS for geographical analysis
• Values and attitudes
- 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

The above are the learning elements that should be acquired by all students. As for the more able
students, it is suggested that teachers can include more in-depth case studies of how the spreading
of desert dust and sands affects the inhabitants of Australia and the Sahara. They can also guide
their students to examine the similarities and differences on how less developed countries and more
developed countries manage their spreading sand problems. Teachers are advised to make good use of
these introductory paragraphs to tailor the curriculum to suit the abilities, interests and needs of their
different classes of students.

3.2.4 Considerations for offering elective modules

Schools are encouraged to offer elective modules that cater for the needs and interest of the
students, that provide a smooth progression of study and a strong coherence between the core and
the elective modules, as well as that suit the school context including teachers’ expertise and the
availability of facilities, equipment and other resources. The best strategy will be one that strikes a
balance among the above factors.

65
 In selecting the elective modules, teachers should be clear about the purpose and focus of each
module, in particular the key concepts and knowledge, skills, values and attitudes that are included,
so that the study of the elective modules can supplement what the students have acquired in the core
modules to achieve the learning objectives of the curriculum.

Another important consideration would definitely be the interest, the ability and the need of the
students. For active learners who favour new ideas and experience and who are more inquisitive in
learning, modules like “tourism geography” and “the geography of disease” will be a good choice.
For those who need more intensive care from teachers and who will take geography in their senior
education, those modules like “climate change” and “desertification”, which have a strong spiral
coherence with the senior secondary Geography curriculum and provide more direct and concrete
experience, may be more appropriate to these students.

Teachers are reminded that a good curriculum plan should be forward-looking, knowing that
our students will be facing challenges which are brand new to us. In addition to providing the basic
foundation in knowledge and skills, it is also crucial to enable our students to have the chance to
explore the new territory of knowledge and understand new trends of development. This should
always be in teachers’ mind when considering which elective modules to offer.

3.2.5 Integrating assessment with learning

Assessment is an integral part of the learning and teaching process. It provides a further
opportunity for learning in addition to measuring achievement. Formative assessment provides
students with immediate feedback on their performances, as well as indicating their progress to date
and helping them to determine the focus of their future studies. Teachers can also make use of these
data to make judgment about students’ progress (what the students know, understand and can do) so
as to plan for the next stage of students’ learning.

66
3.3 Curriculum Organization

Unlike the S1-3 curriculum implemented in 1998, the modules in this curriculum do not have to
be taught in any particular sequence throughout the 3 years of junior secondary education. Teachers
can organise their curriculum based on the principles of progression as suggested in Section 3.3.1.
As for schools adopting different types of integrated curriculum in their junior secondary curricula,
Section 3.3.2 provides a few recommendations on how this curriculum could be tailored to fit into
their school-based PSHE curricula.

3.3.1 Progression

Progression describes how students’ learning advances. When planning the progression of this
3-year curriculum, teachers should consider:

• taking into account of the ways in which pupils mature (intellectually, socially and physically);
• building on what students have already experienced and achieved;
• focusing on what they can be expected to do at the time;
• matching tasks to capabilities and moving students on to the next stage of learning (e.g. moving
from concrete to more general concepts).

In this curriculum, there are modules which are more closely related to the daily life of students.
The concepts involved in some modules are more concrete than the others. The areal coverage of
different modules varies with some focusing on local issues, some on national and regional issues,
while some others on global issues. Teacher can plan the progression in geographical learning
according to the following aspects:

• An increase in the breadth of studies incorporating a gradual extension of content to include

different places, new landscapes, a variety of geographical conditions and a range of human
activities.
• An increasing depth of study associated with pupils’ growing capacity to deal with complexities
and abstractions.
• A continuing development of skills to include the use of specific techniques and more general
strategies of enquiry matched to pupils’ developing cognitive abilities.
• A continuing development of values and attitudes which is linked to student’s ability to discuss,
empathise and diagnose issues. There should be opportunities for students to develop understanding
of how peoples’ attitudes and values influence their actions and to develop views of their own.

67
 The following table suggested how the sequence of the core modules can be organised
according to the above principles.

Year Core module 1 Core module 2

Increasing abstraction

1 Using Urban Space Wisely Living with Natural Hazards local

2 Food Problem—Can we The Trouble of Water—Too

Feed Ourselves? much and too little

3 Scramble for Energy Global Shift of Manufacturing global

Industry

3.3.2 Tailoring for school-based integrated curriculum

In recent years, schools in Hong Kong have adopted different modes of curriculum planning
in their junior PSHE curriculum. For those schools that have adopted integrated approach in
structuring their S1-3 PSHE curriculum, geography teachers should communicate with the PSHE
cocoordinator and the respective subject panel chairperson (e.g. Integrated Humanities) to ensure
the essential learning elements listed in this curriculum can be properly covered in their schools’
junior secondary integrated subject curriculum. For schools that offer integrated subject in S1 and
S2 and geography as an independent subject in S3, geography teachers will need to tailor-make an
one-year geography curriculum to guarantee all students studying senior secondary curriculum will
have acquired all the essential learning elements of junior secondary geography. Appendix 1 on
pages 111-126 shows a detailed example on how a one-year S3 Geography curriculum is developed
in a local secondary school that adopted Integrated Humanities (IH) in S1 and S2 and Geography in
S3. In brief, teachers who are responsible for planning the S3 Geography curriculum could follow
the steps below:

(a) Identify the basic geographical knowledge and concepts, and core geographical skills that
have already been covered in the S1-2 IH curriculum;
(b) Highlight the basic geographical knowledge and concepts, and core geographical skills that
are not included in the S1-2 IH curriculum;

68
(c) Select appropriate modules in this curriculum that provide the missing basic geographical
knowledge and concepts, and core geographical skills. Teachers are reminded not to choose
modules that overlap with the topics covered in S1-2 IH curriculum;
(d) Finalise the choice of modules based on the interest of students and time available. Teachers
can adjust or amend the content of the modules to supplement what are missing in the S1-2
IH curriculum.

No matter which mode of curriculum planning the school has adopted, senior secondary geography
teachers should be well-informed of the knowledge, skills and values that have been taught in junior
secondary education to facilitate better planning of the senior secondary Geography curriculum.

3.4 Curriculum Management

3.4.1 Understanding the curriculum and learning context

In planning the Geography curriculum in schools, teachers are advised to study carefully
the Personal, Social & Humanities Education KLA Curriculum Guide (P1 - S3) (CDC, 2002) in
addition to this Guide. This is to ensure that the Geography curriculum, together with the other
PSHE subjects, can cover the six strands in the PSHE curriculum. They should also understand the
vision and mission of their school, its strengths and policies, and the characteristics of their students,
especially their learning abilities, interests and needs. Teachers should also be aware of the culture
and changing needs of the society, and adopt a flexible approach in planning and managing their
Geography curriculum.

3.4.2 Building capacity

For better management of the school Geography curriculum, geography teachers, in particular
panel chairpersons, should consider working out a mechanism for more effective professional
development through better curriculum management. Since there may be some non-major teachers
teaching the junior Geography curriculum, more support should be provided. One of the possible
ways of doing so is to strengthen the collaboration among teachers in the panel. Collaboration can
take the form of collaborative lesson preparation, team teaching and lesson observation among
panel members. These practices often provide opportunities for mutual exchange of experiences and
concerns. Collaboration in classrooms, through team teaching or lesson observation, usually helps
to improve teachers’ professional development if there is adequate trust and good communication
and support. Introducing outsiders into the rather closed classroom environment can bring new
insights. They can sometimes see things that are “blind spots” to class teachers. Through follow-up
discussion and reflection, professional capacity can be enhanced.

69
 3.4.3 Cross-curricular collaboration

Owing to the specific nature of the subject, it is relatively easy for geography teachers to
cooperate with other subjects in developing cross-curricular learning. This helps to develop students’
multiple perspectives which are needed in many senior secondary subjects. Geography teachers
can cooperate with History and Life & Society teachers on designing cross-curricular learning
programmes on topics like “City”, “Food” and “Industry”. Teachers can integrate these topics with
the modules “Growth and Development of Hong Kong in the Twentieth Century” in History and
“Global City”, “An Overview of the Chinese Economy” and “International Interdependence” in Life
& Society to enable students to study relating issues from multiple perspectives and make use of the
knowledge and skills learnt in different subjects.

Another possible partner for cross-curricular collaboration will be the science subjects.
Concepts learnt from the science topics of “Energy”, “Living things and air” and “Looking at living
things” provide background knowledge for students to understand the geography topics of “Climate
Change”, “Energy” and “Ocean” thoroughly. Teachers can encourage students to carry out cross-
curricular projects so that they can have a more holistic view in investigating issues relating to these
topics.

3.4.4 Arrangement for out-of-classroom learning

In order to make learning more meaningful and concrete, teachers should consider organizing
out-of-classroom learning activities so that students can relate what they have learnt with real-world
experience. Out-of-classroom learning activities are suggested under the column of “skills” for
each module included in this curriculum guide. These activities vary from field trips, visits to small-
scale interviewing exercises. The site need not be only those far away; it can simply be the school
premises or the neighbourhood area. From the curriculum planning perspective, teachers should
consider the followings before organizing these activities:

• Can the objectives of the curriculum be fulfilled by organizing this activity?

• How much lesson time would it take?
• Will it be organised during or outside normal lesson time?

70
Chapter 4 Learning and Teaching

Geographical knowledge is dynamically changing from time to time, and geographical

education has shifted from a largely descriptive, regional approach to a positivist, scientific and
systematic perspective in the twentieth century, and then now to an issue and enquiry-based
orientation. Geography educators have also revised their views on knowledge acquisition —
from “being able to remember and repeat information” to “being able to find and use it”. It is
recognised that knowledge is constructed by the learner through interaction with the world and with
knowledgeable others.

The focus of learning in geography is no longer only limited to what students learn, but is also
concerned with how they learn and with what brings learning about. Each learner has his/her unique
level of readiness (e.g. knowledge, understanding and skills), interests (both current and potential)
and learning profile (including areas of strength, weakness and learning preferences and styles), so
a wide repertoire of learning and teaching strategies are needed to cater for differences in their ways
of learning, while at the same time to maintain a balanced emphasis on knowledge acquisition and
skills development in the study of geography. In view of these, this chapter provides guidelines for
effective learning and teaching of this S1-3 Geography curriculum.

4.1 Guiding Principles

The following are guiding principles for developing effective learning and teaching strategies in
geography at junior secondary level:

(a) A wide range of teaching styles, strategies and activities should be employed to cater for
student diversity in learning abilities, needs and interests.
(b) Learning activities should be planned with students’ prior knowledge and experience in
mind. In order to get all such information about students’ readiness, interests and learning
profiles, teachers are highly recommended to conduct pre-assessment before the learning
and teaching of each issue in the curriculum to avoid teaching in the “black box”.
(c) Each learning activity should have clear learning objectives and students should be informed
of them at the outset.
(d) Student talk is an important means by which they actualise learning. Teachers should
promote quality classroom interaction by effective use of questioning and feedback, and by
setting up a supportive classroom atmosphere.

71
 (e) For effective geographical enquiry, student exploration should precede formal presentation
by teachers.
(f) Learning activities should be designed to develop generic skills and reflective thinking in the
context of the curriculum content.
(g) Students should be encouraged to reflect critically on the procedures and methods they use
in learning, and should take responsibility for their own learning.
(h) The roles of teachers and students in different learning activities should be clearly
delineated, with both parties being well informed of their roles.
(i) Feedback and assessment (especially the formative ones) are integral parts of learning and
teaching, in particular in setting targets for future learning. (For details about assessment for
learning, you may refer to Chapter 5 of this guide.)
(j) A range of resources, especially those involving the use of information technology (e.g.
Geographic Information System / GIS), should be used flexibly to support student learning.
(k) Student motivation is crucial and strategies should be adopted to arouse the interest in
learning. The use of contemporary issues / hot news to stimulate geographical enquiry and
enquiry-based fieldwork are two effective ways of motivating students to learn geography.
(l) Each student has unique learning abilities, interests and needs. Learning activities and
tasks should allow for variation in the pace and depth of learning, and provide different
opportunities for student learning and for different outcomes. Likewise, a variety of
strategies for the assessment of student learning is needed.

4.2 Approaches and Strategies

Junior secondary Geography curriculum is focused on both geographical knowledge and skills
for students going into further study. Of equal importance is the cultivation of positive values and
attitudes in students. Besides those disciplinary skills, the curriculum also helps students to develop
various generic skills and the general intellectual capacity for lifelong learning.

Although there are various common and intertwining pedagogical approaches (e.g. teaching
as direct instruction, enquiry and co-construction) that can be employed to facilitate the delivery of
this curriculum, teachers are highly recommended to choose the enquiry approach with some of its
advantages described below.

72
 All modules in this curriculum are either issues or problems related to Hong Kong, our country
(China), our region (Asia-Pacific) and the world. They are best delivered to students with the
enquiry approach. Enquiry enables students to master geographical concepts and knowledge during
the course of investigation. Contrary to the traditional, spoon-fed didactic approach, enquiry allows
students acquire knowledge via solving problems, analyzing different viewpoints or information
and making judgments based on a wide range of information from various sources (e.g. books,
newspaper articles, video clips and information on the Internet). Moreover, this approach allows
students to practice frequently a number of generic skills, as well as the development of positive
values and inquisitive attitudes in them.

As current issues or problems often have strong relevance to the daily life of students, another
advantage of this approach is that it enhances students’ motivation by making learning more
interesting and meaningful. This is especially the case for students who are academically less able.
By providing various “specific examples” with different scales in each module of this curriculum,
teachers may further differentiate their instructions based on their findings on the readiness, interests
and learning profiles of students.

4.2.1 Learning through enquiry

Enquiry learning can provide students with the capacity and motivation to become active
learners, team workers, critical and creative thinkers, problem-solvers and decision makers. Through
enquiry, students can construct knowledge about the world in a challenging and authentic way. In the
process, students are encouraged to ask geographical questions and to seek answers independently.
The information and experience they gain enable them to look at issues or problems from different
perspectives. Students are also taking increasing responsibility for their learning as they actively
involve in investigating issues. Being more self-directed in their learning, differentiated instructional
strategies can be adopted easily by teachers to solve problems related to learner diversity.

Geographical enquiry usually starts with identifying an issue, a problem or an interesting

phenomenon / pattern with a strong spatial and/or ecological perspective. Through using the five
“W”s of geography — “What”, “Where”, “How”, “Why” and “What if” — to examine issues,
students can establish a strong geographical perspective; and key geographical concepts and
knowledge are then introduced to help them understand, interpret and analyse the issue. The
following route of geographical enquiry is commonly found in many enquiry-based geography
lessons:

73
 Step Examples of
Details
Key Questions

(1)
Observation • Aware of an issue / a problem arising from
“What?” people-environment interactions
and
perception

• Outline and define the issue / problem

• Find out the linkages with existing knowledge
(2) • Ask geographical questions (i.e. five “W”s)
“What?” and
Definition • Suggest appropriate sequence of enquiry /
“Where?”
and investigation
description • For fieldwork enquiry, decide on data and
evidence to be collected
• Collect data and information relevant to the enquiry
• Describe / present the data, information or evidence

• Distinguish between relevant and irrelevant data

(3)
• Sort and analyse the data and evidence
Analysis “How?” and
and “Why?” • Give explanations
explanation • Decide whether additional or different data /
information / evidence is required

(4) • Evaluate the results of the enquiry

Evaluation, • Make generalizations or predictions (if any)
“What might?”,
prediction • Propose alternative action (if any)
“What will?” and
and • Make decision based on the evidence and
“What decision?”
decision information collected
making
• Draw and justify conclusions

(5) • Determine the values that are important to oneself

Personal “What do I • Make personal judgment on the issue (including
evaluation think?”, “Why?” values)
and and “What shall I do?” • Decide whether to take action so as to change
judgment one’s personal lifestyle

74
 In the learning and teaching of junior secondary Geography through enquiry, teachers extend
their role from knowledge transmitters to learning facilitators. As facilitators, geography teachers
should:

• help students to formulate learning goals and identify the most appropriate means of achieving
them;
• assist students to develop positive learning habits, master learning strategies and develop
metacognitive skills to steer their learning;
• create a stimulating and motivating learning context so that students are intellectually curious;
• provide a framework for students, especially those struggling learners, to organise their study in
a systematic way; and
• develop a supportive, tolerant and mutually accepting learning community to allow students to
participate actively in learning without the fear of being criticised.

Instead of being passive receivers of knowledge in didactic approach, students should:

• set meaningful and realistic goals for their own learning;

• take the initiative to consult teachers, to collaborate closely with others and to share learning
experiences with peers;
• develop a positive attitude towards learning geography by engaging actively and confidently in
learning, despite the risks of making mistakes or encountering difficulties; and
• reflect on their learning experiences, and monitor and evaluate their own learning progress.

4.2.2 Learning through maps

Being an important tool of geographers, maps (in the forms of paper and digital ones) are the
most effective medium for recording, displaying, analyzing and communicating information about
people and places. By overlaying layers of map information with Geographic Information System
(GIS), maps can even be used to solve many real world problems, such as finding out the spreading
pattern of a type of infectious disease and analyzing its probable impacts on people and the
environment. Besides being used in academic studies, maps can also be used in our daily lives, such
as using “Google Map” and “Google Earth” on the Internet to find routes, location and planning for
our holidays. In other words, map skills are crucial life skills that should be learnt by all students.
As such, geography teachers should pay considerable effort to ensure that their students are able to
master a reasonable level of map skills after finishing their junior secondary studies.

75
 The teaching of map skills should not be treated as a separate topic in geography, but should
be integrated into the learning and teaching of geographical issues and problems in the curriculum.
Teachers should develop a planned and structured program to familiarise their students with the
following 4 essential properties of maps:

• Plan view (perspective and relief)

• Arrangement (location, direction and orientation)
• Proportion (scale, distance and selection)
• Map language (signs, symbols, words and numbers)

Map skills should be developed through a well-planned schedule, starting from elementary map
skills (such as drawing simple sketch maps of students’ familiar surroundings). It can be extended
to calculation and transformation (such as drawing of cross-section), and then to more complex
skills like generalization and identification of patterns and relationships on maps. Students should
be encouraged to familiarise with different varieties of maps of different scales and contexts. After
three-year study of junior secondary geography, students should be well-equipped with the map
skills which are essential for the study of higher level geography as well as for practical use in their
lives. For details about such essential map skills in junior secondary level, teachers should refer to
“2.5 Essential Learning Elements” and the part “Skills” included in each module of this curriculum.

4.2.3 Learning in the field

Fieldwork is a distinctive attribute of geography and has a long tradition as an established

component of geographical education. It can be considered as any activity which takes place outside
the confinement of classroom. It provides students the opportunities to apply the knowledge/
concepts learned in the classrooms to the real world, and through this to acquire new knowledge/
concepts. In addition to knowledge acquisition and application, different subject-specific skills
(such as field sketching and land use plotting) and generic skills (like problem-solving and critical
thinking) can be developed through fieldwork. As such, fieldwork has important contributions to
make geography real and enjoyable, and every geography student of S1-3 should be entitled to have
a reasonable amount of fieldwork experience throughout their three-year junior secondary studies.
Teachers may refer to “2.5 Essential Learning Elements” and the part “Skills” included in each
module for details of various fieldwork skills that should be included in the learning and teaching of
this curriculum.

76
 Fieldwork activities in junior secondary level should involve students in applying a range of
knowledge and skills to a “real world” problem or issue. Fieldwork should not be limited to be
purely “field excursions” and “guided tours”, in which the teacher dominates most of the talking and
students concentrate solely on listening, observing, note-taking and photo-taking. Fieldwork should
be enquiry-based as this aligns with the aims and objectives of this curriculum. Such enquiry-
based fieldwork experience also helps students to build up a good foundation for their fieldwork
investigations in senior secondary level. The starting point for such an approach is the identification
of an issue or a problem related to the interaction of people and their environment in a specific
locality, and then leading to appropriate data collection, data presentation and analysis, as well as
identification of possible solutions or management strategies. Examples of enquiry-based fieldwork
for junior secondary students and further suggestions on this type of fieldwork can be found in the
CD-ROM “Enquiry-based Fieldwork in Geography (Part 1)” published by the Education Bureau.

Fieldwork should not be confined to large-scale, whole-day activities in distant locations.

Small-scale fieldwork conducted near the school premises (such as conducting local fieldwork
on urban problems or slope stability near a school) should also be considered. In addition to low
cost, this kind of fieldwork is easier to manage and it can be completed within a short period of
time. Teachers should note that value of fieldwork lies on whether it can help students learn how to
identify, to observe, to collect, to apply and to analyze, not on how long it takes or how much work
the students have to complete.

4.2.4 Using information technology in learning

With rapid development of information technology (IT) in the past decade, IT can be used to
promote interactive learning both inside and outside classrooms. The use of IT does not only make
lessons more lively and enjoyable, thus enhancing students’ learning motivation, but it can also
reduce the heavy workload of teachers by making it easier for resource production or allowing
teachers to access rich reserves of teaching resources all over the world.

Geography teachers should use IT in their teaching whenever appropriate and should also
provide adequate opportunities for their students to apply IT in the learning of this curriculum.
With multimedia-enriched presentations, abstract concepts, such as those about plate tectonics, as
well as weather and climate, can be explained more clearly and easily. IT also links students to the
vast network of knowledge and information outside their classrooms (e.g. through the Internet).
Information in various websites provides updated data for discussion and research, which facilitates
enquiry learning and self-learning. Through school intranet systems, e-mail and Web 2.0 technology

77
 (including social networking tools, such as “Facebook” and “Twitter”), students can also share ideas
and learning resources, discuss various geographical issues and even communicate with their teachers.
Learning thus is no longer confined by time and space. A list of websites suitable for the learning and
teaching of this curriculum is included in the Appendix 2 for teachers’ reference.

Of the many IT tools available, Geographic Information System (GIS) and Global Positioning
System (GPS) are two which are highly related to geography. GIS is a powerful IT tool which
connects geographical information to location, so as to bring out various spatial patterns. Through
layering, GIS gives understanding of how all such spatial information interrelates, which in turn
facilitates decision-making and answering “What-if” questions in geographical enquiry. GIS also
allows learners to handle spatial data faster and more efficient than before. Lesson time can be
spent on higher-order analysis of spatial patterns. Every student taking junior secondary geography
should be given opportunities to use GIS in their geographical enquiry (e.g. using GIS and GPS for
collecting, recording, handling and analyzing fieldwork data). Besides using those commercial GIS
software programmes which may be too complicated for beginners / junior form students, teachers
may consider to use those GIS freeware on the Internet. The use of “Google Earth” in geographical
learning and teaching is a good example of this. Further suggestions on how to integrate GIS in the
learning and teaching of this curriculum can be found in the part “Skills” included in each module.

In order to integrate IT into their lessons successfully, geography teachers should consider the
following points carefully before employing the IT tools they choose:

• The IT background (including skills and experiences) and interests of your students;
• Learning styles (e.g. directed or open) and organization of your classes (e.g. individual, group or
whole-class);
• The IT tools chosen should further your students’ geographical understanding and skills (both
geographical and IT skills);
• They should match with the objectives, as well as intended and unintended outcomes of the
lessons;
• Venues of the geography lessons and the availability and applicability of the IT tools in such
venues;
• Efficiency of using them in terms of time; and
• The availability of IT supporting staff in your school (e.g. technicians, IT helpers, IT teachers
and librarians).

78
4.3 Catering for Learner Diversity

Since every learner has his/her own unique style of learning, there will always be variations in
the ways students learn, the speed of learning, what they find difficult, and their level of attainment.
In order to teach well, teachers should attend to all these aspects related to learner diversity. Instead
of using “one-size-fits-all / single-size” instruction (i.e. without differentiation), geography teachers
should consider to employ various differentiated instructional strategies in their mixed-ability
classrooms to address academic diversity.

4.3.1 Differentiated Instruction

In a differentiated classroom, student differences are important elements in learning and

teaching. Students in such classrooms usually have a variety of options for:

• taking in information or ideas (or differentiation in learning content / input);

• making sense of the information / ideas (or differentiation in learning process); and/or
• demonstrating what they have learnt (or differentiation in learning product / output).

In other words, differentiated instruction is flexible and responsive teaching. Under proactive
and careful planning, differentiated instruction provides different pathways for students with
different learning styles to acquire all essential learning elements in this curriculum. Although
differentiated instruction provides several avenues to learning, it is not equivalent to “individualised
instruction” which assumes a separate level for each student. All such “avenues” should focus on big
ideas / concepts in the curriculum which are meaningful learning for all students, even though they
provide variations in terms of difficulties and formats for those advanced learners and struggling
learners. In a differentiated classroom, a geography teacher teaches the whole class (whole-class
components) sometimes. For the other time, he/she works with small groups / individuals to address
academic diversity (differentiated components). The key elements of differentiated instruction are
explained in the following paragraphs.

(a) Changing Teacher Mindset

Effective differentiated instruction starts with teachers having a “growth” mindset.
Teachers with a “growth” mindset believe that students can achieve if they work hard and put
in sufficient effort. By setting high goals and providing relevant support to students, teachers
can help most students succeed in their learning. With good teacher-student relationships, a
caring teacher with a “growth” mindset can motivate passive, discouraged and disengaged
students to connect to their learning again. Besides connecting with individual students, a
teacher should try to build a learning community in his/her class. He/she should organise the

79
 students to work as a team and develop in students the belief that they win or lose together
as a team. Such a collaborative team spirit, with clear learning goals for progression into the
next stage of learning, can encourage each student to be responsible for his/her own growth.
Each student in a class is now in competition with his/her own, not against others. Such a
learning environment is favourable for addressing academic diversity.

(b) Quality Curriculum Content and Teaching Up

In a differentiated classroom, teachers should ensure that the content of each lesson
delivered to students is important and meaningful to them (i.e. focused on key ideas).
Teachers should identify the key principles or concepts, as well as core knowledge, skills,
values and attitudes to be developed before teaching. These should be the essential learning
elements that have to be learnt by all students regardless of their learning abilities. With
this in mind, teachers can then vary the content / process / product of learning based on pre-
assessment results on the readiness, interest and learning profiles of students.

Instead of just giving more work to those advanced learners and lowering down the
requirements for those struggling learners, teachers using differentiated instructions should
create a quality and rich curriculum that can help to stretch the potential of their students to the
maximum. The major task of the teachers is to help students with different readiness levels by
providing various types of support so that every student is capable of maximizing what they
can achieve. Differentiation should always be about “lifting up” the potentials of students.

(c) On-going assessment with clearly set assessment criteria

Quality differentiation is guided by on-going assessment. This type of assessment
aims at collecting data on students’ readiness, interests and learning profiles on a recurrent
basis for lesson planning and giving feedback to students. It should be carried out before,
during and after every cycle of learning and teaching. Before the start of a teaching unit,
teachers should conduct pre-assessment to avoid teaching in the black box. Such pre-
assessment may be simple formal assessment / survey (like Figure 4.1 and Figure 4.2) or
informal observation by teachers during some well-planned classroom activities before the
teaching of a module.

During the course of teaching, it is advisable to carry out assessment for learning periodically to
monitor students’ progress and see if re-teaching of some of the parts are necessary. An “exit card”
(Figure 4.3) is one of such assessment methods. Teachers may further differentiate their questions /
requirements in an on-going assessment, such as homework assignments. This differentiation of learning
products (e.g. giving students graded data-response questions or different coursework formats to
choose), with clearly set assessment criteria, can help students with different learning styles learn better.

80
 Name: ________________________ Class: _______________________
Complete the following diagram to show what you know about sustainable development.
Write as much as you can.

Definition: Information / details:

Sustainable
Development
Examples: Non-examples:

It is important to include
“non-examples” here to
uncover the
misconception of students.
Figure 4.1 An example of pre-assessment on student readiness

Interest Survey

Name: ________________________ Class: _______________________

Describe your interests below with suggested connections of your interests with geography.
Such information may help me to understand more about your learning needs. Thanks.

Interest: Interest:

Connection with geography: Connection with geography:

Interest: Interest:

Connection with geography: Connection with geography:

Figure 4.2 An example of pre-assessment on student interests

81
 Exit Card —Water Cycle

Name: _____________________ Class: _______________________

• What is a water cycle?

• How does it operate?
• ……

Figure 4.3 An example of an exit card

(d) Flexible Grouping

In differentiated classrooms, teachers group students flexibly in the learning process
according to the readiness, interests and learning profiles of students. Teachers can group
their students homogeneously (i.e. students with similar abilities / interests / needs are in the
same group) in some cases but group them heterogeneously (group students with different
abilities / interests / needs together) in other cases. Teachers can also allow some students
to do work individually or in pairs. Flexible grouping arrangement enables students to learn
collaboratively so that learners with different abilities can learn as a team, help each other
and work for success together.

(e) Various Differentiated Instructional Strategies

Based on the readiness, interests and learning profiles of students, teachers can use
different differentiated instructional strategies to cater for their learning needs. Examples
of such strategies include learning contracts with menus, “RAFT”, scaffolding, tiered
assignments, learning centres or stations and web quests. Learning may be differentiated in:

• content, e.g. by using geography materials of different level of difficulty and readability
for students with different readiness levels; or by using materials containing different
contents or on different topics but focused on the same key ideas for students with
varied interests. For the latter, teachers may ask students with different interests to
study materials of different types of natural hazards, such as typhoons, landslides and
earthquakes. Although choices are given, all of these materials and student learning
are focused on the study of the key elements of natural hazards, that is, the causes and
impacts of these hazards.
• process, e.g. by using scaffolding or learning contracts.
• product, e.g. by asking students to do assignments with multiple modes of expression.

82
 In differentiation, students are usually given choices on what to do and how to do (individually,
in pairs or groups). Differentiated instruction helps students take increasing responsibility of
their own learning. Among the differentiated instructional strategies mentioned above, “RAFT”
and “learning contracts with menus” are chosen as examples below to explain how differentiated
instruction can be used in the learning and teaching of this curriculum to cater for learner diversity.

RAFT Assignments
“RAFT” is an acronym for “Role”, “Audience”, “Format” and “Topic”. In a RAFT activity
students are given different roles and they need to develop different products / assignments on
given topics with particular formats for specified audiences (see Figure 4.4). RAFT assignments are
usually with short duration but they give teachers great flexibility in dealing with learner diversity
by providing learning choices for students.

RAFT Assignments on Climate Change

The following RAFT assignments are designed for S2 geography students on climate
change. The focus of the assignments is on the key concepts of climate change but with
different presentation formats for students to choose.

RAFT Objectives
Knowledge: …
Skills: …
Values and attitude: …

Now, choose and complete your most favourite one from the RAFT assignments below:

Role Audience Format Topic

Sea with a Why we have to stop

People living at Tuvalu Letter
rising level seeing each other?

Polar bear Polar ice Song I need you

Trees Hong Kong residents with high Oral My life is worth saving
air-conditioning cost response

You may suggest your own RAFT on climate change.

Ask your geography teacher for approval.

Figure 4.4 A “RAFT” on climate change

83
 Learning Contract with menu
A learning contract (usually with choices) is an agreement between a teacher and a student. A
learning contract has different formats, but usually it includes clear learning objectives, guidelines
and requirements of the assignment, deadline and assessment criteria. Learning contracts help
students take increasing responsibility of their learning.

Learning menus, usually included in learning contracts, are designed to provide learning
choices to students. A learning menu usually includes 3 main parts listed below:

• “Main Course / Dish”: This is the compulsory part (must do) of the menu. All students
are required to finish all activities in this part, which are focused on key concepts / ideas of
an issue / problem. This ensures that although students have academic diversity, they can
acquire all essential learning elements of the learning unit. According to students’ needs,
teachers may further differentiate the “Main Dish” tasks, e.g. preparing 2-3 sets of “Main
Dish” on the same topic but with different levels of difficulty. They are of similar length and
appearance for students with different reading levels.
• “Side Dish”: This is the elective part (choose to do) of the menu which contain different
options to meet the varied needs and interests of the students.
• “Dessert”: This is the extended part of the menu which usually includes enrichment tasks to
further stretch the potentials of the students. Students can choose whether they will complete this
part.

An example of a learning contract with menu activities is given in Figure 4.5.

A Geography Learning Contract - Student Copy

Menu of the week: Natural hazards

Major concepts / key questions of the issue:
- What are the causes and impacts of different types of natural hazards?
- What are their preventive and remedial measures?
Objectives: …
Guidelines and timeline:
All items in the main dishes and a specified number of side dishes should be completed by
you during your Christmas holidays (Due date: 2 Jan. 20xx). You may choose any one item
from the side dishes. For the desserts, you may choose to complete one / two / none of them.
A list of assessment criteria is also attached with the menu for your reference. It will be used
for your self-assessment and as an assessment tool of your geography teacher. After the
completion of the menu activities, remember to complete your self-evaluation form.

84
Main Dishes—Map work and landslides: (You must complete all the tasks in this part.)
1. Based on the contour map of Area A,
• find the height of Points C, D and E;
• calculate the gradient of Slope X; and
• construct a cross-section from Point C to Point D and calculate its vertical exaggeration.
2. Based on map evidence, explain why Area A will most likely be affected by landslides.
3. Suggest preventive measures that can be adopted to reduce the negative impact of
landslides in Area A.

Side Dishes—Earthquakes: (You must complete any one of the tasks in this part.)
1. Drawing diagrams:
• Draw 3 annotated diagrams on cards to show how earthquakes occur at constructive,
destructive and conservative plate boundaries respectively.
• Design a leaflet which includes a list of safety rules to follow during the occurrence of
an earthquake (Hint: Surf the website of the Hong Kong Observatory - http://www.hko.gov.hk)
2. Letter-writing:
• Suppose you were a resident in Sichuan. Write a letter to your friend in Hong Kong in
about 200 words to describe your experience in an earthquake.
• Include in your letter the recent earthquake events in Sichuan and their causes. Show
the responses of your government to these events.
• You may also include a few relevant photos in your letter (can be obtained from the Internet).
3. Oral presentation:
• Prepare a PowerPoint presentation on the global distribution of earthquakes, as well as
their causes and effects.
• Include in your PowerPoint file a digital map showing the global distribution pattern of
plate boundaries and the locations of earthquake hazards. The map may be created
using Geographic Information System (GIS) software or a downloadable freeware -
“Seismic Eruption”. “Seismic Eruption” can be downloaded from the website
http://bingweb.binghamton.edu/~ajones/. Details on how to use this freeware can be
found on P.103-109 of “A Teacher’s Guide to GIS Operations: Using Geographic
Information System (GIS) for implementing enquiry learning in Geography” published
by the Education Bureau in 2009.
• You will be given 10-15 minutes to present your findings in your coming geography
lessons.

85
 Desserts—Climatic hazards: (The tasks here are optional. Finish any item(s) below if you wish.)
1. Visit the website of the Hong Kong Observatory (http://www.hko.gov.hk) and choose to
view the information of a tropical cyclone on the list (click “Tropical Cyclones” on the
left-hand side menu and then click “Tropical Cyclone Track and Position”). You may
also choose to look at the part “Tropical Cyclone Track Information on GIS Platform”.
If you view the part “Tropical Cyclone Track Information on GIS Platform”, remember to
use GIS functions, like pan, zoom in, zoom out and identify.
• Describe the general path of a typhoon affecting the Asia-Pacific region (including Hong
Kong) and your personal experience about typhoon in about 50 words.
2. Visit the following websites to see satellite images and photos about another climatic hazard
— sandstorm.
Hong Kong Observatory
(http://www.hko.gov.hk/press/SP/pre20100322e.htm)
2009 Australian dust storm-Wikipedia
(http://en.wikipedia.org/wiki/2009_Australian_dust_storm)
Dust storm in Australia-The Big Picture-Boston.com
(http://www.boston.com/bigpicture/2009/09/dust_storm_in_australia.html)
By clicking the photos with a label “click on this image to see it fade” in this website,
you can compare photos of different parts of Sydney before and after the occurrence of a
sandstorm.
• Describe the possible impact of sandstorms in the world and your relevant experience
(if any) in about 50 words.

Assessment Criteria:
The following criteria will be used for your self-assessment as well as assessment by your geography
teacher.

86
1. Map work 2. Short explanation with 3. Short description
Follow directions map evidence Follow directions
The height of Points Follow directions At least 4 preventive
C, D & E are correct At least 3 reasons measures should be
The gradient of Slope given for the given
X is correct, with occurrence of Neat and accurate
calculation shown. landslides Total: ____________
The cross-section is Map evidence is given
correct and labeled Neat and accurate
A caption is included Total: ____________
in the cross-section
Vertical exaggeration
is correct, with
calculation shown
Neat and accurate
Total: _____________

4. Drawing diagrams 5. Letter-writing 6. Oral presentation with

Follow directions Follow directions PowerPoint and GIS
3 cards with correct List at least 2 recent Follow directions
annotated diagrams earthquake events in A PowerPoint is produced
are produced Sichuan Causes of the hazard is
Relationship between Explain clearly the explained
plate movement and causes of earthquakes At least 3 effects of the
earthquakes is clearly Describe your hazard are included
explained government’s A digital map created by
A list of at least 5 responses to the any GIS software /
safety rules are hazard freeware is included
included in a leaflet Present in the format Includes map key and
Neat and accurate of a letter caption
Total: ____________ Photos showing the Neat and accurate
effects of the hazard Oral presentation is
are included conducted
Neat and accurate Total: ______________
Total: ____________

87
 7. Short description with 8. Short description
web images and GIS with satellite photos
Follow directions and web images
Website visited Follow directions
GIS functions used Websites visited
Path of a typhoon Impact of sandstorms
Described described
Personal experience Personal experience
Total: ________________ Total: ________________

I understand and will complete this contract to the best of my ability and effort.
Student Signature: ____________________
Student Name: ____________________
Date: ____________________

Figure 4.5 A sample menu contract

The menu contract in Figure 4.5 is a student copy. In addition to student copy, menu contract
also has teacher copy. Besides the full content of student copy, the teacher copy also includes the
following parts which help teachers to plan for their lessons with differentiation:

• Description about the academic diversity of the students (including their needs and interests)
related to this topic.
• Assessment plan (including pre-assessment and other assessment for learning tasks).

Although extra time is required for creating menu contracts and collecting more learning
resources for differentiation, teachers may soon find that students’ improvement in their studies
and their increasing independence are the payoff. Students enjoy the choices given to them and are
motivated to learn geography.

4.3.2 Collaborative Learning

Research evidence shows clearly that students learn best when they are actively involved in
their learning processes. They tend to learn more, retain the information longer and be more satisfied
with their studies when learning in a group. Through cooperation among members of a group, all
group members with different strengths and weaknesses can help each others and succeed together.

88
 Learning groups may include informal and formal ones. Informal learning groups are ad hoc
in nature. Teachers may group students in a class within a single lesson temporarily for activities
like short discussion. The formal ones are groups which are formed for completing a task over a
period of time. These formal groups, under careful planning, help to cater for learner diversity. For
example, geography teachers may consider forming long-term groups which can be labeled as “study
teams”. These study teams can last for a term or a year. Members of each study team are responsible
for giving learning support, assistance and encouragement to their team members so that the whole
team can meet the requirements of their teachers.

To enable collaborative learning to be effective to cater for learner diversity, teachers have to
note the following points:

• Students’ prior academic achievement, interests and needs should be considered when forming
student groups.
• Group size should be kept small to avoid passive observers in groups. In general, groups of 3-4
students work best in learning.
• Clear suggestions on division of labour in a group should be given. Make sure each group
member know clearly his/her responsibility.
• Set up clear guidelines for group members to collaborate and follow in their learning.
• Promote interdependence among group members. Students in a group should perceive that they
“win” or “lose” together and one cannot succeed unless all in a group succeed.
• Help group members to acquire the basic skills of collaborative learning, such as listening skills
(with tolerance to others), skills on helping each other in a group to master subject content,
giving and receiving comments, as well as skills on managing disagreement among members.
• Design and structure group tasks in a way that each group member can have equal contribution.
• Help each group to plan for their learning, especially on how to proceed. Check their progress
periodically and give feedback to them.
• Peer assessment should be included so that group members can evaluate their contribution in the
group.
• Clear assessment plans, with assessment criteria, should be given to all group members in
advance.

89
90
Chapter 5 Assessment

To make simple, assessment is getting to know what and how a student is doing in her/
his learning. It collects evidence about student learning, giving feedback to students, teachers,
schools and parents on the effectiveness of teaching and on students’ strengths and weaknesses
in learning. On the other hand, assessment can be used to grade students for selection purposes,
such as differentiating who is more suitable and eligible for further studies or for employment.
Assessment also provides data for accountability, stating how well students, teachers and schools
have performed. However, since at junior secondary level the competition for school places or for
employment is never a concern, the prime function of assessment should obviously for learning.

In view of the above, this chapter views assessment as an integral part of the learning and
teaching cycle and discusses the principles that should guide assessment of the subject. It also
provides guidance on how to develop internal assessment of the subject in schools, and introduces
a number of assessment strategies that can be used to assess student learning in geography. For
general principles of assessment, teachers can refer to 5.4 “Developing School Assessment Policy
— Balancing Assessment for Learning and Assessment of Learning”, Booklet 5, Basic Education
Curriculum Guide — Building on Strengths (2002) and Chapter 5 “Assessment”, Personal, Social
and Humanities Education Key Learning Area Curriculum Guide (Primary 1 - Secondary 3) (2002).

5.1 Guiding Principles

Teachers should note the following guiding principles when assessing students’ learning
effectiveness in this Geography curriculum:

(a) Regardless of which assessment approaches and strategies are used, the main purpose of
assessment in junior secondary geography should always be for the improvement of student
learning;
(b) Assessment practices in schools should be aligned with the learning objectives of the
subject. For S1-3 geography, the prime objectives include the understanding and application
of core geographical concepts and knowledge, the mastery of basic geographical skills for
enquiring issues, and the development of values and attitudes contributing to the sustainable
development and betterment of human societies and the natural environment (for details,
please refer to Section 2.5);

91
 (c) Assessment in geography should be planned with appropriate weighting on knowledge and
concepts, skills, values and attitudes. For S1-3 geography, particular emphasis should be laid
on students’ capabilities of applying their knowledge and skills to real life situations, such as
the enquiry of geographical issues. Teachers are also reminded not to avoid the assessment
of values and attitudes although they cannot be easily measured by conventional assessment
strategies;
(d) There are core geographical competencies that cannot be assessed satisfactorily through
traditional paper-and-pencil examinations. Examples include the ability to ask geographical
questions in the field, to identify spatial patterns through field observation, to locate and
collect first-hand spatial data, and to conduct geographical enquiry that involves hypothesis
testing, decision-making and/or value judgement. As such, it is necessary for schools
to include assessment strategies that can help evaluate students’ development of these
competencies;
(e) Since the thorough mastery of core geographical concepts and skills by students requires
a considerable period of time, teachers are encouraged to set up appropriate mechanisms
to track students’ learning progress over time. Teachers should assist student to set their
own incremental targets and manage their own pace of learning. This is particular true for
the development of geographical skills like map interpretation. In addition to worksheets,
exercises and essays, teachers can consider field enquiry studies, project work and portfolios
that are more capable of demonstrating students’ learning progress and performance over a
period of time; and
(f) Assessment practices incorporating different levels of difficulty and in diverse modes should
be adopted to cater for students with varying learning abilities and aptitudes. This helps to
ensure that the more able students are challenged to develop their full potential and the less
able ones encouraged to sustain their interest and sense of success in learning.

92
5.2 Assessment for Learning

Assessment for learning is concerned with obtaining feedback on learning, and utilizing this
to make learning more effective and to introduce any necessary changes to teaching strategies.
It is underpinned by the confidence that all students can learn and improve. Through assessment
for learning, teachers share the learning goals and requirements with their students. Along with
continuous revision and reflection on students’ performance and progress, teachers should provide
feedback to their students so that they know what should be done next to improve. As such,
assessment is used for widening the opportunities for learning in addition to the measurement of
learning outcomes.

To implement assessment effectively in schools, it is essential to include both formative and

summative assessment appropriately in the school assessment framework. Formative assessment
refers to the collection of evidence of student learning on a short-term, day-to-day basis to monitor,
to provide feedback and in the end to promote better learning. Summative assessment, on the other
hand, is usually practiced at the end of a teaching unit, a school term or a school year to summarise
students’ performance. It is clear that assessment for learning is more formative in nature while
summative assessment, which is concerned with making a determining progress in learning, is often
referred to as “assessment of learning”.

To sum up, assessment for learning usually takes place in daily teaching and should be adopted
as a core component of everyday classroom practice. Teachers are reminded to take note of the
following essence of the strategy:

(a) Assessment for learning should be embedded in the process of learning and teaching;
(b) Teachers should share learning goals with students and help them identify and/or set up
targets for pursuing;
(c) Feedback should be provided to enable students to identify the next steps to build on success
and strengths as well as to correct weaknesses;
(d) Both teachers and students should be involved in reviewing and reflecting on students’
performance and progress; and
(e) Teachers should play the role of facilitators and try to engage students in peer assessment
and self-assessment as far as possible.

93
 5.3 Assessment Strategies and Practices

The assessment of students’ performance can be classified according to the timing of

implementation, namely short-term, medium-term and long-term assessment.

Short-term assessment strategy refers to assessment that is taken place on a daily or weekly
basis to measure students’ development of knowledge, understanding and skills in individual
lessons. Common short-term assessment practices include group discussion, oral presentation, class
observation, oral questioning in class and feedback by marking.

Medium-term assessment strategy concerns the assessment of students’ performance in

learning a unit, a topic or within a school term. It involves less frequent, more in-depth and formal
assessment practices which includes quizzes, unit tests, self-assessment and peer assessment.

Long-term assessment strategy includes both summative and formative assessments that are
only implemented once or twice per school year, such as term tests, half-year and final examinations,
project reports and portfolios.

The following sub-sections intended to highlight a few more common assessment practices
adopted by many geography teachers. They aim at providing essential reminders concerning how
those assessment practices should be designed and implemented, as well as pointing out a few
common errors that may be committed by teachers.

5.3.1 Effective Questioning

Questioning is an essential part of the teaching practice and the most common assessment
practice adopted by teachers in classroom. Besides checking how much the students can remember
of the previous teaching, carefully planned questioning can facilitate teachers to discover the
learning obstacles that hinder their students from understanding the lesson, to further challenge their
students to think deeper, as well as to enable their students to offer more alternative explanations
or to improve the answers given. To accomplish these desirable outcomes, teachers are reminded to
pay attention to the following advices:

94
(a) Clarify the purposes in asking questions, and ensure that they are relevant to the assessment
objectives;
(b) Carefully phrase the question to ensure that it is clear to all students;
(c) Allow sufficient wait time (at least a few seconds) for students to think and formulate
answers. Short wait time prevents students from taking part in the classroom discourse and
confines teachers to ask simple, closed questions, resulting in very superficial classroom
dialogue filled only with recall of terms and facts;
(d) Avoid simple “yes-or-no” or “choose A or B” questions. It is more appropriate to ask
questions that require students to give longer, extended and thoughtful answers.
“Is raw material still an important factor in influencing industrial location in the 21st C.?”
“Why do we say that raw material is still an important factor in influencing industrial
location in the 21st C.?”
“Some people said that global warming is just a long term fluctuation of world
temperature. Do you agree or disagree?”
“Some people said that global warming is just a long term fluctuation of world
temperature. What do you think?”
Consider using the following questions that help developing student reflection and
promoting discussion.
• “What do you think of Edmond’s answer?”
• “What could we add to Mary’s answer?”
• “David said … and Susan thought … but can we bring all these ideas together?”
(e) Try to anticipate students’ possible responses when planning questions.
• What type of responses do I expect from the students — a solution or an example?
• What type of answer will I accept — student’s own expression or just wordings from the
textbook?
• If students do not respond, what will I do? How should I rephrase my question? (In this
case, teacher may need to modify the wordings of the question.)
• How should I follow up when the student give a correct answer?
• If student gives an incorrect answer, how should I respond?

95
 5.3.2 Feedback by Marking

Feedbacks given by teachers in marking students’ written assignments are very helpful in
improving students’ learning. When giving written feedbacks, teachers should pay attention to the
followings:

(a) The feedback / comments to students about their work should be given promptly and
regularly;
(b) Teachers should always give constructive feedback to help students understand what the
tasks require and how to improve their future work. They should avoid giving critical
comments that damage students’ self-esteem as this will be very de-motivating; and
(c) Feedback will be more effective if it is focus on the task and encourages students to think
about the task. It is advisable for teachers, through their written comments, to point out the
gap between the standard and students’ actual performance and to provide suggestions about
the ways students can improve their work.

Figure 5.1 below is an example of a quality feedback given by a teacher to a short essay
submitted by her student.

Recognise target achieved Hint Gap to be filled

Peter, you have been able to list out all the major physical factors that
affect the farming characteristics in South China. But can you explain how
these physical factors influence the farming characteristics? For example,
is there a relationship between the hilly relief and the small farm size of
South China? In addition, can you think of a better way than using words
to show the interrelationship of the physical factors and the major farming
characteristics in South China, say a system diagram?

Target for improvement

Figure 5.1 An example of quality feedback

96
5.3.3 Self-assessment

Assessment for learning involves the use of classroom assessment to improve learning.
Student’s self-assessment is one part of such formative classroom assessment. It involves students
analyzing their own work and reflecting on their learning process, in particular the difficulties
encountered and the outcomes achieved. It is also advisable to request student to lay down targets
for further progress or improvement.

Some steps and suggestions are shown below:

(a) Teachers should give training sessions on self-assessment to their students at the beginning
of a school year. During these class sessions, teachers should:
(i) clarify what is meant by self-assessment;
(ii) explain the objectives of learning clearly;
(iii) inform students that self-assessment will become part of their classroom life;
(iv) introduce self-assessment strategies to students and emphasise how these strategies can
aid their learning;
(b) Teachers should invite their students to participate in the development of standards / criteria
for self-assessment.
(c) Teachers should help their students to understand the criteria so that they are capable of
evaluating their own work.
(d) Before doing each task, teachers should explain the learning objectives behind the task.
(e) Teachers should use the results of self-evaluation as a part of the final marks to a piece of
work. Teachers should also discuss the work and its assessment with the students. These help
students to understand the criteria better and in turn facilitate a smoother implementation
of self-assessment in the coming lessons. Besides, new targets can be added if deemed
necessary upon mutual agreement between teachers and their students after assessment.
(f) Teachers should encourage their students to have self-assessment frequently and
consistently. Therefore, teachers should mark out time slots for these assessment activities.

97
 To facilitate the implementation of self-assessment, teachers can design a learning journal for
students to fill in after the completion of a teaching unit. The journal can help students to conduct
self-evaluation of their own learning in a systematic way. Moreover, a collection of the journals
over a period of time is a very valuable evidence of the learning progress of each individual student,
which provides feedback to improve teaching strategies and to understand better the learning
difficulties encountered by students. Figures 5.2 and 5.3 are two examples of learning journal used
in local secondary schools for teacher reference.

- A little
- Some
- Most
- Everything

Figure 5.2 Example one of a learning journal

98
 S2 Geography
Learning Journal for Unit 4 Lesson 1
Name:
Class & Class No.:
Date of Lesson:

1. I have learnt the following. (You can pick more than one)
Definition of Overpopulation Problems caused by overpopulation in China
Solutions adopted by China in handling overpopulation problem
Read population pyramid Calculate dependency ratio

2. I still do not understand the following. (You can pick more than one)
Definition of Overpopulation Problems caused by overpopulation in China
Solutions adopted by China in handling overpopulation problem
Read population pyramid Calculate dependency ratio

3. The following is the part that I found most difficult to understand.

4. To what extend I have understood the content of this lesson.

Very little Full understood

1 2 3 4

5. Try to draw a diagram to show all you have learnt in this lesson.

Figure 5.3 Example two of a learning journal

99
 Below are two more reminders for teachers intending to practice self-assessment in class.
Firstly, the criteria for evaluating student performance must be made clear to every student such that
the students know the aim of their work and how they can complete it successfully. These criteria
may be a bit abstract, thus it is essential for teachers to provide concrete examples or sample scripts
of previous student work to ensure thorough understanding.

Secondly, it is crucial to provide a safe and comfortable classroom atmosphere for students.
Students should be reminded that the purpose of self-assessment is NOT fault-finding, but to help
them to know how far they have gone in learning and how they can proceed or improve. Under no
circumstances should a student be remembered, scolded or even punished by the teacher because
she/he reveals something he/she do not understand after completing the lesson, even if the reason is
because she/he did not pay attention in class.

5.3.4 Written Tests and Examinations

Tests and examinations are one of the common forms of assessment practiced in secondary
schools. Various types of questions have been developed to solicit evidence about student learning,
with the more common types include multiple-choice question, cloze (fill-in-the-blank) question,
true-false question, matching question, short question and essay question. To decide which types of
questions are to be included in the test/exam paper, the prime consideration will definitely be the
objective of the assessment, that is, the learning outcomes the test/exam is intended to measure. An
easy way to determine the question format will be focusing on the verb in the outcome statement
being addressed. For example, an outcome that requires the student to ‘recall’ or to ‘identify’ can
be assessed by using cloze or multiple-choice question. When it comes to requiring the student to
‘compare’ or to ‘explain’, then essay-type question will be an appropriate format.

Possible question format Outcomes that require student to

Multiple-choice recall, define, identify, distinguish, determine,

True-false calculate, select ……
Matching

Short essay name, state, define, identify, calculate, determine,

Structured question classify, describe ……
Cloze

Essay describe, explain, discuss, analyse, interpret, compare,

Report contrast, evaluate, comment ……

Figure 5.4 Question format and the required learning outcomes

100
 In preparing text/exam paper, it is important for teacher to ensure that the design is fair
and can effectively reveal what the students know and are able to do. The followings are a few
considerations for teachers in preparing test/exam items:

(a) Each item should focus on assessing the knowledge and skill of the students in one
particular area. Students’ performance should not be unduly influenced by their knowledge
and skill in another area. For instance, a data-response question which requires students to
read a number of news articles before they could figure out the type of natural hazard may
be wrongly testing students’ reading ability instead of their knowledge on natural hazard.
Students with relatively lower reading ability will obviously be unfairly disadvantaged in
this case.
(b) The language used in the question stem should be as simple and clear as possible. Teachers
should note that students may fail to answer a question correctly because they fail to
understand the language of the question. Consider the following question:

Describe the adverse impacts brought by climate change on people living in low-lying
coastal areas.

Changing the term ‘adverse impacts’ to ‘negative effects’ or simply ‘problems’ can reduce
the difficulty of the question and avoid the possibility of students failing to answer the
question simply because they did not understand the difficult language term.
(c) In designing assessment items, teachers should avoid the inclusion of unfair tricks to trap
students. A common example will be the use of negatively worded multiple-choice item
like “Which of the following is not a correct cause of occurrence of sandstorm in China?”
Students often miss the ‘not’ unless it is highlighted or underlined, and they will also be
confused or trapped by the word ‘correct’ which is totally not necessary.
(d) In preparing test and examination papers for formal, summative assessment, a balance in
the types of questions is necessary. Apart from elements of factual knowledge and skills,
teachers should also pay attention to components involving understanding of principles and
relationships, generalization and analysis. Teachers could develop a simple tabular form to
help check the frequencies of different topics and types of questions appear in the test paper.

101
 Cognitive Level
Total
Topic Recall Comprehend Apply Analysis Evaluate
Q. No. Mark Q. No. Mark Q. No. Mark Q. No. Mark Q. No. Mark Mark
Total 100
Unit 1 Sustainable City
Subtopic 1
Subtopic 2
Subtopic 3
Unit 2 Natural Hazards
Subtopic 1
Subtopic 2
Subtopic 3
Unit 3 Climate Change
Subtopic 1
Subtopic 2
Subtopic 3
Total 100

Figure 5.5 A checklist for setting test / examination paper

(e) Teachers are also reminded that data-response questions are particularly suitable for
assessing abilities related to the interpretation and analysis of spatial information and
decision-making in the study of geographical issues. It is advisable to incorporate a wide
range of graphical and pictorial materials in the questions. Finally, questions which are
directly copied from workbooks or textbook activities should not be used, to avoid situations
in which students can score very high marks simply by rote memorisation of the answers
given.

(f) Tests and examinations should not be used simply to rank students’ performance.
Summative tests/examinations can be used in a formative way. For example, students can
be encouraged to reflect on their performance, note where they have done well and what
they need to improve, and then develop their own revision plans for future improvement.
Another possible approach is to ask students to work collaboratively in class to re-work
test/examination answers based on the criteria developed for peer assessment and self-
assessment as this can help them to understand better the aims of their learning and how
they can perform more effectively in the future.

102
Chapter 6 Learning and Teaching Resources

Geography is a resource-rich secondary school subjects. The nature and the content of the
subject, as well as its learning and teaching in secondary school classrooms, demand the use of a
rich variety of resources. In addition to textbooks, worksheets, audio-visual materials, maps and
charts, models, the Internet and computer software such as the GIS, teachers should also consider
the use of the media, resources in the natural environment, and even people. Failing to make good
use of this range is to abandon one of the key attractions that the subject has to offer.

The use of an extensive range of learning and teaching resources helps to broaden students’
learning experiences and meet their varied learning needs. Their effective use enables students to:

• consolidate what they have learned;

• extend and construct knowledge for themselves; and
• develop appropriate learning strategies, generic skills, values and attitudes.

This chapter aims at outlining the range and sources of geographical resources that are
commonly used in local secondary schools, and more importantly, discussing issues related to how
these resources should be evaluated and used. Before going into the discussion of each individual
type of geographical resources, there is a golden rule for every teacher to take note of. Very few, if
not none, resources could be directly duplicated and used in classroom without proper modification.

6.1 Guiding Principles

When identifying and selecting resources, or designing and preparing new resource materials,
it is very important for teachers to have a clear idea of the purpose for which they intend to use
them. The development and use of resources should be determined by the nature of the learning and
teaching strategies planned to achieve particular learning outcomes. Teachers are advised to refer to
the principles for curriculum planning and for developing learning and teaching strategies included
in Chapters 3 and 4 of this Guide.

103
 Teachers should consider the following principles when preparing and selecting learning and
teaching resources:

(a) The resource materials should be in line with the curriculum objectives and approach, and
contain essential learning elements of the curriculum;
(b) They should arouse students’ motivation and engage them in active learning;
(c) They should provide a variety of pathways for students to progress in their learning and
support students’ access to knowledge through scaffolding;
(d) They should cater for learner diversity by providing a variety of learning activities at
different levels of difficulty;
(e) They should provide ample opportunities for students to enquire and learn through
interaction with other people; and
(f) They should promote independent learning by complementing and extending what students
have learned in class.

Teachers should ensure that there is a clear purpose for using resource materials and that these
materials are carefully planned and well presented. They also need to be careful not to over-use or
rely too heavily on them - “resource fatigue” can have an adverse effect on students’ motivation to
learn.

6.2 Textbooks

Even with the rapid development of e-resources, textbooks still remain as the most commonly
used resource used in local secondary school classrooms. Undoubtedly, textbook, if well written, is
a very handy resource that can provide a comprehensive source of learning and teaching materials,
as well as a framework upon which teachers can easily developed their teaching schedules.
However, teachers should not assume that finish teaching the whole set of textbooks is equivalent
to covering the curriculum in full. Nor should they arrange their teaching sequence by simply
following the chapter arrangement of the textbook. Curriculum delivery involves far more than just
the coverage of specific subject content. Teachers have to give more thoughts to the ways in which
learning activities, such as those found in textbooks, engage students in enquiry-based approaches
to learning. Teachers should also strive to enhance the quality of students’ thinking, and other
outcomes from learning the subject, rather than just occupying them with activities and tasks from
textbooks.

104
 In selecting textbooks, it is advisable for geography teachers to consider the following
questions:

(a) School and panel conditions

• How many of your junior secondary geography teachers are non-geography specialists?
• Does the textbook provide plenty of examples and exercises for students that can also
help non-specialist teacher to prepare their lessons?
• Do the textbook authors or editors provide help/advice to non-specialist teachers in the
supplementary teacher manual/handbook?
• How many geography lessons per week does your school have?
• Is the textbook designed to facilitate students to read and study on their own in case you
can only meet them once a week (e.g. comprises of self-contained learning units or
provide sufficient reading materials)?
(b) Content and organisation
• How clearly are the key concepts and ideas presented?
• Is the level of difficulty suitable for your students’ abilities?
• Is the content organised in a logical sequence?
• Does the content relate well to your students’ prior knowledge?
• Does the textbook promote independent and enquiry learning?
(c) Learning activities
• Does the overall design of learning activities aims at catering for students’ learning
diversity?
• Does the textbook include a wide range of learning activities to facilitate the adoption
of different learning and teaching strategies?
• Are the activities challenging enough or are they limited largely to mechanical copying
or reading comprehension?
• Do the nature of the activities and the amount of structured guidance given suit the
ability and needs of your students?
(d) Language, layout and illustration
• Is the level of difficulty of the language commensurate with the language ability of your
students? Can most of your students read the textbook easily by themselves?
• Do you know that textbooks using simple words and basic phrasing to convey complex
ideas need not be a disadvantage to the more able students?
• Have the language of the extracts from newspapers or other authentic secondary sources
contained in the textbook been modified to suit the reading ability of your students?
• Does the textbook have an open layout, an attractive design, short line lengths and
plenty of sub-sections to make it accessible to your students?

105
 • Is the textbook rich in photographs and other visual resources?
• Do the illustrations adopted in the textbook contain far more information than is
required? Can this information be easily identified, absorbed or interpreted by your
students?
(e) Others
• Have the textbook authors and editors paid attention to bias and stereotyping in
selecting photographs, cartoons and text? (e.g. All the board members of a multinational
corporation are white men.)
• How much does the textbook cost? How durable is it? Will the publisher supply
supplementary and updated information?

The following are some useful documents which can be found in the website of the Education
Bureau concerning the choice of textbooks for teachers’ reference:

• Recommended Textbook List

• Guiding Principles for Quality Textbooks
• Notes on Selection of Textbooks and Learning Materials for Use in Schools
(http://www.edb.gov.hk/index.aspx?nodeID=2417&langno=1)

6.3 Information Technology Resources

The rapid advances in technology that can be used in education have changed the learning
and teaching of geography in an unprecedented way. The introduction of the Internet in particular
enables students to study anywhere and at any time. As students and teachers have to search for
and handle an enormous amount of information and data, geography teaching without the use of
technology is no longer desirable.

106
6.3.1 Using IT resources in Geography

The table below summarises some ways in which IT can contribute to and support the learning
and teaching of geography.

Geographical learning Information technology

Examples of application
activities to be used

Enquiry and • The Internet and • Collect information about

research CD-ROMs different cities in the world.
• Statistical data * Geography-related • Find different viewpoints
websites and arguments on climate
• Information
* Links to experts change.
• Viewpoints
* Electronic atlases,
encyclopedias and
newspapers

Mapping • Map-drawing • Map urban land use in the

programmes field and construct a land
• Geographic Information use map using GIS software.
System (GIS)

Data recording and • Data-logging • Use data-logging equipment

handling equipment to record local weather data
• Field study data • Spreadsheet and over a period of time.
database • Use a spreadsheet to calculate
• Data from research
• Digital camera, video the changing employment
in secondary
recorder and scanner figures in the manufacturing
sources
sector before and after
industrial relocation.

Data and • Word processing • Use a word processor to

information • Desktop publishing extract and edit useful
presentation • Multimedia authoring information from an article
• Presentation software downloaded from the Internet.
• Develop a website on
the school Intranet to
display information and
photographs on natural
hazards in different parts of
the world.

107
 Geographical learning Information technology
Examples of application
activities to be used

Simulation and • Simulation and • Use a simulation package to

modelling modelling software study how landslides occur.

Communication and • Electronic • Develop an e-learning

exchange of communication: platform in the school
information * Email Intranet for teachers to
* The school Intranet communicate with students
* Chat rooms and on a geography project.
bulletin boards on • Exchange ideas, information
the Web and data with students of
other schools via email.

6.3.2 Geographic Information System (GIS)

Of the many IT tools available for the learning and teaching of geography, GIS is definitely
the most subject-related and every geography student, regardless of his/her level, is entitled to
know and use this IT tool. One possible way is to introduce GIS through a combination of teacher
demonstrations and small group activities, followed by short revision and consolidation exercises.
All the issues in this curriculum can incorporate some GIS activities to promote geographical
enquiry, spatial analysis and the study of the inter-relationships between people and the
environment. Teachers are advised to consult the “Skills” section of the tables on curriculum content
in Chapter 2 when deciding how and where to introduce the GIS in their lessons.

There are also a number of GIS freeware available. These freeware, though rather limited
in its function, offer a good entry point for teachers and students who are novices to GIS as the
programme is far less complex, and thus much easier to use than the commercial GIS software.
Google Map is a good example of this type of freeware. Teachers who are not too familiar with
the use of commercial GIS can consider using these freeware to give their student a taste of what
GIS is. For further information and guidelines on the use of GIS for the learning and teaching of
geography, teachers can refer to the resource package “Using Geographic Information System (GIS)
for Implementing Enquiry Learning in Geography” developed by the Education Bureau.

108
6.4 Developing School-based Learning and Teaching Resources

Geography teachers are used to developing their own learning and teaching resource materials
- particularly worksheets - to cater for learner diversity and supplement materials already available
in the market. They should take the following guidelines into account when preparing school-based
materials to ensure that the materials are effective in supporting learning.

School-based materials should:

• provide additional information and/or comprise alternative learning activities to supplement
textbooks or resources already in use; and
• put more emphasis on catering for variations in student ability, as ready-made materials are
often aimed at students of average or even higher ability.

Finally, it needs to be emphasised again that the materials selected, of whatever type, should have a
clear purpose and adoption should be based primarily on whether they can enhance learning of students.

6.5 Resource Management

6.5.1 Sharing of learning and teaching resources

A culture of sharing is the key to the success of knowledge management. Schools should make
arrangements for:

• teachers and students to share learning and teaching resources through the Intranet or other
means within the school; and
• teachers to form professional development groups for the exchange of experience.

The multi-disciplinary nature of geography makes it unique in bridging the social sciences with
the natural sciences. As such, there will obviously be plenty of opportunities for geography teachers
to work with teachers of other subjects, including the sharing of workload and resources. Currently,
some geography teachers in local secondary schools have been collaborating with their science
colleagues in numerous projects on climate change and weather data recording. Geography teachers
will be responsible for training participating students (and even colleagues) on the knowledge on
weather and climate, while science teachers will provide training on statistics analysis and data-
logging equipment for recording. In some other cases, geography and science teachers of the
same school work on a joint project on environmental pollution and various learning and teaching
resources, like pH paper, environmental testing kits, and even laboratory are shared among panels.

109
 6.5.2 Managing the use of the geography room

Quality learning and teaching of geography in secondary schools requires considerable

resources and equipment which are unique to the subject, e.g. globes, meteorological instruments,
field study instruments, and various kinds of maps and aerial photographs. The geography room
should provide a spacious environment for their storage and effective use.

The room also supports fieldwork enquiry - an essential part of the Geography curriculum
which should be carried out regularly - serving as a base for planning, preparation, briefing,
data processing, discussion and debriefing, and for proper storage of various kinds of fieldwork
equipment.

In view of the increasing use of information technology in geography lessons, the room should
be equipped with desktop computers, GIS software, printers, CD-ROMs and digital maps. It is
advisable for teachers to plan in detail how the geography room can be used as a GIS learning
and teaching centre not only for geography but also for other subjects in which the GIS and other
electronic resources can help to enhance learning. A special timetable should be prepared for the use
of the geography room, so that its resources, equipment and furniture can be used as effectively as
possible.

Students should also be encouraged to use these resources for self-study during lunch time or
after school or for geography-related extra-curricular activities. The room can also be an appropriate
place for cross-curricular activities, such as a joint workshop with science students on the use of
GIS software for analysis of the microclimate of Hong Kong.

110
Appendix 1

A School Example of Tailoring the

S1-3 Geography Curriculum for
Adoption into an Integrated PSHE Curriculum

The purpose of this exemplar is to illustrate how schools adopting the mixed mode in
structuring their junior secondary PSHE curriculum tailor-make their S3 Geography curriculum.

The junior secondary PSHE curriculum of the case school includes Chinese History, Integrated
Humanities, History and Geography. Chinese History is offered as independent subject from S1
to S3. For S1 and S2, the school also offers Integrated Humanities (IH), and in S3, the subject is
replaced by History and Geography.

Planning of an One-Year S3 Geography Curriculum

Step 1: Curriculum Auditing

(a) Identify the basic geographical knowledge and concepts that have been covered by the S1-2
IH curriculum
• The teachers of the case school examined their S1-2 IH curriculum and identify those
topics that contain the basic geographical knowledge and concepts required by the S1-3
Geography curriculum.
• Teachers then assessed whether these knowledge and concepts are fully or partly covered.
• Table 1 shows the curriculum auditing of basic geographical knowledge and concepts
completed by the case school.
(b) Identify the core geographical skills that have been covered by the S1-2 IH curriculum
• Teachers repeat step 1(a) above but this time the focus is on the core geographical skills
• Table 2 shows the curriculum auditing of the core geographical skills completed by the
case school.

111
112
S1 S1 S2 S2 S2 S2 S2 S2 S2
Why can our Evaluate the Is HK a The Physical Weather Issue Enquiry: Case Study: The influence
Knowledge and Concepts local district future metropolitan Provinces Environment and Sustainable Three Gorges, of Globalization
& HK develop? development city? of China of China Climate Development Chiang Jiang on HK
of our local district
Space
1. The location of places and landscapes, k k k k k
including why they are there, the patterns Location of Location of Provinces Location of Location of
and distributions they created, how places in Kai Tak of China the different Chang Jiang
and why these are changing and their Hong Kong mountains in
implications for people China

2. The distribution of major physical and k k k k

human patterns at different scales (local to Landuse Distribution Climatic Characteristics Distribution of
global) pattern in of relief in characteristics of Trans-national
Hong Kong China in China Chang Jiang companies
HK China
3. The geographical processes that created k
the distribution of major physical and Factors Reasons for
human patterns and their interactions affecting
climatic their
across space distribution
characteristics

Place and Region k k k k k

1. The physical and human characteristics of Human Human Human Physical Climatic
places characteristics characteristics characteristics characteristics characteristics
only (Landuse) only (urban only (economic of China in China
development) characteristics)
2. The physical and human processes that k
Physical
shape places processes that
shape the climatic
characteristics
3. The concept of region as an area of
Earth’s surface with unifying geographic
characteristics

4. The similarities and differences among

regions

People-Environment Interaction k
1. The ways in which regions change and the urban Water problem Changing
factors contributing to these changes redevelopment in Chang Jiang locational

Table 1 Curriculum auditing - basic geographical knowledge and concepts (continue to the next page)
 S1 S1 S2 S2 S2 S2 S2 S2 S2
Why can our Evaluate the Is HK a The Physical Weather Issue Enquiry: Case Study: The influence
Knowledge and Concepts local district future metropolitan Provinces Environment and Sustainable Three Gorges, of Globalization
& HK develop? development city? of China of China Climate Development Chiang Jiang on HK
of our local district
pattern of
industry /
Trans-national
companies
2. The effects of the characteristics of
physical environments and processes on Effects of Effects of
human activities climate on flooding in
human activities Chang Jiang
3. Human responses to variations and
changes in physical environments

4. Human modification of the physical

environment, and its consequences on Three Gorges
places and environments Project in
Chang Jiang
Sustainable Development k
1. The meaning of sustainable development Kai Tak Meaning of Three Gorges
and how it is implemented in different redevelopment sustainable Project in
places and different occasions development Chang Jiang

2. Major local, national and global

environmental issues, including their k
causes, the tension involved, and how they Local case National issue
can be managed in a sustainable way only

Global Interdependence
1. The economic, environmental, political and
social interactions among places and regions

2. The changes caused by human action in

one place leading to changes in other places
Areal coverage
1. Hong Kong
2. China
3. Asia
4. World
k partially covered fully covered Missing basic geographical knowledge and concepts

113
Table 1 Curriculum auditing - basic geographical knowledge and concepts
114
S1 S1 S1 S1 S1 S2 S2 S2 S2 S2
How do we When do How is the Why can our Evaluate the The Physical Weather Case Study: The influence
Core geographical skills know where people move life of the local district & future Provinces Environment and Three Gorges, of Globalization
we are? into HK? local residents? HK develop? development of China of China Climate Chiang Jiang on HK
of our local district
Geographical Enquiry Skills
Make use
1. Identify geographical Make use of
of the 6Ws k
issues and ask / pose the 6Ws to
to ask
geographical questions ask questions
questions

2. Select and extract

geographical data from
a range of sources

3. Organise and present

geographical data in
appropriate formats using
appropriate techniques
for summarising

4. Observe and interpret

patterns, trends and
relationships from processed
geographical data

5. Make inferences /
generalisations and draw
conclusion from analysed
geographical information
and data

Map skills
3 types of Read maps Read floor Read large Read outline Read Read relief Climatic
1. Read maps of different scale of different plan scale maps zoning map outline map map
kinds and at different scales scales maps
2. Find specific information
in an atlas by using the
index and contents pages

3. Locate specific features and

places on a map using Longitudes
& latitudes,
coordinates and references grid references

Table 2 Curriculum auditing - core geographical skills (continue to the next page)
 S1 S1 S1 S1 S1 S2 S2 S2 S2 S2
How do we When do How is the Why can our Evaluate the The Physical Weather Case Study: The influence
Core geographical skills know where people move life of the local district & future Provinces Environment and Three Gorges, of Globalization
we are? into HK? local residents? HK develop? development of China of China Climate Chiang Jiang on HK
of our local district

4. Measure distances and areas on

maps using linear scale and RF
5. Identify and describe
spatial patterns on a map Relief pattern
6. Construct an annotated k
cross-section from a Interpret
contour map cross-section
7. Calculate the gradient of
a slope
8. Interpret a contour map
to describe the relief of an
area and identify landform
features shown on the map
9. Use GIS software to organise
geographical data and to
construct a simple map

Fieldwork skills
1. Follow a route on a given map
in the field, and be able to
identify conspicuous features
from the information shown
2. Use a variety of skills to
measure, map and record
geographical phenomena
and data in the field
3. Use a variety of tools to
measure, collect and record
geographical data in the field
4. Draw annotated field sketch
to record and interpret
geographical information
5. Undertake sampling in the field

Table 2 Curriculum auditing - core geographical skills (continue to the next page)

115
116
S1 S1 S1 S1 S1 S2 S2 S2 S2 S2
How do we When do How is the Why can our Evaluate the The Physical Weather Case Study: The influence
Core geographical skills know where people move life of the local district & future Provinces Environment and Three Gorges, of Globalization
we are? into HK? local residents? HK develop? development of China of China Climate Chiang Jiang on HK
of our local district

Skills of using graphs,

statistics and photographs
1. Identify and calculate
totals, averages,
frequencies, ranges,
densities, ratios and
percentages

2. Construct and interpret pie

charts, bar, column, line,
climatic and proportional Pie chart
graphs

3. Construct flow diagrams to

illustrate inputs, outputs,
elements, feedbacks and
other aspects of
geographical systems

4. Read and interpret oblique,

aerial, ground-level and Ground-level Aerial Ground-level
satellite imagery & oblique photo & oblique
photos photos

5. Recognise features and

patterns shown in an
aerial photograph and
identify them on a map
of the same area

6. Read simplified weather

charts

k partially covered fully covered Missing core geographical skills

Table 2 Curriculum auditing - core geographical skills
(c) Identify the missing essential learning elements

• Based on the results from Table 1 and Table 2, teachers identified the essential learning
elements that were not included (Table 3) in the S1 and S2 IH curriculum.

Basic geographical knowledge and Core geographical skills that

concepts that are completely missing are completely missing

1. Place and Region - The concept of region 1. Geographical enquiry skills - Observe and
as an area of Earth’s surface with unifying interpret patterns, trends and relationships
geographic characteristics from processed geographical data
2. Place and Region - The similarities and 2. Map skills - Calculate the gradient of a
differences among regions slope
3. People-Environment Interaction - Human 3. Map skills - Use GIS software to organise
responses to variations and changes in geographical data and to construct a
physical environments simple map
4. Global Interdependence - The economic, 4. All the fieldwork skills
environmental, political and social 5. Skills of using graphs, statistics and
interactions among places and regions photographs - Identify and calculate
5. Global Interdependence - The changes totals, averages, frequencies, ranges,
caused by human action in one place leading densities, ratios and percentages
to changes in other places 6. Skills of using graphs, statistics and
photographs - Construct flow diagrams
to illustrate inputs, outputs, elements,
feedbacks and other aspects of
geographical systems
7. Skills of using graphs, statistics and
photographs - Recognise features and
patterns shown in an aerial photograph
and identify them on a map of the same area

Table 3 Basic geographical knowledge and concepts and core geographical skills that are completely
missing

117
 • Teachers of the case school found out that some essential learning elements were only
weakly developed by the IH topics. To compensate for the loss, these elements would be
emphasised in the S3 Geography curriculum. Teachers also put down their perceptions and
observations on the overall competency of the IH curriculum in offering geography
essential elements to the students, as shown in Table 4.

Essential learning elements

Overall observation
weakly developed

1. The factors explaining the location of 1. The curriculum content covers mainly
places and landscapes factual knowledge and some elementary
2. Geographical processes that created the geographical concepts.
distribution pattern 2. There is little coverage on the reasons or
3. Human processes that shape places processes in creating these patterns.
4. Global environmental issues 3. There is a lack of global perspective.
Global issues are missing.
4. Students have no fieldwork experiences
and no chance of learning fieldwork skills.
5. There is no chance for the training of
statistical skills.

Table 4 Essential learning elements that are weakly developed and overall observation

Step 2: Curriculum Planning for S3 Geography

(a) Identify possible modules to cover the missing essential learning elements
• Based on Table 3, teachers of the case schools identified modules included in the revised
S1-3 Geography curriculum that included the essential learning elements which had not
been covered by their S1-2 IH curriculum (refer to Table 5 and Table 6).
(b) Select appropriate modules to be included in the S3 curriculum
• By referring to Tables 5 and 6, teachers of the case school identified appropriate
modules from the revised S1-3 curriculum that covered the missing basic geographical
knowledge and concepts and core geographical skills (Table 7).

118
• By avoiding the three topics “climate”, “water” and “industry” that have already been
covered in S1-2 IH curriculum, seven modules were chosen for structuring the one-year
S3 Geography curriculum (Table 8).
• Teachers can choose the appropriate topics from Table 8 according to the interest of the
students, the time available and the preference of the teachers.
• In the end, three modules, namely “Natural Hazards”, “Food” and “Energy” were
chosen to make up the S3 curriculum. Either one of the remaining modules is used as
topic for project learning.
• The reason for choosing the three modules:
* The module “Natural Hazard” is from Section A of the revised S1-3 Geography
curriculum, while the one on “Food” is from Section B and the one on “Energy” is
from Section C. This represents a full coverage of issues with emphasis on local,
national and global scale respectively, which provides a broad and balance areal
coverage for the study of junior secondary geography.
* All three are core modules in the S1-3 curriculum, covering most of the essential
learning elements.
* The module “Desertification”, which is of higher priority than the modules “Natural
Hazards”, is dropped because the latter topic can better illustrates the major concepts
involved in a physical environment that are weakly developed in the S1-2 IH
curriculum. In addition, those missing core geographical skills can be covered by the
other two selected modules.
* Either one of the four modules, “Desertification”, “Ocean”, “Population” and
“Disease” is used for project learning because they are interesting and new to most
students. These modules help illustrate the strong relevancy of geography to the daily
life and direct experience of the students.

119
120
City
Food
Water
Ocean

Energy

Natural
Disease

Climate
Hazards
Tourism
Industry
Population
Space Desertification

1. The location of places and landscapes, including why they are there, the patterns and distributions they
created, how and why these are changing and their implications for people

2. The distribution of major physical and human patterns at different scales (local to global)

3. The geographical processes that created the distribution of major physical and human patterns and their
interactions across space

Place and Region

1. The physical and human characteristics of places

2. The physical and human processes that shape places

3. The concept of region as an area of Earth’s surface with unifying geographic characteristics

4. The similarities and differences among regions

People-Environment Interaction

1. The ways in which regions change and the factors contributing to these changes

2. The effects of the characteristics of physical environments and processes on human activities

3. Human responses to variations and changes in physical environments

4. Human modification of the physical environment, and its consequences on places and environments

Sustainable Development

1. The meaning of sustainable development and how it is implemented in different places and different
occasions

Table 5 Basic geographical knowledge and concepts that have been covered by different modules in S1-3 Geography curriculum (continue to the next page)
 City
Food
Water
Ocean

Energy

Natural
Disease

Hazards
Climate
Tourism
Industry
Population
2. Major local, national and global environmental issues, including their causes, the tension involved, and how Desertification
they can be managed in a sustainable way

Global Interdependence

1. The economic, environmental, political and social connections among places and regions

2. The changes caused by human action in one place leading to changes in other places

Basic geographical knowledge and concepts that are completely missing

Modules that covered all those missing basic geographical knowledge and concepts
Table 5 Basic geographical knowledge and concepts that have been covered by different modules in S1-3 Geography curriculum

121
122
City
Food
Water
Ocean

Energy

Natural
Disease

Climate
Hazards
Tourism
Industry
Population
Geographical Enquiry Skills Desertification

1. Identify geographical issues and ask / pose geographical questions

2. Select and extract geographical data from a range of sources

3. Organise and present geographical data in appropriate formats using appropriate techniques for summarising

4. Observe and interpret patterns, trends and relationships from processed geographical data

5. Make inferences / generalisations and draw conclusion from analysed geographical information and data

Map Skills

1. Read maps of different kinds and at different scales

2. Find specific information in an atlas by using the index and contents pages

3. Locate specific features and places on a map using coordinates and references

4. Measure distances and areas on maps using linear scale and RF

5. Identify and describe spatial patterns on a map

6. Construct an annotated cross-section from a contour map

7. Calculate the gradient of a slope

8. Interpret a contour map to describe the relief of an area and identify landform features shown on the map

9. Use GIS software to organise geographical data and to construct a simple map

Table 6 Core geographical skills that have been covered by different modules in S1-3 Geography (continue to the next page)
 City
Food
Water
Ocean

Energy

Natural
Disease

Hazards
Climate
Tourism
Industry
Population
Fieldwork Skills Desertification

1. Follow a route on a given map in the field, and be able to identify conspicuous features from the
information shown

2. Use a variety of skills to measure, map and record geographical phenomena and data in the field

3. Use a variety of tools to measure, collect and record geographical data in the field

4. Draw annotated field sketch to record and interpret geographical information

5. Undertake sampling in the field

Skills of using graphs, statistics and photographs

1. Identify and calculate totals, averages, frequencies, ranges, densities, ratios and percentages

2. Construct and interpret pie charts, bar, column, line, climatic and proportional graphs

3. Construct flow diagrams to illustrate inputs, outputs, elements, feedbacks and other aspects of
geographical systems

4. Read and interpret oblique, aerial, ground-level and satellite imagery

5. Recognise features and patterns shown in an aerial photograph and identify them on a map of the same area

6. Read simplified weather charts

Core geographical skills that are completely missing

Table 6 Core geographical skills that have been covered by different modules in S1-3 Geography

123
 Modules that cover all Modules that cover Topics that have
the missing basic most of the been covered in
geographical missing core S1-2 IH
knowledge and geographical skills: curriculum:
concepts:

• Natural Hazards • Food • Climate

• Climate (covers 9 missing core • Water
• Food geographical skills) • Industry
• Water • Water
(covers 9 missing core
• Industry
geographical skills)
• Energy
• Desertification
• Population
(covers 9 missing core
• Desertification geographical skills)
• Disease • Industry
• Ocean (covers 7 missing core
geographical skills)
• Energy
(covers 7 missing core
geographical skills)
• Natural Hazards
(covers 6 missing core
geographical skills)
• Ocean
(covers 6 missing core
geographical skills)
• Climate
(covers 5 missing core
geographical skills)
• Population
(covers 3 missing core
geographical skills)
• Disease
(covers 3 missing core
geographical skills)

Table 7 Selection of Appropriate Modules

124
 Suggested modules Points to note

(in order of priority)

Food # • More emphasis should be put on how the

problems in LDC differ from the condition in
Mainland China and how these problems can be
solved. This can bring out the similarities and
differences between places and regions and how
human responds to variations and changes in
physical environment.
• GIS and graphical skills can be taught.
• Fieldwork can be carried out.
• Construct a flow diagram to show the operation
of a farming system.

Desertification • More emphasis should be put on the relationship

between human activities and desertification.
• Teacher should also point out that the problem is
not a localised one but can affect other places in
distant region. This can bring out the concept of
global interdependence.
• Examples from Australia can be taught to
balance the coverage of case studies.
• Teacher can help students to interpret satellite
images and construct map with GIS.
• Fieldwork can be carried out.

Energy # • More emphasis should be put on the global

distribution of energy resources and the global
pattern of energy production and consumption.
• How the concept of sustainable development
can be implemented in a global issue.
• GIS and graphical skills can be taught.

Natural Hazards # • More emphasis should be put on the global

distribution of major natural hazards so as to
enhance students’ global perspectives.
• The part on “typhoon” can be omitted because it
has been taught in S2 IH.
• More emphasis should be put on how human
responds to these hazards.

Table 8 Modules that can be included in the S3 Geography curriculum (continue to the next page)

125
 Suggested modules Points to note

(in order of priority)

• Examples from other places can be quoted to

extend their exposure to the world.
• Teacher should teach students how to calculate
the gradient of the slope.
• GIS and statistical skills can be taught.

Ocean • More emphasis should be put on the global

distribution of oceans and seas so as to give
students a global distribution pattern.
• The concept of ecosystem can be brought out.
Flow diagram can be constructed to illustrate the
concept of inputs, outputs, processes and feedback.
• How the concept of sustainable development
can be implemented in a global issue.
• Graphical and statistical skills can be taught.
• Fieldwork can be carried out.

Population • By looking at the distribution of population in

China and the population problems in MDC and
LDC, students can understand the similarities
and differences among regions.
• GIS and statistical skills can be taught.

Disease • By looking at the patterns of spread and distribution

of infectious diseases, students are able to get
a better understanding of the concept “global
perspective”.
• By looking at the response and risk-taking
behaviours of people at different infected areas,
students can understand how people respond to
variations and changes in physical environments.
• GIS and statistical skills can be taught.

# Core modules in the revised S1-3 Geography curriculum

Table 8 Modules that can be included in the S3 Geography curriculum

126
Appendix 2

Reference and Resource List for Teachers

A. Education Philosophy and Curriculum Ideology

Biggs, J. & Watkins, D. (Eds.) (2001). Teaching the Chinese Learner: Psychological and
pedagogical perspectives. Hong Kong: Comparative Education Research Center.

Boekaerts, M. (2002). Motivation to Learn. Retrieved March 8, 2006, from the World Wide Web site:
http://www.ibe.unesco.org/publications/EducationalPracticesSeriesPdf/ prac10e.pdf

Brophy, J. Teaching. Retrieved March 8, 2006, from the World Wide Web site:
http://www.ibe.unesco.org/publications/EducationalPracticesSeriesPdf/ prac01e.pdf

Donovan, M.S., Bransford, J.D. and Pellegrino, J.W. (Eds.) (1999). How People Learn. Retrieved
March 8, 2006, from the World Wide Web site: http://books.nap.edu/html/howpeople2/

Gipps, C. (1998). Beyond Testing: Towards a theory of educational assessment. London: The Falmer
Press.

Marton, F. & Booth, S. (1997). Learning and Awareness. New Jersey: Lawrence Erlbaum
Associates, Publishers.

National Research Council (2000). How People Learn: Brain, mind, experience and school.
Washington, D.C.: National Academy Press.

Vosniadou, S. (2001). How Children Learn. Retrieved March 8, 2006, from the World Wide Web site:
http://www.ibe.unesco.org/publications/EducationalPracticesSeriesPdf/ prac07e.pdf

Walber, H.J. and Paik, S.J. (2000). Effective Education Practices. Retrieved March 8, 2006, from the
World Wide Web site: http://www.ibe.unesco.org/publications/EducationalPracticesSeriesPdf/
prac03e.pdf

127
 B. Geographical Education and Geography Curriculum Development

Cameron, J. (2005). A personal rationale for the inclusion of geography in the school curriculum.
Geography, 90(1), 79-83.

Commission on Geographical Education (1992). International Charter on Geographical Education.

International Geographical Union.

Day, A. (1995). Geography: Challenges for its next century. Teaching Geography, 20(2), 90-92.

Holt-Jensen, A. (1999). Geography: History & concepts. London: SAGE Publications.

Johnston, R. J. (1997). Geography & Geographers: Anglo-American human geography since 1945.
London: Arnold.

Lambert, D. (2003). A Burden on the Memory or a Light in the Mind? Geography, 88(1), 47.

Linch, K. (Ed.) (2002). The Future of Geography: The debate continues. Geography, 87(2), 155-
159.

Massey, D. & Allen, J. (1991). Geography Matters! Cambridge: Cambridge University Press.

Schee, J., Schoenmaker, G., Trimp, H. & Westrhenen, H. (Eds.) (1996). Innovation in Geographical
Education. Ultrecht, the Netherlands: International Geographical Union.

Swift, D. (2003). Developing the Case for Geography. Geography, 88(1), 48-51.

Wood, P. (2005). In defense of the ‘New Agenda’. Geography, 90(1), 84-89.

128
C. Learning and Teaching Geography

Broad, J. (2001). A-Z Advancing Geography: Key Skills. Sheffield: The Geographical Association.

Brooks, C. (2003). Investigating the geography behind the news. Teaching Geography, 28(2), 70-73.

Chan, E. (2004). The conceptions of geography teaching and learning of two proactive teachers.
Geography, 89(3), 282-286.

Cubitt, H. (2001). Problem solving… problem solved. Teaching Geography, 26(1), 23-26.

Krause, J. (2003). Tell the World about Learning Geography. Geography, 88(1), 4-14.

Lambert, D. & Balderstone, D. (2000). Learning to Teach Geography in the Secondary School.
London: RoutledgeFalmer.

Leat, D. (Ed.) (2001). Thinking Through Geography (2nd Edition). Cambridge: Chris Kington
Publishing.

Nichols, A. and Kinninment, D. (Eds.) (2001). More Thinking Through Geography. Cambridge:
Chris Kington Publishing.

Roberts, M. (2003). Learning Through Enquiry—Making sense of geography in the key stage 3
classroom. Sheffield: The Geographical Association.

Smith, M. (Ed.) (2002). Teaching Geography in Secondary Schools: A reader. London:

RoutledgeFalmer.

Stimpson, P. and Tao, P.K. (1994). Issues-Based Teaching. Hong Kong: Longman Asia Limited.

Tilbury, D. & Williams, M. (Eds.) (1997). Teaching and Learning Geography. London:
RoutledgeFalmer.

Wilmot, D. & Norton, S. (2004). Issues-based enquiry at two South African schools. Teaching
Geography, 29(4), 128-131.

129
 D. Fieldwork

Education Department (1992). Handbook on organizing and conducting geography fieldwork in

secondary schools. Hong Kong: Education Department.

Frew, J. (1993). Advanced geography fieldwork. England: Thomas Nelson.

Holmes, D. (2004). Using maps for fieldwork. Geography Review, 18(1), 18-20.

Holmes, D. & Farbrother, D. (2000). A-Z advancing geography: fieldwork. Sheffield: Geographical
Association.

Holmes, D. & Warn, S. (2003). Fieldwork Investigations—A self study guide. London: Hodder &
Stoughton.

Job, D., Day, C. & Smyth, T. (1999). Beyond the Bikesheds—Fresh approaches to fieldwork in the
school locality. Sheffield: The Geographical Association.

John, P.S. & Richardson, D. (1997). Methods of Presenting Fieldwork Data. Sheffield: The
Geographical Association.

John, P.S. & Richardson, D. (1996). Methods of Statistical Analysis of Fieldwork Data. Sheffield:
The Geographical Association.

Lenon, B. and Cleves, P. (2001). Fieldwork Techniques and Projects in Geography (2nd Edition).
London: Collins Educational.

Pole, C. (2004). Fieldwork. London: SAGE.

Rod, G. and Goh, K.C. (2000). Fieldwork in geography: reflections, perspectives and actions.
Dordrecht; Boston, MA: Kluwer Academic Publishers.

130
E. Geographic Information System

Audet, R. & Ludwig, G. (2000). GIS in Schools. California: ESRI.

Alibrandi, M. (2003). GIS in the classroom: using geographic information systems in social studies
and environmental science. Portsmouth, NH: Heinemann.

Baker, T.R. & White, S.H. (2003). The Effects of G.I.S. on Students’ Attitudes, Self-Efficacy, and
Achievement in Middle School Science Classrooms. Journal of Geography, 102(6), 243-254.

Bryn, A.W. (2003). Student attitudes and the impact of GIS on thinking skills and motivation.
Journal of Geography, 102(6), 267-274.

Chang, K.T. (2004). Introduction to geographic information systems. Boston: McGraw-Hill Higher
Education.

Clarke, K.C. (2003). Getting started with geographic information systems. N.J.: Prentice Hall.

Davis, D.E. (2003). GIS for Everyone (3rd Edition). California: ESRI.

DeMers, M.N. (2005). Fundamentals of geographic information systems (3rd Edition). Hoboken:
John Wiley.

Education Bureau (2008). Using geographic information systems in the learning and teaching of
geography of China. Hong Kong: Education Bureau.

Freeman, D. (2003). GIS in secondary geography. Teaching Geography, 28(1), 38-41.

Heywood, I, Cornelius, S. & Carver, S. (2002). An Introduction to Geographical Information

Systems (2nd Edition). U.K.: Pearson Education Limited.

Lai, P. C., Chan, K. W. & Mak, S. H. (2009). Using Geographic Information System (GIS) for
implementing enquiry learning in Geography. Hong Kong: Education Bureau.

Malone, L., Palmer, A.M. & Voigt, C.L. (2002). Mapping Our World—GIS Lessons for Educators.
California: ESRI.

131
 Patternson, M.W., Reeve, K. & Page, D. (2003). Integrating Geographic Information Systems into
the Secondary Curricula. Journal of Geography, 102(6), 275-281.

West, B.A. (2003). Student Attitudes and the Impact of GIS on Thinking Skills and Motivation.
Journal of Geography, 102(6), 267-274.

中山大學地理科學與規劃學院 (2009)《中山大學地理學三十年論文集—測繪遙
感與GIS卷》，香港：中國評論學術出版社有限公司。

湯國安等 (2007)《地理信息系統教程》，北京：高等教育出版社。

劉南、劉仁義 (2002)《地理信息系統》，北京：高等教育出版社。

F. Assessment

Arber, N. (2003). Assessment for learning. Teaching Geography, 28(1), 42-47.

Education Department (1999). Assessment on issue-based teaching [electronic resource]. Hong

Kong: Education Department.

Hopkin, J., Telfer, S. & Butt, G. (2000). Assessment in Practice—Raising standards in secondary
geography. London: The Geographical Association.

Popham, W.J. (2002). Classroom Assessment: What Teachers Need to Know (3rd Edition). Boston:
Allyn and Bacon.

Tomlinson, C. (Dec. 2007, Jan.2008). Learning to love assessment. Educational Leadership, 8-13.

G. Catering for Learner Diversity and Differentiated Instruction

Cole, R. (1995). Educating everybody’s children: Diverse teaching strategies for diverse learners.
Alexandria, VA: Association for Supervision and Curriculum Development.

Ginsberg, M & Wlodkowski, R. (2000). Creating highly motivating classrooms for all students. San
Francisco: Jossey-Bass.

132
Strickland, C. (2009). Professional development for differentiating instruction. Alexandria, VA:
Association for Supervision and Curriculum Development.

Tomlinson, C. A. (2001). How to differentiate instruction in mixed-ability classrooms. Virginia,

USA: Association for Supervision and Curriculum Development.

Tomlinson, C. A. (2003). Fulfilling the promise of the differentiated classroom. Virginia, USA:
Association for Supervision and Curriculum Development.

Tomlinson, C. A. & Eidson, C. C. (2003). Differentiation in practice—A resource guide for

differentiating curriculum (Grades 5-9). Virginia, USA: Association for Supervision and
Curriculum Development.

Tomlinson, C. A., Moon, T. & Callahan, C. (2006). How well are we addressing academic diversity
in the middle school? Middle School Journal, 29(3), 3-11.

H. Reference for the Core Modules of the Curriculum

(1) Using Urban Space Wisely—Can we maintain a sustainable urban environment?

Brebbia, C. A. (Eds.) (2000). The Sustainable City: Urban regeneration and sustainability.
Southampton, U.K.: WIT Press.

Brebbia, C. A., Martin-Duque, J. F., & Wadhwa, L. C. (Eds.) (2002). The Sustainable City II: Urban
regeneration and sustainability. Southampton: WIT.

Girard, L. F. et.al. (Eds.) (2003). The human sustainable city: Challenges and perspectives from the
habitat agenda. Aldershot, Hants, England; Burlington, VT: Ashgate.

Hugentobler, Margrit (2006). Zhu Village : urban renewal in the city of Guangzhou : report of
the AGS-Guangzhou partnership project on sustainable urban development. Zurich : ETH
Wohnforum, Centre for Cultural Studies in Architecture.

International Conference Megacities 2006 (2006). Conference Proceedings : 01-02 December 2006.
Guangzhou, China.

133
 International Conference on Urban Regeneration and Sustainability (3rd: 2004: Siena, Italy) (2004).
The Sustainable City III: Urban regeneration and sustainability. Southampton: WIT.

Karlenzig, W. (2007). How green is your city?—The SustainLane US City Rankings. Canada: New
Society Publishers.

Lau S.Y. Stephen (Eds.) (2009). International sustainable and urban regeneration : case studies
and lessons learned 2008 : ICONUS Conference’08. Hong Kong : Hong Kong College of
Technology.

Lai, W. C., Lawrence, & Fong, K. (2000). Town Planning Practice—Context, procedures and
statistics for Hong Kong. Hong Kong: Hong Kong University Press.

Mottershead, T. (2004). Sustainable Development in Hong Kong. Hong Kong: Hong Kong
University Press.

Satterthwaite, D. (Ed.) (1999). The Earthscan Reader in Sustainable City. U.K. & U.S.A.: Earthscan
Publications Ltd.

Shin, J. H. (2004). Dream and Hope of Korea, Cheonggyecheon Restoration, Magazine of Korean
Water Resources Association, 37(1), 2004.

Speake, J., & Fox, V. (2002). Changing Geography—Regenerating city centres. Sheffield: The
Geographical Association.

Wong, W. W., & Chan, E. H. W. (Eds.) (2000). Building Hong Kong—Environmental considerations.
Hong Kong: Hong Kong University Press.

王焰新、王家源、張正齊等編著 (2002)《改善環境與消除貧困：城市可持續發
展戰略實証研究》，北京：中國環境科學出版社。

孫志東、謝林平、詹頌生 (1997)《可持續發展戰略導論》，廣州：中山大學出
版社。

廖桂賢 (2009)《好城市，怎樣都要住下來》，台北：野人文化股份有限公司。

134
(2) Living with Natural Hazards—Are we better equipped than the others?

Bishop, V. (1998). Hazards and Responses. London: Collins Educational.

Bryant, Edward (2005). Natural Hazards. Cambridge: Cambridge University Press.

Chan, Johnny C.L. & Jeffrey D. Kepert (Eds.) (2010). Global Perspectives on Tropical Cyclone:
From science to mitigation. London: World Scientific.

Dunn, Cameron (2009). Natural Hazards. Oxfordshire: Philip Allan.

Hall, Michelle K. (2006). Exploring Tropical Cyclones: GIS investigations for the earth sciences.
Belmont, Calif.: Brooks Cole.

Hyndman, Donald W. (2009). Natural Hazards and Disasters. Belmont, Calif.: Brooks Cole.

Keller, Edward A. (2008). Natural Hazards : Earth’s processes as hazards, disasters, and
catastrophes. New Jersey: Pearson/Prentice Hall.

Longshore, David (2007). Encyclopedia of Hurricanes, Typhoons, and Cyclones. New York: Facts
on File.

McGuire, B. (2004). World Atlas of Natural Hazards. London: Arnold.

McGuire, B. (2002). Natural Hazards and Environmental Change. New York: Oxford University Press.

Knapp, B. (2000). Earthquakes and Volcanoes. Henley-on-Thames: Atlantic Europe Publishing.

Knapp, B. (2000). Plate Tectonics. Henley-on-Thames: Atlantic Europe Publishing (Company Ltd.).

Werner, Ernest D. and Hugh P. Friedman (Eds.) (2010). Landslides: Causes, types and effects. Nova
Science Publishers.

丁原章 (2004)《廣東和香港地震風險概論》，香港：商務印書館。

大 宮 信 光 著 ，蕭志強譯 (2004)《圖解不可不知的天災地變》，台北：世茂出版社 。

135
 中國氣象局上海颱風研究所 (2006)《中國熱帶氣旋氣候圖集1951-2000》，北
京: 科學出版社。

阿部勝征著，李毓昭、張佳微譯 (2000)《大地震》，台中：晨星出版有限公司。

林朝宗主編 (2000)《臺灣山崩災害專輯》，臺北縣中和市: 經濟部中央地質調

查所。

(3) Food Problem—Can We Feed Ourselves?

Grigg, David B. (1994). The World Food Problem. Oxford: Blackwell.

Haggard, Stephan (2007). Famine in North Korea: Markets, aid, and reform. New York: Columbia
University Press.

Howard D. Leathers & Phillips Foster (2009). The World Food Problem: Toward ending
undernutrition in the Third World. Boulder: Lynne Rienner Publishers.

Raw, M., & Atkins, P. (1995). Agriculture and Food. London: Collins Educational.

Von Braun, Joachim (1999). Famine in Africa: Causes, responses, and prevention. Baltimore, Md. :
Johns Hopkins University Press.

甘宜 沅 ( 2 0 0 9)《中國農業和農村可持續發展研究》，北京：中國傳媒大學出版 社 。

李文華編 (2003)《生態農業：中國可持續農業的理論與實踐》，北京：化學工
業出版社環境科學與工程出版中心。

林培 (2000)《中國耕地資源與可持續發展》，南寧：廣西科學技術出版社。

鄧楠、萬寶瑞編 (2001)《21世紀中國農業科技發展戰略》，北京：中國農業出
版社。

鄭金貴編 (2000)《臺灣現代農業科技》，廈門：廈門大學出版社。

136
(4) The Trouble of Water—Too Much and Too Little

Black, M. and King, J. (2009). The Atlas of Water. Berkeley and Los Angeles: University of
California Press.

Chartres, Colin & S. Varma (2010). Out of Water: From abundance to scarcity and how to solve the
world’s water problems. New Jersey: Pearson Education, Inc.

Ghosh, D., H. Goodall & S. H. Donald (Eds.) (2009). Water, Sovereignty, and Borders in Asia and
Oceania. New York : Routledge.

Hall-Wallace, Michelle K. (2006). Exploring Water Resources : GIS investigations for the earth
sciences. Pacific Grove, Calif. : Brooks Cole.

Mays, Larry W. (2007). Water Resources Sustainability. New York : McGraw-Hill.

Low, J. K. Y., et. al. (2003). Singapore Waters: Unveiling our seas. Singapore: Nature Society
Singapore, Marine Conservation Group.

Pennington, K. L. & T. Czech (2010). Introduction to Water Resources and Environmental Issues.
Cambridge: Cambridge University Press.

Staddon, Chad. (2010). Managing Europe’s Water Resources: Twenty-first Century challenges.
Farnham, England: Ashgate.

水青山 (2008)《水資源的南北大調配》，北京：五洲傳播出版社。

田富強, 倪廣恒主編 (2009)《第4屆亞太地區水文水資源國際會議論文集》，中

國水利水電出版社。

林步東 (2006)《長江口擋潮閘—根治長江中下游洪患新方略 兼論孟加拉防洪

對策》，香港：天地圖書有限公司。

季昌化 (2007)《長江三峽工程》，武漢：長江出版社。

湯奇成、熊怡等 (1998)《中國河流水文》，北京：科學出版社

劉昌明, 何希吾等著 (1996)《中國21世紀水問題方略》，北京:科學出版社。

137
 (5) Global Shift of Manufacturing Industry—Opportunities and threats

Dicken, P. (2003). Global Shift: Reshaping the global economic map in the 21st Century (4th ed.).
London: Thousand Oaks: Sage Publications.

McCann, Philip (Ed.) (2002). Industrial Location Economics. Cheltenham, UK: E. Elgar.

McDermott, P. J. & Michael Taylor (2009). Industrial Organisation and Location. Cambridge:
Cambridge University Press.

Oxley J. E. & B. Yeung (Eds.) (1998). Structural Change, Industrial Location and Competitiveness.
Cheltenham, UK: E. Elgar.

Raw, M. (2000). Manufacturing Industry: The impact of change (2nd ed.). London: Collins
Educational.

Siddharthan, N. S., & K. Narayanan (2010). Indian and Chinese Enterprises: Global trade,
technology and investment regimes. London: Routledge.

Yeh, Gar-on (Eds.) (2006). Developing a Competitive Pearl River Delta in South China under One
Country-Two Systems. Hong Kong : Hong Kong University Press.

孫林岩 (2008)《全球視角下的中國製造業發展》，北京：清華大學出版社。

賀燦飛 (2009)《中國製造業地理集中與集聚》，北京：科學出版社。

謝代銀 (2008)《全球產業轉移與區位戰略抉擇》，重慶：西南師範大學。

(6) Scramble for Energy

Boyle, Godfrey (Ed.) (2004). Renewable Energy. Oxford: Oxford University Press.

Brebbia, C.A. & I. Sakellaris (Eds.) (2003). Energy and the Environment. Cambridge: The MIT Press.

Chen Yong (2010). Energy Science & Technology in China: A roadmap to 2050. London: Springer.

138
Droege, P. (Ed.) (2008). Urban Energy Transition: From fossil fuels to renewable power.
Amsterdam: Elsevier.

Gipe, Paul (2003). Wind Power: Renewable energy for home, farm, and business. White River
Junction, Vt: Chelsea Green Pub. Co.

Graham, I. (2005). Fossil Fuels: A resource our world depends on. Oxford: Heinemann Library.

Jeffs, Eric J. (2010). Green Energy: Sustainable electricity supply with low environmental impact.
Boca Raton, FL: CRC Press.

Pimentel, David (Ed.) (2008). Biofuels, Solar and Wind as Renewable Energy Systems: Benefits and
risks. Dordrecht: Springer.

Ramage, Janet (1997). Energy: A guidebook. Oxford: Oxford University Press.

Smil, Vaclav (2003). Energy at the Crossroads: Global perspectives and uncertainties. Cambridge:
The MIT Press.

Vos, Rolf de (Eds.) (2003). The UK Green Energy Outlook to 2012: Current status and future
prospects. London : Datamonitor.

Wengenmayr, R., & T. Bührke, (2008). Renewable Energy: Sustainable energy concepts for the
future. Weinheim: Wiley-VCH.

中國可再生能源發展戰略研究項目組編 (2008)《中國可再生能源發展戰略研究
叢書》，北京：中國電力出版社。

何祚庥 (2010)《中國能源戰略思考 — 大力發展可再生能源是中國能源發展的

必由之路》，北京：北京師範大學出版社。

華健、吳怡萱編 (2008)《再生能源概論》，台北：五南圖書出版股份有限公司。

Godfrey Boyle、Bob Everett、Janet Ramage (2010)《 能 源 系 統 與 可 持 續 發 展 》 ， 台

北：五南。

139
 I. Reference for the Elective Modules of the Curriculum

(1) Tourists—Friends or foes?

Boniface, Brian & Chris Cooper (2009). Worldwide Destinations, Fifth Edition: The geography of
travel and tourism. Oxford: Butterworth-Heinemann.

Chon, K.S., I.M. Herremans & V. Bjorklund (2006). Cases in Sustainable Tourism: An experiential
approach to making decision. New York: Routledge.

Chon, K.S. (2000). Tourism in Southeast Asia: A new direction. New York: the Haworth Hospitality Press.

Cohen, E. (2008). Explorations in Thai Tourism: Collected case studies. Tourism social science
series, v. 11. Bingley, UK: Emerald.

Harris, R., Griffin, T., & Williams, P. (2002). Sustainable Tourism: A global perspective. Oxford:
Butterworth-Heinemann.

Mason, Peter (2008). Tourism Impacts, Planning and Management, Second Edition. Oxford:
Butterworth-Heinemann.

Oliveira, Jose Puppim de. (2008). Implementation of Environmental Policies in Developing

Countries: A case of protected areas and tourism in Brazil. Albany: State University of New
York Press.

Pineda, F. D., Brebbia, C. A., International Conference on Sustainable Tourism, & Wessex
Institute of Technology. (2008). Sustainable Tourism III. WIT transactions on ecology and the
environment, v. 115. Southampton: WIT Press.

Richards, Greg (Ed.) (2006). Cultural Tourism: Global and local perspectives. New York: The
Haworth Hospitality Press.

Williams, Stephen (2009). Tourism Geography: A new synthesis. New York: Routledge.

田明中、武法東等 (2009)《地質公園考察指南—馬屎洲》，香港：郊野公園之
友會及天地圖書有限公司。

140
朱道力、薛雅惠 (2006)《旅遊地理學》，台北：五南。

祁麟、陳燕明 (2009)《香港地質公園預覽》，香港：香港自然探索學會。

武法東、張建平等 (2009)《地質公園考察指南—烏蛟騰至茘枝窩》，香港：郊
野公園之友會及天地圖書有限公司。

明報編輯部編 (2009)《石遊記—香港地質公園探索》，香港：明報出版社有限
公司。

張林 (2007)《旅遊地理學》，天津：南開大學出版社。

張建平、武法東等 (2009)《地質公園考察指南—東平洲》，香港：郊野公園之
友會及天地圖書有限公司。

斯蒂芬 L. J. 史密斯/著、吳必虎譯 (1996)《遊憩地理學—理論與方法》，台

北：田園城市。

楊家明、陳羽嵐、胡庭光 (2009)《香港地質公園》，香港：郊野公園之友會。

歐文杉、蕭偉立 (2009)《地質公園考察指南—西貢》，香港：郊野公園之友會
及天地圖書有限公司。

(2) Changing Climate, Changing Environments

Bhargava, G. (Ed.) (2004). Global Warming and Climate Changes: Transparency and
accountability. Delhi: Isha Books.

Chang, C. C., Mendelsohn, R., & Shaw, D. (Eds.) (2003). Global Warming and the Asian Pacific.
Cheltenham, UK; Northampton, MA: Edward Elgar Pub.

Gaughen, S. (Ed.) (2005). Global Warming. Detroit: Greenhaven Press.

Hodgson, P. E. (2010). Energy, the Environment and Climate Change. London: Imperial College
Press.

141
 Houghton, J. (2004). Global Warming: The complete briefing. Cambridge, U.K. and New York:
Cambridge University Press.

Kininmonth, W. (2004). Climate Change : a natural hazard. Brentwood, Essex: Multi-Science Pub. Co.

Kirstin, D. & Downing, T. E. (2006). The Atlas of Climate Change: Mapping the world’s greatest
challenge. Berkeley: University of California Press.

Koh, K. L., Lye, L. H., & Lin, J. (2010). Crucial Issues in Climate Change and the Kyoto Protocol:
Asia and the world. Singapore: World Scientific.

Leroux, M. (2005). Global Warming: Myth or reality? The erring ways of climatology. Chichester:
Springer, published in association with Praxis Publishing.

Spence, C. (2005). Global Warming: Personal solutions for a healthy planet. New York: Palgrave
Macmillan.

Victor, D. G. (2001). The Collapse of the Kyoto Protocol and the Struggle to Slow Global Warming.
Princeton, N.J.; Oxford: Princeton University Press.

Warburton, P. (1995). Atmospheric Processes and Human Influence. London: Collins Educational.

Weart, S. (2003). The Discovery of Global Warming. Cambridge, Mass.: Harvard University Press.

秦大河 主編 (2009)《氣候變化︰區域應對與防災減災》，北京：科學出版社。

國家氣候變化對策協調小組辦公室，中國21世紀議程管理中心著 (2004)《全球
氣候變化─人類面臨的挑戰》，上海：商務印書館。

張菀 (1991)《氣象學與氣候學》，北京：北京師範大學出版社。

提娒．富蘭納瑞著，林雨蒨譯 (2007)《是你，製造了天氣—全球暖化危機》，
台北：英屬維京群島商高寶國際有限公司台灣分公司。

新自然主義股份有限公司編 (2007)《地球暖化，怎麼辦？》，台北：新自然主
義股份有限公司。

142
(3) Population Problems—Just about numbers?

Coulmas, Florian (2009). Population Decline and Ageing in Japan—The social consequences.
London: Routledge.

Coulmas, Florian, et. al. (Eds.) (2008). The Demographic Challenge: A handbook about Japan. Brill
Academic Publishers.

Dyson, T., R. Cassen & L. Visaria (Eds.) (2005). Twenty-First Century India: Population, economy,
human development, and the environment. Oxford: Oxford University Press.

Eberstadt, Nicholas (2007) Europe’s Coming Demographic Challenge: Unlocking the value of
health. AEI Press.

McLeish, Ewan (2009). Population Explosion. Rosen Central.

Rose, J. (Ed.) (2000). Population Problems: Topical issues. Amsterdam: Gordon and Breach
Science Publishers.

Tobias, Michael, et. al. (Eds.) (2006). No Vacancy: Global responses to the human population
explosion. Pasadena, U.S.A.: Hope Publishing House.

Weeks, John R. (2007). Population: An introduction to concepts and issues. Wadsworth Publishing.

Zeaman, John (2002). Overpopulation. New York : Franklin Watts.

上海社會科學院人口與發展研究所 (2008)《轉變中的中國與世界人口問題研究
—上海社會科學院人口與發展研究所論文精選》，上海：上海社會科學院出
版社。

中國國務院環境保護委員會 (1994)《中國21世紀議程：中國21世紀人口，環境
與發展白皮書》，北京:中國環境科學出版社。

田雪原 (1997)《大國之難：當代中國的人口問題》，北京：今日中國出版社。

李建新 (2008)《當代中國人口問題研究系列：中國人口結構問題》，北京：社
會科學文獻出版社。

143
 周毅 (1997)《21世紀中國人口與資源，環境，農業可持續發展》，太原：山西
經濟出版社。

馬芒 (2007)《關于人口問題的觀察與思考》，合肥：安徽大學出版社。

國家統計局人口和就業統計司編 (2009)《2009中國人口和就業統計年鑒》，北
京：中國統計出版社。

張善余 (1997)《中國人口地理》，北京：商務印書館。

(4) Taming the Sand—A long-lasting combat against desertification and sandstorms

Ci Lonqiun & Xiahui Yang (2010). Desertification and Its Control in China. Springer.

Middleton, Nick & David Thomas (Eds.) (1997). World Atlas of Desertification. London Arnold.

Middleton, Nick (1991). Desertification. Oxford: Oxford University Press.

Mouat, David & Charles Hutchinson (Eds.) (1996). Desertification in Developed Countries.
Sprinker.

Porch, D. (2005). The Conquest of the Sahara. New York: Farrar, Straus and Giroux.

Xia, Xuncheng, et. al. (1993). Desertification and control of blown sand disasters in Xinjiang.
Beijing: Science Press.

方宗義、朱福康、江吉喜、錢正安編 (1997)《中國沙塵暴研究》，北京：氣象
出版社。

中國國家地理編輯部 (2003)《中國國家地理》(沙塵暴專輯)，2003年6月號，
1-43頁。

王錦貴、任國玉編 (2003)《中國沙塵氣候圖集》，北京：氣象出版社。

李 耀 輝 、 祝 小 妮、馮建英編 (2004) 《中國西北地區風沙志》，北京：氣象出版社 。

144
徐國昌等 (1997)《中國乾旱半乾旱區氣候變化》，北京：氣象出版社。

國家林業局 (2009)《中國荒漠化和沙化地圖集》，北京：科學出版社。

慈龍駿 (2005)《中國的荒漠化及其防治》，北京：高等教育出版社。

謝金南編 (2000)《中國西北乾旱氣候變化與預測研究》，北京：氣象出版社。

韓茂莉、程龍 (2002)《大漠狂風—沙塵暴歷史、現實的思考》，太原：山西人
民出版社。

(5) The Geography of Disease—Facing a spreading risk

Ali, S. H. & Roger Keil (2008). Networked Disease: Emerging infections in the global city. Oxford:
Wiley-Blackwell.

Barrett, Hazel & Bob Digby (2010). HIV/AIDS as a Development Issue. London: The Geographical
Association.

Cliff, A.D., et.al. (2009). Infectious Diseases: A geographical analysis: emergence and re-
emergence. New York: Oxford University Press.

Cromley, E.K. & S.L. McLafferty (2002). GIS and Public Health. New York: The Guilford Press.

Digby, Bob & Daniel Cowling (2010). Health Issues in Geography. London: the Geographical
Association.

Gatrell, Anthony (2002). Geographies of Health: An introduction. Oxford: Blackwell Publishing.

Gray, A. & P. Payne (Eds.) (2001). World Health and Disease. Buckingham, U.K.: Open University Press.

Hoff, Brent & Carter Smith (2000). Mapping Epidemics: A historical atlas of disease. New York:
Grolier Publishing.

Koch, Tom (2005). Geographies of Disease: Maps, mapping and medicine. Redlands, California:
ESRI Press.

145
 Kurland, K. S. & W. L. Gorr (2009). GIS Tutorial for Health. Redlands, California: ESRI Press.

Lisa Sattenspiel (2009). The Geographic Spread of Infectious Diseases : Models and applications.
Princeton : Princeton University Press.

Meade, Melinda S. & Robert J. Earickson (2005). Medical Geography. New York: The Guilford Press.

O’Donovan, D. (2008). The State of Health Atlas: Mapping the challenges and causes of disease.
Berkeley: University of California Press.

Ramamurthy, V. (2000). Global Patterns of HIV/AIDS Transmission. Delhi: Authorspress.

武繼磊、王勁峰等〈2003年北京市SARS 疫情空間相關性分析〉，《浙江大學
學報(農業與生命科學版)》，31卷1期(2005年)，頁97-101。

范新生、應龍根〈中國SARS疫情的探索性空間資料分析〉，《地球科學進
展》，20卷3期(2005年3月)，頁282-291。

曹志冬、王勁峰等〈廣州SARS流行過程的空間模式與分異特徵〉，《地理研
究》，27卷5期(2008年9月)，頁1139-1150。

楊林生、李海蓉等〈醫學地理和環境健康研究的主要領域與進展〉，《地理科學
進展》，29卷1期(2010年1月)，頁31-44。

(6) Oceans in Trouble

Armbrust, E. V., & Sverdrup, K. A. (2009). An Introduction to the World’s Oceans. Dubuque, IA:
McGraw-Hill.

Desonie, D. (2008). Oceans: How we use the seas. New York: Chelsea House Publishers.

Earle, Sylvia A. (2009). Our Ocean is Blue: How our fate and the ocean’s are one. Washington,
D.C.: National Geographic.

Earle, Sylvia A. & Linda K. Glover (2008). Ocean: An illustrated atlas. Washington, D.C.: National
Geographic.

146
Frid, C., Attrill, M., & Clark, R. B. (2001). Marine Pollution. Oxford: Oxford University Press.

Jon Bowermaster. (2010). Oceans: The threats to our seas and what you can do to turn the tide : a
participant media guide. New York : Public Affairs.

Richardson, K. & S. Rahmstorf, (2009). Our Threatened Oceans. London: Haus Publishing.

趙廣濤、曹立華、王永紅 (2009)《海洋地理》，海洋出版社。

樓錫淳、裏弼東、蘇振禮 (2008)《海洋地理叢書：海洋》，北京：中國測繪出
版社。

J. Periodicals

Geography Review, quarterly publication, Philip Allan Publishers Ltd., Market Place, Deddington,
Oxfordshire OX15 OSE, U.K.

Geography, quarterly publication, The Geographical Association, 343 Fulwood Road, Sheffield S10
3BP, U.K.

Geographical, monthly publication, The Royal Geographical Society, P.O. Box 425, Woking GU21
1GP, U.K.

Hong Kong Geographer, quarterly publication, Hong Kong Geographical Association, Tsim Sha Tsui
P.O. Box 94553.

Journal of Geography, monthly publication, The National Council for Geographic Education,
Indiana University of Pennsylvania, Indiana, PA 15705, U.S.A.

Teaching Geography, quarterly publication, The Geographical Association, 343 Fulwood Road, Sheffield
S10 3BP, U.K.

The Journal of Environmental Education, quarterly publication, Heldref Publications, 1319

Eighteenth St., NW, Washington, DC20036-1802, U.S.A.

147
 人文地理 (雙月刊)《人文地理》雜誌社
[國外總發行：中國國際圖書貿易總公司北京399信箱]

大地地理雜誌 (月刊)大地地理文化科技事業股份有限公司
[台北縣新店市民權路130巷16號4樓]

中國國家地理 (月刊)故鄉出版股份有限公司
[台北市和平東路二段107巷25-1號一樓]

地理教育 (雙月刊)《地理教育》雜誌社
[發行：重慶市報刊發行局]

地理學報 (雙月刊)中國北京科學出版社
[國外總發行：中國國際圖書貿易總公司北京399信箱]

城市環境與城市生態 (雙月刊)中國環境科學出版社
[發行：廊坊市郵政局]

國外地理文摘 (季刊)中國科學院文獻情報中心
[發行處：新鄉市郵局]

環境保護 (月刊)《環境保護》雜誌社
[國外發行：中國國際圖書貿易總公司]

148
K. World-Wide Web Site Addresses

1. Websites about Geographical education

Address Name of Homepage Details

http://www.qca.org.uk Qualifications and Official website containing comprehensive
Curriculum Authority - information on geography curriculum and
Innovating with geography assessment in England and Wales.

http://www2.glos.ac.uk/gdn/ Paper 89 published by Staff A collection of articles on the title “Developing

seda/ and Education Development Skill-based Curricula through the Disciplines:
Association, U.K. Case Studies of Good Practice in Geography”.

http://www.rgs.org/ Royal Geographical The site contains update information about

Society geographical education in U.K. and also some
good articles on learning and teaching geography.

http://www.geography.org.uk Geographical The official website of the association which

Association contains information on the latest development
of the subject and lots of useful resources.

http://www.aag.org/ Association of Viewers should not miss the ‘Annals’

American Geographers Section included in the ‘Publications’
Section of the website.

2. General websites about the learning and teaching of Geography

Address Name of Homepage Details

http://geographyworldonline. Geography World This site covers many different parts of
com/ geography. It provides linkages to a large amount
of learning and teaching resources in geography,
e.g. geography games, quizzes and news etc.

http://geography.about.com/od/ Geography 101 This homepage includes a lot of information and

studygeography/a/geog101.htm links of nearly all topics in geography. Besides,
many maps, photos and clip arts related to
geography are also provided.

http://www2.lib.udel.edu/subj/ Internet Resources for A great site which provides a lot of links to a wide
geog/internet.htm Geography & Geology range of geography-related topics. Lesson plans,
educational software and online field trips around
the world are also included.

http://www.nationalgeographic. Geography Education, Geography-related lesson plans and classroom

com National Geographic Society activities are provided in this homepage.

http://library.thinkquest. Geo-Globe The Geo-Globe site contains many games related

org/10157/geoglobe.html to geography.
149
 Address Name of Homepage Details
http://www.geographyinthenews. Geography in the News This website contains geography-related
rgs.org news which is a good and updated resource
for enquiry learning in Geography lessons.

3. Specific websites about maps

Address Name of Homepage Details

http://www.maps.com Maps.com - The Place Online world maps, online map games and information
for Maps Online about map skills can be found in this website.

http://www.centamap.com Centamap A very useful website which contains maps of

different parts of Hong Kong.

http://www.ypmap.com/eng YP Map This website contains a lot of useful maps of

Hong Kong. Besides street maps, weather maps
and census maps can also be found.

http://maps.google.com Google Maps A great website which includes maps and satellite
photos of different parts of the world.

http://www.google.com/earth/ Google Earth A very useful website which provides 3D/ satellite
index.html images of the world. Viewers can see historical
maps, weather patterns and ocean floor with
Google Earth. Location and details of field trips
can also be recorded in it for further analysis.

http://www.nationalgeographic. National Geographic - ‘MapMachine Online Atlas’ is included in this

com/maps Maps and Geography website. It contains different types of digital maps,
such as street-level maps, topographic maps and
maps related to environment, natural hazards and
weather.

http://www.eduplace.com/ss/ Education Place - This website provides various outline maps (pdf
maps Outline Maps files) for printing and use in classrooms.

150
4. Specific websites for the Compulsory Modules:

Using Urban Space Wisely—Can we maintain a sustainable urban environment?

Address Name of Homepage Details
http://www.ura.org.hk/ Urban Renewal Information about urban renewal in Hong Kong can be
Authority found in this website. Case studies are also included.

http://www.susdev.gov.hk/ Sustainable This official site of the government of the Hong

Development Kong SAR includes basic concepts and related
policies of sustainable development in Hong
Kong and other parts of the world. A “Sustainable
Development Online Resource Centre” can be found
on the site which includes a lot of information and
educational materials for the learning and teaching
of the concepts of sustainable development.

http://www.curb.com.cn 中國城市化 A good website providing lots of information

about urban development in China.

http://www.pland.gov.hk/ Planning Department This is the official website of the Planning Department
of the Hong Kong SAR. The “planning studies” in
this site contains useful case studies for the learning
and teaching about urban planning in Hong Kong.

http://www.defra.gov.uk/ UK Governmennt This site introduces how UK government develop

sustainable/government/index.htm Sustainable Development her city sustainably and how the policy helps
sustainable development.

http://sustainablecities.dk/en/ Sustainable Cities This is a database providing knowledge on the

cases?view=cases-comments sustainable planning of cities and cases studies.

Living with Natural Hazards—Are we better equipped than the others?

Address Name of Homepage Details

http://www.usgs.gov/hazards/ Nature Hazards A resourceful website about natural hazards.
Current natural hazards are reported with maps.
Besides, it provides many useful resources, e.g.
graphics, photos, animations, lesson plans and
learning activities, for the learning and teaching of
earth structure, earthquakes and plate tectonics.

http://www.crustal.ucsb.edu/ Understanding This website contains earthquake information,

ics/understanding/ Earthquakes quiz and animations.

http://earth.fg.tp.edu.tw/learn/ 認識地震 This site provides information about earthquakes,

eq/main.htm especially the case of Taiwan.

151
 Address Name of Homepage Details
http://earthobservatory.nasa. NASA Earth Observatory The site contains the images, stories, and
gov/ discoveries about climate and the environment that
emerge from NASA research, including its satellite
missions, in-the-field research and climate models.

http://hkss.cedd.gov.hk/hkss/ Hong Kong Slope Safety It includes information, educational materials and
index.htm interactive games concerning slope safety and
maintenance.

http://earthobservatory.nasa. Earth Observatory This site provides the latest information of various
gov/NaturalHazards/ types of natural hazards occurred around the world.

http://www.geography. Internet Geography - A useful website with comprehensive information

learnontheinternet.co.uk/topics/ tropical storms about tropical storms.
tropstorm.html

Food Problems—Can We Feed Ourselves?

Address Name of Homepage Details

http://www.ucc.ie/famine/ International Famine It contains the latest famine news of the world. Links
Centre Homepage to other websites about “famine” are also included.

http://www.oxfam.org.hk Oxfam Information about development and poor can be

found in this website.

http://www.fao.org/index_ Food and Agriculture It contains useful information about food and
en.htm Organization of the agriculture in the world, such as the situation of
United Nations food crisis and sustainable development.

http://worldfoodchina.com/ World Food China A site contains information and news about food
and agriculture in China.

http://www.greenpeace.org/ Green Peace China, A site introduces the situation of agriculture in

china/en/campaigns/food-and- Agriculture China.
agriculture

http://news.bbc.co.uk/2/hi/in_ BBC News - A news archive on the food problems in Africa.

depth/africa/2006/africa_food_ Africa’s food crisis
crisis/default.stm

http://www.angelfire.com/ Famine Page A collection of short articles on famine in Africa.

mac/egmatthews/worldinfo/ Useful for ‘reading to learning’.
problems/famine.html

152
The Trouble of Water—Too Much and Too Little

Address Name of Homepage Details

http://www.ctgpc.com China Three Gorges This site provides nearly all necessary information for
Corporation the learning of the Three Gorges Project, such as its
benefits and measures of environmental protection.

http://factsanddetails.com/ Fact and Details - Water This site contains information about water
china.php?itemid=390&catid= Shortages in China problem in China. It also provides links and
10&subcatid=66 resources about China’s environment.

http://www.yellowriver.gov.cn/ Yellow River Conservancy A useful website provides the latest news about
eng Commission hydrological project in China. It also contains
photo gallery and visual resources.

http://www.geography. Internet Geography - A rich resource website on river which provides a

learnontheinternet.co.uk/topics/ flooding number of case studies on flooding.
flooding.html

http://www.oxfam.org.uk/ Oxfam Education - water for This site contains a comprehensive pool of
education/resources/water_for_all/ all learning resources on the issue ‘water’.

http://www.unescap.org/drpad/ The United Nations A rich site containing plenty of information about
publication/integra/modalities/ Economic and Social flooding in Bangladesh.
bangladesh/4bl000ct.htm Commission for Asia and
the Pacific- Flooding in
Bangladesh

http://www.geographypages. Geography Pages - UK A useful site containing a lot of learning resources

co.uk/flood.htm flood resources for studying flooding in UK.

http://www.pub.gov.sg/Pages/ PUB, Singapore’s national An official website about water management in

default.aspx water agency Singapore. Don’t miss the parts about NEWater
and Marina Barrage.

Global Shift of Manufacturing Industry—Opportunities and threats

Address Name of Homepage Details

http://www.geography.org.uk/ Geographical A well designed learning activity for studying
download/GA_ Association - Resources industrial decline in South Yorkshire, U.K.
RECareersDearne
BusinessActivity.pdf

http://www.geographyteaching Geography Teaching A set of lesson plans on China industry.

today.org.uk/ks3-resources/ Today: Made in China
resource/china-today/made-in-
china/

153
 Address Name of Homepage Details
http://info.hktdc.com/mktprof/ Hong Kong Trade Well summarised information about the economic
china/prd.htm Development Council - conditions, including manufacturing industry, of
Pearl River Delta Economic the Pearl River Delta Region.
File

Scramble for Energy

Address Name of Homepage Details

http://energymarine.com/ Energy Marine It is a resourceful website which contains news
about energy of different countries.

http://re.emsd.gov.hk/ EMSD HK RE NET This site is about renewable energy in Hong

Kong. Besides, it provides educational resources.

http://www.energyland.emsd. EMSD Energy Land It is a fancy websites providing useful resources

gov.hk/eng/index.htm about energy.

http://tonto.eia.doe.gov/kids/ EIA Energy Kids - For This site is about energy and designed for
energy.cfm?page=6 Teachers teachers. It contains lesson plans, teacher guide
and photo gallery.

http://www.energy.gov/about/ Department of Energy This is the official website of Department of

index.htm Homepage Energy in U.S. Information about energy saving
strategies are included.

5. Specific websites for the Elective Modules:

Tourists—Friends or foes?

Address Name of Homepage Details

http://www.discoverhongkong. Discovery Hong Kong - This is the official travel guide created by Hong
com/ Official Travel Guide from Kong Tourism Board. It contains information
Hong Kong Tourism Board about tourists spot in Hong Kong.

http://geopark.gov.hk/ Hong Kong Geopark The official website of Hong Kong Geopark.
This site introduces the park and the geological
environment in Hong Kong.

http://www.gdrc.org/uem/eco- The Sustainable This site provides information about sustainable

tour/st-whatis.html Tourism Gateway tourism. It also collects journals and cases about
tourism.

http://www.sustainabletourism. Sustainable This is a resourceful website about sustainable

net/index.html Tourism.net tourism. The resources and cases studies are very
useful.

154
Address Name of Homepage Details
http://www.tourism.gov.hk/ Tourism Commission Papers, reports and visitor information about
english/welcome/welcome.html Hong Kong tourism are provided in this site.

Changing Climate, Changing Environments

Address Name of Homepage Details

http://www.epa.gov/ EPA Climate Change The ‘EPA Climate Change’ contains a lot of
climatechange/ information about climate change issues. It also
provides a frequent questions database where users
can search for information on climate change.

http://www.panda.org/climate/ WWF - Climate This website includes information about causes,

Change Campaign impact and solutions of global climate change.

http://www.hko.gov.hk/ Hong Kong Besides weather reports and forecast, there are
contente.htm Observatory lots of educational resources in this homepage of
Hong Kong Observatory. A detailed explanation
about greenhouse effect and climate change can
also be found here.

http://assets.panda.org/custom/ WWF - Our Case studies about the impact of global warming
flash/our_climate_is_changing/ Climate is Changing in different parts of the world are included.

http://www.weatherbase.com Weatherbase This website contains weather data of the world,

such as temperature and precipitation, for learning
and teaching.

http://www.cma.gov.cn/index. China Meteorological Information about weather and climate of China

html Administration and other parts of the world can be found.

http://climatechangeissue.com/ Climate Change Issue Many updated issues about climate change from
different journals are collected in this site.

http://www.unep.org/ UNEP Climate This site is created by United Nations

climatechange/ Change Home Environmental Programs. It contains publications
and news about climate change.

Population Problems—Just about numbers?

Address Name of Homepage Details

http://www.cpirc.org.cn/ 中國人口資訊網 This is the official website providing information
about population in provinces of China. Census
and statistics are also provided.

155
 Address Name of Homepage Details
http://www.nationalgeographic. National Geographic - A case studied by National Geographic about
com/eye/overpopulation/ Eye in the Sky - overpopulation. Phenomenon and effects are
overpopulationintro.html Overpopulation discussed.

http://www.nature.com/ The population problem: An article about the relationship between

climate/2008/ 0806/full/ article: Nature Report population and the environment.
climate.2008.44.html Climate Change

http://www.overpopulation. Overpopulation.com The latest news about over-population is contained

com/ in this site.

Taming the Sand—A long-lasting combat against desertification and sandstorms

Address Name of Homepage Details

http://www.fao.org/ Food and Agriculture The documents in this site may be a bit too
desertification/ Organization, United technical, but the map and photo galleries are
default.asp?lang=en Nations - Desertification great teaching resources to teachers.

http://oceanworld.tamu.edu/ Desertification in This web page provides a good summary of

resources/ oceanography-book/ Sahel desertification in Sahel. The site also provides
desertificationinsahel.html other useful geography resources on a number of
topics, e.g. climate, plate tectonics, oceans.

http://www.duststorm.com.cn/ 中國沙塵暴網 - 中國 Sandstorm reports and forecast are provided in

氣象局 this official website.

http://www.atmos.pccu.edu.tw/ 沙塵暴資料庫 A database about sandstorm in Taiwan.

duststorm/index1.htm Knowledge, articles and useful link are provided.

http://www.hkedcity.net/iworld/ 黃沙漫天沙塵暴 - It contains case study about sandstorm and how it

feature/ view.phtml?iworld_ 專題：地理教與學園地 affects the air quality in Hong Kong.
id=101&category= &feature_
id=1694

http://www.hkedcity.net/article/ 控制擴展中的荒漠 This site is an issue study about desertification. It

resources_kit_others/020620- contains the definition, cases studies and exercises
021/page02.phtml about desertification.

156
The Geography of Disease—Facing a spreading risk

Address Name of Homepage Details

http://www.geography.org.uk/ Geographical Association - A resourceful website contains useful information
projects/geographyofdisease/ Geography of Disease and lesson plans on the Geography of Disease.

http://gamapserver.who.int/ Global Atlas of It contains interactive maps, tables and charts of

GlobalAtlas/InteractiveMap/ Infectious Disease different infectious diseases.

http://www.sasi.group.shef. WorldMapper - the world This site collects world maps that are re-sized
ac.uk/ worldmapper/textindex/ you have never seen before according to the subject of interest, including
text_disease.html prevalence of disease.

http://news.bbc.co.uk/2/hi/in_ BBC Swine Flu It is the BBC website with the latest news,
depth/ world/2009/swine_flu/ articles, and FAQs about swine flu, including an
default.stm interactive map of the disease.

http://www.flu.org.cn/tcn/ 全國流感資訊網 This site provides plenty of information on the

spread of influenza in China and the world.

http://www. Making the Modern World This site includes some brief case studies of
makingthemodernworld. - Geography of health & diseases which are good learning and teaching
org.uk/learning_modules/ patterns of disease materials.
geography/ 05.TU.01/

http://www.spatioepi.com/ Mapping Public Health This site provides maps showing the distribution
[公共衛生地圖網] patterns of various infectious diseases in Hong Kong.

Oceans in Trouble

Address Name of Homepage Details

http://www.greenpeace.org/ Overfishing - This site collects the latest news about overfishing.
international/campaigns/ Greenpeace International
oceans/overfishing/

http://overfishing.org/ Overfishing - A global This site introduces overfishing and the impact
environmental problem, of it. It also contains articles, news and discussion.
threat and disaster

http://marinebio.org/Oceans/ Marine Conservation Issues about marine conservation such as marine

Conservation/ biodiversity, ocean pollution and sustainable
fisheries are contained in this site.

http://see-the-sea.org/topics/ Ocean Environment Information about ocean pollution and overfishing

environment/Env-container.htm are described in this site.

157
 A Student Reference List for “Reading to Learn”

Bishop, V. (1998). Hazards and Responses. London: Collins Educational.

Davis, D.E. (2003). GIS for Everyone (3rd Edition). California: ESRI.

Editorial Board of National Geographic (Monthly publication). National Geographic. U.S.: The
National Geographic Society.

Harris, E. S. (2009). Save the Earth Science Experiments. New York: Scholastic Inc.

Jim, C. Y., Li, S. M. and Fung, T. (2010). A new geography of Hong Kong (Vol.I and Vol.II). Hong
Kong: Friends of the Country Parks and Cosmos Books Ltd.

Raw, M. (2000). Manufacturing Industry: The Impact of Change (2nd Edition). London: Collins
Educational.

Jacques-Marie Bardintzeff 著 ， 呂 一 民 譯 ( 1 9 9 7 ) 《 火 山 與 地 震 》 ， 台 北 ： 三 民 書 局
股份有限公司。

大 宮 信 光 著 ， 蕭志強譯 (2004)《圖 解不可不知的天災地變》，台北：世茂出版 社 。

中國國家地理編輯部(月刊)《中國國家地理》，台北：故鄉出版股份有限公司。

田明中、武法東等 (2009)《地質公園考察指南—馬屎洲》，香港：郊野公園之
友會及天地圖書有限公司。

尼爾．莫里斯著，蘇達譯 (2000)《地震》，香港：三聯書店(香港)有限公司。

祁麟、陳燕明 (2009)《香港地質公園預覽》，香港：香港自然探索學會。

阿尼達．加奈利著，鄧景元譯 (2005)《天崩地裂—毀滅性地震》，台北：如何
出版社有限公司。

阿尼達．加奈利著，劉祥和譯 (2005)《狂風暴雨—颱風、颶風、龍捲風》，台
北：如何出版社有限公司。

158
武法東、張建平等 (2009)《地質公園考察指南—烏蛟騰至茘枝窩》，香港：郊
野公園之友會及天地圖書有限公司。

明報編輯部編 (2009)《石遊記—香港地質公園探索》，香港：明報出版社有限
公司。

林鬱工作室主編 (1996)《十萬個為甚麼？—地理I及地理II (新修訂版)》，台

北：少年兒童出版社。

珍妮絲．派特．范克勞馥著，王國銓譯 (1998)《不可思議的科學實驗室—地球
科學篇》，台北：世茂出版社。

張建平、武法東等(2009)《地質公園考察指南—東平洲》，香港：郊野公園之
友會及天地圖書有限公司。

梁榮亨 (2005)《東平洲探奇》，香港：友晟出版社。

焦華富主編 (2005)《中國地理常識》，香港：香港中國旅遊出版社。

詹志勇、李思明、馮通編 (2010)《新香港地理（上、下冊）》，香港：郊野公
園之友會及天地圖書有限公司。

廖桂賢 (2009)《好城市，怎樣都要住下來》，台北：野人文化股份有限公司。

漁農自然護理署 (2005)《圖說香港地理》，香港：郊野公園之友會及天地圖書
有限公司。

漁農自然護理署 (2005)《香港地貌2》，香港：郊野公園之友會及天地圖書有
限公司。

漁農自然護理署 (2005)《至愛東平洲》，香港：郊野公園之友會及天地圖書有
限公司。

漁農自然護理署、香港郊野學會及吳振遠 (2005)《賞石訪村—印洲塘深度之
旅》，香港：郊野公園之友會及天地圖書有限公司。

159
 漁農自然護理署、高添強及吳振遠 (2004)《八仙腳下》，香港：郊野公園之友
會及天地圖書有限公司。

歐文杉、蕭偉立 (2009)《地質公園考察指南—西貢》，香港：郊野公園之友會
及天地圖書有限公司。

潘．羅伯森著，張麗瓊譯 (2004)《地理一做就通 (上冊及下冊)》，台北：天

下遠見出版股份有限公司。

魏遠娥 (2004)《地理日記》。香港：郊野公園之友會及天地圖書有限公司。

魏遠娥及周永權 (漁農自然護理署) (2002)《東平洲全方位生態探索》，香

港：郊野公園之友會及天地圖書有限公司。

魏遠娥及周永權 (漁農自然護理署) (2003)《香港地標（第二版）》，香港：

郊野公園之友會及天地圖書有限公司。

160