GEOGRAPHY

SYLLABUS
Lower Secondary
G2 and G3
Express and Normal (Academic)

Implementation starting with

2021 Secondary One Cohort

© 2021 Curriculum Planning and Development Division.

This publication is not for sale. Permission is granted to reproduce this
publication in its entirety for personal or non-commercial educational use
only. All other rights reserved. Year of Implementation: 2021.

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CONTENTS
Page
1. INTRODUCTION
1.1 Desired Outcomes of Education, 21st Century Competencies and 3
National Education
1.2 Aim and Outcomes of Lower Secondary Geography Syllabuses 6
1.3 Key Geographical Concepts and Geographical Thinking 6

2. CONTENT
2.1 Organisation of Syllabuses 8
2.2 Thematic Question 1, Topic 1.1 and Topic 1.2 9
2.3 Thematic Question 2, Topic 2.1 and Topic 2.2 9
2.4 Geographical Investigation 9
2.5 Scope of Syllabuses 9

3. PEDAGOGY
3.1 Learning Through Geographical Inquiry 41
3.2 Use of Geospatial Technology in Geographical Inquiry 42

4. ASSESSMENT
4.1 Purpose of Assessment 43
4.2 Assessment Objectives 43
4.3 Recommended Assessment Modes 43

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1. INTRODUCTION
1.1 Desired Outcomes of Education, 21st Century Competencies and National Education

The Desired Outcomes of Education (DOE) are attributes that educators aspire for our
learners to possess upon the completion of their formal education. These outcomes establish
a common purpose for Geography educators, drive our school-based programmes, and serve
as a compass to guide curriculum and instruction.

The Singapore Geography student embodies the DOE, and exercises ingenuity and innovation
in contributing to Singapore’s and the world’s sustainable development. He/she understands
contexts and connections, possessing an intrinsic wonder and concern for nature. In sum,
he/she is:
• a confident person who has a zest for life, has a strong sense of right and wrong, is
adaptable and resilient, knows himself or herself, is discerning in judgment, thinks
independently and critically, and communicates effectively;
• a self-directed learner who takes responsibility for his / her own learning, is curious,
reflective and persevering in the lifelong pursuit of learning and is driven by passion
and purpose;
• an active contributor who is empathetic and open-minded to collaborate effectively
in teams, exercises initiative, has courage to take risks responsibly, is innovative and
strives for excellence; and
• a concerned citizen who is rooted to Singapore, has a strong civic consciousness is
responsible to his/her family, community and nation, and takes an active role in improving the lives of
others.

The Upper Secondary Geography syllabus is aligned to the Framework for 21st Century
Competencies (21CC) and Outcomes (Figure 2), and it enables students to develop
competencies necessary for them to thrive in a globalised and fast-changing world. Learning
Geography supports the acquisition of the 21CC through inquiries, developing well-
constructed explanations and responses to phenomena or issues affecting their everyday lives.
Geography also introduces investigative and communication tools including maps, fieldwork
and Geographic Information Systems (GIS), which offer unique opportunities to make sense
of the modern world.

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 Figure 2: 21CC and Student Outcomes

Knowledge and skills must be underpinned by values, which form the innermost ring and core
of the 21CC framework. Values define a person’s character, and they shape the beliefs,
attitudes, and actions of a person. Social-emotional competencies make up the middle ring
of the framework. The social-emotional competencies are skills necessary for students to
recognise and manage their emotions, develop care and concern for others, make responsible
decisions, establish positive relationships, and handle challenging situations effectively. These
are necessary for the geography student to enact values purposefully and demonstrate good
character in all contexts of life. The outer ring of the framework represents the emerging 21CC
(E21CC) necessary for the globalised world we live in. These are: Civic, Global and Cross-
Cultural Literacy; Critical, Adaptive and Inventive Thinking; and Communication, Collaboration
and Information Skills. The various competency domains, components and definitions
associated with the 21CC Framework are outlined below.

Critical, Adaptive and Inventive Thinking

These are cognitive competencies relating to one’s reasoning and thinking. They enable
students to use sound reasoning and metacognitive skills to inform decision-making, generate
novel and useful ideas to address issues, and manage complexities and ambiguities to adapt
to changing contexts with agility.

Critical Thinking refers to the ability to exercise sound reasoning and metacognitive
thinking to interpret and analyse information and evidence, draw conclusions, make
decisions, and solve problems.

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 Adaptive Thinking refers to the ability to apply learnt knowledge and skills strategically
and with flexibility in different or new and evolving contexts.
Inventive Thinking refers to the ability to frame, investigate and explore issues, generate
innovative ideas and evaluate them to form novel and useful responses.

Civic, Global and Cross-Cultural Literacy

These competencies enable students to contribute constructively to their community and
nation, interact respectfully and empathetically with others in diverse communities, and act
as responsible citizens of Singapore and the world.

Civic Literacy refers to the ability to understand the nation’s values, governance, context
and realities, form one’s civic identity, and constructively engage with and contribute to
one’s community and nation.
Global Literacy refers to the ability to understand and think with discernment about world
issues and interact responsibly and constructively with people from and beyond Singapore
on such issues.
Cross-Cultural Literacy refers to the ability to sensitively understand, appreciate and
interact with different social, cultural and religious communities and their perspectives.

Communication, Collaboration and Information Skills

These interpersonal competencies enable students to communicate information, ideas and
feelings clearly, engage in effective collaboration with others, and manage, create and share
information thoughtfully, ethically and responsibly.

Effective communication refers to the ability to convey information and exchange ideas
clearly and coherently through multimodal ways for specific purposes, audiences and
contexts.
Effective collaboration refers to the ability to work together in a respectful manner to share
responsibilities and make collective decisions to meet shared goals.
Information Skills refer to the ability to source for, select, evaluate and synthesise digital
and non-digital information with discernment. It also entails ethical and responsible
practices when using, sharing and creating information.

Each E21CC domain is unpacked into its constituent competencies through Learning Goals
and Developmental Milestones. The Learning Goals are aspirational statements that describe
what students should know and be able to do in each of the three domains in E21CC. The
Developmental Milestones clarify and specify possible indicators of development for each
Learning Goal. Details of these Learning Goals and Development Milestones can be found via
this link https://go.gov.sg/21cc.

1.2 Aim and Outcomes of Lower Secondary Geography Syllabuses

The syllabuses seek to develop students’ interest in geography and their understanding of the
world. They promote students’ growth as informed and concerned citizens who are able to

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use geographical knowledge and skills to show care and concern for the world they live in and
actively contribute towards a sustainable future.

OUTCOMES OF SYLLABUSES

Knowledge and Understanding

The syllabuses seek to equip students with the knowledge and understanding of:
• geographical terms, patterns, processes and concepts associated with selected physical
and human phenomena found in Singapore and the world;
• interactions within and between physical and built environments, and their effects;
• contemporary environmental and social challenges that occur at different places in the
world; and
• approaches that enhance the sustainability of our world and our way of life at various
scales.

Skills
The syllabuses seek to enable students to:
• pose geographical questions to initiate and sustain their learning;
• apply methods of the discipline to investigate physical and human phenomena, processes,
and associated issues;
• interpret geographical data to recognise patterns and suggest relationships; and
• analyse physical and human phenomena, processes, and associated issues.

Values and Attitudes

The syllabuses seek to nurture in students:
• respect, care and concern for the environment and people; and
• a sense of responsibility and a desire to contribute towards building a sustainable future.

1.3 Key Geographical Concepts and Geographical Thinking

Geography comprises a set of perspectives that enable students to meaningfully study

different phenomena occurring in physical and built environments.

Key geographical concepts of space, place, environment, and scale are central to learning
Geography at secondary school level (see Figure 2). They enable students to make sense of
and connect disparate ideas in the subject. The concepts can be used individually or in
combination with each other.

These concepts are intended as analytical lenses for students to identify geographical aspects
of a specific phenomenon and pose questions that probe its characteristics and its processes
at work. Students can further explore patterns and relationships that may exist with other
phenomena located elsewhere or across time. As students grow in familiarity in applying
these concepts, they develop geographical perspectives.

Figure 2: Key Geographical Concepts

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Space Environment
A space refers to a physical area on the earth’s The environment comprises physical and built
surface. environments.

Over a particular space, a range of physical and

The physical environment encompasses all living
human phenomena can be observed. The notion and non-living things that occur naturally and
of location is often associated with space as it is
has features and functions which are the result
useful to identify the area where a phenomenonof natural processes. The atmosphere,
can be found. hydrosphere, biosphere, and lithosphere are the
four main components of the physical
Geographers make use of space to locate the environment (e.g., tropical rainforests and
phenomenon and contextualise their study. water bodies). The built environment (e.g.,
They observe spatial patterns and deduce cities and transport systems) is constructed and
relationships associated with the phenomenon. managed by people.

Geographers examine the opportunities and

challenges presented by the environment to
people, the ways people change and manage
the environment, as well as the approaches to
enhance sustainability.

Place Scale
A place is an area of the earth’s surface with Scale refers to one or more ways in which
meaning to people. physical and human phenomena and processes
can be organised for study.
Places can hold significance for people as a
result of their interactions with physical and Scale can be used to present information
built environments. Meanings attached to associated with a phenomenon in varying
places may be altered when people’s degrees of detail when it is represented on a
experiences with the environments change or map. It can also be used to discuss phenomena
when places undergo physical transformation. and their associated issues by dividing them into
categories such as “local”, “national”, “regional”
Geographers study people’s relationship with and “global”. In addition, scale can be used to
the physical and built environments and find out observe phenomena and processes that occur at
how places are viewed and experienced by a specific point in time or over a span of time.
(various groups of) people.
Geographers make use of scale to scope the
spatial and temporal extent of study of
phenomena and processes. It allows
geographers to investigate how phenomena
relate to people and the environment at various
levels.

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2. CONTENT
2.1 Organisation of Syllabuses

The syllabuses are framed by the theme of ‘Sustainable Resource Use and Management’
underpinned by the overarching concept of ‘sustainability’. The prescribed content is
organised into two thematic questions (TQs) and four topics that are to be taught over two
years (see Figure 3).

Figure 3: Organisation of Syllabuses

Theme: Sustainable Resource Use and Management

Introduction to Geography
Thematic Question 2: How Can We
Thematic Question 1: How Can We
Sustainably Build Cities?
Sustainably Manage Natural Resources?

• Topic 1.1 Water • Topic 2.1 Housing

• Topic 1.2 Tropical Rainforests and
• Topic 2.2 Transport Systems
Mangroves

Each TQ indicates the direction of inquiry in each year of study and is also a content primer.
By introducing students to different perspectives and ideas on how natural resources can be
sustainably managed in the TQ, students will be able to better understand the topic content
and issues when these are taught. Each topic identifies a specific phenomenon that can be
observed in the physical or built environment. The phenomenon is explicated through a set
of guiding questions (GQs), which systematically explore and examine different aspects of the
phenomenon, such as features and location, processes, relationships with the environment
and people, and sustainable management strategies.

All students will go through ‘Introduction to Geography’, which acquaints them with the key
aspects of geography and the approaches that geographers use to study the world.

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2.2 Thematic Question 1, Topic 1.1 and Topic 1.2

Economic development and population growth require natural resources. Water (Topic 1.1),
and tropical rainforests and mangroves (Topic 1.2) provide people and societies with the
essentials for life and other useful materials. However, there are concerns about
environmental degradation and its subsequent impact on people and inter-generational
equity as the pace of resource extraction today may compromise the ability of future
generations to meet their own needs. Within this context, TQ1 (“How Can We Sustainably
Manage Natural Resources?”) is framed and the prescribed content is outlined accordingly.

2.3 Thematic Question 2, Topic 2.1 and Topic 2.2

TQ2 (“How Can We Sustainably Build Cities?”) focuses on the built environment. The study of
cities assumes central importance within discussions of sustainability because the trend of
global urbanisation remains unabated. The number and size of cities in the world will only
increase, thus increasing people’s demand for natural resources as cities are associated with
a high consumption of goods and services and densely built landscapes. With growing
populations, cities will need to anticipate and find ways to maintain a high quality of life for
their inhabitants. Within this context, housing (Topic 2.1) and transport systems (Topic 2.2)
have been identified for study.

2.4 Geographical Investigation

Geographical investigation (GI) is integral to learning Geography and reflects the importance
of inquiry. GI provides students with opportunities to:
• carry out a more student-directed geographical inquiry, and participate in fieldwork,
as students are required to go beyond the classroom to actively look for and gather
data to address the inquiry;
• apply and transfer what they have learnt from their geography lessons to a real-world
issue;
• be assessed more holistically in terms of a wider range of geographical skills; and
• develop the skills and attitudes to work individually and collaboratively in groups as
students are required to complete both individual and group components.

Each topic is designed with an accompanying GI. Students work in groups on one selected GI
a year.

2.5 Scope of Syllabuses

The scope of the syllabuses details the knowledge, skills, and values and attitudes which
students are expected to learn and demonstrate. The scope of the syllabuses is presented in
subsequent pages of this section. Optional learning outcomes and topical content for G2/
Normal (Academic) course are in italics.

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 Introduction to Geography
Overview:
Geography is the study of the world, comprising physical and built environments and the relationships between environments and people. It
offers unique perspectives through the four key geographical concepts of space, place, environment, and scale. Through geographical inquiry,
students will broaden and deepen their understanding of geographical phenomena as they learn to ask geographical questions and carry out
geographical investigation (GI). In this way, geographical inquiry helps students make sense of the world they live in and equips them with the
skills to build on the geographical knowledge they have acquired.

Through this study, students will learn how to:

• respect the Earth as a habitat for living things; and
• show care for people and the environment.

Guiding Question Learning Outcome Content Main Terms

Students should be able to:
GQ1 – What is • Describe how • Geography studies the world and the relationships • Geography
geography and how geographers study the between people and environments • Geographer
does it help me world o Branches of geography – physical and human • Relationship
understand the world? • Describe physical and o Physical environment (i.e., atmosphere, • Physical
built environments biosphere, hydrosphere and lithosphere) and geography
built environment (e.g., housing, transport • Human
systems) geography
• Physical
environment
• Built
environment
• Atmosphere
• Biosphere
• Hydrosphere
• Lithosphere

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• Geographical concepts as a way of thinking about the • Space
world • Location
o Space • Place
o Place • Environment
o Environment • Scale
o Scale • Map scale
• Time scale
• Geographic scale
• Pattern

• Geographical inquiry as a way of knowing the world • Geographical

o Pose geographical questions about phenomena inquiry
and their associated issues • Phenomenon
o Carry out an investigation to answer • Geographical
geographical questions about phenomena and investigation
their associated issues

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 Theme: Sustainable Resource Use and Management
Thematic Question 1: How Can We Sustainably Manage Natural Resources?
Overview:
A natural resource, which may be renewable or non-renewable, is any physical material that people view as valuable in meeting their needs.
Its value may differ across societies, change over time and be affected by technological development. The way people view the value of a
natural resource affects the way it is extracted and used. For example, a nature-centred view may lead to calls for conservation of the
environment, while a human-centred view may lead to over-extraction and subsequent environmental challenges. In striving towards the
sustainable use of natural resources, people often exercise ingenuity to develop solutions to ensure the continued availability of natural
resources for future generations.

Through this study, students will learn how to:

• respect the different views people have about natural resources; and
• show care for the Earth and the survival of future generations.

Guiding Questions Learning Outcomes Content Main Terms

Students should be able to:
GQ1 – What are natural • Describe the types of • Types of natural resources • Natural resource
resources? natural resources o Renewable and non-renewable • Renewable
• Non-renewable

GQ2 – How do people • Describe the ways • Ways people view and use natural resources: • Value
view and use natural people view and use o Nature-centred: the physical environment is • Nature-centred
resources? natural resources valuable in itself • Preservation
- Preservation of the physical • Human-centred
environment • Extraction
o Human-centred: the physical environment is • Depletion
valuable because something can be obtained • Environmental
from it degradation

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 - Extraction leading to resource depletion
and environmental degradation

• Sustainable use of natural resources to ensure their • Sustainable use

continued availability for future generations • Conservation
o Encourage conservation and sustainable • Short-/long-term
practices to reduce the rate of resource • Consumption
extraction and waste (e.g., 4R’s – reduce, reuse, • Waste
recycle and recover) • Technology
o Develop technologies to manage environmental • Environmental
footprint (e.g., low-flush toilets, solar farms) footprint

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 Topic 1.1: Water
Overview:
Water is a precious resource necessary for human survival. Without this resource, life would be impossible. Water is used in many aspects of
our daily lives: from drinking to washing, as well as in agriculture and industries. While water is renewable, as it is replaced naturally through
the hydrological cycle, it is unevenly distributed in the physical environment. The availability of water can be threatened by events of extended
rainfall or droughts, as well as through the contamination of water stores from improper use. To ensure the long-term availability of water
to support the natural ecosystem and human lives, sustainable solutions are needed to manage this vital resource.

Through this study, students will learn how to:

• be responsible users of water; and
• show care for the people and environments affected by water pollution.

Guiding Questions Learning Outcomes Content Main Terms

Students should be able to:
GQ1 – What is water and • Identify the physical • Water in various physical states • Physical state
where is water found? states of water o Water vapour (gaseous) • Gaseous
o Water (liquid) • Liquid
o Ice (solid) • Solid

• Describe the • Water stores and their distribution • Store

distribution of o Oceans • Distribution
various water o Glaciers • Ocean
stores using maps o Rivers • Glacier
or schematic o Lakes • River
diagrams o Groundwater • River source
o Soil • River mouth
• Lake
• Freshwater
• Groundwater

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 • Soil
• Soil moisture
• Pore
• Bedrock

GQ2 – Why is water available • Explain how the • Continuous supply of water through the • Hydrological cycle
on Earth? hydrological cycle hydrological cycle • Process
ensures a continuous o Evaporation • Evaporation
supply of water using o Transpiration • Transpiration
schematic diagrams o Condensation • Condensation
o Precipitation • Precipitation
o Infiltration • Infiltration
o Percolation • Percolation
o Surface runoff • Surface runoff
o Groundwater flow • Groundwater flow

• Explain water budget • Water budget within a catchment • Water budget

using schematic o Water surplus • Catchment
diagrams o Water deficit • Storage
• Input
• Output
• Surplus
• Deficit
• Net change

• Describe how the • Relationship between water and the environment • Rainfall
availability of water • Supply

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GQ3 – What relationships does changes due to o Changing availability of water due to • Flood
water have with (i) the variations in variations in precipitation • Drought
environment and (ii) people? precipitation using - Occurrence of floods due to • Ecosystem
schematic diagrams or excessive rainfall
texts - Occurrence of droughts due to lack
of rainfall over a prolonged period
• Describe how water of time
supports river o Support of river ecosystems
ecosystems using
schematic diagrams or
texts

• Describe how water is • Relationship between water and people • Domestic

used by people using o Domestic use (e.g., washing, cooking) • Recreation
images or texts o Recreational use (e.g., water sports, • Agriculture
fishing) • Industry
o Agricultural use (e.g., wet rice cultivation,
livestock rearing)
o Industrial use (e.g., hydropower, as a
cleaning agent in wafer fabrication)

• Explain how human • Pollution of water stores affecting the quality and • Pollution
actions have led to availability of water • Quality
water pollution and its o Threat to aquatic ecosystems • Threat
associated impact using • Reduced availability of water for people’s use
images or texts

GQ4 – How can these • Explain the strategies • Sustainable management of water resources in • Management
relationships be sustainably taken to sustainably Singapore and other countries • Short-/long-term
managed? manage water resources • Quality

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 in Singapore and other o Improve water quality (e.g., anti-pollution • Consumption
countries using texts or laws) • Technology
images o Reduce water consumption (e.g., water • Import
conservation efforts)
• Evaluate the strategies o Improve water technologies (e.g.,
taken to sustainably desalination)
manage water resources o Import water (e.g., international
in Singapore and other agreements)
countries using texts or
images

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 Geographical Investigation for Topic 1.1: Water
Overview:
Students will explore and learn about a water store through the application of the GI stages. They will uncover how people’s actions and the
natural environment affect water quality, how people’s use of a water store is affected by its water quality and how people’s perception of
their roles in managing a water store affect its use and water quality. In striving to sustainably manage the water store, students will reflect
on their past actions, develop solutions, and take actions to maintain or improve water quality to support natural ecosystems and people.

This GI seeks to find out:

• the factors contributing to the state of the water quality in a water store; and/or
• the stakeholders’ (e.g., authorities, businesses, the public) roles and their perception of these roles in managing a water store, and the
ways they use it.

GI Stages Learning Outcomes Content

Students should be able to:
Stage 1: • Pose geographical questions • Types of question frames (e.g., 5W1H, Neighbour’s core questions)
Framing the GI

Stage 2: Collecting • Use appropriate data Primary data:

data collection methods • Map work
• Ensure the accuracy and o Location of data collection sites
reliability of data • Sampling
o Spot
o Transect
• Surveys or interviews
o Human uses (e.g., recreational water activities)
o Strategies taken to ensure cleanliness (e.g., cleansing biotopes)
• Field notes (e.g., human activities near a water store)
• Field sketches (e.g., physical and built features around the water store)
• Images (e.g., photographs of human activities)

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 • Water quality tests (e.g., dissolved oxygen)

Secondary data:
• Online/library research
o Water quality indicators
o Changes or improvements made to the water store
o Strategies taken to ensure the sustainability of the water store

Stage 3: Analysing • Organise raw data • Maps (e.g., how water quality varies at different sampling points)
and presenting data • Select appropriate data • Field sketches (e.g., showing various human activities)
representations • Tables (e.g., showing the water quality indicators at the various sites)

Stage 4: • Provide evidence-based • Spatial patterns (e.g., changes in water quality across a transect of the river)
Drawing conclusions responses • Temporal patterns (e.g., changes in water quality at a sample site over time)
• Relationships between variables (e.g., human actions and water quality)
• Reasoned conclusions that answer the questions posed

Stage 5: Reflecting • Evaluate data collection • Strengths and limitations of data collection methods
and taking action methods • Improvements to the investigation
• Suggest ways to improve the • Proposal or actions (e.g., submission of a report to the water authority to start
investigation a school-based effort to monitor the water quality of or clean up a water store
• Propose ways to improve near the school)
the relationship between
the phenomenon and
people

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 Topic 1.2: Tropical Rainforests and Mangroves
Overview:
Tropical rainforests and mangroves are evergreen and among the most biologically diverse natural vegetation on earth. They are distinguished
by their ability to adapt to their unique environmental conditions in the tropics and along sheltered coasts and river mouths. Tropical
rainforests and mangroves are important for their environmental functions, wide range of uses and as natural resources to people. However,
the extraction of these natural resources has led to deforestation and an enhanced greenhouse effect. People can ensure that future
generations continue to benefit from tropical rainforests and mangroves if they are able to develop sustainable solutions and take actions to
protect and grow these two types of natural vegetation today.

Through this study, students will learn how to:

• respect the worth of tropical rainforests and mangroves to humans; and
• show care for the people and environment affected by deforestation.

Guiding Questions Learning Outcomes Content Main Terms

Students should be able to:
GQ1 – What are • Describe the • Characteristics of tropical rainforests and mangroves • Natural vegetation
tropical rainforests and characteristics of o Evergreen • Tropical rainforest
mangroves and where tropical rainforests and o Diversity of plant species • Mangrove
are they found? mangroves using o Structure • Evergreen
images or field sketches - Distinct layers (for tropical rainforests) • Diversity
- Horizontal zonation (for mangroves) • Structure
• Layer
• Emergent
• Canopy
• Undergrowth
• Zonation

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 • Describe the • Distribution of tropical rainforests and mangroves • Distribution
distribution of tropical o Found in the tropics (for tropical rainforests) • Tropical climate
rainforests and o Found along sheltered coasts and river mouths • Latitude
mangroves using maps (for mangroves) • Longitude
• Equator
• Tropic of Cancer
• Tropic of Capricorn
• Coast
• River mouth

GQ2 – Why are tropical • Describe the conditions • Conditions for the growth of tropical rainforests • Annual rainfall
rainforests and for the growth of o High annual rainfall • Mean annual
mangroves located in tropical rainforests and o High mean annual temperature temperature
the tropics? mangroves using graphs • Sheltered
or tables • Conditions for the growth of mangroves environment
o Warm waters • Sediments
o Sheltered environment • Salinity

• Explain the adaptations • Adaptations of tropical rainforests to the tropical • Adaptation

of tropical rainforests climate • Broad leaf
and mangroves using o Leaves (i.e., broad, waxy and drip tips) • Waxy leaf
images or field sketches o Roots (i.e., buttress) • Drip-tip leaf
• Buttress root
• Compare the • Adaptations of mangroves to coastal environments • Salt-secreting
adaptations between o Leaves (i.e., salt-secreting) • Aerial root
tropical rainforests and o Roots (i.e., pencil, cone, prop, and knee-bend; • Pencil root
mangroves using salt-excluding) • Cone root
images or field sketches • Prop root
• Knee-bend root

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 • Salt-excluding

GQ3 – What • Describe the • Relationship between tropical rainforests and • Habitat
relationships do environmental mangroves, and the environment • Biodiversity
tropical rainforests and functions of tropical o Habitat for biodiversity • Carbon storage
mangroves have with rainforests and o Carbon storage • Oxygen generation
(i) the environment mangroves in the o Oxygen generation (i.e., photosynthesis) • Photosynthesis
and (ii) people? environment using o Protection from soil erosion • Erosion
schematic diagrams or o Protection from coastal erosion
texts

• Describe how tropical • Relationship between tropical rainforests and • Habitation

rainforests and mangroves, and people • Raw material
mangroves are used by o Places of habitation (e.g., longhouse, stilt house) • Recreation
people using images or o Sources of raw materials (e.g., wood, minerals)
texts o Places for recreation (e.g., trekking, camping)
o Sources of food (e.g., hunting and gathering,
aquaculture)

• Describe the impact of • Extraction of resources from tropical rainforests and • Extraction
extracting resources mangroves • Deforestation
from tropical o Deforestation • Greenhouse gases
rainforests and o Enhanced greenhouse effect • Enhanced
mangroves on the greenhouse effect
physical environment
using graphs or
schematic diagrams

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GQ4 – How can these • Explain the strategies • Strategies for sustainable management of tropical • Management
relationships be taken to sustainably rainforests and mangroves in Singapore and other • Short-/long-term
sustainably managed? manage tropical countries • Conservation
rainforests and o Protect areas which contain tropical rainforests • National park
mangroves in Singapore and mangroves (e.g., national parks and • Biosphere reserve
and other countries biosphere reserves) • Forestry
using tables or texts o Regulate forestry activities (e.g., controlled • Controlled logging
logging) • Reforestation
• Evaluate the strategies o Rehabilitate disturbed areas with tropical • Public education
taken to sustainably rainforests and mangroves (e.g., reforestation)
manage tropical o Promote public education (e.g., guided nature
rainforests and walks)
mangroves in Singapore
and other countries

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 Geographical Investigation for Topic 1.2: Tropical Rainforests and Mangroves
Overview:
Students will explore and learn about a tropical rainforest/mangrove through the application of the GI stages. They will uncover how the
natural environment and people’s actions affect the growth of the tropical rainforest/mangrove and how people’s perception of their roles in
managing the tropical rainforest/mangrove affect its growth and value. Through the investigation, students will reflect on their past actions,
develop sustainable solutions, and take actions to protect, conserve or restore the tropical rainforest/mangrove to support the natural
ecosystems and needs of the people.

This GI seeks to find out:

• the factors affecting the growth conditions of a tropical rainforest/mangrove; and/or
• the stakeholders’ (e.g., authorities, businesses, the public) roles and their perception of these roles in managing a tropical
rainforest/mangrove.

GI Stages Learning Outcomes Content

Students should be able to:
Stage 1: • Pose geographical questions • Types of question frames (e.g. 5W1H, Neighbour’s core questions)
Framing the GI
Stage 2: • Use appropriate data Primary data
Collecting data collection methods • Map work
• Ensure accuracy and o Location of data collection sites
reliability of data • Sampling
o Spot
o Transect
• Surveys or interviews
o Human uses (e.g., recreational activities)
o Strategies to protect tropical rainforests or mangroves (e.g., construction of
boardwalks)
• Field notes (e.g., human activities)
• Field sketches (e.g., protection from soil or coastal erosion)

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 • Images (e.g., photographs of different plant species)

Secondary data
• Online/library research
o Common plant species or organisms found in tropical rainforests or
mangroves
o Uses of resources obtained from tropical rainforests or mangroves
o Strategies taken to protect tropical rainforests or mangroves
Stage 3: • Organise raw data • Maps (e.g., showing the distribution of plant species at different zones in a
Analysing and • Select appropriate data mangrove)
presenting data representations • Pie charts (e.g., showing the proportion of people’s perception of their role in
ensuring sustainability)
• Images (e.g., photographs showing human activities)
• Field sketches (e.g., showing how trees protect an area from erosion)
• Tables (e.g., showing the diversity of plant species in an area of a rainforest)
Stage 4: • Provide evidence-based • Spatial patterns (e.g., plant species found at different areas in a forest)
Drawing responses • Relationships between variables (e.g., human actions and environmental
conclusions conditions of the forest)
• Reasoned conclusions that answer the questions posed
Stage 5: • Evaluate data collection • Strengths and limitations of data collection methods
Reflecting and methods • Improvements to the investigation
taking action • Suggest ways to improve the • Proposal or actions (e.g., creation of a plan and educational campaign materials
investigation to inform the public about appropriate activities in a forest)
• Propose ways to improve
the relationship between
the phenomenon and
people

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 Theme: Sustainable Resource Use and Management
Thematic Question 2: How Can We Sustainably Build Cities?
Overview:
By 2030, more than half of the world’s population will live in urban areas, and one in every three people will live in cities with at least half a
million inhabitants. As cities grow, they require large amounts of natural resources and people to build and maintain infrastructure, develop
industries, and provide services to meet the needs and demands of their inhabitants. While these demands exert great pressure on people
and the environment, they also offer opportunities for cities to be sustainably built. Ingenuity is essential in developing solutions that can
manage urban growth sustainably without compromising the environment while maintaining a high quality of life for its inhabitants.

Through this study, students will learn how to:

• understand and appreciate the diversity of cultures in a city; and
• show care for different groups of people who live in the city and have different needs from them.

Guiding Questions Learning Outcomes Content Main Terms

Students should be able to:
GQ1 – What are cities? • Describe the • Characteristics of cities • City
characteristics of cities o Large population size • Population size
o High population density • Population
o Built-up area density
o Range of functions (e.g., administrative, • Infrastructure
commercial) • Function

• Describe how cities are • Relationship between cities and rural areas • Rural-urban
related to rural areas o Rural-urban migration migration
o Provision of goods and services (e.g., food, • Push factor
hospitals) • Pull factor
• Amenities

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GQ2 – How do cities • Describe the ways cities • Impact of cities on the environment and their • Education
impact the impact people and the inhabitants • Employment
environment and the environment o Opportunities • Industries
people living in them as - Education and employment • Technological
they continue to grow? - Technological innovations (e.g., reduce innovations
carbon emissions, improve mobility) • Environmental
o Challenges pollution
- Increased environmental pollution (e.g., • Environmental
water pollution, air pollution) footprint
- Competition for natural resources (e.g., • Competition
land, water)

GQ3 – How can people • Describe the strategies • Sustainable management of cities • Management
sustainably build cities? used to sustainably o Environmental management • Hazard
build cities - Physical environment (e.g., reduce water • Human-induced
pollution, minimise air pollution) • Natural
- Hazards (e.g., use of better-quality • Quality of life
building materials, land-use planning) • Housing
o Improve quality of life • Transportation
- Providing safe housing mode
- Providing a variety of transportation
modes
- Considering the needs of different groups
(i.e., the elderly, persons with disabilities)

27
 Topic 2.1: Housing
Overview:
Housing fulfils the basic human need for shelter. As cities continue to grow in population size, the need to provide housing also increases. This
will lead to greater demand for natural resources, amenities and services as more housing developments are undertaken. However, the types
of housing, their locations, availability, quality, and affordability differ from place to place. In some places, where housing is unavailable,
people may have to build and occupy informal housing in squatter settlements. In other places, where housing is poorly maintained, people
may have to live in undesirable living conditions. To better manage the impact of housing on the environment and people, it is necessary for
developers, dwellers and those involved in building and maintaining housings to develop solutions and take actions that are sustainable.

Through this study, students will learn how to:

• appreciate the importance of harmony given the diversity of the people living in an area; and
• appreciate the resilience shown by people in improving their living conditions.

Guiding Questions Learning Outcomes Content Main Terms

Students should be able to:
GQ1 – What are the • Describe the different • Types of housing and their characteristics • Formal housing
different types of types of housing and o Formal housing • Government
housing and where are their characteristics - Built by government or private developers • Private
they found in cities? using graphs or images - Legal right to occupy land developers
- Access to basic services • Legal right
• Compare the different - High-quality building materials • Basic services
types of housing and o Informal housing • Informal
their characteristics - Self-built squatter settlements housing
using graphs or images - No legal right to occupy land • Squatters
- Lack of access to basic services • Squatter
settlements

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 • Describe the • Location of formal housing in cities • Desirable land
distribution of housing o Found on desirable land (e.g., away from
locations within cities pollution, away from heavy industries)
using maps
• Location of informal housing in cities • Locally
o Found on locally unwanted land-use (LULU) (e.g., unwanted land-
near landfills, near sewage treatment plants) use

GQ2 – Why are different • Explain the factors • Factors affecting the location of formal and informal • Land-use
types of housing located affecting the locations housing planning
where they are in cities? of formal and informal o Land-use planning (e.g., restrictive land use, • Housing
housing in cities using zoning) shortage
texts or maps o Developers (i.e., government and private • Government
developers) • Private
o Land price (i.e., cost of land for formal housing) developers
o Housing financial support (i.e., finance schemes • Financial
for the poor, improved access to finance for support
developers) • Finance
schemes
• Affordability
• Cost
GQ3 – What is the • Describe the impact that • Relationship between housing and the environment • Natural
relationship between housing has on the o Use of natural resources (e.g., forests, water) resources
housing and (i) the environment using o Environmental pollution (e.g., land, water) • Pollution
environment and (ii) images or schematic • Waste
people? diagrams

• Describe the impact that • Relationship between housing and people • Basic needs
housing has on people o Provision of basic needs (e.g., shelter, sanitation) • Amenities

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 using images or o Presence of amenities (e.g., grocery shops, clinics) • Social
schematic diagrams o Presence of communities (e.g., interactions with • Communities
neighbours, sense of belonging)

GQ4 – How can these • Explain the strategies • Sustainable management of housing in Singapore and • Management
relationships be taken to sustainably other countries • Short-/
sustainably managed? manage housing in o Integrated land-use planning (e.g., by urban long-term
Singapore and other development authorities) • Integrated land-
countries using texts or o Provision of inclusive public housing (e.g., by use planning
images housing development authorities) • Inclusive public
o Environmental features in buildings (e.g., zero housing
• Evaluate the strategies energy building design) • Slums
taken to sustainably o Improvements to the conditions of slums (e.g.,
manage housing in through government funding)
Singapore and other
countries using texts or
images.

Geographical Investigation for Topic 2.1: Housing

Overview:
Students will explore and learn about living in a neighbourhood through the application of the GI stages. They will uncover why certain features
in a neighbourhood are used more than others and how the provision and use of these features impact the environment and the people living
there. By considering the impacts of these features and their related activities on people living in the neighbourhood and the environment,
students will recommend sustainable solutions, and take actions to maintain or improve people’s quality of life, and the quality of the
environment.

This GI seeks to find out:

• the factors affecting the use of different features (e.g., parks, playground, markets) found in a neighbourhood; and/or
• the impact of different features (e.g., parks, playground, markets) on people and/or the environment.

30
GI Stages Learning Outcomes Content
Students should be able to:
Stage 1: • Pose geographical questions • Types of question frames (e.g., 5W1H, Neighbour’s core questions)
Framing the GI

Stage 2: • Use appropriate data Primary Data

Collecting Data collection methods • Map work
• Ensure accuracy and o Location of data collection sites
reliability of data • Sampling
o Convenience
o Simple random
o Systematic random
• Surveys or interviews
o People’s perception of the quality and range of features available
o Improvements that can be made to the neighbourhood
• Field notes (e.g., nature of activity)
• Field sketches (e.g., market)
• Images (e.g., photographs of convenience stores)

Secondary data
• Online/library research
o Strategies taken by authorities in Singapore (e.g. town councils)
o History of the neighbourhood

Stage 3: • Organise raw data • Maps (e.g., location of features)

Analysing and • Select appropriate data • Graphs (e.g., a simple bar graph showing the results of survey questions)
presenting data representations • Images (e.g., photographs of sites within the neighbourhood)
• Field sketches (e.g., drawings of selected features)

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 • Texts (e.g., survey responses from the residents)

Stage 4: • Provide evidence-based • Spatial patterns (e.g., location of different features in the neighbourhood)
Drawing conclusions responses • Relationships between variables (e.g., impact of features and needs of
residents)
• Reasoned conclusions that answer the questions posed

Stage 5: • Evaluate data collection • Strengths and limitations of data collection methods
Reflecting and taking methods • Improvements/enhancements to investigation
action • Suggest ways to improve the • Proposal for use of data (e.g., creation of posters to be shared with residents
investigation through the school’s Values-In-Action/community programme)
• Propose ways to improve the
relationship between the
phenomenon and people

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 Topic 2.2: Transport Systems
Overview:
Transport systems facilitate movement of people, goods and services in cities. As cities develop and the lifestyles of people change, the
demands on and expectations of transport systems have also become more complex. While a city’s transport systems are expected to be
efficient and effective, their development and maintenance can have a significant impact on people and the environment. To better manage
the impact of transport systems on the environment and people, it is necessary for people to develop solutions and take actions that are
sustainable and can lead to an improvement in the quality of life.

Through this study, students will learn how to:

• understand the efforts of the stakeholders involved in planning and managing an urban transport system; and
• show care for groups of people with different mobility needs.

Guiding Questions Learning Outcomes Content Main Terms

Students should be able to:
GQ1 – What are • Describe the • Characteristics of transport systems in cities • Transport
transport systems and characteristics of o Density of transport network (i.e., nodes and • Transport system
where are they found in transport systems in cities routes) • Network
the cities? using images or schematic o Quality of transport infrastructure (e.g., paved • Location
diagrams roads, maintenance of facilities) • Node
o Variety of transport modes (e.g., rail, air) • Route
• Infrastructure
• Mode

• Describe the locations of • Locations of transport nodes in cities • Accessibility

transport nodes in cities o Concentration of activities • Terminal
using maps o Level of accessibility

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GQ2 – Why are • Explain the reasons for a • Reasons for a transport system in cities • Intermodal
transport systems transport system in cities o Movement of people • Connectivity
located in cities? using texts or schematic o Movement of goods and services
diagrams o Intermodal connectivity
o Connectivity to other cities

GQ3 – What • Describe the impacts of • Relationship between transport systems in cities and • Physical
relationships do transport systems on the the environment environment
transport systems in environment using o Changes to physical environment (e.g., clearing • Carbon footprint
cities have with (i) the images or schematic of natural vegetation, modification of
environment and (ii) diagrams landforms)
people? o Increased carbon footprint

• Describe the impacts of • Relationship between transport systems in cities and • Health risk
transport systems on people • Safety risk
people using images or o Health and safety risks • Traffic congestion
schematic diagrams o Traffic congestion • Mobility
o Improved mobility for different groups of
people (i.e., elderly and persons with
disabilities)

GQ4 – How can these • Explain the strategies • Sustainable management of transport systems in • Management
relationships be taken to sustainably Singapore and other countries • Short-/long-term
sustainably managed? manage transport o Laws and policies on transport (e.g., road • Land-use planning
systems in Singapore safety) • Transport planning
and other countries o Integrated land-use and transport planning • Mobility research
using texts or images (e.g., terminals that serve as multi-purpose and development
hubs)
• Evaluate the strategies
taken to sustainably

34
 manage transport o Provision of a range of mobility options for
systems in Singapore and different groups of people (e.g., wheelchair-
other countries using friendly buses)
texts or images o Research and development in transport (e.g.,
mobile applications for navigation and
location-based services)

Geographical Investigation for Topic 2.2: Transport Systems

Overview:
Students will explore and learn about different mobility options in an urban area through the application of the GI stages. They will uncover
how the mobility of different groups of people can be affected by where they live, and how the provision and use of different mobility options
can impact the environment and people living there. Students will consider the impacts of mobility options on people and the environment,
develop solutions and take actions that are sustainable to improve people’s quality of life, and the environment.

This GI seeks to find out:

• the factors affecting the mobility of different groups of people; and/or
• the impact of different mobility options on people and/or the environment.

GI Stages Learning Outcomes Content

Students should be able to:
Stage 1: • Pose geographical questions • Types of question frames (e.g., 5W1H, Neighbour’s core questions)
Framing the GI

Stage 2: • Use appropriate data Primary data

Collecting Data collection methods • Map work
• Ensure accuracy and o Location of data collection sites
reliability of data • Sampling method
o Convenience

35
 o Simple random
o systematic random
• Surveys or interviews
o People’s awareness and use of different mobility options
o Impact of mobility options on people
o Improvements that can be made to the mobility options
• Field notes (e.g., types and level of activity at a train station during peak
periods)
• Field sketches (e.g., features of new concept bus stop)
• Images (e.g., photographs of activities in town on a car-free Sunday)

Secondary data
• Online/library research
o Strategies taken by authorities or service providers in Singapore (e.g.,
Land Transport Authority)

Stage 3: • Organise raw data • Maps (e.g., by marking out sustainable transport features)
Analysing and • Select appropriate data • Graphs (e.g., simple bar graphs showing the results of survey questions)
presenting data representations • Images (e.g., photographs of activities during car-free Sunday)
• Field sketches (e.g., features along a park connector)
• Texts (e.g., survey responses from the residents)

Stage 4: • Provide evidence-based • Spatial patterns (e.g., location of specific transport nodes)
Drawing conclusions responses • Relationships between variables (e.g., use of a mobility option and the carbon
footprint arising from its use)
• Reasoned conclusions that answer the questions posed

Stage 5: • Evaluate data collection • Strengths and limitations of data collection methods
methods • Improvements/enhancements to investigation

36
Reflecting and taking • Suggest ways to improve • Proposal for use of data (e.g., sharing a report on utilisation rate and residents’
action investigation perception of various mobility options with the transport authority)
• Propose ways to improve the
relationship between the
phenomenon and people
Geographical Data Skills and Techniques
Overview:
Geographical data skills and techniques are essential to the work of geographers. They help geographers gather, analyse, present and interpret
information about the characteristics, patterns and processes of the phenomenon/phenomena they are investigating. They also facilitate
geographical thinking and decision-making. As students learn about a range of geographical data types such as graphs, maps and images
through the topics, they will acquire the skills necessary for them to read, construct, analyse and interpret the data in context.

Data Types Learning Outcomes

Students should be able to:
Graphs • Read graphs
• Line graphs (simple and comparative) o Identify elements in a graph (i.e., title, variables on the x-axis and y-axis, variables in
• Bar graphs (simple and comparative) the sectors of a circle, scale of values, units and legend)
• Pie charts • Calculate mean, total and range of values
• Present data using graphs
Note: Climographs will be used to show • Analyse graphs
rainfall and temperature patterns of o Identify the largest and smallest values
tropical areas in Topic 1.2. o Describe the trend (i.e., positive/increasing, negative/decreasing, constant and
fluctuating) and anomalies
• Interpret and draw conclusions based on information found in graphs

37
Maps • Read maps
• Reference maps (i.e., atlas, o Identify elements of a map (i.e., title, reference/key/legend and scale)
topographic maps, street maps) o Locate human and physical features using:
• Thematic maps (i.e., proportional − Latitude and longitude
symbol maps, choropleth maps) − Cardinal (i.e., North, South, East and West) and inter-cardinal directions (i.e.,
Northeast, Northwest, Southeast and Southwest)
− Four-digit and six-digit grid references
− Symbols and place names
o Calculate straight-line distance between two points on a map
• Present data using maps
• Analyse maps
o Organise and present data using an appropriate map type
o Describe spatial distribution and patterns presented in maps

Images • Read images

• Aerial (i.e., satellite, remote sensing) o Identify elements of an image (i.e., title, date, time, location, scale and source)
• Landscape • Analyse images
o Locate features in an image using the terms “foreground”, “middle-ground” and
“background”
o Identify and describe features found in an image
• Present data using images
• Label or annotate features found in images

38
Field sketches • Draw field sketches
o Observe and locate features in the field
o Draw relevant features
o Label or annotate characteristics of features
• Analyse field sketches
o Locate features in field sketches using the terms “foreground”, “middle-ground” and
“background”
o Identify and describe features found in field sketches

Tables • Read tables

o Identify elements of a table (i.e., title, name of row, name of column, scale of values
and units)
• Calculate the mean, total and range of values
• Present data using tables
• Analyse tables
o Identify the largest and smallest values
o Describe the trend (i.e., positive/increasing, negative/decreasing) and anomalies.
• Interpret and draw conclusions based on information found in tables

Texts • Read texts

o Identify elements of a textual source (i.e., author, title, date of publication and source)
• Present data using texts
• Analyse texts
o Identify the issue being presented in a textual source
o Extract relevant information from a textual source
• Interpret and draw conclusions based on information found in texts

39
Schematic diagrams • Read schematic diagrams
o Identify elements of a schematic diagram (i.e., title, labels)
• Analyse schematic diagrams
o Identify features, processes, flows and linkages in a schematic diagram
o Describe relationships between elements in a schematic diagram
• Interpret and draw conclusions based on information found in schematic diagrams

40
3. PEDAGOGY
3.1 Learning through Geographical Inquiry

The recommended approach to the teaching and learning of geography is through the
Geographical Inquiry Process 1 (GIP). It empowers students in their own learning and
stimulates an interest in the subject. The process comprises four stages of inquiry (see Figure
4): sparking curiosity, gathering data, exercising reasoning and reflective thinking.

Figure 4: Stages of the Geographical Inquiry Process

Sparking Curiosity Gathering Data

Creating the need to know through asking Addressing the inquiry question with
questions evidence

Geographical Inquiry Process

Reflective Thinking Exercising Reasoning

Reflect on how data is gathered and how the Making sense of data through analysis and
gathered data can inform actions evaluation

The GIP begins with sparking curiosity using stimulus materials to challenge students’
assumptions and habitual responses and invite posing of questions. Thereafter, through
library research and fieldwork, geographical data is gathered. As students systematically
organise the information they have collected, they will need to exercise sound reasoning to
analyse and make connections between pieces of information they have, and thereby
construct new knowledge and understanding for themselves. They will analyse the
information in context of the question posed to arrive at a conclusion to the question before
reflecting on their learning based on the inquiry process or conclusion drawn. Through the
inquiry process, students will be challenged to examine their own thinking, feeling and doing
and become reflective thinkers and self-directed learners.

1
The Geographical Inquiry Process is informed by the work of Roberts, M. (2013). Geography Through Enquiry.
Geographical Association: Sheffield. Roberts highlighted four elements of an inquiry-based approach: (i)
inquiry is question-driven, (ii) inquiry is supported by evidence, (iii) inquiry requires thinking geographically,
and (iv) inquiry is reflective.

41
3.2 Use of Geospatial Technology in Geographical Inquiry

The advancement in and availability of hardware and software have made geospatial data
and technologies more accessible to students and teachers. Geospatial technologies (e.g.,
remote sensing, geographic information systems (GIS), internet mapping technologies and
Global Positioning System (GPS)) are used to collect and process data that are associated with
locations on Earth2. Geospatial data and technologies can be used together with web-based
learning and communication applications to greatly enhance the learning experience for both
students and teachers. For example, students can access rich digital data such as images,
statistics and graphs in interactive digital maps available in MOE-EduGIS and MOE Library
when learning about a place, phenomenon or issue. The use of 360o virtual reality technology
can also provide students with immersive experience of a field site prior to the conduct of
fieldwork. When appropriately applied, learning with technology will contribute towards
students achieving the standards and benchmarks of the 21st Century Competencies ‘Critical
and Inventive Thinking’ and ‘Communication, Collaboration and Information Skills’.

2
American Association for the Advancement of Science. (n.d.). What are Geospatial Technologies? Retrieved
from https://www.aaas.org/sites/default/files/GTHR_2_What_Is_Geotech.pdf)

42
4. ASSESSMENT

4.1 Purpose of Assessment

Assessment is aligned to the key beliefs of the Singapore Curriculum Philosophy which is
encapsulated in the Singapore Teaching Practice. It is integral to the learning process and
helps students become self-directed learners. Assessments are designed with clarity of
purpose, to provide students with feedback that they can use to address learning gaps and
move them towards attainment of the intended learning outcomes.

4.2 Assessment of Objectives

In the syllabuses, the geographical knowledge and skills to be assessed are defined in the
Assessment Objectives (AOs). AOs in italics are meant for G3/ Express course only.

AO1: Knowledge
Students should be able to demonstrate knowledge of:
• geographical terms, facts, processes, concepts and phenomena;
• geographical data types, skills and techniques; and
• geographical investigation skills.

AO2: Critical Understanding and Constructing Explanations

Students should be able to apply geographical knowledge to:
• select and organise the content learnt;
• perform analysis and produce explanations;
• evaluate data collection methods and generate solutions; and
• evaluate strategies.

AO3: Interpreting and Evaluating Geographical Data

Students should be able to apply geographical knowledge to:
• select and organise relevant information;
• observe patterns and deduce relationships; and
• draw conclusions based on evidence.

43
4.3 Recommended Assessment Modes

To promote greater self-directed learning, foster the spirit of inquiry and develop
collaborative and communication skills, as well as lay a strong foundation of knowledge in our
students, a variety of assessment modes is used (see Figure 5).

Figure 5: Recommended Assessment Modes

Assessment Purpose
Mode

Class Test Students will be given opportunities to

• provide descriptions, explanations and analysis to questions on
geographical phenomenon learnt, and
Examination • apply knowledge and understanding to interpret and analyse
geographical data.

Response to Students will be given opportunities to

Geographical • apply knowledge and understanding in response to a selected
Issue (RGI) geographical issue reported in the news.

Geographical Students will be given opportunities to

Investigation • participate collaboratively to investigate an authentic geographical
(GI) phenomenon/issue which involves the following five stages:
framing the GI, data collection, data analysis and presentation,
drawing conclusions, and reflection and taking action.

44