THE UNITED REPUBLIC OF TANZANIA

MINISTRY OF EDUCATION, SCIENCE AND TECHNOLOGY

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GEOGRAPHY SYLLABUS FOR ORDINARY SECONDARY EDUCATION

FORM I-IV
2023
© Tanzania Institute of Education, 2023
Published 2023

Tanzania Institute of Education

P.O. Box 35094
Dar es Salaam, Tanzania

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Tel. +255 735 041 168 / 735 041 170

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E-mail: director.general@tie.go.tz
Website: www.tie.go.tz D
This document should be cited as: Ministry of Education, Science and Technology (2023). Geography Syllabus for Ordinary
Secondary Education Form I-IV. Tanzania Institute of Education.

All rights reserved. No part of this syllabus may be reproduced, stored in any retrieval system or transmitted in any form or by
any means whether electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the
Tanzania Institute of Education.

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 Table of Contents
List of Tables .................................................................................................................................................................................iv
Abbreviations and Acronyms .........................................................................................................................................................v
Acknowledgements ........................................................................................................................................................................vi
1.0 Introduction ..............................................................................................................................................................................1
2.0 Main Objectives of Education in Tanzania ..............................................................................................................................1
3.0 Objectives of Ordinary Secondary Education..........................................................................................................................2
4.0 General Competences for Ordinary Secondary Education .....................................................................................................3
0DLQDQG6SHFL¿F&RPSHWHQFHV .............................................................................................................................................3
6.0 Roles of Teacher, Student and Parent/Guardian in Teaching and Learning ............................................................................4

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6.1 The teacher ..........................................................................................................................................................................4
6.2 The Student .........................................................................................................................................................................5

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6.3 The Parent/Guardian ..........................................................................................................................................................6
7.0 Suggested Teaching and Learning Methodologies ..................................................................................................................6
8.0 Teaching and Learning Resources/Materials ...........................................................................................................................6
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9.0 Assessment of the Learning Process ........................................................................................................................................7
10.0 Number of periods .................................................................................................................................................................8
11.0 Teaching and Learning Contents ............................................................................................................................................8
Form I .......................................................................................................................................................................................9
Form II......................................................................................................................................................................................12
Form III ....................................................................................................................................................................................17
Form IV ....................................................................................................................................................................................22
Bibliography ..................................................................................................................................................................................25

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 List of Tables

TaEOH0DLQDQG6SHFL¿F&RPSHWHQFHVIRU)RUP,,9 ..................................................................................................................4
Table 2: Contribution of ConWLQXRXV$VVHVVPHQWDQG1DWLRQDO([DPLQDWLRQLQWKH¿QDOVFRUH ......................................................7
Table 3: Detailed Contents for Form One .........................................................................................................................................9
Table 4: Detailed Contents for Form Two.........................................................................................................................................12
Table 5: Detailed Contents for Form Three ......................................................................................................................................17
Table 6: Detailed Contents for Form Four ........................................................................................................................................22

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 Abbreviations and Acronyms

ISBN International Standard Book Number

MoEST Ministry of Education, Science and Technology

NECTA National Examinations Council of Tanzania

TIE Tanzania Institute of Education

TSL Tanzanian Sign Language

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 Acknowledgements

The writing of Geography Syllabus for Ordinary Secondary Education (Form I–IV) involved various experts from both government
and non-government institutions. Therefore, the Tanzania Institute of Education (TIE) would like to thank all the experts who

developers from TIE. The Institute is also grateful to the National Technical Committee that was formed by the Minister for
Education, Science and Technology for coordinating the curriculum review process for Pre-primary, Primary, Secondary and
Teacher Education. The Committee discharged its responsibilities professionally by ensuring that the contents of this syllabus are
in line with the main objective of the 2023 curricular review, which is to ensure that the graduates acquire skills, knowledge and
attitudes that will enable them to create self-employment, employ others, be employed and able to sustain themselves.

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Finally, TIE thanks the Ministry of Education, Science and Technology in a special way for facilitating the preparation and

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distribution of this syllabus.
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Dr Aneth A. Komba
Director-General
Tanzania Institute of Education

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1.0 Introduction
Geography is a compulsory subject for Form I-IV students in the General Education pathway who choose to join the Social
Sciences stream. It is also an elective subject to students on other streams. The purpose of learning Geography is to enable students
develop knowledge and skills of structure of the earth and earth systems, major features of the earth surface and the relationship
between relief, climate and natural vegetation. The subject also incorporates the techniques of map and photograph interpretation as
well as the basic techniques in land surveying. Further, studying Geography subject enable students to comprehend the relationship
between geography, human settlement, economic activities and environmental health. It also serves as a bridge to enable learners
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nationally and internationally.

The Geography syllabus is designed to guide the teaching and learning of Geography for Ordinary Secondary Education Form I-IV

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in the United Republic of Tanzania. The syllabus interprets the competences indicated in the 2023 Ordinary Secondary Education
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DFWLYLWLHVWKDWOHDGWRPHDQLQJIXOOHDUQLQJ7KXVLQRUGHUWRLPSOHPHQWH൵HFWLYHO\WKLVV\OODEXVWKHWHDFKHUVKRXOGDWWHQWLYHO\UHDG
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and understand its requirements.

2.0 Main Objectives of Education in Tanzania

The main objectives of education in Tanzania are to enable every Tanzanian to:

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(b) 5HVSHFW WKH FXOWXUH WUDGLWLRQV DQG FXVWRPV RI7DQ]DQLD FXOWXUDO GL൵HUHQFHV GLJQLW\ KXPDQ ULJKWV DWWLWXGHV DQG LQFOXVLYH
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(c) Advance knowledge and apply science and technology, creativity, critical thinking, innovation, cooperation, communication
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(d) Understand and protect national values, including dignity, patriotism, integrity, unity, transparency, honesty, accountability and
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(e) 'HYHORSOLIHDQGZRUNUHODWHGVNLOOVWRLQFUHDVHH൶FLHQF\LQHYHU\GD\OLIH
(f) 'HYHORSDKDELWRIORYLQJDQGYDOXLQJZRUNWRLQFUHDVHSURGXFWLYLW\DQGH൶FLHQF\LQSURGXFWLRQDQGVHUYLFHSURYLVLRQ
(g) Identify and consider cross-cutting issues, including the health and well-being of the society, gender equality, as well as the
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(h) Develop national and international cooperation, peace and justice per the Constitution of the United Republic of Tanzania and
international conventions.

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3.0 Objectives of Ordinary Secondary Education
The objectives of Ordinary Secondary Education (General-Education) are to:

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(a) Strengthen, broaden and develop a deeper understanding of the knowledge, skills and attitudes developed at the Primary Edu-
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(b) Safeguard customs and traditions, national unity, national values, democracy, respect for human and civil rights, duties and
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(c) 'HYHORSVHOIFRQ¿GHQFHDQGWKHDELOLW\WROHDUQLQYDULRXV¿HOGVLQFOXGLQJVFLHQFHDQGWHFKQRORJ\DVZHOODVWKHRUHWLFDODQG
WHFKQLFDONQRZOHGJH
(d) Improve communication using Tanzanian Sign Language (TSL), tactile communication, Kiswahili and English. The student
VKRXOGEHHQFRXUDJHGWRGHYHORSFRPSHWHQFHLQOHDVWRQHRWKHUIRUHLJQODQJXDJHGHSHQGLQJRQWKHVFKRROVLWXDWLRQ
(e) Strengthen accountability for cross-cutting social issues, including health, security, gender equality and sustainable environ-
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(f) Develop competence and various skills which will enable the student to employ himself or herself, to be employed and to man-
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(g) Develop readiness to continue to upper secondary and tertiary education.

4.0 General Competences for Ordinary Secondary Education

The general competences that will be developed by a student of Ordinary Secondary Education are to:
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(b) 9DOXHFLWL]HQVKLSDQGQDWLRQDOFXVWRPV
(c) 'HPRQVWUDWHFRQ¿GHQFHLQOHDUQLQJYDULRXVSURIHVVLRQVLQFOXGLQJ6FLHQFHDQG7HFKQRORJ\WKHRUHWLFDODQGSUDFWLFDONQRZOHGJH

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(d) Use language skills including Tanzania Sign Language (TSL), sign language, Kiswahili language, English and at least one other
IRUHLJQODQJXDJHWRFRPPXQLFDWH

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(e) 8VHNQRZOHGJHRIFURVVFXWWLQJLVVXHVWRPDQDJHWKHHQYLURQPHQWDURXQGWKHPDQG
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(f) Use knowledge and skills to enable them to be self-employed, employed and manage life and environment.

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7KHPDLQDQGVSHFL¿FFRPSHWHQFHVWREHGHYHORSHGDUHSUHVHQWHGLQ7DEOH

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Table 1: 0DLQDQG6SHFL¿F&RPSHWHQFHVIRUForm I-IV

Main competences 6SHFL¿FFRPSHWHQFHV

1.0 Demonstrate mastery 1.1 Demonstrate an understanding of the origin and the structure of the Earth and earth systems
of the structure of the 1.2 Demonstrate an understanding of the major features of the Earth surface
Earth 1.3 Demonstrate an understanding of the relationship between relief, climate and natural
vegetation

2.0 Demonstrate mastery 2.1 Demonstrate an understanding of the basic techniques of map and photograph interpretation
of basic skills 2.2 Demonstrate an understanding of the basic techniques in land surveying

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and techniques in
Geography

3.0 Demonstrate mastery
of human geography
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3.1 Demonstrate an understanding of the relationship between geography, human settlement,
economic activities and environmental health
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3.2 Carry out a project in Geography

6.0 Roles of Teacher, Student and Parent/Guardian in Teaching and Learning

A good relationship between a teacher, student and parent or guardian is fundamental in ensuring successful learning. This section
RXWOLQHVWKHUROHVRIHDFKSDUWLFLSDQWLQIDFLOLWDWLQJH൵HFWLYHWHDFKLQJDQGOHDUQLQJSURFHVVRI*HRJUDSK\
6.1 The teacher
The teacher is expected to:
(a) +HOSWKHVWXGHQWWROHDUQDQGGHYHORSWKHLQWHQGHGFRPSHWHQFHVLQ*HRJUDSK\

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(b) 8VHWHDFKLQJDQGOHDUQLQJDSSURDFKHVWKDWZLOODOORZVWXGHQWVZLWKGL൵HUHQWQHHGVDQGDELOLWLHVWR
(i) develop the competences needed in the 21stFHQWXU\DQG
(ii) actively participate in the teaching and learning process.
(c) 8VHVWXGHQWFHQWUHGLQVWUXFWLRQDOVWUDWHJLHVWKDWPDNHWKHVWXGHQWDFHQWUHRIOHDUQLQJZKLFKDOORZWKHPWRWKLQNUHÀHFWDQG
VHDUFKIRULQIRUPDWLRQIURPYDULRXVVRXUFHV
(d) &UHDWHDIULHQGO\WHDFKLQJDQGOHDUQLQJHQYLURQPHQW
(e) 3UHSDUHDQGLPSURYLVHWHDFKLQJDQGOHDUQLQJUHVRXUFHV
(f) &RQGXFWIRUPDWLYHDVVHVVPHQWUHJXODUO\E\XVLQJWRROVDQGPHWKRGVZKLFKDVVHVVWKHRU\DQGSUDFWLFH
(g) Other tools include tests, classroom presentation, mid-term, term and annual examinations.
(h) 7UHDWDOOWKHVWXGHQWVHTXDOO\LUUHVSHFWLYHRIWKHLUGL൵HUHQFHV

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(i) 3URWHFWWKHVWXGHQWZKLOHDWVFKRRO
(j) .HHSWUDFNRIWKHVWXGHQW¶VGDLO\SURJUHVV

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(k) ,GHQWLI\LQGLYLGXDOVWXGHQW¶VQHHGVDQGSURYLGHWKHULJKWLQWHUYHQWLRQ
(l) ,QYROYHSDUHQWVJXDUGLDQVDQGWKHVRFLHW\DWODUJHLQWKHVWXGHQW¶VOHDUQLQJSURFHVVDQG
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(m) Integrate cross-cutting issues and ICT in the teaching and learning process.

6.2 The Student

The student is expected to:

(a) 'HYHORSLQWHQGHGFRPSHWHQFHVE\SDUWLFLSDWLQJRQYDULRXVOHDUQLQJDFWLYLWLHVLQVLGHDQGRXWVLGHWKHFODVVURRP
(b) $FWLYHO\HQJDJHLQWKHWHDFKLQJDQGOHDUQLQJSURFHVVDQG
(c) Participate in the search for knowledge from various sources, including textbooks, supplementary books and other publications
in online libraries.

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6.3 The Parent/Guardian
The parent/guardian is expected to:
(a) 0RQLWRUWKHLUFKLOG¶VDFDGHPLFSURJUHVVLQVFKRRO
(b) :KHUHSRVVLEOHSURYLGHFKLOGZLWKWKHQHHGHGDFDGHPLFVXSSRUW
(c) 3URYLGHDFKLOGZLWKDVDIHDQGIULHQGO\KRPHHQYLURQPHQWZKLFKLVFRQGXFLYHIRUOHDUQLQJ
(d) .HHSWUDFNRIWKHFKLOG¶VSURJUHVVLQEHKDYLRXU
(e) 3URYLGHWKHFKLOGZLWKDQ\QHFHVVDU\PDWHULDOVUHTXLUHGLQWKHOHDUQLQJSURFHVVDQG
(f) Instil in the child a sense of commitment and positive value towards education and work.

7.0 Suggested Teaching and Learning Methodologies

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The teaching and learning methods are instrumental in developing student’s competences. This syllabus suggests teaching and
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VFLHQWL¿FH[SHULPHQWVDQGSURMHFWZRUNV+RZHYHUDWHDFKHULVDGYLVHGWRSODQDQGXVHRWKHUDSSURSULDWHPHWKRGVEDVHGRQWKH
environment or context. All the teaching and learning methods should be integrated with the everyday lives of students. .
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8.0 Teaching and Learning Resources/Materials
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to collect or improvise alternative resources available in the school and home environment when needed. The teacher and student
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of approved textbooks and reference books shall be provided by TIE.

9.0 Assessment of the Learning Process

Assessment is important in teaching and learning of Geography subject. It is divided into formative and summative assessments.
Formative assessment informs both the teacher and students on the progress of teaching and learning, and in making decisions

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on improving the teaching and learning process. Teachers are, therefore, expected to apply a wide range of formative assessment
methods which include but not limited to discussions, presentations, oral questions, experiments, observations, practical and
projects.

Summative assessment, on the other hand, will focus on determining student’s achievement of learning. Teachers are expected to
use a variety of summative assessments including mid-term tests, terminal, mock examinations and projects. The scores obtained
from these assessments will be used as Continuous Assessment (CA). Therefore, the continuous assessments shall contribute 30%
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Table 2: &RQWULEXWLRQRI&onWLQXRXV$VVHVVPHQWDQG1DWLRQDO([DPLQDWLRQLQWKH¿QDOVFRUH

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Assessment Measures Weight(%)

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Standard VI National Assessment 7.5

Form II National Assessment D 7.5

Form III Annual Examination 5

Project 5

Form IV Mock Examination 5

Form IV National Examination 70

Total 100%

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10.0 Number of periods
The Geography Syllabus for Ordinary Level Secondary Education provides estimates of the time that will be spent in learning and
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required to do. Three (3) periods of 40 minutes each have been allocated for this subject per week.

11.0 Teaching and Learning Contents

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learning activities, suggested methods, assessment criteria, resources, and number of periods as presented in Table 3, 4, 5 and 6.

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 Form One
Table 3: 'HWDLOHG&RQWHQWVIRU)RUP2QH

Suggested Teaching Number

Main 6SHFL¿F Learning Assessment Suggested
and of
competences competences activities criteria resources
L earning methods Periods
1.0 Demonstrate 1.1 Demonstrate (a) Explain the Brainstorming: Basic concepts Relevant books, 9
mastery of an concept and In manageable of Geography charts, and ICT
the structure understanding scope of groups students are clearly simulation tools
of the Earth of the origin Geography brainstorm on the explained on the concept
and the (branches, meaning, branches of Geography
and importance of

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structure of importance
the Earth and and Geography, and
relationship between

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Earth systems relationship
Geography and other
with other
disciplines
D disciplines)
Field Observation:
Guide students to
observe landforms,
vegetations and
human activities to
support the concept
of geography and
summarise their
importance in
relationship to other
disciplines

9
 Suggested Teaching Number
Main 6SHFL¿F Learning Assessment Suggested
and of
competences competences activities criteria resources
Learning methods Periods
(b) Describe Brainstorming: The Earth Relevant books, 80
the Earth Guide students to is described globe, picture
(origin, brainstorm and correctly of solar system,
shape, size, present about the relevant ICT
position and origin, shape, simulation tools
size, position and and models on
movements the planet earth
of the earth movements of the
earth in the solar
in the solar system, and parallels
system, and

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and meridians
parallels and Field Observation:
meridians)

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Guide students
to observe the
D Earth’s surface and
identify some of the
components of the
solar system
Project work:
Group students to
design a model on
the components of
the solar system
(size, shape, distance,
position), and then
present in class

10
 Suggested Teaching Number
Main 6SHFL¿F Learning Assessment Suggested
and of
competences competences activities criteria resources
Learning methods Periods
1.2 Demonstrate (a) Describe Questions The major Environment, 76
an major &Answers: features of relevant books,
understanding features of Guide students to the Earth relief maps,
of the major the Earth’s mention landforms are correctly globe/models,
features of the available in their described and relevant ICT
surface
Earth surface surroundings simulation tools
(continents,
oceans, Field observation:
major relief Guide students to visit
the nearby landforms,
features,

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vegetation and water
large inland bodies available in
water

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their communities
bodies and to examine
D vegetation the formation,
zones) distribution and their
importance to the
communities
Group Discussion:
Guide students to
discuss the size
and distribution of
continents, then
present in the class

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 Form Two
Table 4: 'HWDLOHG&RQWHQWVIRU)RUP7ZR

Suggested Number
Main 6SHFL¿F Learning Assessment Suggested
Teaching and of
competences competences activities criteria resources
L earning methods Periods
1.0 Demonstrate 1.1 Demonstrate (a) Describe Brainstorming: The internal Relevant books, 27
mastery of the an the internal Guide students to structure of the globe/models,
structure of understanding structure of the brainstorm on the Earth is correctly environment, and
the Earth of the origin Earth (crust, internal structure of described ÀDVKZLWKFRQWHQW
and the mantle, core) the Earth on internal
and their major Group work:

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structure of the structure of the
Assign students
Earth and earth characteristics earth
to design models

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systems (location, size/
and drawings to
thickness,
D characterise the
density internal structure of
and gross the Earth
composition)

12
 Suggested Number
Main 6SHFL¿F Learning Assessment Suggested
Teaching and of
competences competences activities criteria resources
Learning methods Periods

(b) Describe the Questions The external Relevant books, 24

main external &Answers: structure of the globe/models,
Earth systems Guide students to Earth is correctly environment,
(Hydrosphere, explain the main described and relevant
Atmosphere external earth ,&7WRROVÀDVK
and with content on
Biosphere) systems external structure
Field observation: of the earth
Guide students to (atmosphere,

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observe and discuss hydrosphere,
the hydrosphere, biosphere and

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cryosphere)
atmosphere and
biosphere with
cases from their
D communities
Independent library
study:
Organise students
to to examine the
main external earth
systems

13
 Suggested Number
Main 6SHFL¿F Learning Assessment Suggested
Teaching and of
competences competences activities criteria resources
Learning methods Periods
2.0 Demonstrate 2.1 Demonstrate an (a) Describe the Brainstorming: The basic Maps, relevant 32
mastery understanding basic principles Guide students to principles of books, and
of basic of the basic of reading and brainstorm the basic reading and relevant ICT
skills and techniques interpreting principles of reading interpretation of simulation tools
techniques in of map and maps (key, and interpreting maps maps are clearly
Geography photograph symbols, explained
interpretation direction, Group Discussion

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margin/frame, Guide students
map title, scale to discuss basic

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and contour principles of reading
D patterns) and interpreting maps

(b) Reading and

Case Study
interpreting
Guide students to
various type of
interpret and analyse
maps and their
various types of maps
importance
and their importance
(topographical
to the community
and statistical
map)

14
 Suggested Number
Main 6SHFL¿F Learning Assessment Suggested
Teaching and of
competences competences activities criteria resources
Learning methods Periods
(b) Describe the Brainstorming: The concept of Relevant books 27
basic concept Guide students photograph and and photographs
of photograph to brainstorm the its contents are (ground, vertical
in Geography meaning, types, clearly explained and oblique),
(meaning, elements and magazine/
types, elements newspapers,
and uses) importance of camera, and
photographs in UHOHYDQW,&7
Geography tools)

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Group Discussion
Guide students to

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discuss the basic uses
of photographs in
Geography
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Guest Speaker
Invite resourceful
persons (e.g.,
cartographer,
photographer, camera
man/woman) to share
their experiences on
uses of photographs

15
 Suggested Number
Main 6SHFL¿F Learning Assessment Suggested
Teaching and of
competences competences activities criteria resources
Learning methods Periods
(c) Describe Question & The basic Relevant books 26
the basic Answers: principles of on photographs,
principles of Guide students interpretation of photographs
photograph to discuss basic photography are (ground, vertical
interpretation principles of clearly described and oblique),
magazine/
(identifying photograph newspapers, and
foreground, interpretation relevant ICT tools
middle
ground and Group Discussion

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background, Guide students to
associating LGHQWLI\GL൵HUHQW

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objects with parts of photographs,
geographical interpret them and
phenomena) make association
D with geographical
phenomena

Case Study
Guide students to
use photographs to
LQWHUSUHWGL൵HUHQW
cases of geographical
phenomena

16
 Form Three
Table 5: 'HWDLOHG&RQWHQWV IRU)RUP7KUHH

Suggested Teaching Number

Main 6SHFL¿F Learning Assessment Suggested
and of
competences competences activities criteria resources
L earning methods Periods
1.0 Demonstrate 1.1 Demonstrate an (a) Describe the Brainstorming: The major Map, graphs, 25
mastery of understanding major climatic Guide students to climatic regions photographs,
the structure of the regions of brainstorm on major of the World are globe, variety of
of the Earth relationship the world world climatic regions categorised or living organisms,
between (tropical, Group Discussion: FODVVL¿HGFOHDUO\ and online

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relief, climate temperate, Guide students to materials on the
and natural polar and characterise the major major climatic

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vegetation sub-tropical) world climatic regions regions of the
Field visit: world.
D Guide students to
observe local climate
characteristics and
associate them with
the world climatic
regions
Graphical and Maps
presentation:
Guide students to
draw graphs and maps
to characterise major
world climatic regions

17
 Suggested Teaching Number
Main 6SHFL¿F Learning Assessment Suggested
and of
competences competences activities criteria resources
L earning methods Periods
(b) Describe the Question & The relationship Maps, 24
relationship Answers: between major photographs,
between Guide students features of globe and online
major to describe the the Earth’s materials on
features of relationship between surface, climate the relationship
the Earth’s major features of and natural between major
surface, the Earth’s surface, vegetation features of

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climate, climate and natural are correctly the earth’s
and natural vegetation described surface, climate

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vegetation and natural
Case study:
D vegetations
Guide students
to justify the
relationship between
major features of
the Earth’s surface,
climate and natural
vegetation

18
 Suggested Teaching Number
Main 6SHFL¿F Learning Assessment Suggested
and of
competences competences activities criteria resources
L earning methods Periods
2.0 Demonstrate 2.1 Demonstrate (a) Explore the Group Discussion: The basic tenets Relevant 28
mastery an basic tenets Guide students to of surveying books on land
of basic of surveying explain the basic are correctly
understanding surveying, tape
skills and (meaning, explored
types, concepts of surveying measure/chain,
techniques of the basic
equipment, Arrows, plumb
in techniques methods, and Brainstorming: EREFURVVVWD൵
Geography in land importance) Guide students ranging poles,
surveying to brainstorm pegs, notebook,

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on methods and pencil/pen, and
importance of relevant ICT

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surveying tools
D Guest speaker:
Invite resourceful
persons from
surveying
institutions/
companies to share
experiences on
surveying activities

19
 Suggested Teaching Number
Main 6SHFL¿F Learning Assessment Suggested
and of
competences competences activities criteria resources
L earning methods Periods
(b) Carry out Project work: The simple tape/ Relevant 14
simple Guide students to chain surveying books on land
tape/chain carry out simple is correctly surveying, tape
surveying surveying activities carried out
measure/chain,
around the schools Arrows, plumb
and their local EREFURVVVWD൵
communities ranging poles,
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pencil/pen, and
persons from relevant ICT
surveying

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tools
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surveying activities
Group Discussion
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from surveying on
socio-economic
and environmental
activities

20
 Suggested Teaching Number
Main 6SHFL¿F Learning Assessment Suggested
and of
competences competences activities criteria resources
L earning methods Periods
3.0Demonstrate 3.1 Carry out a (a) Develop Project work: The research Environment, 14
mastery project in and carry title of each institutions,
out a simple Guide students in group is note books,
of human
Geography research groups to prepare a correctly pen, pencil,
geography
project in good research title prepared key informants,
Geography for the project camera/smart-
A simple
Field work: research project phones, and
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Guide students to conducted in tools

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conduct a simple WKH¿HOGE\
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geographical
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21
 Form Four
Table 6: 'HWDLOHG&RQWHQWVIRU)RUP)RXU

Suggested Teaching Number

Main 6SHFL¿F Learning Assessment Suggested
and of
competences competences activities criteria resources
L earning methods Periods
1.0 Demonstrate 1.1Demonstrate (a) Describe the Field observation: The Relevant books 72
mastery an geographical Guide students to geographical on human
of human understanding factors that observe and discuss factors that settlement,
geography of the LQÀXHQFH on the types and LQÀXHQFH population
relationship the spatial characteristics of the spatial distribution,
between distribution human settlements and distribution National census

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geography, of settlement patterns of population, reports, data
environmental population, from the surrounding human from birth and

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health, human human communities settlements death rate, and
settlements settlements Brainstorming: and economic migration
and economic
D and Guide students to activities
activities economic brainstorm the factors are clearly
activities LQÀXHQFLQJSRSXODWLRQ described
(climate, distribution and human
soil, relief, settlements
vegetation, Case studies:
transport Guide students to apply
and water GL൵HUHQWFDVHVRIKXPDQ
supply) settlements and link
them with geographical
factors

22
 Suggested Teaching Number
Main 6SHFL¿F Learning Assessment Suggested
and of
competences competences activities criteria resources
L earning methods Periods
(b) Examine the Brainstorming: The impacts Relevant books 54
impacts of Guide students to of population on human
population brainstorm about the
distribution settlement,
distribution impacts of population
on economic distribution on economic on economic population,
activities and activities and the activities and the photographs
the environment environment environment are on human
(land use and Group Discussion: clearly explained settlement
settlement Guide students to
discuss and present in
patterns
patterns
environment

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changes) class on the impacts of
population distribution
on sustainability of the

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environment
D Field observation:
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and summarise the
relationship between
population distribution
and environmental change
(land use change, change
in settlement patterns etc)
Case studies:
Guide students to apply
GL൵HUHQWFDVHVIURPORFDO
communities to show
the relationship between
population distribution and
the environment

23
 Suggested Teaching Number
Main 6SHFL¿F Learning Assessment Suggested
and of
competences competences activities criteria resources
L earning methods Periods
1.2 Carry out (a) Complete Project work: The assessment Relevant books 10
a project in and submit of the project on geographical
Geography Guide students to write started in research,
a report of
a report for the project Form Three is research
the project
started in Form Three completed and reports, and
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submitted on relevant ICT
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presentations on
geographical research

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Group Presentation:
D Organise students to
present and submit a
report for assessment

24
 Bibliography

Holden, J. (2008). An Introduction to Physical Geography and the Environment. Pearson Prentice Hall. United Kingdom.
Kenya Institute of Curriculum Development (2021). -XQLRU6HFRQGDU\6FKRRO&XUULFXOXP'HVLJQ. Grade 7 Social Studies.
Mauritius Research Council (2004). 7HDFKLQJDQG/HDUQLQJRI6FLHQFHLQ6FKRROV. Volume 1-Reccommandations and Action Plan
2004-2006.
Ministry of Education and Culture (2005). Geography Syllabus for secondary schools Form I-IV.
Ministry of Education National Curriculum Development Centre (2008). 2UGLQDU\/HYHO*HRJUDSK\&XUULFXOXPIRU5ZDQGD.

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Rwanda Education Board (2015). Ordinary level Geography syllabus. Ministry of Education.
Tanzania Institute of Education (2019). Geography for Secondary Schools student’s book Form One. Tanzania Institute of Education.

ra
Tanzania Institute of Education (2019). *HRJUDSK\IRU6HFRQGDU\VFKRROVVWXGHQW¶VERRN)RUP7ZR. Tanzania Institute of Education.
D
Tanzania Institute of Education (2019). Geography syllabus for ordinary secondary education Form 1-IV. Ministry of Education
and Vocational Training. Dar es salaam.
Tanzania Institute of Education (2021). *HRJUDSK\ IRU VHFRQGDU\ VFKRROV VWXGHQW¶V ERRN )RUP 7KUHH Tanzania Institute of
Education.
Tanzania Institute of Education (2021). Geography for secondary schools, student’s book Form Four. Tanzania Institute of Education.
University of Cambridge Local Examination Syndicate (UCLES). (2020). &DPEULGJH2OHYHO*HRJUDSK\ Cambridge assessment
international education. University of Cambridge.

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