www.thechinesestaffroom.com 2010
CHINA ACROSS THE WHOLE SCHOOL:
GEOGRAPHY
IMPROVE YOUR STANDING AS A TEACHER OF CHINESE OR AS A TEACHER OF GEOGRAPHY
CONTENTS
Why you should read this? ................................................................................................................................. 2
Geography and China - what does cross curricular mean? ................................................................................ 2
Opportunities for Cross Curricular Chinese Geography ..................................................................................... 2
Primary ........................................................................................................................................................... 3
Secondary ....................................................................................................................................................... 3
How as a teacher of Chinese? BY Forming A Partnership with your Geography Department ........................... 6
How as a teacher of Geography? BY Involving Native Chinese People .............................................................. 7
Other Resources and Ideas ................................................................................................................................. 7
C.V. Statements .................................................................................................................................................. 8
Contact us ........................................................................................................................................................... 8
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WHY YOU SHOULD READ THIS?
Are you a teacher of Chinese?
Broadening your teaching to include subject areas other than Chinese language adds an area of expertise to
your c.v. and gives you examples to include as ‘significant achievements’. It might allow you to:
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become involved in teaching geography as part of the Chinese curriculum (eg KS2/KS3/GCSE)
motivate your language class by making China ‘real’ by showing pupils what China ‘is like’ and how it
differs from the UK
allow you a have a China theme to an international day where you look at geography across national
borders
Are you a teacher of Geography?

Then here are lots of ideas about teaching about China and how to involve any native Chinese people
you have in your community or school.
LOOK IN THE LAST SECTION TO SEE THE STATEMENTS YOU COULD MAKE IF YOU GOT INVOLVED…………
GEOGRAPHY AND CHINA - WHAT DOES CROSS CURRICULAR MEAN?
Cross curricular studies cut through traditional subject matter lines and explore cross-relationships of subjects
to one another. This means being creative with curriculum linking science, numeracy and literacy (including
languages) with other subjects.
For example, a school-wide program in "Chinese across the curriculum" entails teaching Chinese/about China
in every subject-matter department. Teachers of all the arts and sciences develop and implement a Chinese
program in their department, as do the history, geography, music departments etc. These 2 videos give
teachers perspectives of cross-curricular learning at primary and secondary level:
Primary http://www.teachers.tv/videos/30807
Secondary http://www.teachers.tv/videos/33499
Many teachers feel that unless the cross-relationships are explored, students will not learn to think the way
that professional adults do in the various areas of work/study
OPPORTUNITIES FOR CROSS CURRICULAR CHINESE GEOGRAPHY
Chinese geography can be taught:
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in Mandarin Chinese lessons
in Geography lessons
Both
At the following levels:
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PRIMARY
Units 1-6 (Year 4) of the new FREE KS2 Mandarin Chinese Scheme of Work are available on
www.thechinesestaffroom.com and www.ittmfl.org.uk (summer 2010) other Years will follow. The SoW fit in
with the National KS2 National Framework for Languages and contains geography within some of the units.
Look to at the Royal Geographical resources for primary at
http://www.geographyteachingtoday.org.uk/curriculum-making/primary-handbook-extension-project/distantplaces-8-11/. Entitled ‘Comparing China’, the resources are aimed at 8-11 year olds.
For a book on Modern China that includes clipart and vibrant pictures why not buy
this:http://www.amazon.co.uk/Modern-China-Eyewitness-Poppy-SebagMontefiore/dp/1405318597/ref=pd_rhf_shvl_4
Or this book that features children from 3 distinct geographic areas Tibet, Shuilin, and
Beijing.http://www.amazon.co.uk/We-Live-China-Children-Around/dp/0810921308/ref=pd_rhf_shvl_6
CME Books also have useful KS2 cross-curricular books including ‘Discovering China’ - visit
http://www.chinesemadeeasy.co.uk/pdfs/discover.pdf
Learning Outcomes for KS2 might include:
- the size of China and its geographic diversity accessed through planning travel across China by train and plane
and how different regional food reflects the geography of the land
- climate change and pollution – accessed through both sides of the debate so consumption of energy per
person (much lower in China then Western countries) and species made endangered through the development
of cities and houses that destroy of fragment the natural habitat of animals and plants
- how technology can make geographic and cultural distances smaller – use of podcasts and videocasts
between partner schools. We recommend using Podium which includes podcasting and videocasting
functionality.
SECONDARY
KS3
Look at the KS3 Resources strand of the Action Plan for Geography by the Royal Geographical Society (with
IBG). http://www.geographyteachingtoday.org.uk/ks3-resources/resources/china-today/
Packed full of information including full Schemes of Work for teachers to plan lessons with. Well worth looking
at. Subject areas included are:
•
China Today – answering questions: Where is China? Who lives there? What is life like in China? How is
China changing?
•
Made in China – current and potential Chinese exports
•
Bought by China - China population potential for buying overseas goods/services
•
Mobile China – looking at human movement within and from China.
•
Contrasting China – what does ‘new China’ bring? How does it affect it’s people
•
Sustainable China – environmental issues
•
One in a billion – one child policy/population
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KS4
GCSE – Geography curriculum specification
Type of
GCSE
IGCSE
Examining
Board
Cambridge
Specifications
www.cie.org.uk/docs/dynamic/30903.pdf
Teachers have flexibility to choose case studies. Areas that
could include China:
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Population dynamics
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Plate tectonics – Earthquakes
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Industrial systems
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Sources of energy –hydro
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Environmental risks
IGCSE
Edexcel
http://www.edexcel.com/migrationdocuments/IGCSE%20New
%20IGCSE/IGCSE2009_Geography_(4GE0)_Specification.pdf
GCSE
Edexcel
http://www.edexcel.com/migrationdocuments/GCSE%20New
%20GCSE/GCSE-in-Geography-A-spec-issue-2-for-web.pdf
GCSE
AQA
http://web.aqa.org.uk/qual/newgcses/geo_landt/geography_in
dex.php?id=09&prev=09
GCSE
(Wales)
WJEC
http://www.wjec.co.uk/index.php?subject=56&level=7
GCSE
(NI)
CCEA
http://www.rewardinglearning.org.uk/qualifications/results.as
px?g=2&t=4&c=r&s=33&v=0&f=0&d=a
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Population dynamics – China specified
Other areas that could include China:
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Economic activity and energy
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Ecosystems and rural environments
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Urban environments
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Globalisation and migration
Areas that could include China:
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Changes to different economic sectors
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Population density in China
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Climate change
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How a river is managed in a named location – use 3
gorges as a case study.
Areas that could include China:
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Population growth in China
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The relative importance of manufacturing to different
countries is changing – China
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Earthquakes
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Climate changes
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Water control- dams
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Rapid urbanisation
Areas that could include China:
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impacts of globalisation on countries at different levels
of development?
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Climate change
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Managing rivers
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Hazards at plate margins
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Trends in globalisation
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Changing populations
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study issues of birth control policies, eg China (page 26)
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renewable energy production, for exampleHEP
dam, eg Three Gorges dam, China (page 27)
Examples of commons subject areas and suggested resources in the GCSE Geography curriculum:
earthquakes, population control and globalisation economics
Area
Case study detail
Recommended activities
Resources
The effects of
earthquakes and
responses to them
differ due to
contrasts in levels of
wealth.(R/L)
A case study of an earthquake in
a rich part of the world and one
from a poorer area – their
specific causes; primary and
secondary effects; immediate
and long term responses – the
need to predict, protect and
prepare. Contrasts in effects and
responses will be clear. Use
China 2008 as an example
Group work to produce
presentation on earthquake. In
groups of 4 each person
responsible for 1aspect from:

The social, economic and political
implication of population change
and the need to achieve
sustainable development.
Mindmapping, showing how
population change affects
development and classifying
implications under Social /
Economic / Political.
A range of strategies
has been tried by
countries
experiencing rapid
population
growth.(N)
The effectiveness of population
policies adopted in different
countries since the 1990s to
include birth control
programmes and other strategies
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Reasons for earthquake / Impacts /
Responses / Strategies to reduce
future impact.
News articles China 2008 earthquake
http://www.geography.org.uk/resources/earthquakes/n
ewsarticles/
Project ideas and factsheets
http://www.geography.org.uk/projects/ks4ict/idea19
Reflect on how geography (physical
and social) has effected outcomes
Students use search engine /
guided web enquiry to research:
Policy history, reasons behind it,
how it operates, problems, recent
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An example of a Case Study featuring China’s one child
policy is attached to this article.
Geography News article:
http://www.geographyinthenews.rgs.org/news/article/d
efault.aspx?id=277
KS3 Resource from RGS website:
http://www.geographyteachingtoday.org.uk/ks3resources/resource/china-today/one-in-a-billion/
The Chinese Staffroom also recently watched a
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adopted.
changes. AF
A case study of China’s policy
since the 1990s and one of a non
birth control population policy.
Use video / DVD to present as news
report
presentation given by Dr Wanli Hu from The China
Program Center, University of Massachusetts. His
presentation ‘What has China’s one child policy got to do
with the physical geography of China?’ innovatively
combined the teaching of physical geography and
showed how it directly related to China’s one child policy
. He concludes that China’s distinct topography affect its
climate and precipitation, which, in turn, impacts its
agricultural and economic development. Geographic
environment therefore determines China’s population
distribution and way of life. China’s 7 percent of arable
land supports 20 percent of the world’s population. The
one child policy is largely the result of China’s geographic
environment, the disparity between a vast population
and limited natural resources.
nd
Either repeat for 2 case study or
divide class into 2 and present to
each other, with A4 summaries
being provided for completeness.
His presentation is attached to this article. It includes some
useful maps showing topography, rainfall, agriculture
(including specific regional arable crops), population and other
useful physical and social geographical aspects of China.
The relative
importance of
manufacturing to
different countries is
changing.(G/N/R)
The rising industrial growth in
some parts of the world and deindustrialisation in other parts.
The effects of government
legislation, long working hours,
health and safety regulations,
prohibition of strikes and tax
incentives and tax free zones.
Development of China as the
new economic giant.
Card sorts with factors re.
Industrialization / Deindustrialisation to create multiplier
/ de-multiplier effect diagrams.
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Worldmapper.org to show imports
/ exports of various goods. GIS
Lesson 2 of
http://www.geographyteachingtoday.org.uk/ks3resources/resources/china-today/ is a good starting
point looking at the growth of products made in China.
Presentation with some good points covered about
China http://www.slideshare.net/tudorgeog/lesson-4how-and-why-is-manufacturing-in-different-countrieschanging
Mystery activity e.g “Why is
my……..made in China?” which can
then be formulated into notes if
desired to create a case study.
GCSE – MANDARIN CHINESE CURRICULUM SPECIFICATION
Adding geographic content to your GCSE lessons is likely to bring alive the subject area. Of particular relevance
is the context area of ‘Home and Environment’ and hence climate change.
For climate change see this Edexcel website
http://www.climate4classrooms.org/en/index.php
and the specific area on China
http://www.climate4classrooms.org/en/index.php/nationalfutures/2/
As for eco towns search on ‘eco towns China’ or ‘Sino-Singapore Tianjin Eco-city’ ( a collaboration between
China and Singapore) or ‘Dongtan’ ( a now suspended project to build an eco-city on an island near Shanghai).
Here is an article and podcast on the lessons learnt from China’s recent ecotown experience http://www.ethicalcorp.com/content.asp?ContentID=6302 What are the views of your students? Compare
and contrast with the UKs experience in building and developing eco towns
GCE A2 – MANDARIN CHINESE CURRICULUM SPECIFICATION
In Unit 3 ‘Understanding, Written Response and Research’ section of the Edexcel Chinese A2 specification,
students can choose geography as a research based essay topic for Section D. The current topic is:
‘The development of ONE of the following cities (Beijing, Shanghai, Guangzhou, Hong Kong or Taipei) in terms
of the environment, economy or social issues’
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Students should only cover on area of one city, e.g., the economy of Shanghau or social issues in Taipei. No
historical information should be present as the essay should cover the ‘contemporary city’. Comparisons
between cities should not be made.
For more details see http://www.edexcel.com/quals/gce/gce08/lang/chinese/Pages/default.aspx for the GCE
Chinese specification and http://www.edexcel.com/migrationdocuments/GCE%20New%20GCE/RBE-Chinesecomplete-08-04-2010-Intro-DRAFT.doc for the research based essay guide.
The general book associated with the A2 specification is:
http://www.chinesebookshop.co.uk/catalog/product_info.php?products_id=350&osCsid=acpdemdl
Using searches and books populate a table like this with information on the cities mentioned above that you
can given to students along with a question/ area of debate they could explore:
Shanghai
Environmental
The Shanghai
Environmental Project
Economic
Shanghai Expo 2010
Social
USA report written in
2002 about 2010
??
??
??
HOW AS A TEACHER OF CHINESE? BY FORMING A PARTNERSHIP WITH YOUR
GEOGRAPHY DEPARTMENT
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Ask the geography teacher how you could help integrate China into the geography lessons.
Offer to teach some Mandarin within a geography lesson when they are focusing on China.
Create a school display about Chinese geography including geographical and language elements.
Doing a joint podcasting project (see article on podcasting) including geographical and language elements
A Chinese link school project. If your school has a partner Chinese school, why not share knowledge about
each of your countries. Dartford Grammar school did such a project with Shixi High School from Shanghai.
Dartford students taught the Shixi students about the geography of the UK. This included the makeup of
the UK, its geographical history; the geography of Kent/London and pressing environmental concerns for
the UK. The Shixi students then taught the Dartford students about an aspect of Chinese geography. They
then worked together on a project based on a theme of sustainability and urban environment due to the
nature of Shanghai’s current development. Students then worked in small bi-national groups on a city
planning project which would require them to solve various problems.
If your school is not able to travel to China, they could still partake in such collaboration through either
webcam or podcasting/video podcasting
If you are running China days or China evening, have an entire section devoted to presenting China’s
geography. Both geography and Mandarin students could be involved.
If you have any experiences of how your have collaborated with your geography department, please share it
with us and others and email [email protected]
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HOW AS A TEACHER OF GEOGRAPHY? BY INVOLVING NATIVE CHINESE PEOPLE
•
•
•
•
Search for Local Chinese Community Schools in your area and phone/email them asking if someone
within the school or the community might like to come and talk at the school about China and Geography
(e.g. China towns across the world, or the geography of the province from where their family cam from)
Arrange a meeting with the Chinese teacher in your school or a local Specialist Language College
Start a partnership with a school in China in an area of geographic interest and use podcasting or video to
make that connection. See our article ‘Podcasting in the Chinese Classroom’
http://www.thechinesestaffroom.com/articles/10-06-24/podcasting-chinese-classroom
Ask a local restaurant to attend the school or visit them to talk about how the food they offer represents
the province they originate from
OTHER RESOURCES AND IDEAS
‘Teaching the Geography of China’ (by Sarah Maude) – a huge list of resources.
http://www.lgfl.net/lgfl/accounts/Virtual%20Staffrooms%20and%20Content%20accounts/londonchina/we
b/resources/documents/chinaresources04.doc
Royal Geographical Society (RGS): Main site http://www.rgs.org/HomePage.htm
RGS Resources Bank: The section ‘Our work’ contains all of RGS resources. The ‘Schools’ section should be
your first port of call http://www.rgs.org/OurWork/Schools/Resources/Resources.htm
RGS Schools membership: Geographical news, online lectures. Become a Schools Member of the Royal
Geographical Society with IBG and you will have access to all the resources in the Members Area.
http://www.geographyinthenews.rgs.org/joinnow/default.aspx?id=11. Make sure that your Geography
department is not already a member first – otherwise you may en d up paying twice!
Photographs: Images of China: http://www.geography.org.uk/cpdevents/studytours/imagesofchina/#top
and http://www.trekearth.com/gallery/Asia/China/
Looking at the Regions of China: Lesson plan http://www.asiasociety.org/education-learning/lessonplans/grades-6-8/building-an-empire
Sustainable energy sources: Damming rivers in China. With the rise of global warming, China, and nations
around the world, are desperately seeking renewable energy sources. One solution for a developing country
like China, is the creation of hydropower plants in water-rich regions, like Yunnan and Sichuan provinces.
http://sites.asiasociety.org/chinagreen/damming-angry-river/
Suggest buying some books for the School Library:
http://www.amazon.co.uk/Geography-China-Sacred-HistoricPlaces/dp/1615301348/ref=sr_1_1?ie=UTF8&s=books&qid=1274866037&sr=8-1
http://www.amazon.co.uk/Chinas-Geography-Globalization-PoliticalPerspectives/dp/0742554023/ref=sr_1_11?ie=UTF8&s=books&qid=1274868576&sr=8-11
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C.V. STATEMENTS
As a Chinese language teacher:
Under ‘Areas of Expertise’
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Integration of China and Chinese into Geography curriculum
Under ‘Professional Experience and Significant Achievements’
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Devised new China focused lesson plans with Head of Geography for ‘Earthquakes’,’ Population
Control’ and Globalisation and Manufacturing’
Worked with Primary feeder schools to add information on provinces, rivers and regional food to
their KS2 Mandarin Chinese programme
Worked with Geography teacher to create a joint class video on our local area in Chinese sent to
partner school in Beijing and received in return video of their local area in English.
Shared resources on climate change with other teachers through The Chinese Staffroom website and
Language World Association of Language Learners conference
As a Geography teacher:
Under ‘Areas of Expertise’

Integration of China and Chinese into Geography curriculum
Under ‘Professional Experience and Significant Achievements’

Organised visit by Head of Local Community Chinese School to Geography class for a talk on ‘Chinese
tourism and Geography’
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Worked with Chinese teacher to create a joint class video on our local area in Chinese sent to partner
school in Beijing and received in return video of their local area in English.

Partnered with Chinese teacher to add elements of Chinese geography (climate change and home
eco-systems and towns) into GCSE context themes of ‘Home and Environment’
CONTACT US
Do you have questions or comments?
Are you an outstanding teacher of China and Geography? Would you like us to build a case study of your work
that you can place on your c.v. and on our website?
Please email Pete at [email protected]
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