Geography Questionnaire

Geography Page 1 of 21

Continual Renewal from Strength to Strength

New Academic Structure Medium-term Review and Beyond

Subject-level

Purpose and Design of the Questionnaire

The purpose of this questionnaire is to solicit views of the subject panel heads and teachers on the initial

recommendations at the subject level, as part of the New Academic Structure (NAS) Medium-term Review ongoing

consultation (with this School Survey ending on 6 January 2015). In parallel, a designated website will be in

operation from 24 November 2014 to 28 February 2015 to receive views and comments on NAS from a wider range of

stakeholders, as well as through different sources and channels. The feedback collected will be consolidated, in

conjunction with the feedback collected from other stakeholders and sources, to inform deliberations at the Joint Curriculum

Development Council–Hong Kong Examinations and Assessment Authority Public Examinations Board (CDC–PEB)

meeting on the last batch of recommendations to be announced in July 2015. Subject panel heads and teachers are

advised to exchange their views, and may also make reference to the School Leaders Questionnaire, before

responding to the questions. Your views are welcome even if your school does not offer this subject. This questionnaire is

designed to encompass the major principles, current implementation issues, considerations and recommendations without

overloading the respondents. The items are by no means exhaustive, and views on those that are not included can be

collected through other channels, e.g. written submissions, briefings, forums and interviews. Subject panel heads and

teachers are also welcome to express their views under ‘Other comments’ in this questionnaire.

Background

In 2000, the Government accepted the Education Commission's proposal to reform the education system of Hong Kong to

enable our students to succeed in the knowledge-based, constantly changing and increasingly globalised world. The

Learning to Learn reform was then launched in 2001/02 first in basic education, followed by the reform of senior

secondary education under the NAS in 2009/10. Building on the overall aims for whole-person development and life-long

learning in the basic education curriculum, the senior secondary curriculum continues to pursue the seven learning goals

for our students:

1. To be biliterate and trilingual with adequate proficiency

2. To acquire a broad knowledge base, and be able to understand contemporary issues that may impact on daily life at

personal, community, national and global levels

3. To be informed and responsible citizens with a sense of global and national identity

4. To respect pluralism of cultures and views, and be critical, reflective and independent thinkers

5. To acquire information technology and other skills as necessary for being life-long learners

6. To understand their own career/academic aspirations and develop positive attitudes towards work and learning

7. To lead a healthy life-style with active participation in aesthetic and physical activities

Owing to the changes and developments, e.g. economic, scientific, technological, since the last decade around the world, the

curriculum renewal of Learning to Learn 2.0 is conceived with a view to keeping our school education abreast of the

times so that our students will remain globally competitive in the future. Such renewal has commenced first in primary

education and will lead up to junior secondary and senior secondary education. The Basic Education Curriculum Guide

(Primary 1 – 6) in the context of Learning to Learn 2.0 can be found at the Education Bureau (EDB) website

https://cd.edb.gov.hk/becg/.

Guiding Principles

Following the completion of the Short-term Review in April 2013 and announcement of 1st batch of recommendations of the

Medium-term Review in April 2014, the NAS Medium-term Review continues to adopt a student-centred approach and

the guiding principles below:

Gear all curricula towards achieving the overall learning goals for secondary education;

Keep abreast of the latest changes in the disciplines of knowledge, economic, social and technological contexts, etc. with

regular international benchmarking and recognition;

Strike a balance between breadth and depth in knowledge, skills, positive values and attitudes in school curricula

appropriate to secondary education and interface with further studies;

Cater for student diversity and build on strengths (e.g. personal effort, subject interest, teaching method, and curriculum

content are recognised by students as most important factors for success in senior secondary education);

Consider factors and concerns regarding implementation (e.g. workload of teachers and students, support to teachers);

Align assessment with curriculum aims, learning objectives, curriculum design and expected learning outcomes; and

Engage different stakeholders and consider the feedback collected from different sources to inform deliberations in relevant

CDC and Hong Kong Examinations and Assessment Authority (HKEAA) committees.

Geography


Return of Questionnaires

For each subject, schools are expected to return ONE questionnaire only. The panel head should consolidate all views on this

questionnaire and return it to the Principal/coordinator, who will collect all relevant Subject Level Questionnaires and return

them together with the School Leaders Questionnaire by hand using the self-addressed envelope enclosed, to the Council and

Secondary Section of the EDB (Room 1302, 13/F, Wu Chung House, 213 Queen’s Road East, Wanchai, Hong Kong) on or before

6 January 2015. For general enquiries, please contact Ms. Stephanie LAW at 2892 6381. For enquiries on implementation, and

future development in the medium-term and beyond, please contact Ms YAU Ka-man, Jenny at 2892 5898. All information

provided will be kept strictly confidential and will only be used for the purpose of the NAS Review. No information on individual

schools/teachers will be revealed.

Structure of the Questionnaires

As the senior secondary curriculum is built upon the basic education curriculum, the NAS Review should be contextualised

within the 6-year whole-school secondary curriculum. Each questionnaire consists of:

Updates on the implementation of curriculum and assessment at the junior and senior secondary levels and the

interface between the two; and

Recommendations on curriculum and assessment for the medium-term and beyond.


School Name: _________________________________________________ School Number:

Name of Contact Person: ______________________________ (Tel) _________________

Geography

Background

In response to the comments and views on the curriculum and public assessment of the senior secondary Geography

collected in the Review of New Academic Structure conducted in the past two years, the CDC-HKEAA Committee on

Senior Secondary (SS) Geography and the HKDSE Geography Subject Committee (hereafter refer to as “the

Committees”) have proposed recommendations for the medium-term revision of the SS Geography curriculum and

public assessment. Details of these recommendations, together with the considerations of the Committees, are included

in the appendices attached to the end of this questionnaire. Teachers are advised to go through the appendices before

completing this questionnaire.

There is a briefing session to explain the proposed recommendations and to collect feedback. Please refer to the

Training Calendar System for details.

Views collected from this questionnaire, together with views collected from the School Leaders Questionnaire, and

other views collected through focus group meetings, briefing sessions, liaison meetings, written submissions etc. from

all relevant stakeholders, will be consolidated to inform deliberations on the recommendations for the medium-term and

beyond, and to map out plans and strategies for the development of the subject in a holistic manner.

Please blacken the appropriate circle. State your comments and provide information in the

space provided when necessary.

1. Background Information: Please indicate the provision of this subject in your school:

○ This subject is offered in the 2014/15 school year and/or was offered in previous school year(s)

○ This subject has not been offered

(A) Implementation of Curriculum and Assessment

2. Do you agree that the following measures are effective in preparing junior secondary students to study this subject at the

senior secondary level in your school?

Interface Measure Strongly

agree

Agree Disagree Strongly

disagree

N/A

(A) Curriculum planning for vertical (6-year) continuity ○ ○ ○ ○ ○

(B) Providing a solid knowledge base for junior secondary students

to study this subject at the senior secondary level ○ ○ ○ ○ ○

(C) Enabling junior secondary students to master the relevant generic

skills (e.g. creativity, communication skills) to study this subject

at the senior secondary level

○ ○ ○ ○ ○

(D) Nurturing positive values and attitudes in students to enable them

to study this subject at the senior secondary level ○ ○ ○ ○ ○

(E) Adopting suitable assessment and reporting methods at the junior

secondary level by making reference to assessment practices at

the senior secondary level (e.g. School-based Assessment (SBA))

in this subject

○ ○ ○ ○ ○

.

Not

Applicable


3. Do you agree that the curriculum of this subject contributes to students’ achievement of the seven learning goals of senior

secondary education in your school?

Learning Goal Strongly

agree


disagree

N/A

(A) To be biliterate and trilingual with adequate proficiency ○ ○ ○ ○ ○

(B) To acquire a broad knowledge base, and be able to understand

contemporary issues that may impact on daily life at personal,

community, national and global levels

○ ○ ○ ○ ○

(C) To be informed and responsible citizens with a sense of global

and national identity ○ ○ ○ ○ ○

(D) To respect pluralism of cultures and views, and be critical,

reflective and independent thinkers ○ ○ ○ ○ ○

(E) To acquire information technology and other generic skills as

necessary for being life-long learners ○ ○ ○ ○ ○

(F) To understand their own career/academic aspirations and develop

positive attitudes towards work and learning ○ ○ ○ ○ ○

(G) To lead a healthy lifestyle with active participation in aesthetic

and physical activities ○ ○ ○ ○ ○

.

4. Do you agree that students have achieved the curriculum objectives/aims of this subject upon completion of their

secondary education in your school?

Curriculum Objective/Aim Strongly

agree Agree Disagree

Strongly

disagree N/A

(A) Understand the Earth they inhabit, and enable them to recognise

and interpret, from a spatial perspective, the arrangement of

phenomena and features on Earth, the processes at work, the

interactions that occur, the changes that result, and the issues

and management responses that arise.

○ ○ ○ ○ ○

(B) Develop the general intellectual capacity and generic skills

needed for lifelong learning through geographical enquiry, and

the ability to apply these in life situations.

○ ○ ○ ○ ○

(C) Appreciate the wonder, interdependence and fragility of the

local and global environment, and the importance of promoting

sustainable development.

○ ○ ○ ○ ○

(D) Develop a sense of citizenship, a global outlook, and readiness

to take action for the betterment of society, the nation and the

world.

○ ○ ○ ○ ○

5. Building on the school curriculum offered in basic education curriculum, do you agree that the following strategies are

implemented effectively through this senior secondary subject in your school?

Strategy Strongly

agree


disagree

N/A

(A) Moral and civic education (including the seven priority values

and attitudes, e.g. perseverance, respect for others) ○ ○ ○ ○ ○

(B) Reading to learn (e.g. reading across the curriculum) ○ ○ ○ ○ ○

(C) Project learning (e.g. investigative and design projects) ○ ○ ○ ○ ○

(D) Information technology for interactive learning (e.g. e-learning

and mobile learning) ○ ○ ○ ○ ○

(E) Assessment for learning ○ ○ ○ ○ ○

.


6. Do the following factors have positive or negative effects on the implementation of the subject curriculum in your school?

Factor

Strong

positive

effect

Positive

effect

Negative

effect

Strong

negative

effect

N/A

System/School Factor

(A) Lesson time allocated by school to this subject ○ ○ ○ ○ ○

(B) Requirements of public examination ○ ○ ○ ○ ○

(C) Workload of SBA ○ ○ ○ ○ ○

(D) Leadership of the school management ○ ○ ○ ○ ○

(E) Availability of learning and teaching resources ○ ○ ○ ○ ○

Teacher Factor

(F) Curriculum planning across the junior secondary and senior

secondary levels ○ ○ ○ ○ ○

(G) Curriculum adaptation to cater for learner diversity ○ ○ ○ ○ ○

(H) Adopting different pedagogies to cater for learner diversity ○ ○ ○ ○ ○

(I) Implementation of assessment for learning ○ ○ ○ ○ ○

(J) Collaboration among teachers of this subject ○ ○ ○ ○ ○

(K) Collaboration among teachers across subjects/ Key Learning

Areas ○ ○ ○ ○ ○

(L) Professional capacity of teachers ○ ○ ○ ○ ○

Student Factor

(M) Motivation of students (including personal interests) ○ ○ ○ ○ ○

(N) Knowledge foundation of students developed at the junior

secondary level ○ ○ ○ ○ ○

(O) Peer influence ○ ○ ○ ○ ○

(P) Parental involvement ○ ○ ○ ○ ○

.

7. Other comments:


(B) Recommendations for the Medium-term and Beyond

This section collects views of subject panel heads and teachers on the recommendations for future development of the senior

secondary curriculum and assessment. Some of the recommendations are proposed to be implemented with a specific time frame

while others serve to set the direction for future exploration and discussion. The time frame for each recommendation is clearly

indicated in the respective items.

Curriculum

(Teaching at S4 in the 2018/19 school year, leading to the 2021 HKDSE Examination)

Based on the responses and comments received from the short-term review of the Senior Secondary Curriculum and Assessment,

the Committees are currently considering the following recommendations on revising the senior secondary Geography curriculum

and assessment with a view to clarifying the curriculum and assessment requirements, addressing the lesson time issue, and

alleviating the problems raised by teachers and students on public assessment. The Committees would like to solicit teachers’

preliminary responses and views to these proposals before they finalize their recommendations to the Curriculum Development

Council and Public Examinations Board for consideration and endorsement.

(Details of the proposed changes are shown in Annex 1)

8. Do you agree to keep the compulsory module “Global Warming” and elective module “Weather & Climate” but clearly

distinguish the focus of each? (Refer to Recommendation 1 in Annex 1)

○ Agree

○ Disagree

○ No opinion

Other comments: ___________________________________________________________________________

_________________________________________________________________________________________

9. Do you agree with the suggested changes on the compulsory module “Global Warming”?

(Refer to Recommendation 2 in Annex 1)

○ Agree

○ Disagree

○ No opinion

Other comments: ___________________________________________________________________________

_________________________________________________________________________________________

10. Do you agree with the suggested changes on the compulsory module “Weather & Climate”?


○ Agree

○ Disagree

○ No opinion

Other comments: ___________________________________________________________________________

_________________________________________________________________________________________


11. Do you agree with the suggested changes on the compulsory module “River and Coast”? (Refer to Recommendation 4 in Annex 1)

○ Agree

○ Disagree

○ No opinion

Other comments: ___________________________________________________________________________

_________________________________________________________________________________________

12. Do you agree with the suggested changes on the elective module “Transport”? (Refer to Recommendation 5 in Annex 1)

○ Agree

○ Disagree

○ No opinion

Other comments: ___________________________________________________________________________

_________________________________________________________________________________________

13. Do you agree with the suggested changes on the elective module “Regional Study of Zhujiang Delta”?


○ Agree

○ Disagree

○ No opinion

Other comments: ___________________________________________________________________________

_________________________________________________________________________________________

Public Assessment: Public Examination

(Teaching at S4 in the 2015/16 school year, leading to the 2018 HKDSE Examination)

Agreed with teachers’ and students’ concern on the choice of questions in Paper 2, which might to some extent deprived

students from having a reasonable number of choices of questions.

Did not prefer an increase in the number of questions in Sections D and E in view of the difficulties that are likely to be

encountered in ensuring the comparability of optional questions, as well as the increased difficulties faced by candidates in

picking two questions from no fewer than six possible choices.

The relaxation of the restrictions on the choice of questions in Paper 2 is a more simple and direct solution to the problem. The

recommendation would not lead to teachers teaching, and students studying, only one elective, as this is contradictory to their

request of allowing greater flexibility in the choice of questions in Paper 2. The survey result during the latest regional

discussion forums confirmed with the opinion of the Committees, as a majority of teachers indicated that they would stick to

teaching two electives to allow their students greater flexibility in the choice of questions.

Recommendation:

The restriction that requires candidates to choose one question each from Sections D and E, of which the two questions chosen

must be taken from two different electives, will be removed.

14. Do you agree to remove the restriction on the choice of questions in Paper 2?

○ Agree

○ Disagree

○ No opinion

Other comments: ___________________________________________________________________________

_________________________________________________________________________________________


Public Assessment: School-based Assessment and Public Examination

Option A (original plan of SBA after the Short-term Review):

Implementing the streamlined SBA in 2019 Examination (i.e. S4 students in the 2016/17 school year).

Note. The latest proposed SBA has been streamlined in the NAS Short-term Review as follows:

Candidates participate in a standardised field study under the same theme, topic and title.

Candidates conduct field investigation and data collection following a standardised set of instructions in groups.

Candidates complete an individual fieldwork assignment in the form of a simple report or a structured essay related to the field

study in about 1 000 words, which focuses only on the interpretation and conclusion of the findings drawn from the field study.

The assignment can either be completed in class or as a piece of homework.

(Full version of the proposed Assessment Framework is shown in Annex 2a)

Option B:

Not implementing SBA with corresponding changes proposed to the public examination as follows:

1. One compulsory question to be added to Paper 1 to assess the fieldwork skills

2. The number of multiple choice questions in Paper 1 (Section A) to be reduced to 20, with no change in the weighting of

this section

3. The exam duration of Paper 1 to be increased by 15 minutes

4. The percentage weighting of the Paper 1 to be adjusted to 75%

(The proposed Assessment Framework is shown in Annex 2b. A sample fieldwork-based question is shown in Annex 3)

Considerations and Rationale:

Fieldwork is a core element of Geography, and students’ fieldwork competency should be properly assessed and reflected in the

public assessment.

After considering the pros and cons of the above two proposals, most of the members of the Committees considered the

streamlined SBA a more appropriate way of assessing fieldwork competency, as it will better facilitate the learning and teaching

of Geography.

On the other hand, the Committees are fully aware of the pressure and anxiety of some teachers and students in relation to SBA.

The Committees agreed to some teachers’ suggestion that written examination is another internationally recognized mode of

assessment for fieldwork besides SBA or internal assessment.

The Committees agreed to solicit teachers’ view on the two options before making the final recommendation.

(The pros and cons of the two options are shown in Annex 4)

Schools are being consulted regarding the SBA implementation plan for the deferred subjects. Details are provided in the School

Leaders Questionnaire. Panel heads should confer with the principal and relevant teachers, and indicate their views in question 7.2

of the School Leaders Questionnaire.

15. Regarding the assessment of fieldwork competency, which of the following do you prefer?

○ Option A (Implementing the streamlined SBA)

○ Option B (Replacing SBA with a fieldwork-based question in the public examination)

○ No opinion

Other comments (such as your views on the details of the 2 options): __________________________________

_________________________________________________________________________________________


16. Suggestions for the future development of the curriculum of this subject:

17. Suggestions for the future development of the public assessment of this subject:

– The End –

Thank you very much!


Annex 1

Medium-term Review

Suggested Amendments on the Senior Secondary Geography Curriculum

Recommendation 1 The compulsory module ‘Global Warming’ and the elective module ‘Weather and

Climate’

The two modules should be retained respectively in the Compulsory and the Elective Parts of the

Curriculum.

The two modules should be rewritten such that their foci should be distinguishable from one another.

Considerations and Rationale

Did not support the combination of the two climate-related modules as this would create a bulky and

over-expanded module.

Recommendation 2 The compulsory module ‘Global Warming’

The module would retain its issue-enquiry approach to study global warming as a geographical issue,

focusing on the causes, impacts and respective human responses.

Guiding questions 1-5 will be rewritten, focusing on providing a brief introduction of the world climatic

zones and the global distribution of temperature, precipitation and pressure, as well as the evidence of

global warming.

The concept of ‘climate change’ and ‘urban microclimate’ would be briefly introduced.


It is agreed to accept teachers’ suggestions that there is a need for students to have some fundamental

knowledge of global climatic trend and patterns to study global warming in the Compulsory Part.

However, content addition should be limited to world climatic zones (e.g. tropical, temperate, polar,

humid, arid, etc.), global patterns of temperature, rainfall and pressure, etc. Components like weather

systems (e.g. tropical cyclone) and climatic factors (e.g. factors affecting temperature/rainfall

distribution) would not be included so that this module would focus on the issue of global warming.

It is also worth considering the adding of ‘Climate Change’ into the module in the Compulsory Part as

‘climate change and global warming’ on the whole can provide a more complete picture of this global

challenge.

As a majority of teachers also commented that the module ‘Global Warming’ is too thin comparing with

other modules in the Compulsory Part, it is worth considering whether ‘urban microclimate’ could be

added as an illustration of how human activities at local scale can have implications on climate change at

global scale. In addition, the inclusion of these elements will allow local fieldwork be conducted for this

module.


Recommendation 3 The elective module ‘Weather and Climate’

The module would retain its systematic approach to study the theme ‘Weather and Climate’.

The introductory paragraph of the module would be rewritten to illustrate the difference in focus between

this module and the compulsory module ‘Global Warming’.

Topic 1 would be strengthened and enriched to include:

- Factors affecting insolation

- Major types of precipitation (convection rain, frontal rain and relief rain) and their formation

The two cities in mainland China in Topic 3 will not be restricted to Urumqi and Qingdao as long as they

are appropriate examples to illustrate North-South and East-West climatic variations in China in relation

to Hong Kong.

Topic 4 would be trimmed down to study drought in North China only. The study of sandstorm will be

removed.


This elective module would be more academic-inclined to distinguish from the issue-based compulsory

module ‘Global Warming’.

Flexibility should be given to teachers in choosing appropriate examples for the study of the climate of

China.

It is agreed to accept teachers’ comments that one climatic hazard, preferably drought in North China,

would be sufficient for the study of the interaction and interrelationship between climate and human

activities. It is also agreed that drought and sandstorm are closely related climatic hazards which should

not be treated as two individual studies.


Recommendation 4 The compulsory module “River and Coast”

The two themes, ‘river’ and ‘coast’, would both be retained in the module.

The first guiding question “How does water shape our rivers and coasts?” would be cancelled.

The management strategies mentioned in guiding questions 7, 8 and 9 should focus on those that can be

found in Hong Kong.

The UK case study would be cancelled.


The content of this module is overloaded and trimming is needed.

The suggestion that the trimming of this module should be simply taking away either ‘river’ or ‘coast’

from the module is not supported because:

- Both of them are essential geographical themes that should be studied by secondary school Geography

students.

- ‘Coast’ is very relevant to Hong Kong and provide plenty opportunities for field trips.

- ‘River’ is an important geomorphological system, and is closely related to other physical components

of this curriculum.

The ‘management’ component should not be removed totally as this will distort the original design of the

Compulsory Part with issue-enquiry as the major approach of study. Moreover, the ‘management’

component is very relevant to real life and is more able to arouse students’ interest in learning.

It is an acceptable compromise to focus the study of the ‘management’ component on local examples

only.


Recommendation 5 The elective module “Transport”

The conceptual part of logistics “Logistics — supply chain activities of transportation, warehousing and

finished goods inventory management” in Topic 1 would be removed.

Topic 4 “A regional case study — the transport system of the Zhujiang Delta and the role of Hong

Kong” would be cancelled.

Basic concepts of transport, e.g. ‘linkage’, ‘network’ and ‘node’, and a new theme “transport

development and urban morphology” would be added.


It is agreed that teachers may have difficulties in handling the part on logistics, and thus the more

conceptual part of logistics in Topic 1 should be removed.

Those more practical components on “the development of transport and logistics in Hong Kong” and “the

development of Hong Kong as a transport and logistics hub in the region” should be retained.

It is agreed to accept teachers’ suggestion that a significant proportion of Topic 4 might duplicate with the

elective module ‘Regional Study of Zhujiang Delta’.

It is suggested that the proportion on academic and conceptual contents should be slightly increased. A

new theme on the study of the influence of development of transport routes/networks (e.g. railway) on the

internal structure of a city would also be added to provide a holistic picture on transport development and

management.

Recommendation 6 The elective module ‘Regional Study of Zhujiang Delta’

Topic 2 on agriculture and Topic 3 on industry will be combined to form one single topic focusing only

on the latest development of the two human activities.

A new topic on urbanisation and urban development in Zhujiang Delta Region will be added.


In order to reflect the recent development in the region, the module should also be rewritten to include a

part on the urban development and urbanisation processes currently taking place in the region.

The parts on agriculture and industry should be significantly updated. For agriculture, instead of studying

the development and change since 1980s, the focus should be on the change from the growing of food

crops to the increasing importance of cash crops, and a brief introduction of the most recent trend of

‘leisure farming’. As for industry, the focus should be changed from the reasons for the rapid

development of manufacturing industry in the region to the shift to high-tech, high value-added industries

and its consequences.

The provision of the latest development and the most updated information could arouse the interest of

students to study this module.


Annex 2a

PROPOSED 2019 HKDSE GEOGRAPHY ASSESSMENT FRAMEWORK

(With Fieldwork SBA)

INTRODUCTION

The public assessment of this subject is based on the Geography Curriculum and Assessment Guide (Secondary 4 – 6)

jointly prepared by the Curriculum Development Council and the Hong Kong Examinations and Assessment Authority.

Candidates have to refer to the Guide for the curriculum objectives they are required to demonstrate in the assessment.

ASSESSMENT OBJECTIVES

The objectives of this assessment are to evaluate candidates’ abilities and competencies in the subject of Geography.

When selecting appropriate tools for assessment, the assessment exercise should:

help to identify candidates’ needs and assess their progress in developing skills, understanding, attitudes and

interest;

measure attainment, and inform learning and teaching;

make judgments on the learning processes and outcomes;

cover appropriate learning objectives, generic skills, values and attitudes;

be based on standards-referencing principles for grading and evaluating candidates’ performance;

employ both formative and summative methods to facilitate understanding of candidates’ progress.

By the end of the course, candidates are expected to be able to:

(a) understand how natural environments influence human activities, and how human activities alter natural

environments;

(b) describe the major characteristics of chosen places and environments and explain how these characteristics are

created by the interactions within and between a range of physical and human processes;

(c) describe how the interactions within and between physical and human processes create geographical patterns of different scales and lead to changes in places and environments over space and time;

(d) understand and critically evaluate the concept of regional identity;

(e) understand “sustainable development”;

(f) recognise the role of perceptions, values and attitudes in decision-making about places and environments, and to use this understanding to explain the resulting changes;

(g) recognise how conflicting demands on the environment may arise and evaluate the different strategies for

managing the environment;

(h) appreciate how increasing global interdependency influences their lives, their nation and the environment;

(i) identify geographical questions and issues and develop a logical sequence of enquiry based on their knowledge

and understanding of geography;

(j) select and use appropriate geographical and generic skills for investigating geographical questions and issues, present and interpret their findings in an effective way, and draw conclusions based on evidence.


MODE OF ASSESSMENT

Paper 1 Paper 2 SBA

Weighting: 60% 25% 15%

Duration: 2½ hours 1¼ hour From S5 to S6

Scope: Compulsory Part Elective Part Fieldwork

Section/

Question

type:

A. Multiple-choice (20%) D. Data/Skill-based/

Structured

(15%) F. One fieldwork

assignment

B. Data/Skill-based/

Structured

(30%) E. Short Essay (10%)

C. Short Essay (10%)

PUBLIC EXAMINATION

1. The examination will consist of two papers.

2. Paper 1 will consist of 3 sections (A, B & C) and questions will be set from the Compulsory Part of the curriculum.

Section A will include multiple-choice questions, which will cover any topic from the Compulsory Part. Candidates

are expected to answer all 40 M.C. questions and are advised to spend not more than 1 hour on this section.

Section B will have 4 data/skill-based/structured questions and Section C will have 3 short essay questions.

Candidates will be required to answer 2 questions from Section B and 1 question from Section C. They are advised

to spend about 30 minutes on each question in these two sections.

However, candidates are free to make their own time allocation for the three sections in this paper.

3. Paper 2 will consist of 2 sections (D & E) and the questions will be set from the Elective Part of the curriculum.

Both Sections D and E will consist of 4 questions each. Candidates are required to choose 1 question from each

section, of which the 2 questions chosen can be taken from the same or different electives.

4. Both Papers 1 and 2 may include the testing of skills, attitudes and values, and mapwork using local topographical

maps (1:20,000/1:5,000), and/or simplified map extracts.


SCHOOL-BASED ASSESSMENT (SBA)

SBA is compulsory for all school candidates. Candidates are required to submit an individual fieldwork assignment of

about 1 000 words according to the following:

1. Candidates participate in a standardised field study under the same theme, topic and title organised by their school.

2. Candidates work in small groups to conduct field investigation and data collection following a standardised set of

instructions provided by the teacher.

3. Each candidate is required to complete his/her assignment based on the field study. The assignment should be in

the form of a simple report or a structured essay related to the field study.

4. The assignment focuses only on the interpretation and conclusion of the findings drawn from the field study.

5. The assignment can either be completed in class or as a piece of homework to be completed within a certain period,

as specified by the school, after completion of the field study.

The fieldwork assignment should demonstrate the ability of the candidates in the following areas:

(a) to review and analyse the data and information collected to draw conclusions/to propose solutions/to make

decisions;

(b) to present and interpret the findings of the enquiry, and to demonstrate an understanding of geographical concepts,

knowledge and terminology.

Fieldwork, which constitutes 15% of the subject mark, involves a process of enquiry that demonstrates candidates’

understanding and skills within a geographical context. It refers to candidates’ gathering information in the field and is not

a library research project. Thus, the findings need to come mainly from first-hand data collected by candidates, but can be

supplemented by appropriate information and data from secondary sources.

In short, the fieldwork assignment should consist of 2 main parts:

(a) Data processing, presentation and analysis 50 marks

(b) Interpretation and conclusion 50 marks

Total: 100 marks

Candidates are required to safekeep their work for inspection and authentication purposes until the release of the HKDSE

results.

Private candidates need not complete the SBA component. Their subject result will be based entirely on the public

examination result.

The detailed requirements, regulations, assessment criteria and guidelines are provided in the SBA Handbook for HKDSE

Geography published by the Hong Kong Examinations and Assessment Authority.


Proposed Assessment Criteria for HKDSE Geography Fieldwork SBA

(a) Data processing, presentation and analysis (50%)

Skills/ abilities to be assessed:

Application of appropriate statistical techniques

Production of suitable chart, sketches and/ or diagrams

Analysis of data through interpreting of the resultant patterns and/ or relationships revealed

Description of performance:

Assessment Item Level of Performance

High Medium Low

Data sorting/

classification/

description/ analysis

Excellent Adequate Simple

Presentation formats Outstanding Appropriate Needs improvement

Range of techniques Extensive and flexible Varied Limited

(b) Interpretation and conclusion (50%)

Skills/ abilities to be assessed:

Interpretation of findings relating to the topic

Application of geographical concepts, knowledge and terminology

Making valid conclusions supported by evidence and findings

Description of performance:

Assessment Item Level of Performance

High Medium Low

Interpretation of

geographical

concepts

Comprehensive General Brief

Reference to topic of

field study

Well-focused Shows reference No reference

Establishment of

conclusions and/ or

arguments

Geographical, original,

logical and coherent

Well-supported by

findings

General

Supported by findings

Superficial and brief

Partially supported by

findings


Annex 2B

PROPOSED HKDSE GEOGRAPHY ASSESSMENT FRAMEWORK

(With Compulsory Fieldwork Examination Question)

INTRODUCTION

The public assessment of this subject is based on the Geography Curriculum and Assessment Guide (Secondary 4 – 6)

jointly prepared by the Curriculum Development Council and the Hong Kong Examinations and Assessment Authority.

Candidates have to refer to the Guide for the curriculum objectives they are required to demonstrate in the assessment.

ASSESSMENT OBJECTIVES

The objectives of this assessment are to evaluate candidates’ abilities and competencies in the subject of Geography.

When selecting appropriate tools for assessment, the assessment exercise should:

help to identify candidates’ needs and assess their progress in developing skills, understanding, attitudes and interest;

measure attainment, and inform learning and teaching;

make judgments on the learning processes and outcomes;

cover appropriate learning objectives, generic skills, values and attitudes;

be based on standards-referencing principles for grading and evaluating candidates’ performance;

employ both formative and summative methods to facilitate understanding of candidates’ progress.

By the end of the course, candidates are expected to be able to:

(a) understand how natural environments influence human activities, and how human activities alter natural

environments;

(b) describe the major characteristics of chosen places and environments and explain how these characteristics are

created by the interactions within and between a range of physical and human processes;

(c) describe how the interactions within and between physical and human processes create geographical patterns of

different scales and lead to changes in places and environments over space and time;

(d) understand and critically evaluate the concept of regional identity;

(e) understand “sustainable development”;

(f) recognise the role of perceptions, values and attitudes in decision-making about places and environments, and to use

this understanding to explain the resulting changes;

(g) recognise how conflicting demands on the environment may arise and evaluate the different strategies for managing

the environment;

(h) appreciate how increasing global interdependency influences their lives, their nation and the environment;

(i) identify geographical questions and issues and develop a logical sequence of enquiry based on their knowledge and

understanding of geography;

(j) select and use appropriate geographical and generic skills for investigating geographical questions and issues,

present and interpret their findings in an effective way, and draw conclusions based on evidence.


MODE OF ASSESSMENT

Paper 1 Paper 2

Weighting: 75% 25%

Duration: 2¾ hours 1¼ hour

Scope: Compulsory Part Elective Part

Section/

Question

type:

A. Multiple-choice (20%) E. Data/Skill-based/Structured (15%)

B. Fieldwork-based (15%) F. Short Essay (10%)

C. Data/Skill-based/Structured (30%)

D. Short Essay (10%)

PUBLIC EXAMINATION

1. The examination will consist of two papers.

2. Paper 1 will consist of 4 sections (A, B, C & D) and questions will be set from the Compulsory Part of the curriculum.

Section A will include multiple-choice questions, which will cover any topic from the Compulsory Part. Candidates

are expected to answer all 20 M.C. questions and are advised to spend not more than 30 minutes on this section.

Section B will be a compulsory fieldwork-based question. Candidates are advised to spend about 45 minutes on this

section.

Section C will have 4 data/skill-based/structured questions and Section D will have 3 short essay questions.

Candidates will be required to answer 2 questions from Section C and 1 question from Section D. They are advised

to spend about 30 minutes on each question in these two sections.

However, candidates are free to make their own time allocation for the four sections in this paper.

3. Paper 2 will consist of 2 sections (E & F) and the questions will be set from the Elective Part of the curriculum. Both

Sections E and F will consist of 4 questions each. Candidates are required to choose 1 question from each section, of

which the 2 questions chosen can be taken from the same or different electives.

4. Both Papers 1 and 2 may include the testing of skills, attitudes and values, and mapwork using local topographical

maps (1:20,000/1:5,000), and/or simplified map extracts.


Annex 3

Hong Kong Diploma of Secondary Education Examination

Geography

Sample Fieldwork-based Question

Section B: Compulsory fieldwork-based questions (20 marks)

1. A group of geography students carried out a field study at a commercial centre in new town X and country park Y in the New

Territories. Tables 1a and 1b show the climatic data collected at the commercial centre and the country park respectively. Table

1c shows the concentration levels of carbon dioxide recorded at various locations in new town X.

Table 1a: Climatic data collected at commercial centre in new town X

1st recording 2nd recording 3rd recording Average reading

Temperature (C) 26.0 26.2 26.1 26.1

Wind speed (m/s) 0.3 0.8 1.1 0.7

Table 1b: Climatic data collected at country park Y

1st recording 2nd recording 3rd recording Average reading

Temperature (C) 19.0 20.0 20.0 19.7

Wind speed (m/s) 4.0 4.2 5.0 4.4

Table 1c: Concentration levels of carbon dioxide (CO2) at various sites in new town X

Location Town park Commercial centre Residential area Country Park

Concentration level

of CO2 (ppm) 4.0 4.2 5.0 4.4

(a) Refer to Tables 1a and 1b.

(i) Name the instruments for collecting the data. (2 marks)

(ii) Describe the precautions that should be taken to avoid errors in reading when using the instruments named in

(a) (i). (2 marks)

(iii) State the merits of taking three recordings for each set of climatic data. (2 marks)

(b) Refer to Table 1c.

(i) Present the data in a suitable statistical diagram. (4 marks)

(ii) State one merit and one limitation of the statistical diagram you have chosen in (b) (i) for presenting the data.

(2 marks)

2. Briefly describe a field study which you have done and state your conclusion. To what extent did the data collected support

your conclusion? (8 marks)


Annex 4

A Comparison Table on Assessing Fieldwork by Streamlined SBA and Written Examination

Streamlined SBA Written Examination

Pros Better in catering for the needs, interests and abilities of different

students.

More accurate reflection of what students have learnt and are capable

of doing in geography fieldwork by minimizing the effect of

examination techniques and language proficiency.

Feedback from teachers, district coordinators and SBA supervisors

can improve the quality of fieldwork and contribute to the learning

and teaching of the subject as a whole.

Learning occurs through the process of developing the end product

as well as through the fieldwork.

Can reflect the depth of student understanding and skills in

fieldwork.

The anxiety of teachers and students on completing the SBA tasks

after the field trips can be reduced.

Students may enjoy their field trips more as they are not directly

related to public assessment.

There will be better reliability, as the assessment takes the form of

standardized written papers in a similar format from one year to

another.

It is easier to monitor possible plagiarism as the assessment is

conducted in a controlled setting.

Cons The workload associated with completing the SBA tasks may be

heavy for some students.

There may be an extra administrative load on teachers, e.g. mark

submission to HKEAA and keeping the SBA reports.

Teachers may need to spend extra time to supervise and give advice

to students.

Problems of plagiarism may arise, especially if the SBA tasks are

completed at home.

There may be problems maintaining marking consistency across

schools.

Teachers may face complaints relating to the marking of SBA.

Teachers may need more time to assist students in completing the

SBA tasks after the field trips, which will put pressure on lesson

time.

High-stakes assessment, and confined only to a single mode of

assessment, which is not in line with the nature of Geography.

Students with less satisfactory writing skills or examination

techniques may be at a disadvantage.

Feedback to students may be limited.

Extra workload for teachers and students as they (1) drill fieldwork

questions and skills, (2) organize more fieldwork on different topics

and/or (3) teach more fieldwork case studies to prepare students for

the examination.

May encourage surface learning, as students may tend to memorize

fieldwork cases and model answers.

Cannot cover the entire range of fieldwork knowledge and skills.

Documents

Geography Questionnaire