Aims and objectives 


Geography forms a bridge between the social sciences and the physical sciences, providing an understanding of the dynamics of cultures, societies and economies on the one hand, and those of physical landscapes and environmental processes on the other. It allow students to explore and understand the relationship between human beings and the Earth through the study of space, place and environment. Geography helps students to acquire an in-depth understanding of the changing contemporary world in terms of space and environment. It also helps students to develop a sound knowledge of the ever-increasing challenges for our nation and the world posed by natural hazards, environmental pollution, regional disparity, and resource depletion.


The study of geography also provide opportunities for students to develop basic life-long learning skills, and generic skills as critical thinking, communication, information processing, problem-solving, and decision-making. Since inquiry-based learning approach is adopted, it helps students acquire such important abilities that involve value clarification and judgment, so that they are cultivated as individuals with geographic cognition and inquiry ability. As such, students are able to appreciate the wonderful natural environment, understand interdependence of various organisms as well as the fragility of ecological environment, and realize the importance to promote sustainable development. Consequently, students are fostered with the spirit of citizenship and global perspective that they are able to make contributions to the well-being of society, the nation, and the world.



Values and attitudes 


(a) have a sense of wonder and curiosity about peoples, places and environments;

(b) show respect for all peoples, and their cultures, values and ways of life;

(c) recognise environmental problems and take appropriate action to promote sustainable development;

(d) cultivate a sense of belonging to society and the nation and become active and responsible citizens; and

(e) be aware of the increasing global interdependence of peoples and nations, and appreciate the importance of international solidarity and cooperation.


Programme contents


Compulsory sections 


Living with our physical environment

  1. Opportunities and Risks—Is it rational to live in hazard-prone areas?
  2. Managing River and Coastal Environments: A continuing challenge


Facing changes in the human environment

  1. Changing Industrial Location – How and why does it change over space and time?
  2. Building a Sustainable City – Are environmental conservation and urban development mutually exclusive?


Confronting global challenges

  1. Combating Famine – Is technology a panacea for food shortage?
  2. Disappearing Green Canopy – Who should pay for the massive deforestation in rainforest regions?
  3. Climate Change – Long-term fluctuation or irreversible trend?


Elective units


  1. Dynamic Earth: the building of Hong Kong
  2. Weather and climate
  3. Transportation development, planning and management
  4. Regional Study of Zhujiang (Pearl River) Delta




  1. Joint class preparation, group teaching, peer review, and design of hierarchical schoolwork

In line with curriculum development, we have already established an effective professional team to enhance teaching collaboration, such as joint class preparation, group teaching, peer review, etc., helping teachers to exchange experiences and bring in new perspectives, plus follow-up discussions and reflections, which greatly increase teaching effectiveness.


  1. Interdisciplinary team collaboration

Teachers will hold regular meetings with various humanity disciplines for collaboration and organize cross-disciplinary group collaboration activities, such as Humanity Week.


  1. Make good use of geography classroom

Make use of the geography classroom to provide group discussions, role-plays, and other collaborative learning activities. This year, there is even the project to optimize desks in geography classroom to turn the learning environment more pleasant.


  1. Seek for external resources and support

For this year, the division has participated in school-based support program by EDB as the interdisciplinary team jointly prepared for class and had class observation, and conducted observation activities at Hong Kong Nature Education cum Astronomical Centre.


Highlights of academic activities