|
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 | 
