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GEOGRAPHY SYLLABUS FOR FORM V

The Geography Subject Objectives are :
1.      To develop awareness of this country as his/her heritage.
2.      To develop awareness of the extent of their land that can be
developed to raise the standard of living of our people.
3.      To develop understanding of the constraints both social and geographical in the way of development and to suggest ways of overcoming them.
4.      To guide pupils to develop methods of observation, measuring, recording and  interpreting the phenomena as geographers.
5.      To enable pupils to understand the interaction between their country and other countries and appreciate the way world problems are related.
6.      To enable pupils acquire the skills for combating environmental problems in the wake of environmental conservation and management.
7.      To develop into the pupils a sense of commitment to preserve the environment as a heritage for future generations.
 

Selection and Organization of the Content
(a). This syllabus has been cantered on the content which addresses the objectives and requirements not only of the Advanced level geography but also the major goals of education in the country.
(b). The materials in this syllabus are intended to impart skills, which are relevant to the Tanzania situation that fit the learners. Hence the content has been treated thematically. This approach enables the learner to link the general knowledge and-experiences from other places to the real situation in Tanzania.
More than any other subject in the curriculum, the geography skills, are intended to prepare pupils who will be rich in constructive attitude towards environment, understanding its problems, providing possible solutions and therefore getting involved in the actual social and economic development of the country.
(c). Furthermore, the preparation of this syllabus did underscore 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 only certain relevant knowledge will be employed by learners as a tool to change their environment for better life.
(d). Therefore, while at ordinary level, pupils are exposed to general human and physical geography and some practical skills', the subject aims at the deeper study of these skills for transfer of the knowledge relevant to Tanzania at this advanced level. The study dwells on the skills of the physical earth science; climate; soil; regional focal areas; quantitative methods, survey methods and research techniques.
During the examination year, form six students are expected to be tested on their achievement both in the concepts of surveying, map making, research, quantitative techniques, environmental issues, population, and their ability to transfer the successes attained in the focal study samples in regional areas for assisting to solve problems in Tanzania.
(e) Finally, the sequence of the material presentation involves topics, objectives; teaching and learning strategies and the aids in teaching the necessary geography content.

Choice and use of instructional materials
(a) 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 strategy suggested in the syllabus. The choice of teaching learning aids provided should be a guide to an effective teaching and learning environment.
The choice of instructional materials will base on the local environment, skills and experience which employs different participatory techniques for pupils. No school department will ever be self sufficient in instructional materials. This suggests the need to keep in touch with other schools; or departments for exchange of these materials.
In the course of teaching, the geography teacher is expected to observe the requirements of students and the syllabus for employing the details and activities to improve the standard of pupil's understanding.
Some of the essential teaching and learning resources are listed below:

i.

ii.

iii.

iv.

v.

vi.

vii.

viii.

ix.

x

Map

Picture

Samples/actual things

Environment/sites

Sketch Maps

Diagrams

Photographs

Globe

Graphs

Table

xi.


xii.

xiii.

xiv.



xv.

xvi.

xvii.

xviii.

xix.

 

Weather station and components

So~ test kit

Water test kit

Electronic and some print media

Aquarium

Charts

Models

Torch

Planetarium

These resources can also be sought from the community. Resource person; mobilizers and informants; or geographical sites are some of such resources from the community.

Teaching Methods
There are two methods of providing knowledge to students. These are the discovery cum problem solving method and the transmission cum depository method. In the former, the teacher involves the students to discover and solve problems through geography. However in the latter, the teacher provides or tells all the knowledge to the learners. The teaching of geography will be very difficult if not impossible if the teacher will not involve the learners in searching for knowledge, doing and therefore solving problems.

The most common participatory teaching methods suggested include:

a.

b.

c.

d.

Field work and research

Discussion

Experimentation

Debate

e.

f.

g.

h.

Songs and dramatization

Role play

Story telling

Brain Storming

Assessment of Student Progress
In order to achieve the goals spelt in this syllabus the students need to be assessed every now and then. The teacher, the geography department and the school on a regular basis should do this continuously as planned and organised. At the end of Form VI students will sit for a national examination aimed at measuring their overall achievement For a successful performance in this examination, it is strongly advised that both the teacher and the students should cover all themes in the syllabus.

These evaluation undertakings will determine the extent to which the sixth year secondary education enabled pupils to acquire fundamental concepts, principles and skills of Geography and how they will apply these in solving the present and future problems at individual and national levels.

Distribution of Instructional Time
Eight periods of 40 minutes each are needed per week to cover this syllabus.

 FORM SIX

1.  WATER MASSES
a.       Ground water
b.      Inland drainage systems
c.       Ocean and Seas
d.      Coral coast
e.       Water pollution and water conservation
 

2. THE STUDY OF SOIL
a.       Meaning of soil
b.      Soil Profile
c.       Soil fertility
d.      Soil degradation
e.       Soil conservation

3.      WEATHER, CLIMATE AND NATURAL REGIONS.
a.       Weather and climate
b.      Study of weather change
c.       Climate change
d.      Climatology
e.       Natural regions

4.  POPULATION AND DEVELOPMENT  

5. REGIONAL FOCAL STUDIES
a.       Agriculture
b.      Exploitation of fuel and power sources
c.       Mining Industry
d.      Fresh water and marine  fishing industry
e.       Timber industry
f.        Tourism Industry
g.       River Basin Development
h.       Livestock Keeping
i.         Manufacturing Industry
j.        Transport and Communication 

6.    ECONOMIC INTEGRATION
a.       SADC
b.      PTA
c.       ECOWAS
d.      EUROPEAN UNION
e.       EAST AFRICAN COMMUNITY

7.      ENVIRONMENTAL CONSERVATION

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