Rationale and Design Principles
CDI July 2010
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understand our Earth from a spatial and an
ecological perspective
study of places and regions
study of patterns and processes
interactions between people and environments
global understanding through studying
interconnectedness and interdependence
study of contemporary issues of sustainability
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stimulates students’ interest in and a sense of
wonder about people, places and environments
make sense of our complex and dynamically
changing world
develop world knowledge and understanding:
a better understanding of different places in the
world
develop geographical and enquiry skills, and
basic competencies
be an informed and responsible citizen
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the only chance for some of our students to
receive basic geography training: a delicate balance
between students’ interest and discipline essence
cater for integrated and combined subject modes :
flexible and versatile  modular & issue-based
update existing curriculum
new developments in geographical education:
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geo-informatics techniques
matter, method and mission  contemporary world view
China elements
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For details refer to p.7 of English version / p.6
of Chinese version
to suit the needs of different students taking
different pathways after the completion of
junior secondary education
provide a flexible and diversified framework
allowing its adoption into the various types of
school-based PSHE curricula and catering for
student diversity
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Enable students to understand how geography
has meaning and relevance to their own lives
build on students’ curiosity and encourage
them to explore the whole world
provide ample opportunities for students to
develop a wide range of skills
promote our students to develop investigative
and critical approaches to learning, and
provide opportunities for their creativity to
flourish
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8 Core Modules include:
Using Urban Space Wisely  Can we maintain a
sustainable urban environment?
 Living with Natural Hazards  Are we better
equipped than the others?
 Tourists  Friends or foes?
 Changing Climate, Changing Environments
 Can we Feed Ourselves?
 Too Much and Too Little?
 Global Shift of Manufacturing Industry 
Opportunities and threats
 Scramble for Energy
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4 Elective Modules include:
Population Problems  Purely a matter of number?
 Taming the Sand
 Facing a Spreading Risk!
 Oceans in Trouble!
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Section A: From Hong Kong to the World —
Variations in space, people and places
4 core modules
 Space and Place
 enquiring the issue in local context (Hong Kong),
and then extending their investigation to national
(China), regional (Asia and the Pacific) and finally to
global scale
 understand how the interaction of physical and
human processes in different places creates varying
geographical patterns and phenomena
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Section B: From China to the World —
Enquiring regional problems arising from
human-environment interactions
2 core modules and 2 elective modules
 Region and Human-environment Interaction
 Enquiring an issue in national context, and then
extending the investigation to regional and global
scale
 emphasis on the impacts of people-environment
interactions and the diverse responses of people
towards these impacts
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Section C: Challenges for our world —
Managing global issues in a sustainable way
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2 core modules and 2 elective modules
Global interdependence and Sustainable
Development
Enquiring contemporary global issues
appreciate the increasing interconnectedness and
interdependence of our world, and how global
issues could be managed in a sustainable manner
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On the whole, all students have to study 10
modules within three years.
The 10 modules include 8 core modules
4 from Section A
 2 from Section B
 2 from Section C
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and 2 elective modules
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1 from Section B
1 from Section C
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Guiding Questions
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One possible way of studying the related issue
Allows alternative way of structuring the study of
the issue
Knowledge, Skills, Values and Attitudes
only need to ensure that after the completion of the
whole curriculum, all the essential learning elements
recommended in Section 2.4 are covered
 feel free to decide which concepts or skills should be
included in the teaching of individual modules
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Introductory Paragraphs
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The first paragraph of the introduction is about the
major foci of the module, highlighting the rationale
of choosing that particular theme and the key
learning elements that should be covered
The second paragraph is mainly on catering for
student diversity, in particular the difference in
learning ability. Suggestions on how to tailor the
curriculum content to cater for students of different
learning abilities are included, such as excluding the
teaching of some specific examples or introducing
additional learning activities
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Specific Examples
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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
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Essential Learning Elements
to ensure all students will acquire the basic
knowledge, concepts, skills, values and attitudes
 This is particularly crucial for schools which choose
not to offer geography as an independent subject
 The essential learning elements are based on
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 a review of a number of overseas geography curricula
 teachers’ opinions collected from the “Research on
Teachers’ Views of Essential Learning Outcomes in PSHE
at the End of Secondary 3
 the views of a group of professionals from tertiary
institutions, experienced teachers and curriculum
developers
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Variations in Content
 Teach only the 8 core modules
 Teach 10 modules as recommended (8 core + 2
elective)
 Teach all 12 modules
 Prime Concern: essential learning elements
covered
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Variations in Scope
 Section A: only the case of Hong Kong  HK +
China  HK + China + Asia  HK + China +
Asia + World
 Section B: only the case of China  China +
Asia  China + Asia + World
 Section C: 1 case  2 cases  3 cases
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Variations in Depth
 Cover the major foci mentioned in the 1st paragraph of
the Introduction
 Example from “Taming the spreading sand”
the causes and impact of desertification and sandstorms in
North China
 the measures to tame the spreading sand
 skill-training e.g. describing a distribution pattern on a map,
interpreting satellite images, conducting a geographical
enquiry in the field and using GIS for geographical analysis
 develop a sense of belonging to our nation, appreciate the
importance of sustainable development and be willing to take
appropriate actions for a better environment
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Variations in Depth
 Follow the recommendations in the 2nd paragraph
of the Introduction
 Example from “Taming the spreading sand”
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brief introduction of the global pattern of desertification,
major regions affected by sandstorms and the measures
taken by them to alleviate the problems
in-depth case studies of how the spreading of desert
dust and sand affects the inhabitants of Australia and
the Sahara
study the similarities and differences on how less
developed countries and more developed countries
manage their sand problems
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General Guidelines
 Basic for ALL
Location, distribution, pattern / trend, causes,
characteristics, problems / impact, solutions
 Study the basic example
 A brief overview of what is happening in other parts
of the world
 Identify, describe and explain
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General Guidelines
 For more able
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Spatial / temporal variations in causes and
characteristics, similarities and differences in MDCs
and LDCs, Spatial association and variation
Study more specific examples / in-depth case study
Compare and contrast, analyse and apply
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For schools offering geography as an
independent subject in S1-3:
Regional networking
 Normal teacher training and resource support
 e-Learning depository
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For schools offering integrated subjects in S1-3:
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Workshops on curriculum auditing and planning
Exemplars of typical cases
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Do you think a more frequent, but minor in scale,
revision of the S1-3 Geography curriculum an
more acceptable / a better way in suiting the
needs of our students?
e.g. revising part or the whole of one or two
modules every three years, instead of a major
revision every decade.
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