GEOGRAPHY
FORM 2 - SYLLABUS
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.
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.
(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.
The choice of instructional materials will base on the local environment, skills and experience which employ different participatory techniques for students.
In the course of teaching, the geography teacher is expected to observe the requirements of students and the syllabus for employing the details per activity to improve the standard of students' understanding.
The teaching/learning strategies fall under two groups. These include the depository strategy where the teacher provides the materials and the discovery strategy where the pupils will learn by field excursion and participating. Some of the common participatory teaching/learning methods are fieldwork and research, discussion; experimentation, debate, songs, dramatization, role-play, story telling, brain storming, questioning and answering.
The geography subject therefore is supposed to employ the discovery method in teaching that will essentially use
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.
The choice of instructional materials will base on the local environment, skills and experience which employ different participatory techniques for students.
In the course of teaching, the geography teacher is expected to observe the requirements of students and the syllabus for employing the details per activity to improve the standard of students' understanding.
The teaching/learning strategies fall under two groups. These include the depository strategy where the teacher provides the materials and the discovery strategy where the pupils will learn by field excursion and participating. Some of the common participatory teaching/learning methods are fieldwork and research, discussion; experimentation, debate, songs, dramatization, role-play, story telling, brain storming, questioning and answering.
The geography subject therefore is supposed to employ the discovery method in teaching that will essentially use
Some
of the following teaching/learning aids:
|
-
-
Maps
- Pictures - Samples/actual things - Environment/sites - Sketch maps - Diagrams - Photographs - Globe - Graphs - Tables |
-
- weather station and components
- soil test kit - water test kit - electronic and some print media - acquaria - charts - models - torch - planetarium |
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.
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.
Four periods of 40 minutes each are proposed per week to cover this syllabus.
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
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.
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.
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.
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.
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.
a. Concept of Tourism.
b. Important conditions for the development of tourism.
c. Importance of tourism.
d. Tourism policy.
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