Course Outline Geography 2013-14

7/29/2019 Course Outline Geography 2013-14

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Chinese International School

Course Outline 2013-2014Department: Geography

Year 08Year 09Year 10Year 11Year 12Year 13


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Human

itiesDep

artment

Year 8 Geography: Mapping, Sea Transport, and

Sustainable Energy

Course Outline

Aims of GeographyThe aims of the teaching and study of humanities are to encourage and enable the student

to develop:

an enquiring mind

the skills necessary for the effective study of humanities

a sense of time and place

a respect and understanding of others perspectives, values, attitudes

awareness and understanding of people, cultures and events in a variety of places at

different times

an understanding of the interactions and interdependence of individuals, societies, and theirenvironments

an understanding of the causes and consequences of change through physical and human

actions and processes

an understanding of contemporary humanities issues

a sense of internationalism and a desire to be proactive as a responsible global citizen

an awareness of the connections with other subjects

a lifelong interest in and enjoyment of humanities.

Course Description

In this course students will learn how to read topographic maps, learn about field inquiry

and how to write a report and appreciate the importance of ocean transport and ports and,

if there is time, understand how we use energy and what sustainable energy is. Students

will have the opportunity to learn and understand about the place in which they live from a

variety of themes.

Students will have the opportunity to develop their use of learning technologies as part of

their studies.

There is no textbook. The students will be provided with all of the information they needthrough handouts and their own research.


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Course Units

Topic 1: Map Skills

What are maps? Why study them? Creating a map using GIS

The development of maps

Reading topographic maps using scale, direction, grid references and contour lines

Topic 2: Ocean Transport and Ports

Classifying Economic Activity

What is transport?

Changes that have occurred in ocean transport and ports over time.

The importance of a port to Hong Kong

The impact of ports on the environment Navigation using latitude and longitude

Report writing using field data

Topic 3 (time permitting): Sustainable energy

! What is energy?

! The concept of sustainability.

! Our utilization of natural energy resources

! Can we use energy resources sustainably?

AssessmentAssessment is based on the following four criteria:

A Knowledge and Understanding

Students should be able to:

use humanities terminology in context demonstrate knowledge and understanding of subject-specific content and concepts

through developed descriptions, explanations and examples.

B Investigating


formulate a clear and focused research question

formulate and follow an action plan to investigate a research question use methods accurately to collect and record information consistent with the research

question

effectively address the research question.


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C Thinking critically


analyse concepts, events, issues, models and arguments analyse and evaluate a range of sources in terms of origin and purpose,

recognizing values and limitations interpret different perspectives and their implications synthesize information in order to make valid, well-supported arguments.

D Communicating


communicate information and ideas using an appropriate style for the audience and

purpose structure information and ideas in a way that is appropriate to the specified format

document sources of information using a recognized convention.

The following components of work may be assessed both formatively and summatively

MYP Humanities Assessment Criteria

Title of

AssessedWork

A B C D

Treasure Map ! !

GIS Island Map ! !

Mapping Skills

Test

!

Research shipping and the

environment

! !

Report writing ! !

Ocean transport

Test! !

Contacts for year 8 geography teachers 2013-2014:

Ms Varro [email protected] Mr Osborne [email protected]


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1

Human

itiesD

ep

artment

Year 9 Geography

China & Hong KongA Regional Study

Course Outline

Aims of Geography

The aims of MYP geography are to enable students to:

observe, classify, analyze, explain and relate, in order to allow them to understand the role of space, and togive them the opportunity to use space effectively

analyze, according to a variety of subjective viewpoints, the ways in which societies live in, locate, organize,compete for, and perceive space

acquire a critical and sympathetic awareness of interaction between humans and the environment, and to

appreciate the role of subjectivity in the perception of space

organize their spatial knowledge at local, regional, national and global levels, in a world where informationcomes from an increasing variety of sources

develop a sense of place and an understanding of geographical scale; to appreciate inequalities anddifferences in levels of development

develop an awareness of the links between geography and history.

Course Descript ion

In this course students will examine some of the physical and cultural characteristics of the region in which theyfind themselves, Hong Kong and China. Using the focused regional approach students will have the opportunity tolearn and understand about the place in which they live using a variety of themes. Focusing on our home regionstudents will have a sense of place and how it fits into the world.

A geographical study of China and Hong Kong will provide methods of organizing large amounts of physical andcultural information into understandable frameworks. To be successful, a course based on our home region willrequire students to develop accurate, current images of other people, places, events, and ways of life. In additionto this program students are introduced to course work where they will have the opportunity to carry outindependent data collection, manipulate and analyze this data, and present it as a field report.


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2

Course Units

Unit Focus

Unit 1: Concept of the Region

Defining geographyDefining the regionFocus personal region

Unit 2: Hong Kong Region

Historical overviewPopulation growth, distribution and declineUrban planningElements of good urban designUrban design and access to our shorelinesTung Ping Chau fieldtrip (15-16 Nov 2012)

Unit 3: China: Poli tical, Physical and Climate, Population

National and provincial boundaries

Rivers & Cities of importanceLocation of Topographical features and climatic regionsRelationship between Topography and ClimateFocus relationship between physical attributes andhuman activityPopulation distribution and density


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Year 9 Geography Unit Sequencing. Learning outcomes and assignments

Year Topic/UnitLearning Outcomes

Students will

OtherC.W., trips, major

assessment

9 - 1 Concept of theRegion

Understand the concept of a region Be able to identify the characteristics of a region Be able to identify different types of regions Be able to identify China as a political region Be able to compare regions

What are thecharacteristics of myhomeland region?(reflective exercise)

9 2 Hong KongRegion

Review the location of Hong Kong world, Asia, China Identify the key regions of Hong Kong and their historical significance Appreciate changing physical and human landscapes of Hong Kong Understand and appreciate Hong Kongs changing population 1800 present Be introduced to Urban Planning concepts Be introduced to concept of cultural heritage Undertake a local study of de-population and cultural heritage on Tung Ping Chau, incorporating

fieldwork and digital map making techniques

Assessment of Changein Hong Kong (essay)

Fieldwork (15 & 16March): Tung PingChau & associatedassessments: (i) FieldReport (ii) Brochure

CHINA REGION

9 - 3 China political,physical &climate,Population

Name and locate Chinas provinces and major capitals Be introduced the concept and characteristics of topographic regions and location in China Be introduced to the major rivers of China Understand the relationship between physical attributes (rivers/climate) and human condition Understand the population distribution of China Identify and explain the physical and human factors that determine this distribution

Knowledge-based Test


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Assessment

MYP assessment criteria will be used to evaluate all major pieces of student work throughout the year, thusallowing students to demonstrate their growth in terms of skills, attitudinal and knowledge development.

Humanities Assessment Criteria

Cr i te r ion A: Know ing and Unders tand ing Maximum 8Knowledge is fundamental to studying humanities, and forms the base from which to explore concepts andKnowledge and understanding is fundamental to studying humanities and forms the base from which toexplore concepts and develop skills. Knowledge is both factual and conceptual and provides the foundationfor thinking critically.

Achievement

levelLevel descriptor

0 The student does not reach a standard described by any of the descriptors below.

12

The student:

makes a limited attemptto use somerelevant terminology

demonstratesbasicknowledge and understanding of content and

concepts through somedescriptions and/or examples.

34

The student:

uses some humanities terminology appropriately

demonstrates knowledge and understanding of content and concepts

through simpledescriptions, explanations and examples.

56

The student:

uses relevanthumanities terminology accurately

demonstrates goodknowledge and understanding of content and

concepts through descriptions, explanations and examples.

78

The student:

uses a rangeof terminology accuratelyand appropriately

demonstrates detailedknowledge and understanding of content and

concepts through descriptions, explanations and examples.


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Criterion B: Investigating Maximum 8

The development of investigative skills in humanities is an integral part of the inquiry cycle. It enables students to planand carry out research and/or fieldwork as individuals or in a group. Students should be able to dem onstrateinvestigative skills throughout the humanities course to an increasing level of sophistication. The focus is placed onacquiring systematic research skills and processes associated with the craft of each humanities discipline. A s part of

or during this process, students might reappraise methods and/or research question(s) and make recommendations forimproving the process and act on these where appropriate. This will be part of the formative assessment process and isnot explicitly referred to in the objective strands below. A ctivities that allow students to develop investigative skillsinclude, but are not limited to: research essays, fieldwork investigations, web quests, problem-solving tasks, role plays

and group investigations.

Achievement

levelLevel descriptor

0The student does not reach a standard described by any of the descriptors

below.

12

The student:

formulates a very generalresearch question

makes a limited attempt to follow an action plan to investigate a

research question

collects and records limited information not always consistent with the

research question

makes an limited attemptto address the research question.

34

The student:

formulates an adequateresearch question

partiallyfollows an action plan to investigate a research question

uses amethod or methods to collect and record someinformation

consistent with the research question

partiallyaddresses the research question.

56

The student:

formulates a clearresearch question

satisfactorilyfollows an actionplan to investigate a research question

uses methods to collect and record appropriateinformation consistentwith the research question

satisfactorilyaddresses the research question.

78

The student:

formulates a clearand focusedresearch question

follows an action plan effectively to investigate a research question

uses methods accuratelyto collect and record appropriateand varied

information consistentwith the research question

effectivelyaddresses the research question.


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Cr i te r ion C: Th ink ing Cr i t ica l ly _____ _____ Ma x im um 8The development of skills in humanities is critical in enabling the student to undertake research anddemonstrate their understanding of knowledge and concepts. Developments in their technical, analytical,decision-making and investigative skills will be invaluable in transference to other subject groups in theMYP, and in their skills for lifelong learning.

Assessment tasks may give students the opportunity to demonstrate one or more of the skills described inthe objectives. Tasks for assessment may include fieldwork, data analysis, map analysis, evaluation ofsources and/or evidence, a research paper or similar piece of extended writing, case studies, and oralpresentations/interviews.

Note: Certain elements within each descriptor apply to specific skills. Teachers should use only the relevantelements of the descriptors when assessing different skills.

Level of

Achievement

Descriptor

0 The student does not reach a standard described by any of the descriptors givenbelow.

1-2The student can select and usesome relevantinformation. The student displaysminimal analytical skills. The students arguments, decisions or judgments arenot always relevant, or may be absent. The student attemptsto carry outinvestigations, demonstrating few skills.

3-4The student selects and uses mostly relevant information. The students worklacks the required depth in analysis. The student makes some relevantarguments, decisions or judgments though these are unsupported. The studentdemonstrates basic investigative skills.

5-6The student selects and uses relevantinformation. Work shows satisfactoryevidence of analysis. Arguments, decisions and judgments are supported andbalanced but superficial. The student demonstrates adequate investigativeskills.

7-8The student selects and uses a range of relevantinformation. Work shows a goodlevel of critical analysis. Arguments, decisions and judgments are wellsupported and balanced. The student demonstrates effective investigative skills.

9-10The student selects and uses a wide range of relevantinformation. Work shows ahigh level of critical analysis. Arguments, decisions and judgments are fullysupported and well balanced. The student demonstrates sophisticatedinvestigative skills.


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Criterion D: Communicating Maximum 8

Students should be able to demonstrate the ability to use a variety of media to organize and communicatetheir factual and conceptual learning. These formats include, but are not limited to: written reports, oralpresentations, cartoons, storyboards, maps, diagrams, flow charts, PowerPoint presentations, podcasts,animations and videos. Students should be able to demonstrate communication throughout thehumanities course to an increasing level of sophistication.

Level ofAchievement

Criteria D: Descriptor

0 The student does not reach a standard described by any of the descriptorsbelow.

1-2The student communicates information that may not always be relevant.He/she attempts to structure the work however, it may be unclearand/orinappropriateto the format required. Presentation and expression is unclearand imprecise. There may be some evidenceof documentation.

3-4

The student communicates information that is mostly relevant.He/sheattempts to structure and sequencethe work but is not always successful.Presentation and expression is occasionally unclear. Sources of informationare documented, though there may be omissionsor consistent errorsinadhering to conventions.

5-6

The student communicates information that isrelevant. He/she uses a structureappropriate to the taskand sequences the content logically. Presentationand expression is clear;attention is paidto audience and purpose in terms ofappropriate language, style and visual representation. Sources of information aredocumented, with occasional errors in adhering to conventions.

7-8

The student communicates informationthat isalways relevant.He/sheorganizes information into a well-developed and logical sequence,appropriate to the format required. Presentation and expression is clear,

concise and effective, and the language, style and visual representation usedis always appropriateto the audience and purpose. All sources of informationare documented according to a recognized convention.


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The following components of the students work will be assessed in the 2012 2013 school year:

Assessed Criter ia =

Title of Assessed Work

Criterion A

Knowledge andUnderstanding

Criterion B

Investigating

Criterion C

ThinkingCritically

Criterion D

Communicating

Regions

New Towns Analysis of Change

Tung Ping Chau: Fieldwork

Tung Ping Chau: Heritage Brochure

Test China (Physical & Human Geo)

Note: When each assessmen t i s r e turned parents w i l l be asked to s ign the f ront cover toi nd i ca te tha t they have seen the w ork and i t s as sessment .

Textbook: China, Trevor Higginbottom, Tony White. Heinemann Publisher

Contacting your teacher(s):

Mr. Topp: [email protected]. Osborne:[email protected]
mailto:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]


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Year 10 MYP Geography Course Outline

1

Year 10 GEOGRAPHY

AIMS

Geography involves the study of the development and spatial

arrangement of various environments. In a world that isconstantly changing this discipline helps the student to graspthe dynamic quality of spatial realities and to understand thechanges which have taken place in different environments. Itenables the student to study the environment as well asrecognizing that, whilst natural forces shape the Earth, humansare important agents of change in their environment and theaction taken by one society may affect the entire world.

This course is designed to lead students from an understanding of their immediate naturaland social environment to an appreciation of spatial phenomena on local, regional,

national and global scales. An important dimension of the geography program should bethe fostering of an awareness of the challenges to humankind, as well as of our individualand collective responsibilities. This is done through the use and application of a body ofmajor geographical concepts.

The broad aims of the teaching and study of geography are to encourage and enable thestudent to develop:

an inquiring mind




awareness and understanding of people, cultures and events in a variety of places atdifferent times

an understanding of the interactions and interdependence of individuals, societies, andtheir environments

an understanding of the causes and consequences of change through physical andhuman actions and processes






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Year 10 Course Outl ine

The Year 10 Geography Program strives to balance both the human and physical aspectsfound within the discipline of Geography, with five key conceptsbringing all of the unitstogether:

Time;Place and Space;Change;Systems;Global Awareness.

The general aims of the course is to have students develop:

a sense of Hong Kongs place and its location on a local, regional and global scale;

an awareness and comprehension of both the physical and human environmentsfound throughout the world;

an understanding of some of the processes which have created these environments;

an understanding of how man and the natural environment interact in creating uniqueinterrelationships;

an understanding of how the different communities and cultures of the world interactand the way in which they utilize the worlds resources in different ways

field investigative skills which will enable students to integrate general conceptsacquired in the classroom with specific knowledge acquired in the field

competence in subject specific skills, including those utilizing Information andCommunication Technologies and Geographical Information Systems (GIS)

Year 10 Geography Modules 1,22013-14

Module Topic/UnitFormal assessments, and field based

activitiesAssessed cr iteria

within unitTime Period

2013-14

1Geographical

Information Systems(GIS)

GIS & Fieldwork

Neighbourhood GIS Project* A,B,C,D 9 weeks

Urban Environments

Enhanced Mapping skills

Gentrification study of TaiHang

A,B,C,D 9 weeks

2Tourism and our

environment

Analysis of class travelpatterns

Walkability fieldwork with afocus on our shorelines inSheung Wan & WesternDistricts

A,B,C,D 9 weeks

Hazards and MansResponse

Power Point Presentations ofHazards*

Survey of tourist perceptionsregarding hazards

A,B,C,D 9 weeks


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3

Textbook

This course will use an In-house produced booklet, based on a wide range of sources.Notes, readings, and other components for the booklet will be distributed to the studentsas the course progresses. The textbook components are to be filed in the course

specific two ring binders being distributed to each of the students. All textbookcomponents will be available on line for those students who wish to have additional copiesor in the event of a binder being lost, students will be able to replace it at theirconvenience. Each student will be required to pay $150.00for the cost of colour copyingand the two ring binders, to be collected at the beginning of the course.

Teachers

The following teachers will be teaching the course, and can be contacted at any time toseek help or clarification on any aspect of the course:

Mr. Brian:[email protected]

On-Line Resources

To facilitate independent learning, the entire Year 10/11 Geography program will beposted onto the Humanities department web site, and students are encouraged to use theresources found there.

Year 10 Geography:https://sites.google.com/a/cis.edu.hk/cis-geography-10-1/

Enjoy the program!
mailto:[email protected]:[email protected]:[email protected]://sites.google.com/a/cis.edu.hk/cis-geography-10-1/https://sites.google.com/a/cis.edu.hk/cis-geography-10-1/https://sites.google.com/a/cis.edu.hk/cis-geography-10-1/https://sites.google.com/a/cis.edu.hk/cis-geography-10-1/mailto:[email protected]


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4

Geography: Subject Specific Skills Chart (ATL)1

These skills are essential to the study ofgeography and reflect the subject's

distinctive methodology and approach.Teaching the skills enriches thestudents' understanding of geography,and enables them to apply thetechniques of geography and to useappropriate terminology. It is essentialthat the skills are covered throughout thewhole syllabus, are introduced whereappropriate depending on the context ofthe different themes and are not treatedin isolation.

LOCATE AND DIFFERENTIATE ELEMENTS OF THE EARTH'S SURFACE

direction

latitude and longitude

grid and area references

scale

maps

aerial, oblique and ground-level photography

satellite imageryREAD, INTERPRET, ANALYSE AND PRODUCE MAPS

isoline and isopleth maps

dot maps

sketch maps

proportional symbols

topological maps

flow diagrams/charts

INTERPRET TOPOGRAPHIC MAPS WHERE APPROPRIATE TO THE OPTIONAL THEMES

READ, INTERPRET, ANALYSE AND CONTSTRUCT GRAPHS

scatter graphs

line graphs

triangular graphs

histograms

pie charts

population pyramids

compound graphs

logarithmic graphs

Lorenz curves

1IB Diploma Programme guide: Geography, 2008


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5

UNDERTAKE STATISTICAL CALCULATIONS TO SHOW PATTERNS AND CHANGES

totals

averages, means, medians, modes

frequencies

ranges of data (differences between maximum and minimum) densities

percentages

ratios

dependency ratios

MANIPULATE AND INTERPRET DATA USING QUANTITATIVE TECHNIQUES

measures of correlation (including Spearman rank)

measures of concentration and dispersion (including nearest neighbour and locationquotients)

measures of spatial interactions

UNDERTAKE GEOGRAPHICAL INVESTIGATION

research and select relevant geographical information

classify data

analyze data describe patterns, trends and links

make generalizations

make inferences and predictions make and justify decisions

draw conclusions

PRODUCE WRITTEN MATERIAL (INCLUDING ESSAYS, REPORTS AND INVESTIGATIONS)

synthesize information

develop clear and logical arguments

present material in a clear and well-structured way


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6


Criterion A: Knowledge and Understanding Maximum 8


use humanities terminology in context

demonstrate knowledge and understanding of subject-specific content and concepts throughdeveloped descriptions, explanations and examples.

Achievementlevel

Level descriptor


12 The student:

makes a limited attemptto use somerelevant terminology demonstrates basicknowledge and understanding of content and concepts with

simpledescriptions and/or examples.

34 The student:

uses terminology that is accurate and/orappropriate demonstrates knowledge and understanding of content and concepts through

adequatedescriptions, explanations or examples.

56 The student:

uses a rangeof terminology accuratelyand appropriately demonstrates goodknowledge and understanding of content and concepts

through accuratedescriptions, explanations and examples.

78 The student:

uses a wide rangeof terminology accuratelyand appropriately demonstrates detailedknowledge and understanding of content and concepts

through developed and accuratedescriptions, explanations and examples.


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formulate and follow an action plan to investigate a research question use methods accurately to collect and record information consistent with the research question


Achievementlevel

Level descriptor


12 The student:


formulates and follows a limitedaction plan to investigate a research question collects and records limitedinformation not always consistent with the research

question

makes a limited attemptto address the research question.

34 The student:

formulates an adequateresearch question formulates and follows a partialaction plan to investigate a research question uses a method or methods to collect and record someinformation consistent

with the research question


56 The student:

formulates a clearresearch question formulates and follows a satisfactoryaction plan to investigate a research

question

uses methods to collect and record appropriateinformation consistent with theresearch question

satisfactorily addresses the research question.

78 The student:

formulates a clearand focusedresearch question formulates and follows a detailedaction plan to investigate a research question uses methods accurately to collect and record appropriateand varied

information consistent with the research question



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8

Criterion C: Thinking Critically Maximum 8


analyse concepts, events, issues, models and arguments

analyse and evaluate a range of sources in terms of origin and purpose, recognizing values andlimitations

interpret different perspectives and their implications

synthesize information in order to make valid, well-supported arguments.

Achievementlevel

Level descriptor


12 The student:

makes a limited attemptto analyse concepts, events, issues, models orarguments

describes somesources in terms of origin and purpose and recognizes somevalues and limitations

identifiesdifferent perspectives makes connections between information in a limited attemptto make

arguments.

34 The student:

completes a simpleanalysis of concepts, events, issues, models or arguments completes a simple analysisand/or evaluation of some sources in terms of

origin and purpose, recognizing values and limitations

identifiesdifferent perspectives and their implications makes connections between information to make simplearguments.

56 The student:

completes a satisfactoryanalysis of concepts, events, issues, models orarguments

satisfactorily analysesand/or evaluates a rangeof sources in terms of originand purpose, recognizing values and limitations

interpretsdifferent perspectives and their implications synthesizes information to make validarguments.

78 The student:

completes a detailedanalysis of concepts, events, issues, models or arguments effectively analysesand evaluates a rangeof sources in terms of origin and

purpose, recognizing values and limitations

thoroughly interprets a range ofdifferent perspectives and their implications synthesizes information to make valid, well-supportedarguments.


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9



communicate information and ideas using an appropriate style for the audience and purpose

structure information and ideas in a way that is appropriate to the specified format


Achievementlevel

Level descriptor


12 The student:

communicates information and ideas by attempting in a limited wayto use astyle that is appropriate to the audience and purpose

makes a limited attemptto structure information and ideas in a way that isappropriate to the specified format

makes a limited attemptto document sources of information.

34 The student:

communicates information and ideas by using a style that is sometimesappropriate to the audience and purpose

structures information and ideas in a way that is sometimesappropriate to thespecified format

sometimesdocuments sources of information using a recognized convention.

56 The student:

communicates information and ideas by using a style that is oftenappropriate tothe audience and purpose

structures information and ideas in a way that is oftenappropriate to thespecified format

oftendocuments sources of information using a recognized convention.

78 The student:

communicates information and ideas effectivelyby using a style that isconsistently appropriate to the audience and purpose

structures information and ideas in a way that is consistentlyappropriate to thespecified format

consistently documents sources of information using a recognized convention.


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10

Use of Humanities Computer Laboratoryand Field Equipment

Computers and field equipment, which have been purchased by the HumanitiesDepartment, are for the use of CIS students and teaching staff. The purchase of theseitems has come from the Humanities budget, thus students and teaching staff from thisdepartment have first priority in using the equipment, all other students and staff memberssecond. The following conditions apply to all of the departments equipment:

Computer Labs 1201

1. Permission to use the Humanities computer lab must be given by a Humanitiesteacher.

2. Students are not allowed to alter nor copy software that has been purchasedand licensed to the school.

3. Installation of software is prohibited.

4. Alteration of the computers settings is prohibited.

5. When printing work, students should ensure that they have edited out unwantedmaterials thus reducing waste.

6. Draft colour copies of work should be printed on the B/W laser printer, final

colour copies can be printed on the colour Epson printer.

7. After completing your work, shut down the computer.

8. No food or drink allowed in the room.

9. Clear all unwanted materials before your departure from the room.

Field Equipment

1. Students can only borrow equipment if they have had instruction on its use.Equipment may be borrowed through your humanities teacher.

2. Equipment is to be used only for intended function.

3. Loss or broken equipment will be the responsibility of the student. Full recoverycosts will be charged.

Failure to abide by the above rules/regulations can lead to a student being barred from

using the computer lab or field equipment.


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1

Year 11 GEOGRAPHY

AIMS

Geography involves the study of the development and spatialarrangement of various environments. In a world that isconstantly changing this discipline helps the student to graspthe dynamic quality of spatial realities and to understand thechanges, which have taken, place in different environments. Itenables the student to study the environment as well asrecognizing that, whilst natural forces shape the Earth, humansare important agents of change in their environment and theaction taken by one society may affect the entire world.

This course is designed to lead students from an understanding of their immediate natural

and social environment to an appreciation of spatial phenomena on local, regional,national and global scales. An important dimension of the geography program should bethe fostering of an awareness of the challenges to humankind, as well as of our individualand collective responsibilities. This is done through the use and application of a body ofmajor geographical concepts.

The broad aims of the teaching and study of geography are to encourage and enable thestudent to develop:

an inquiring mind




awareness and understanding of people, cultures and events in a variety of places atdifferent times

an understanding of the interactions and interdependence of individuals, societies, and

their environments

an understanding of the causes and consequences of change through physical andhuman actions and processes






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2

Year 11 Course Outl ine

The Geography Program in Year 11 strives to balance both the human and physicalaspects found within the discipline of Geography, with five key concepts bringing all ofthe units together:

Time;Place and Space;Change;Systems and Global Interactions.

The general aims of the course is to have students develop:

a sense of Hong Kongs place and its location on a local, regional and global scale;

an awareness and comprehension of both the physical and human environmentsfound throughout the world;

an understanding of some of the processes which have created theseenvironments;

an understanding of how man and the natural environment interact in creatingunique interrelationships;

an understanding of how the different communities and cultures of the worldinteract and the way in which they utilize the worlds resources in different ways

field investigative skills which will enable students to integrate general conceptsacquired in the classroom with specific knowledge acquired in the field

competence in subject specific skills, including those utilizing Information andCommunication Technologies and Geographical Information Systems (GIS)

Unit Topics2013-14

Year/Unit Topic/UnitOther

C.W., trips, major assessmentAssessed cr itera

Time Period2013-14

11-1 Urban Environments Enhanced Mapping skills

Gentrification study - CW*

Urban issue essay

A,B,C,DAugust -December

11-2 Global Perspectives

Focus on a global issue from

the perspective of economic,environmental, socio-cultural, and politicaldimensions

B,D Dec - Jan

113 Tourism

Walkability fieldwork, withcoast focus - multi-mediaproject

A,C February - April

11- 4Drainage Basins:

Rivers

CW Rivers: PhysicalEnvironment Investigation*

Valuing our river basinsB,C May - June


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3

Textbook

This course will use an In-house produced booklet, based on a wide range of sources.Notes, readings, and other components for the booklet will be distributed to the studentsas the course progresses. The textbook components are to be filed in the course

specific two ring binders being distributed to each of the students. All textbookcomponents will be available on line for those students who wish to have additional copiesor in the event of a binder being lost, students will be able to replace it at theirconvenience. Each student will be required to pay $150.00for the cost of colour copyingand the two ring binders, to be collected at the beginning of the course.

Teachers

The following teachers will be teaching the course, and can be contacted at any time toseek help or clarification on any aspect of the course:Mr. David Brian:[email protected]

Mr. Nick Osborne :[email protected]

On-Line Resources

To facilitate independent learning, the entire Year 10/11 Geography program will beposted onto the Humanities department web site, and students are encouraged to use theresources found there.

Year 11 Geography Web Portal:https://sites.google.com/a/cis.edu.hk/cis-geography-11/

Assessment Matrix

At the time of printing, the following components of the students work will be formally assessed over theremaining one year program from 2013 2014.

Assessment Cri ter ia

AssessmentsCriterion A

Knowledge andUnderstanding

Criterion BInvestigating

Criterion CThinkingcritically

Criterion DCommunicating

Carriedover toYear 11

Shang Chuan Dao RuralInvestigation Field Work

Year11

Gentrification Investigation Field Work

River Test

Walkability Study

Urban issues essay

Global perspective
mailto:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]://sites.google.com/a/cis.edu.hk/cis-geography-11/https://sites.google.com/a/cis.edu.hk/cis-geography-11/https://sites.google.com/a/cis.edu.hk/cis-geography-11/https://sites.google.com/a/cis.edu.hk/cis-geography-11/mailto:[email protected]:[email protected]


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Geography: Subject Specific Skills Chart (ATL)1

These skills are essential to thestudy of geography and reflect thesubject's distinctive methodology

and approach. Teaching the skillsenriches the students'understanding of geography, andenables them to apply thetechniques of geography and touse appropriate terminology. It isessential that the skills are coveredthroughout the whole syllabus, areintroduced where appropriatedepending on the context of thedifferent themes and are not

treated in isolation.

LOCATE AND DIFFERENTIATE ELEMENTS OF THE EARTH'S SURFACE

direction

latitude and longitude

grid and area references

scale

maps

aerial, oblique and ground-level photography

satellite imagery

READ, INTERPRET, ANALYSE AND PRODUCE MAPS

isoline and isopleth maps

dot maps

sketch maps

proportional symbols

topological maps flow diagrams/charts

INTERPRET TOPOGRAPHIC MAPS WHERE APPROPRIATE TO THE OPTIONAL THEMES

READ, INTERPRET, ANALYSE AND CONTSTRUCT GRAPHS

scatter graphs

line graphs

triangular graphs

histograms

pie charts

population pyramids

1IB Diploma Programme guide: Geography, 2008


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compound graphs

logarithmic graphs

Lorenz curves

UNDERTAKE STATISTICAL CALCULATIONS TO SHOW PATTERNS AND CHANGES

totals

averages, means, medians, modes frequencies

ranges of data (differences between maximum and minimum)

densities

percentages

ratios

dependency ratios

MANIPULATE AND INTERPRET DATA USING QUANTITATIVE TECHNIQUES

measures of correlation (including Spearman rank)

measures of concentration and dispersion (including nearest neighbour and locationquotients)

measures of spatial interactions

UNDERTAKE GEOGRAPHICAL INVESTIGATION

research and select relevant geographical information

classify data

analyze data

describe patterns, trends and links

make generalizations make inferences and predictions make and justify decisions

draw conclusions

PRODUCE WRITTEN MATERIAL (INCLUDING ESSAYS, REPORTS AND INVESTIGATIONS)

synthesize information

develop clear and logical arguments

present material in a clear and well-structured way


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Appendix


Essay Writing Guidelines

Geography Lab Use Guidelines


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Criterion A: Knowledge and Understanding Maximum 8


use humanities terminology in context

demonstrate knowledge and understanding of subject-specific content and concepts throughdeveloped descriptions, explanations and examples.

Achievementlevel

Level descriptor


12 The student:

makes a limited attemptto use somerelevant terminology demonstrates basicknowledge and understanding of content and concepts with

simpledescriptions and/or examples.

34 The student:

uses terminology that is accurate and/orappropriate demonstrates knowledge and understanding of content and concepts through

adequatedescriptions, explanations or examples.

56 The student:

uses a rangeof terminology accuratelyand appropriately demonstrates goodknowledge and understanding of content and concepts

through accuratedescriptions, explanations and examples.

78 The student:

uses a wide rangeof terminology accuratelyand appropriately demonstrates detailedknowledge and understanding of content and concepts

through developed and accuratedescriptions, explanations and examples.


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formulate and follow an action plan to investigate a research question use methods accurately to collect and record information consistent with the research question


Achievementlevel

Level descriptor


12 The student:


formulates and follows a limitedaction plan to investigate a research question collects and records limitedinformation not always consistent with the research

question

makes a limited attemptto address the research question.

34 The student:

formulates an adequateresearch question formulates and follows a partialaction plan to investigate a research question uses a method or methods to collect and record someinformation consistent

with the research question


56 The student:

formulates a clearresearch question formulates and follows a satisfactoryaction plan to investigate a research

question

uses methods to collect and record appropriateinformation consistent with theresearch question

satisfactorily addresses the research question.

78 The student:

formulates a clearand focusedresearch question formulates and follows a detailedaction plan to investigate a research question uses methods accurately to collect and record appropriateand varied

information consistent with the research question



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Criterion C: Thinking Critically Maximum 8


analyse concepts, events, issues, models and arguments

analyse and evaluate a range of sources in terms of origin and purpose, recognizing values andlimitations

interpret different perspectives and their implications

synthesize information in order to make valid, well-supported arguments.

Achievementlevel

Level descriptor


12 The student:

makes a limited attemptto analyse concepts, events, issues, models orarguments

describes somesources in terms of origin and purpose and recognizes somevalues and limitations

identifiesdifferent perspectives makes connections between information in a limited attemptto make

arguments.

34 The student:

completes a simpleanalysis of concepts, events, issues, models or arguments completes a simple analysisand/or evaluation of some sources in terms of

origin and purpose, recognizing values and limitations

identifiesdifferent perspectives and their implications makes connections between information to make simplearguments.

56 The student:

completes a satisfactoryanalysis of concepts, events, issues, models orarguments

satisfactorily analysesand/or evaluates a rangeof sources in terms of originand purpose, recognizing values and limitations

interpretsdifferent perspectives and their implications synthesizes information to make validarguments.

78 The student:

completes a detailedanalysis of concepts, events, issues, models or arguments effectively analysesand evaluates a rangeof sources in terms of origin and

purpose, recognizing values and limitations

thoroughly interprets a range ofdifferent perspectives and their implications synthesizes information to make valid, well-supportedarguments.


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communicate information and ideas using an appropriate style for the audience and purpose

structure information and ideas in a way that is appropriate to the specified format


Achievementlevel

Level descriptor


12 The student:

communicates information and ideas by attempting in a limited wayto use astyle that is appropriate to the audience and purpose

makes a limited attemptto structure information and ideas in a way that isappropriate to the specified format

makes a limited attemptto document sources of information.

34 The student:

communicates information and ideas by using a style that is sometimesappropriate to the audience and purpose

structures information and ideas in a way that is sometimesappropriate to thespecified format

sometimesdocuments sources of information using a recognized convention.

56 The student:

communicates information and ideas by using a style that is oftenappropriate tothe audience and purpose

structures information and ideas in a way that is oftenappropriate to thespecified format

oftendocuments sources of information using a recognized convention.

78 The student:

communicates information and ideas effectivelyby using a style that isconsistently appropriate to the audience and purpose

structures information and ideas in a way that is consistentlyappropriate to thespecified format

consistently documents sources of information using a recognized convention.


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Comparison Chart for writing Essays and Field Reports

Purpose Purpose

purpose is to persuade

is to articulate a well-argued response to

the question or proposition. establishes a proposition

is to help readers solve a specific problem with

specific data.

is oriented to solving a problem for specializedreaders and informing (problem may be that

readers lack specialized information

is usually to make proposals

Voice Voice

authors tend to use a personal voice authors tend to take an authoritative voice

the data becomes the focus rather than the

authors persona

Topic & Subject matter Topic & Subject matter

Essays tend to deal with general issues

(e.g. the role of corporations in a society,

the viability of organic farming, the use of

genetically modified food).

is usually a question or a proposition.

is based on reading and sometimes fieldwork.

deal with specific, problem oriented topics

take an unbiased stance,

provide specific, specialized data from

professional sources

write for a specialized audience with technical

expertise in the area,solve a specific problem for the audience (that

problem could be lack of information),

write as an expert (rather than as someone with

an opinion), and focus the main point in a very

specific way.

Assessment Assessment

Success depends on:

the interest of the argument.

how the essay relates one point to thenext and how well it establishes the

proposition.

Success depends on:

the demonstration of good research skills

the objective presentation and analysis ofrelevant information.


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Essay Field ReportAuthors Stance Authors Stance

the author takes an argumentative stance

stated as a thesis (a specific opinion)

authors use arguments to make their point

will contain a conclusion, but including

recommendations is rare

the author has a main point

it is not stated directly as an argument

stated as a hypothesis, to be proved or disproved,

a main point

authors use definition to make their point

may often contain conclusions and recommendations

Data Data

authors may use information from all kinds

of sources including personal experience, to

support the main point/argument

supports his/her argument with evidence

that may vary from personal experience to

researched information (usually secondary--

library--sources)

the hypothesis or main point is supported with

quantitative or qualitative data gathered through

either primary research (field work, lab work,

interviews with recognized experts, and the like)

or secondary research from professional, refereed

journals

personal experience is omitted

or if the author uses it, he/she substantiates the

information with primary or secondary research.

Format and Style Format and Style

does not include sections

can be subjective, but needs the

impersonality suited to academic study.

Is designed to be read as a whole

comprises sections with headings.

has to be objective.

sometimes includes the use of bullet points.

designed to allow quick access to information through

the use of headings, subheadings, numbering and

indentation

Audience Audience

audience for an essay is usually not

specialized

usually it is any group of readers with an

interest (often general interest) in the topic

audience for a technical report is a specialized group of

people with a specialized interest, purpose, and

expertise

Referencing and quotations in reports follow the same guidelines required for essays. Endnotes or footnotes are

acceptable.

For most reports, a system of numbered sections with headings is used. However, some instructors and teachers

do not require this. Again, check with the teacher guidelines.

Just as in the essay, a good report will analyse and evaluate as well as merely describe. The ability to respond to

these academic requirements separates the good or excellent report from the average.


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Use of Humanities Computer Laboratoryand Field Equipment

Computers and field equipment, which have been purchased by the Humanities

Department, are for the use of CIS students and teaching staff. The purchase of theseitems has come from the Humanities budget, thus students and teaching staff from thisdepartment have first priority in using the equipment, all other students and staff memberssecond. The following conditions apply to all of the departments equipment:

Computer Labs 1201, 2303, 2304, 2504

1. Permission to use the Humanities computer lab must be given by a Humanitiesteacher.

2. Students are not allowed to alter nor copy software that has been purchased

and licensed to the school.

3. Installation of software is prohibited.

4. Alteration of the computers settings is prohibited.

5. When printing work, students should ensure that they have edited out unwantedmaterials thus reducing waste.

6. Draft colour copies of work should be printed on the B/W laser printer, finalcolour copies can be printed on the colour Epson printer.

7. After completing your work, shut down the computer.

8. No food or drink allowed in the room.

9. Clear all unwanted materials before your departure from the room.

Field Equipment

1. Students can only borrow equipment if they have had instruction on its use.Equipment may be borrowed through your humanities teacher.

2. Equipment is to be used only for intended function.

3. Loss or broken equipment will be the responsibility of the student. Full recoverycosts will be charged.

Failure to abide by the above rules/regulations can lead to a student being barred fromusing the computer lab or field equipment.


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Areas of Interaction

Approaches to Learning(see attached Geography Subject Specific skills)

The humanities will provide students with opportunities to form a reasoned argument andpresent it clearly in a variety of media. By working both independently and cooperatively,students develop research skills, learn to organize work effectively and to use a variety ofmedia and technologies to research and present data.

Community ServiceIn the humanities links are made to the community on many different levels, such as local,regional, national and global. The ways in which community values influence perceptionsof the world, the need for global cooperation, awareness of bias, discrimination andinequality are all aspects of the humanities. Threats to communities from natural andhuman external influences, and the value of planned communal response, are an integral

part of the subject. Students may take an active role in the development of the school andlocal communities.

Health and Social EducationThe study of humanities deals with variations in human welfare over time and space. Themanner in which individuals and societies have provided for their fundamental needs andthe ways they respond to the stresses, caused by social and technological change, arestudied.

EnvironmentThe interaction between humans and the environment lies at the very heart of the

humanities. An understanding of natural and human processes, which contribute to thedevelopment of the physical, social and man-made environments, is fundamental.Through an appreciation of environmental concerns students develop a sense of respectand personal responsibility for the environment.

Human IngenuityThe humanities provide fruitful perspectives for exploring examples across time and place.The creative mind can be seen in the evolution of social, economic and political systems,and the impact of technological inventions can be studied in different geographicalcontexts.

Documents

Course Outline Geography 2013-14