AIMS

 encourage an appreciation and sensitive awareness of the environment on a local, national and world scale;
 foster an understanding of and develop positive attitudes towards different communities and cultures within our own society
and elsewhere in the world;
 enable pupils to acquire and apply appropriate levels of knowledge for the benefit of the individual and the community
within a socialist society;
 develop in pupils the skills associated with the selection, collection, representation, interpretation and use of geographical
data in a variety of forms;
 promote in pupils an awareness of spatial and environmental patterns and relationships in the real world, and the dynamic
nature of these patterns and relationships;

OBJECTIVES
Pupils should be able to demonstrate:
Knowledge and Understanding
 geographical knowledge in the context of scale and areas;
 the processes underlying physical and human landscapes and spatial patterns;
 how landscapes and patterns change and may be expected to continue to change;
 Environmental inter-relationships and interactions considered in terms of systems and, hence, of multiple and cumulative
causes.

TOPICS TO BE COVERED

1. Weather and Climate

Week Topic/Content Objectives Methodology/Activities SOM Media Competencies General and In
Ending By the end of the week Evaluation
pupils should be able to:
 Weather - Define the term  Assumed Knopwledge -observing
- Weather Weather -Pupils know weather -describing
Elements - Identify the various elements Teacher’s -Stevenson’s - analysing
weather elements  Lecture Method on topic Resource screen
-Stevenson’s screen measured at a weather introduction Archive
station  whole class discussion
- Describe the appearance as pupils make notes
of a Stevenson’s screen
- Explain why a
Stevenson’s screen is
located where it is
located

 Weather - Define the term  Lecture Method on topic Observing

Elements temperature introduction Analyzing
-Temperature - Describe how  whole class discussion R,B Bunnnet -Realia measuring
temperature is as pupils make notes Physical Six’s
measured  group work on given Geography Thermometer
- Define the terms mean, tasks -Chart
diurnal and temperature
range
- Evaluate on the positives
and negatives of
temperature
- Discuss the hazards
associated with
temperature

 Weather - Define the terms rainfall  whole class discussion Geography -Rain gauge -measuring
Elements - Describe how rainfall is as pupils make notes Today Physical Decision making
- Rainfall measured  group work on given
- Evaluate on the positives tasks
and negatives of rainfall
- Discuss the hazards
associated with rainfall
 Assessment: - Questions adapted from  Pupils write the exercise Past Exam -Chalkboard -Problem solving
assess the ZIMSEC past exams. within the stipulated quesstions
understanding {Source: test bank} time
of the various
weather
elements
studied
 Weather - Define the term  whole class discussion -Tr’s Resource -Hygrometer Measuring
Elements humidity as pupils make notes File -Chalkboard Decision making
- Humidity - Describe how humidity  group work on given -Stevenson’s Critical thinking
is measured tasks -Geography screen
- Evaluate on the positives Today –Phsical
and negatives of p.
pressure and sunshine
- Discuss the hazards to -RB Bunnet
people associated with Physical
sunshine Geography in
Diagrams For
Africa p.
 Weather - Define the terms  whole class discussion -Tr’s Resource -Chart showing Measuring
Elements pressure and sunshine as pupils make notes File instruments Decision making
- Pressure - Describe how pressure  group work on given -Photgraphs Critical thinking
- Sunshine and sunshine is tasks -Geography showing
measured Today –Phsical pressure
- Evaluate on the positives p. patterns
and negatives of
pressure and sunshine -RB Bunnet
- Discuss the hazards to Physical
people associated with Geography in
sunshine Diagrams For
Africa p.
 Weather - Define the terms wind  whole class discussion -Tr’s Resource -Wind vane Measuring
Elements direction and wind as pupils make notes File -Cup Decision making
- Wind speed  group work on given anemometer Critical thinking
direction - Describe how wind tasks -Geography models
- Wind Speed direction and wind Today –Phsical
speed is measured p.
- Evaluate on the positives
and negatives of wind -RB Bunnet
direction and wind Physical
speed Geography in
 - Discuss the hazards to Diagrams For
people associated with Africa p.
windy weather

 Assessment: - Questions adapted from  Pupils write the exercise -Past exam -Chalkboard -Problem solving
assess the ZIMSEC past exams. within the stipulated questions -Pupil’s
understanding {Source: test bank} time exercise books
of the various
weather
elements
studied

 Weather - Describe how clouds can  whole class discussion -Tr’s Resource -realia Measuring
Elements be measured as pupils make notes File -Chart showing Decision making
- Cloud cover - Describe the various  Outside activity cloud cover Critical thinking
ways of cloud estimating cloud cover -Geography
classification  group work on given Today –Phsical
- Explain why some clouds tasks p.
are associated with
hazardous weather -RB Bunnet
Physical
Geography in
Diagrams For
Africa p.
 Weather - Identify weather  whole class discussion -Tr’s Resource -Chart showing -graphicacy
Elements symbols of importance as pupils make notes File weather Decision making
- Recording - Describe how the  group work on given records
Weather weather symbols are tasks -Geography
Information used to give weather Today –Phsical
forecasts p.
- Explain why it is
important to use various -RB Bunnet
weather symbols at a Physical
weather station Geography in
Diagrams For
Africa p.
 Air Masses - State the various types  whole class discussion -Tr’s Resource Chart -Recalling
 - Characteristi of air masses as pupils make notes File
cs - Describe characteristics  group work on given
- Types of the various types of tasks -Geography
air masses Today –Phsical
- Explain why air mass p.
characteristics change
from place to place -RB Bunnet
Physical
Geography in
Diagrams For
Africa p.
 Assessment: - Questions adapted from  Pupils write the exercise Past exam chalkboard Problem Solving
assess the ZIMSEC past exams. within the stipulated questions
understanding {Source: test bank} time
of the various
weather
elements and air
masses studied

 Types of winds - State the various types  Lecture Method on topic -Tr’s Resource chart Measuring
- Sea Breeze of winds introduction File Decision making
- Land Breeze - Describe characteristics  whole class discussion Critical thinking
- Monsoon of the various types of as pupils make notes -Geography
Winds winds  group work on given Today –Phsical
- ITCZ - Assess the importance tasks p.
of the ITCZ in Southern
Africa’s farming seasons -RB Bunnet
Physical
Geography in
Diagrams For
Africa p.
 Rainfall Types - Identify rainfall types  whole class discussion -Tr’s Resource -chart showing Graphicacy
- Relief - Draw a diagram as pupils make notes File rainfall types
- Frontal illustrating the  group work on given
formation of each type tasks -Geography
of rainfall Today –Phsical
- Describe characteristics p.
 of the each of the
rainfall types -RB Bunnet
- Determine which areas Physical
favor specific rainfall Geography in
types Diagrams For
Africa p.

 Rainfall Types - Identify rainfall type  whole class discussion -Tr’s Resource Chart showing Measuring
- Convectiona - Draw a diagram as pupils make notes File formation of Decision making
l illustrating the  group work on given rainfall Critical thinking
formation of tasks -Geography
convectional rainfall Today –Phsical
- Describe characteristics p.
of the convectional
rainfall -RB Bunnet
- Determine which areas Physical
favor convectional Geography in
rainfall Diagrams For
Africa p.

 Assessment: - Questions adapted from  Pupils write the exercise . Past exam Past exam -Problem solving
assess the ZIMSEC past exams. within the stipulated questions paper Critical thinking
understanding {Source: test bank} time
of the various
rainfall types
and winds

 Frontal Systems - Define the terms  whole class discussion -Tr’s Resource Chart Measuring
- Anticyclones anticyclone, isobars and as pupils make notes File Decision making
- Isobars front  group work on given Critical thinking
- Describe weather tasks -Geography
conditions associated Today –Phsical
with anticyclones in the p.
Northern and Southern
Hemisphere -RB Bunnet
 - Explain why the Physical
anticyclones are Geography in
oriented in different Diagrams For
directions in the two Africa p.
hemispheres

 Frontal Systems - Identify the three types  whole class discussion -Tr’s Resource
- Warm Front of fronts as pupils make notes File Decision making
- Cold Front - Draw diagrams  group work on given Critical thinking
- Occluded illustrating the different tasks -Geography
Front fronts Today –Phsical
- Describe characteristics p.
of each of the frontal
system -RB Bunnet
- Differentiate between Physical
the synoptic symbols Geography in
used to represent fronts Diagrams For
Africa p.
 Tropical - Identify rainfall type  whole class discussion -Tr’s Resource Decision making
Cyclones - Draw a diagram as pupils make notes File Critical thinking
- Conditions illustrating the
- Weather formation of -Geography
Patterns convectional rainfall Today –Phsical
- Problems - Describe the weather p.
patterns associated with
tropical cyclones -RB Bunnet
- Assess the extent to Physical
which cyclones are Geography in
problems Diagrams For
Africa p.
 Assessment: - Questions adapted from  Pupils write the exercise Past exam Past exam Problem solving
assess the ZIMSEC past exams. within the stipulated questions paper
understanding {Source: test bank} time
of the frontal
systems and
tropical cyclones
 World Climates - Identify the three main  whole class -Tr’s Resource File Chart Graphicacy
- Equatorial climatic types to be discussion as showing Decision making
studied pupils make -Geography Today – climatic Critical thinking
- Locate the areas notes Phsical p. graph
experiencing equatorial  group work on
climatic types on the given tasks -RB Bunnet Physical
world map Geography in Diagrams
- Describe the major For Africa p.
characteristics of the
equatorial climatic type
- Explain the relationship
between prevailing
climatic conditions and
vegetation
characteristics
 World Climates - Locate the areas  whole class -Tr’s Resource File Chart Graphicacy
- Savannah experiencing savannah discussion as showing Decision making
- Hot Deserts and hot desert climatic pupils make -Geography Today – climatic Critical thinking
types on the world map notes Phsical p. graph
- Describe the major  group work on
characteristics of the given tasks -RB Bunnet Physical
savannah and hot desert Geography in Diagrams
climatic types For Africa p.
- Explain the relationship
between prevailing
climatic conditions and
vegetation and animal
characteristics
 People And - State the changes  whole class -Tr’s Resource File Video of Decision making
Weather brought by humans to discussion as floods Problem solving
- Intended weather patterns pupils make -Geography Today –
Changes - Describe the effects notes Phsical p.
- Unintended these changes have on  group work on
Changes the weather given tasks -RB Bunnet Physical
- Explain reasons why Geography in Diagrams
humans alter weather For Africa p.
 patterns intentionally
 Assessment: - Questions adapted from  Pupils write the Past exam questions Chalkboard Problem solving
assess the ZIMSEC past exams. exercise within
understanding {Source: test bank} the stipulated
of the 3 major time
examined
climatic types
as well as
human impact
on weather

 Rivers: Brief - identify and  Lecture Method -Tr’s Resource File

recap of the individually describe on topic Decision making
processes all the processes introduction -Geography Today – Critical thinking
operating operating within the  Pupils write Phsical p.
within the hydrological cycle notes under
hydrological teacher -RB Bunnet Physical
cycle supervision Geography in Diagrams
 Sources of For Africa p.
Material
Physical Geography:
Step Ahead Book
Three
Teacher’s Resource
Archive

 Channel - name the two types  group -Tr’s Resource File Chart Graphicacy
Flow of channel flow discussions on showing Decision making
- Types of (laminar and given tasks -Geography Today – types of river Critical thinking
channel turbulent)  groups make Phsical p. flow
flow - describe the types presentations
- River of flow and be able  whole class -RB Bunnet Physical
velocity to differentiate discussion as Geography in Diagrams
them pupils make For Africa p.
 Sources of - define river velocity notes
Material - outline and describe
 Physical Geography:
Step Ahead Book
Three
Teacher’s Resource
Archive
the various factors
affecting river
velocity

 Drainage - list the main  Lecture Method -Tr’s Resource File Chart Graphicacy
Patterns drainage patterns on topic showing Decision making
- describe each introduction -Geography Today – patterns Critical thinking
 Sources of drainage pattern  Pupils write Phsical p.
Material - give reasons why notes under
Physical Geography: the drainage teacher -RB Bunnet Physical
Step Ahead Book patterns differ in supervision Geography in Diagrams
Three relation to the For Africa p.
Teacher’s Resource influence of geology
Archive

 Assessment: 1. Identify and  Pupils write an Past exam questions Problem solvin
relate the describe two factors exercise in their
hydrological that affect river books within
cycle to the velocity. the stipulated
topic of 2. Define the term time
river laminar flow
processes. 3. Explain why the
 Identify trellis and
types of centripetal drainage
channel patterns operate in
flow and the way they
drainage operate.
patterns.

 River - Name the 4 main  group -Tr’s Resource File Graphicacy

Processes: types of river discussions on Decision making
Erosion erosion (abrasion, given tasks -Geography Today – Critical thinking
solution, hydraulic  groups make Phsical p.
 Sources of action, attrition) presentations
Material - Explicitly define  whole class -RB Bunnet Physical
 Physical each of the river discussion as Geography in Diagrams
 Geography: Step erosion types. pupils make For Africa p.
Ahead Book notes
Three
 Teacher’s
Resource Archive

 River - Name the 4 main  group -Tr’s Resource File Local river Graphicacy
Processes: types of river discussions on Decision making
Transportati transportation given tasks -Geography Today – Critical thinking
on (suspension,  groups make Phsical p.
solution, traction, presentations
 Sources of saltation)  whole class -RB Bunnet Physical
Material - Explicitly define discussion as Geography in Diagrams
Physical Geography: each of the river pupils make For Africa p.
Step Ahead Book erosion types. notes
Three
Teacher’s Resource
Archive

 River - Define river  group -Tr’s Resource File Graphicacy

Processes: deposition discussions on Decision making
Deposition - Explain why rivers given tasks -Geography Today – Critical thinking
 Sources of deposit their load  groups make Phsical p.
Material presentations
Physical Geography:  whole class -RB Bunnet Physical
Step Ahead Book discussion as Geography in Diagrams
Three pupils make For Africa p.
Teacher’s Resource notes
Archive

 Assessment: 1. State and briefly  Pupils write an Problem solving

relationship describe any two exercise in their Past exam questions
between river erosion books within
river processes. the stipulated
processes 2. With the aid of a time
and diagram show how a
landforms waterfall is formed.
formed. 3. Identify two
 depositional
features and explain
why they are found
in the lower course
of the river

 River - Identify the factors  Teacher -Tr’s Resource File Graphicacy

Processes: influencing river’s exposition Decision making
Erosion and energy to: a) erode,  whole class -Geography Today – Critical thinking
Transportati b) transport c) discussion while Phsical p.
on and deposit its load pupils write
Deposition - Illustrate how these notes -RB Bunnet Physical
processes are Geography in Diagrams
affected by the For Africa p.
factors identified
 River - State the varied  Teacher -Tr’s Resource File Realia Graphicacy
Processes: landforms resulting exposition Decision making
Landforms from a) erosion b)  whole class -Geography Today – Critical thinking
resulting transportation c) discussion while Phsical p.
from river deposition pupils write
processes - Describe the notes -RB Bunnet Physical
 Sources of formation of these Geography in Diagrams
Material landforms by river For Africa p.
Physical Geography: a) erosion b)
Step Ahead Book transportation c)
Three deposition
Teacher’s Resource - Explain why the
Archive landforms are
located on different
sections of the river
course (upper,
middle, lower)
 Rivers: uses - Identify the various  Lecture Method -Tr’s Resource File Realia Graphicacy
of rivers and interactions of on topic Decision making
human people and rivers introduction -Geography Today – Critical thinking
influences on - Describe the aims,  Pupils write Phsical p.
them methods and notes under
consequences of teacher -RB Bunnet Physical
 Sources of river control and supervision Geography in Diagrams
Material land drainage, For Africa p.
Physical Geography: multipurpose river
Step Ahead Book development and
Three river diversions.
Teacher’s Resource
Archive

 Assessment: 1. State and briefly  Pupils write an Past exam questions chalkboard Problem solving
relationship describe any two exercise in their Decision making
between river erosion books within Critical thinking
river processes. the stipulated
processes 2. With the aid of a time
and diagram show how a
landforms waterfall is formed.
formed. 3. Identify two
depositional
features and explain
why they are found
in the lower course
of the river.