GEOGRAPHY - HIGHER LEVEL

GEOGRAPHY - HIGHER LEVEL

Aims

• Encourage the systematic and critical study of human experience and behaviour; physical, economic and social environments; and the history and development of social and cultural institutions • Develop in the student the capacity to identify, to analyse critically and to evaluate theories, concepts and arguments about the nature and activities of the individual and society • Enable the student to collect, describe and analyse data used in studies of society, to test hypotheses, and to interpret complex data and source material • Promote the appreciation of the way in which learning is relevant both to the culture in which the student lives, and the culture of other societies • Develop an awareness in the student that human attitudes and beliefs are widely diverse and that the study of society requires an appreciation of such diversity • Enable the student to recognize that the content and methodologies of the subjects in group 3 are contestable and that their study requires the toleration of uncertainty.

More specifically the aims of the Geography syllabus at SL are to enable students to:

• Develop an understanding of the interrelationships between people, places, spaces and the environment • Develop a concern for human welfare and the quality of the environment, and an understanding of the need for planning and sustainable management • Appreciate the relevance of geography in analysing contemporary issues and challenges and develop a global perspective of diversity and change.

Course description

At Tanglin Trust School geography is taught as a global dynamic subject that is firmly grounded in the real world and focuses on the interactions between individuals, societies and the physical environment in both time and space. It seeks to develop and support the everinquiring mind of the developments, links and changes between the physical and human worlds. Patterns and processes are studied, and trends identified, looking to the future geographical world in which IB students will live and help to shape. IB Geography will investigate the way that people adapt and respond to change and help to develop ideas and management strategies associated with such change. Geography describes and helps to explain the similarities and differences between spaces and places. Local fieldwork will take place to support and enhance the course and all students will take part in a residential fieldtrip to Northern Thailand in Year 12.

Higher Level students will study the following:

Part 1 Optional Themes (all three themes) • Geophysical hazards • Leisure, tourism and sport • Urban Environments or Freshwater

Part 2 Geographic Perspectives - Global Change

• Population dynamics—changing population • Global climate—vulnerability and resilience • Global resource consumption and security

Part 2 HL Extension - Global interactions

• Power, places and networks • Human development and diversity • Global risks and resilience

Higher Level Geography Diploma students will submit a written Internal Assessment report based on fieldwork in Northern Thailand. This report will be no more than 2,500 words and will be worth 20% of their final mark.

Requirements

The usual requirement for IB Geography is the POP in Geography. However, students with a lively and enquiring mind, a willingness to explore new ideas and an interest in current affairs may be considered without IGCSE Geography. The nature of the subject, and its methods of assessment, is such that students need to have a sound level of both numeracy and literacy.

Career Path

Current concern about climate change, shrinking energy resources and sustainability make Geography a contemporary and very relevant course to study. Geography students are highly sought after in areas such as finance and banking, hydrology and flood management, education, surveying, GIS, climatology, urban and transport planning, emergency management, demography, oceanography and many other areas. Geography students have excellent transferable skills making them attractive to virtually all employment sectors. “Team workers, self-starters, IT literate, good data interpretation and research skills these are all attributes where Geographers ‘tick the box’.” (Royal Geographical Society)

GEOGRAPHY - HIGHER LEVEL

5 TERM OVERVIEW

Part 1 Optional Themes & Part 2 Geographic Perspectives & HL Extension

Term 1

• Population dynamics—changing population • Geophysical hazards – earthquakes, volcanoes and landslides (Option) • Residential Fieldtrip to Thailand for IA data collection (Approximate cost: $1400)

Term 2

• Geographical skills and Fieldwork – writing of IA • Population dynamics—changing population • Global climate—vulnerability and resilience

Term 3

• Global resource consumption and security • Global climate—vulnerability and resilience

Internal Assessment:

External Assessment:

Term 4

• Leisure, tourism and sport (Option) • Urban environments or Freshwater (Option)

Term 5

• Leisure, tourism and sport (Option) • Global interactions (HL Extension)

20% Fieldwork Report (maximum 2500 words) externally moderated.

80% Examination

• Paper 1 (35%): Three questions must be answered on the Option topics of Urban environments, Geophysical hazards and Leisure, tourism and sport. Each option has a structured question and one extended answer question from a choice of two. • Paper 2 (25%): Three structured questions, based on each core unit, an

Infographic or visual stimulus, with structured questions and one extended answer question from a choice of two. • Extension Paper (20%): Choice of three extended answer questions, with two parts, based on each HL core unit.

Comparison between this course and A-Level

The requirements of the syllabus and the standard of the exam are broadly comparable to A2. However, the IB is keen to stress the inter-relationships between the Core and the different modules. The IB course is an “international” syllabus, drawing on the experiences

and methodologies of teachers from many parts of the world.

The aims of the IB course are: • Develop a global perspective and a sense of world interdependence • Understanding between people, places and environments • Concern for quality of the environment; sustainable development • Recognise the need for social justice, equity, combat bias, prejudice, appreciate diversity

Contact for further information:

Mrs Bridget Ruben: bridget.ruben@tts.edu.sg