GEOGRAPHY
FORM 1
The
Geography Subject Objectives are to:
1 Develop a learner awareness
of this country as his/her heritage.
2. Develop awareness of the extent of
their land that can be developed to raise the standard of living of people.
3. Develop understanding of the
constraints both social and geographical in the way of development and to
suggest ways of overcoming them.
4. Develop methods of observation,
measuring, recording and interpretation of phenomena.
5. Enable students to understand
interaction between their country and other countries and appreciate the way
world problems are related.
6. Enable students
acquire the skills for combating environmental problems for the environmental
conservation and management.
Selection
and Organisation of the Content
:
(a). This
syllabus has been centred on the content, which addresses the objectives
and requirements not only of the 0-level geography but also of the major goals
of education in the country.
(b). The selection of the content
has deliberately avoided the traditional tendency of opting for treating the
subject on topical basis. Instead the materials in this syllabus are intended to
impart skills, which are relevant to Tanzanian situation that fit learners.
Hence the content has been treated thematically. This approach enables the
learner to link the general knowledge and experiences from other places to
realities in Tanzania.
More than any other subject in the curriculum, the geography skills, are
intended to prepare pupils who will be rich in constructive attitudes towards
environment, understanding its problems, possible solutions; and therefore
getting involved in providing actual social and economic development of the
country.
(c). Furthermore, the preparation of
this syllabus did under-score the fact that it is not the knowing all
geographical facts of a country which will help in building up of such skills
into pupils but that it is only certain type of knowledge that can be employed
by learners as tools to change their environment for better life.
(d). Therefore, while at form one
for instance, pupils are exposed to study general geography and some practical
skills; the subject is focused to the study of human activities essential for
survival through interacting with the environment at form two levels.
This study dwells on the skills on the earth science, climate and soils and
statistics in form three. On top of this, skills in geographical map,
photographs and statistics are taught at this level.
Choice
and use of instructional materials:
The subject teacher is expected to be well
informed about the content of the syllabus. The teacher should constantly seek
information from different sources and use the teaching/learning strategies
suggested in the syllabus. The choice of teaching learning aids promoted should
be a guide to an effective teaching and learning environment. No school or
department will ever be self sufficient in instructional materials. This
suggests the need to keep in touch with other schools, institutions or
departments for exchange of these materials.
Some
of the following teaching/learning aids:
These
resources can be also sought from the community, resource persons, mobilizes,
informants or geographical Sites.
Students
Assessment
In order to achieve the goals, the pupils need to
be assessed every now and then. This should be done continuously as planned and
organized by the teacher on a regular basis. At the end of From IV, students
will sit for a national examination aimed at measuring the overall
achievement. For a successful performance in this examination, it is strongly
advised that both the teacher and students should cover all the topics of this
syllabus.
These
evaluation undertakings will determine the extent to which the four year
secondary education enabled pupils to acquire fundamental concepts, principles
and skills in Geography and how they will apply them in solving the present
and future problems at individual and national levels.
Distribution of Instructional' Time
Four periods of 40 minutes each are proposed per week to cover this
syllabus.
TOPIC FORM 1
1. CONCEPT OF
GEOGRAPHY
a. The Solar System
b.
The Sun
c.
The Planets
d.
Other bodies in the Solar system
e.
The Earth
f.
Earth movements
i.
Rotation’s evidences
ii.Revolution seasons, and
length of day and night
g.
Location of positions on the Earths surface
h.
Calculate time differences
i.
International Date Line
2. The Structure of the
Earth
3. Major Features
of the Earth’s Surface
4. Weather and Climate
a.
Definition of weather
b.
Weather
i.
Elements of Weather temperature, rainfall, wind, air pressure
and humidity
ii.
Weather station and instruments
used for measuring the elements of weather
c.
Climate
i.
Temperature
d.
Natural Regions
i.
The Warm Temperature regions.
ii. Cool temperature (continental) regions. Sample duty
iii. Wheat farming in the prairies and
sheep raising in the downs of Australia.
iv. Mountain regions
5. Mapwork
a.
Scale
b.
Symbol
c.
Distance
d.
Location of Position
FORM TWO
1.
Agriculture
a.
Small scale agriculture
b.
Large scale agriculture
c.
Livestock keeping
i.
Pastoralism
ii. Sedentary livestock keeping
iii. Commercial Livestock keeping
2.
WATER MANAGEMENT FOR ECONOMIC DEVELOPMENT
a.
Uses of Water.
b.
Tapping water for Hydro Electric Power projects.
c.
River basin Development Projects.
d.
Land Reclamation.
e.
Tapping under ground water for irrigation in
deserts and semi
deserts.
f.
Exploiting other water resources.
g.
Water Conservation.
3.
EXPLOITATION OF FOREST RESOURCES
a.
Types of forestry resources.
b.
Forestry amenity for : Climate.
c.
Important areas for timber industry, products, transport and use.
d.
Problems associated with exploitation of Forestry resources.
4.
MINING INDUSTRY
a.
Types of mining Industry.
b.
Types of mineral.
c.
Distribution of Mining regions in the world per type of minerals.
d.
Method of exploitation Mining and processing of minerals.
e.
The effects of exploitation to the environment.
f.
Contribution of mining industry to the economy.
5.MANUFACTURING INDUSTRY
a.
Types of manufacturing Industry.
b.
Factors for the location of industries.
c.
Process of Production.
d.
Pollutants from manufacturing industries.
6.TOURISM INDUSTRY
a.
Concept of Tourism.
b.
Important conditions for the development of tourism.
c.
Importance of tourism.
d.
Tourism policy.
7.EXPLOITATION OF POWER AND ENERGY SOURCES
a.
Major Sources of power.
b.
Case Study.
8.TRANSPORT AND
COMMUNICATION
a.
Main types of transport.
b.
Major types of communication.
9.TRADE AND COMMERCE
a.
Type of trade and commerce.
b.
Focus on trade within economic communities.
FORM
THREE
1. STRUCTURE OF THE EARTH
a.
The earth’s crust.
b.
The Mantle.
c.
The core.
d.
Types of rocks of the earth’s crust.
e.
Simplified Geological Time Scale.
2. FORCES THAT EFFECT THE EARTH FROM WITHIN (INTERNAL
FORCES).
a.
Causes of earth movements.
b.
Radial/vertical forces upwards and downward movements.
c.
Lateral or Horizontal forces.
d.
Vulcanicity.
e.
Earthquake.
3. FORCES THAT AFFECT THE EARTH EXTERNALLY
a.
Mass movement
b.
Weathering
c.
Erosion and deposition
- Running water, river action and rain water
- Action of ice
- Wind action
-
Sea action
4. SOILS
a.
Meaning of soils
b.
Factors of soil formation
c.
Importance of soil
d.
Soil composition properties
e.
Soil Characteristics
f.
Simple soil classification
g.
Soil Erosion.
5.CLIMATE
a.
Major Climatic types and Natural regions of the world
b.
Global Climatic change
6.MAP READING AND TOPOGRAPHIC MAP INTEPRETATION
7.PHOTOGRAPH READING AND INTEPRETATION
a.
Skills on reading
b.
Types of photographs
c.
Things to read and interpret on a photograph
8.APPLICATION OF STATISTICS
a.
Concept of statistics
b.
Types of data in Statistics
c.
Importance of Statistics
d.
Ways of presenting data
e.
Simple statistical measures
FORM FOUR
1.ELEMENTARY SURVEY AND MAP MAKING
a.
Meaning of surveying
b.
Types of surveying
c.
Focus on chain survey and leveling
d.
Levelling
e.
Focus on application of these techniques
2.INTRODUCTION TO RESEARCH
a.
Objectives of Research work
b.
Stages of research work
3.ENVIRONMENTAL ISSUES
AND MANAGEMENT
a.
Types of environmental problems in Tanzania
b.
Loss of biological diversity
in plants and animals in the ecosystem
c.
Pollution and waste mismanagement
d.
Fast rate of population and urban
growth
e.
Desertification
f.
Poverty level in the country
g.
Energy
h.
Climatic change as observed in Tanzania
i.
Environmental conservation
4.POPULATION
a.
Concept of population
b.
Factors for population
distribution
c.
Population change
d.
Population data
e.
Presentation of population data
f.
Population problems
g.
Population policy
Focus these
issue above (b-f) on China USA Nigeria, Germany and
Tanzania
5.SETTLEMENT
a.
Types of settlements
b.
Factors for growth of settlement
c.
Category
d.
Functions of settlement
Problems facing settlement
GEOGRAPHY
FORM 1
The
Geography Subject Objectives are to:
1 Develop a learner awareness
of this country as his/her heritage.
2. Develop awareness of the extent of
their land that can be developed to raise the standard of living of people.
3. Develop understanding of the
constraints both social and geographical in the way of development and to
suggest ways of overcoming them.
4. Develop methods of observation,
measuring, recording and interpretation of phenomena.
5. Enable students to understand
interaction between their country and other countries and appreciate the way
world problems are related.
6. Enable students
acquire the skills for combating environmental problems for the environmental
conservation and management.
Selection
and Organisation of the Content
:
(a). This
syllabus has been centred on the content, which addresses the objectives
and requirements not only of the 0-level geography but also of the major goals
of education in the country.
(b). The selection of the content
has deliberately avoided the traditional tendency of opting for treating the
subject on topical basis. Instead the materials in this syllabus are intended to
impart skills, which are relevant to Tanzanian situation that fit learners.
Hence the content has been treated thematically. This approach enables the
learner to link the general knowledge and experiences from other places to
realities in Tanzania.
More than any other subject in the curriculum, the geography skills, are
intended to prepare pupils who will be rich in constructive attitudes towards
environment, understanding its problems, possible solutions; and therefore
getting involved in providing actual social and economic development of the
country.
(c). Furthermore, the preparation of
this syllabus did under-score the fact that it is not the knowing all
geographical facts of a country which will help in building up of such skills
into pupils but that it is only certain type of knowledge that can be employed
by learners as tools to change their environment for better life.
(d). Therefore, while at form one
for instance, pupils are exposed to study general geography and some practical
skills; the subject is focused to the study of human activities essential for
survival through interacting with the environment at form two levels.
This study dwells on the skills on the earth science, climate and soils and
statistics in form three. On top of this, skills in geographical map,
photographs and statistics are taught at this level.
Choice
and use of instructional materials:
The subject teacher is expected to be well
informed about the content of the syllabus. The teacher should constantly seek
information from different sources and use the teaching/learning strategies
suggested in the syllabus. The choice of teaching learning aids promoted should
be a guide to an effective teaching and learning environment. No school or
department will ever be self sufficient in instructional materials. This
suggests the need to keep in touch with other schools, institutions or
departments for exchange of these materials.
Some
of the following teaching/learning aids:
These
resources can be also sought from the community, resource persons, mobilizes,
informants or geographical Sites.
Students
Assessment
In order to achieve the goals, the pupils need to
be assessed every now and then. This should be done continuously as planned and
organized by the teacher on a regular basis. At the end of From IV, students
will sit for a national examination aimed at measuring the overall
achievement. For a successful performance in this examination, it is strongly
advised that both the teacher and students should cover all the topics of this
syllabus.
These
evaluation undertakings will determine the extent to which the four year
secondary education enabled pupils to acquire fundamental concepts, principles
and skills in Geography and how they will apply them in solving the present
and future problems at individual and national levels.
Distribution of Instructional' Time
Four periods of 40 minutes each are proposed per week to cover this
syllabus.
FORM FOUR
1.ELEMENTARY SURVEY AND
MAP MAKING
a.
Meaning of surveying
b.
Types of surveying
c.
Focus on chain survey and leveling
d.
Levelling
e.
Focus on application of these techniques
2.INTRODUCTION TO RESEARCH
a.
Objectives of Research work
b.
Stages of research work
3.ENVIRONMENTAL ISSUES
AND MANAGEMENT
a.
Types of environmental problems in Tanzania
b.
Loss of biological diversity
in plants and animals in the ecosystem
c.
Pollution and waste mismanagement
d.
Fast rate of population and urban
growth
e.
Desertification
f.
Poverty level in the country
g.
Energy
h.
Climatic change as observed in Tanzania
i.
Environmental conservation
4.POPULATION
a.
Concept of population
b.
Factors for population
distribution
c.
Population change
d.
Population data
e.
Presentation of population data
f.
Population problems
g.
Population policy
Focus these
issue above (b-f) on China USA Nigeria, Germany and
Tanzania
5.SETTLEMENT
a.
Types of settlements
b.
Factors for growth of settlement
c.
Category
d.
Functions of settlement
Problems facing settlement
