2010-2011
2009-2010 - Shatin Tsung Tsin Secondary School
2009-2010 - Shatin Tsung Tsin Secondary School
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SHATIN TSUNG TSIN SECONDARY SCHOOL<br />
GEOGRAPHY<br />
FIVE-YEAR PLAN (2007-2012)<br />
I. AIMS<br />
1. To stimulate students’ interest in, and enthusiasm for, the study of geography<br />
2. To equip students with better geographical knowledge of our community, our<br />
country and the outside world<br />
3. To enhance students’ knowledge of global interactions<br />
4. To help students develop personal and social values towards the environment and<br />
the well-being of mankind<br />
5. To equip students with various geographical skills for their future lives<br />
6. To foster students’ ability in independent thinking<br />
7. To develop students’ high order thinking<br />
8. To enhance the effectiveness of both teaching and learning in geography<br />
9. To prepare teachers and students for the NSS curriculum<br />
II. SITUATIONAL ANALYSIS<br />
1. Strengths<br />
a. The learning ability of students is generally improving<br />
b. Teachers teaching this subject are cooperative and willing to learn<br />
c. The promotion of high order thinking skills in the whole school facilitates the<br />
teaching approach in this subject<br />
d. The improvement in physical conditions of normal classrooms as well as<br />
Geography Room increases the flexibility in geography teaching<br />
e. The emphasis on using information technology in teaching helps teachers to<br />
conduct their lessons in more effective ways<br />
2. Weaknesses<br />
a. Students are generally unaware of current news and issues concerning the<br />
matters of interest in this subject<br />
b. Students are generally weak in handling various kinds of techniques and skills<br />
required in the study of Geography<br />
c. Students in lower forms generally disregard the importance of the subject due to<br />
the short teaching time<br />
d. There is a polarization of learning abilities for NSS students under the present<br />
school structure<br />
e. The multidisciplinary nature of the subject creates a great obstacle to higher<br />
form students with average abilities<br />
f. The increasing proportion of candidates using Chinese in the public<br />
examinations poses great threats to higher-form students in achieving more<br />
satisfactory results<br />
g. The relatively dynamic nature of the human & economic branches in Geography<br />
poses great difficulties for higher-form teachers in acquiring up-to-date<br />
information for teaching<br />
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