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Among the various subjects that are under the purview of the Humanities Department, it is recommended that the AED (T&L) assisting Humanities teachers be deployed for Geography, History or Social Studies so as to alleviate the workload issues faced by these subject teachers. Asstudents learn Geography, they will develop their understanding of these concepts. Example: In an ICT lesson, students will use ICT software to represent their fieldwork data. of periods 48 48To manage curriculum time, schools adopting the modular system can consider conductingthe various assessment modes during the school’s common test and examination period.  Scale 21st CC: Civic and importance of  Uses of tropical rainforests Literacy, Global tropical rainforests. 38, SECTION 5:SCOPE AND SEQUENCE CHART FORLOWER SECONDARY GEOGRAPHYSYLLABUSES 0, Scope and Sequence Chart for Lower Secondary Geography Syllabuses Topics Learning Outcomes Knowledge/Skills Key MOE Initiatives GeographicalSECONDARY Note: Knowledge DesiredONE Students would not be  Branches of Geography Concepts / Outcomes of assessed for the Content Education:THEME: Introductory topic. RECOMMENDED PEDAGOGY 26  Geographical Inquiry 284. graphs, maps, photographs, sketches, tables and text/quotes) 39, Topics Learning Outcomes Knowledge/Skills Key MOE Initiatives Geographical Skills  Geographical inquiry questions Concepts / Content Rationale: Geographers ask particular questions when Concepts studying physical and human phenomena. 26, analyse the information in the light of the question posed so as to arrive at a conclusion tothe question before reflecting on their learning based on the inquiry process or conclusiondrawn. Secondary Geography Form 1 Students' Book book. Details and examples of the four key concepts are shown in Figure 3. His main responsibility is to support the Department in both academic subjects andnon-academic areas so as to help students with different learning needs learn better. 21st CENTURY COMPETENCIES 30  21st Century Competencies in Geography Education 32  Competency Domains, Components and their Definitions o Annex C: Mapping of Lower Secondary Geography Syllabuses to 21st Century Competencies and Benchmarks (Secondary)5. Sec 1 . Teachers will choices/ a stand for himself/herself then guide students through the ethical on the ethical handling and use of use of information to help them understand information. Cambridge Lower Secondary English as a Second Language (1110/0876) Cambridge Lower Secondary Global Perspectives (1129) Cambridge ICT Starters (8984) Cambridge Lower Secondary Mathematics (1112/0862) Cambridge Lower Secondary Music (0078) Cambridge Lower Secondary Physical Education (0081) Cambridge Lower Secondary Science (1113/0893) Assessment 4 Housing: How to provide homes for all?Urban Living 5 Transport: How do we keep people moving? If you don't see any interesting for you, use our search form on bottom ↓ . During this session, Mrs Lim and YKC modelled the collaborative use of the toolfor the students and provided one-to-one support for those who encountered difficulty. In the final stage of the inquiryprocess, students will learn to develop reflective thinking skills as they re-assess conclusionsand consider alternatives by reviewing the inquiry process or findings.The use of inquiry-based learning in geography, particularly in the completion of theperformance task of geographical investigation, will also help develop student’s capacity forself-management. loss of biodiversity andsocio-cultural skills and sensitivity enhanced greenhouse effect) and people (e.g. 2.2b (same benchmark runs In learning about the types of floods, through P6-S2) students are required to think deeper Students are able reflect on his/her about the risk of flash floods in their thoughts, attitudes, behaviour and neighbourhood. 4 How should we manage deforestation?Issue 2: Water supply – Will our taps run dry?1 What is water shortage?2 Which locations in the world are facing water shortage? This chart outlines the guidingquestions together with the associated learning outcomes, knowledge/skills, key geographicalconcepts and content concepts as well as MOE initiatives for all issues in the syllabuses. Why does deforestation occur?3 How does deforestation impact people and the environment? 35, 21st Century Competency Standards Benchmark (End of S2) Samples from the Lower Secondary Geography SyllabusesInformation and Communication ICS 1 1.1cSkills (ICS) Communicates and collaborates Students are able to explain As part of their geographical investigation, effectively information and ideas coherently students have to undertake and submit anLearning Outcome: Manages and for specific purposes. 21, When Mrs Lim was conducting lessons, YKC would sit at the back of the classroom toobserve students’ responses and listen for the key emphases of the lesson. openness; Resources, and examine  Which part(s) of the world is/are affected by the management of issues such as issue? They also learn to(CIT) Explores possibilities and 3.2a (same benchmark runs respect the different perspectives people generates ideas through P3-S2) have about the rainforests.Learning Outcome: Generates Students are able to demonstratenovel ideas; exercises sound respectful and acceptable When applicablereasoning and reflective thinking to behaviour that promote socialmake good decisions; and cohesion. to browse.  Global distribution of deforested areas of tropical  Sustainable sound reasoning  Describe the impact and decision- of deforestation on rainforest resource making, reflective people and the  Causes of deforestation management thinking; environment using text/quotes. Download International Lower Secondary Science 2 Book Answers book pdf free download link or read online here in PDF. 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