ZIMBABWE

MINISTRY OF PRIMARY AND SECONDARY EDUCATION

GEOGRAPHY SYLLABUS

FORMS 5 - 6

2015 - 2022

Curriculum Development and Technical Services

P. O. Box MP 133
Mount Pleasant
Harare

© All Rrights Reserved

2015
Geography Syllabus Forms 5 - 6

ACKNOWLEDGEMENTS

The Ministry of Primary and Secondary Education wishes to acknowledge the following for their valued
contribution in the production of this syllabus:

• National Geography Subject Panel

• Ministry of Higher and Tertiary Education Science and Technology Development
• Representatives from Teachers` Colleges
• Zimbabwe School Examinations Council (ZIMSEC)
• Department of Geography and Environmental Science (UZ)
• Department of Geography and Environmental Studies (MSU)
• Environmental Management, Renewable Energy and Climate Change Research Centre (HIT)
• Publishers
• United Nations Children’s Education Fund (UNICEF)
• United Nations Educational Scientific Cultural Organisation (UNESCO)
• Civil Protection Department

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Geography Syllabus Forms 5 - 6

CONTENTS
ACKNOWLEDGEMENTS.................................................................................................................i

CONTENTS.......................................................................................................................................ii

1.0 PREAMBLE................................................................................................................................1

2.0 PRESENTATION OF SYLLABUS..............................................................................................1

3.0 AIMS............................................................................................................................................1

4.0 SYLLABUS OBJECTIVES.........................................................................................................2

5.0 METHODOLOGY AND TIME ALLOCATION..............................................................................2

6.0 TOPIC..........................................................................................................................................2

7.0 SCOPE AND SEQUENCE..........................................................................................................4

8.0 COMPETENCY MATRIX.............................................................................................................10

FORM 5: SYLLABUS.......................................................................................................................10

FORM: 6 SYLLABUS.......................................................................................................................32

9.0 ASSESSMENT............................................................................................................................45

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Geography Syllabus Forms 5 - 6

1.0 PREAMBLE cacy

• have mastered basic physical and human geogra-
phy concepts
1.1 INTRODUCTION • have some grasp of GIS and remote sensing
skills
The forms 5 - 6 syllabus is designed to consolidate com- • have knowledge of natural resources and can
petences already acquired in the study of geography. It positively interact with their environment.
seeks to produce learners with requisite skills to trans-
form their local, national, regional and global geograph- 1.5 CROSS-CUTTING THEMES
ical space. This will raise awareness of environmental
management, resource distribution and utilisation for the This phase will develop in learners, an in-depth under-
benefit of Zimbabwean citizens. The syllabus seeks to standing of:
nurture in learners positive attitudes, values, practical
competences and skills that enable them to participate • environmental issues
in the development of the country and the world at large. • safety and health issues
It enables critical evaluation in learners by developing • disaster risk management
solutions and skills leading to sustainable development. • enterprise
The syllabus recognises individual talents and special • sexuality, HIV and AIDS
education needs. • heritage
• climate change
1.2 RATIONALE • financial literacy
• gender
Form 5 and 6 Geography syllabus will equip learners • technology
with skills to comprehend spatial distribution patterns,
processes and interactions of phenomena. It is designed
to make learners appreciate diversity, valuation, utilisa-
tion and sustainability of resources. The learning area 2.0 PRESENTATION OF
gives an opportunity to learners to manipulate geograph- SYLLABUS
ical data and make informed judgements in their day to
day experiences. The Geography Syllabus is a single document covering
Forms 5 - 6.
The Geography Syllabus enables learners to develop the
following skills:-

• Communication and investigation 3.0 AIMS

• Problem solving
• Critical thinking The aims of the syllabus are to:
• Decision making
• Technology and innovation 3.1 develop in learners skills of observation, re-
• Graphicacy and numeracy cording, analysis and interpretation of geo-
• Cartography graphical phenomena
3.2 develop in learners an in-depth understanding
1.3 SUMMARY OF CONTENT of Zimbabwean, African and World environ-
mental issues
The geography learning area comprises both physical 3.3 equip learners with practical Geographic Infor-
and human aspects. It also covers fieldwork, map inter- mation Systems and Remote Sensing skills
pretation skills and graphicacy. 3.4 promote an appreciation of the diversity of
cultural issues
1.4 ASSUMPTIONS 3.5 develop in learners skills of sustainably using
It is assumed that learners: their resources
3.6 nurture self-sustained citizens with enterprise
• have enterprise skills skills
• have knowledge of map interpretation and graphi-

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Geography Syllabus Forms 5 - 6

4.0 SYLLABUS OBJECTIVES

The quantitative approach: It involves the use of de-
By the end of this learning phase learners should be able ductive methods and research.
to:
5.1 METHODOLOGY
4.1 demonstrate practical Geographic Informa-
tion Systems and Remote Sensing Skills for The following are suggested methods of teaching and
describing the spatio-temporal distribution of learning geography:
phenomena
4.2 evaluate the causes, effects and solutions re- • Demonstrations
lated to natural and human induced disasters • Field work
4.3 analyse the physical and human environmen- • Presentations
tal phenomena of their locality, Zimbabwe, • Games
Africa and the world • Simulations
4.4 solve key global environmental issues • Debates and Quiz
4.5 demonstrate knowledge of geographical data • Laboratory work and experiments
collection, illustration, analysis and • Group work and discussions
interpretation • Role-play
4.6 examine the diversity of indigenous • Case studies
knowledge systems and their impact on the • Project based learning
environment • Educational tours
4.7 design sustainable economic projects. • Discovery learning

NB. The above suggested methods should be enhanced

by the application of orthodidactic principles and multi
5.0 METHODOLOGY AND TIME -sensory approaches to teaching. These include tactility,
ALLOCATION concreteness, individualisation, self-activity, totality and
wholeness. Teachers are encouraged to address the
This syllabus takes into account learner centred ap- learners’ residual senses
proaches and methods. The choice of teaching methods
and approaches should be guided by the principles of 5.2 TIME ALLOCATION
inclusivity, relevance, specificity, gender sensitivity and
respect. The following approaches and methods are rec- Ten (10) periods of 40 minutes per week should be allo-
ommended in the teaching and learning of geography:- cated for adequate coverage of the syllabus. The teach-
ers should allocate time appropriately for learners with
Approaches individual special education needs. Educational tours
should be undertaken at least once a year.
The syllabus proposes the use of the concentric, sys-
tems and integrated approaches.

The concentric approach: It recommends teaching ge- 6.0 TOPICS

ography starting from the local environment, then move
to the whole of Zimbabwe, Southern African Develop- 6.1. Geographic Information Systems and Remote
ment Community region, rest of Africa and the World. Sensing
6.2 Geo-statistical analysis and presentation
Systems Approach: It involves the study of inter-re- 6.3 Environmental management
lationships of various components in the environment 6.4 Atmospheric processes and phenomena
which make up the whole. The focus is on the inputs, 6.5 Hydrology and fluvial processes
processes and outputs and feedback in a given system. 6.6 Biogeography
6.7 Geomorphology
The integrated approach: It recommends that related 6.8 Settlement dynamics
topics should be taught together rather than in Isolation. 6.9 Population and migration
6.10 Agricultural production and food security

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Geography Syllabus Forms 5 - 6

6.11 Industrial dynamics

6.12 Mining and mineral beneficiation
6.13 Energy sources and development
6.14 Transport systems and trade
6.15 Regional inequalities and development

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 6.14 Transport systems and trade

6.15 Regional inequalities and development

Geography Syllabus Forms 5 - 6

7.0 SCOPE AND SEQUENCE

7.0 SCOPE AND SEQUENCE

7.1: GEOGRAPHIC INFORMATION SYSTEMS AND REMOTE SENSING

7.1 TOPIC 1: GEOGRAPHIC INFORMATION SYSTEMS AND REMOTE SENSING

FORM 5 FORM 6
 Coordinates and Coordinate systems  The remote sensing system
 Projection  Image acquisition and structure
 Global Positioning Systems (GPS)  Resolution
 Conceptual models of geographic space  Image interpretation
 Georeferencing and spatial data capture

7.2: GEO-STATISTICAL ANALYSIS AND PRESENTATION

7.2: GEO-STATISTICAL ANALYSIS AND PRESENTATION

FORM 5 FORM 6
 Levels of measurement  Spatial interpolation
 Univariate statistics  Measures of spatial autocorrelation
 Bivariate statistics
 Graphs and maps
 Research techniques

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Geography Syllabus Forms 5 - 6

7.3: ENVIRONMENTAL MANAGEMENT

7.3 ENVIRONMENTAL MANAGEMENT

FORM 5 FORM 6
 Environmental pollution and environmental degradation
 Causes, effects and control measures of pollution
 Causes, effects and control measures of environmental degradation
 Environmental Impact Assessment
 Environmental management projects

7.4 TOPIC 4: ATMOSPHERIC PROCESSES AND PHENOMENA

7.4 ATMOSPHERIC PROCESSES AND PHENOMENA

FORM 5 FORM 6
 Energy Budgets  Micro-climates
 The Earth-Atmosphere Energy Budget  Climate Change
 Weather Processes  Weather and Climatic Hazards and mitigation
 Air Masses

7.5 TOPIC 5: GEOMORPHOLOGY

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7.5 GEOMORPHOLOGY

FORM 5 FORM 6
 Plate Tectonics  Tropical Landforms Development
 Rocks and Weathering  Hazards, Impact and Mitigation
 Slope Development

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Geography Syllabus Forms 5 - 6

7.6: HYDROLOGY AND FLUVIAL PROCESSES

7.6: HYDROLOGY AND FLUVIAL PROCESSES

FORM 5 FORM 6
 The drainage basin system
 Rainfall-discharge relationships within drainage basins
 River channel processes and landforms
 Hydrological hazards and mitigation

7.7: BIOGEOGRAPHY
7.7 BIOGEOGRAPHY

FORM 5 FORM 6
 Factors affecting vegetation distribution  Soil forming factors, soil profiles and soil catena
 Plant succession  Measurement of soil characteristics
 Biogeochemical cycles  Sustainable management of ecosystem
 Gerschmel diagrams
 Biomass and biomes (tropical and temperate biomes)
 Biodiversity (plant and animal diversity)
 Plant and animal adaptation

7.8: POPULATION AND MIGRATION

7.8 POPULATION AND MIGRATION

FORM 5 FORM 6
15
 Population indicators  Migration
 Population health and diseases  Patterns of migration
 Population growth  Causes and impacts of migration
 Population-Resource Relationships  Population policies

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Geography Syllabus Forms 5 - 6

7.9: SETTLEMENT DYNAMICS

7.9 SETTLEMENT DYNAMICS

FORM 5 FORM 6
 Site and location of settlements  Urban morphology
 Settlement hierarchy  Settlement development
 Growth points  Spheres of influence
 Land reform and resettlement  Delimitation of the CBD
 Functions of rural and urban settlements  Rural and urban landuse planning
 Rural-urban interaction
 Urbanisation and counter urbanisation

7.10 AGRICULTURAL PRODUCTION AND FOOD SECURITY

7.10 AGRICULTURAL PRODUCTION AND FOOD SECURITY

FORM 5 FORM 6
 Factors affecting agricultural production  Land Reform and food security
 Agricultural Location  Value addition and Agribusiness
 Farming systems in the Tropics  Climate change and other threats to food security
 The Green Revolution  Responses to climatic change

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Geography Syllabus Forms 5 - 6

7.11 MINING AND MINERAL BENEFICIATION

7.11 Mining and Mineral Beneficiation

FORM 5 FORM 6
 Mining legislation and mining policies in Zimbabwe  Value addition and Beneficiation methods
 Environmental Impact Assessment in mining  Marketing of minerals
 Prospecting methods  Safety and health in mining
 Mineralogy
 Small and large scale mining enterprises
 Impact of mining and mitigation

7.12 INDUSTRIAL DYNAMICS

7.12 INDUSTRIAL DYNAMICS

FORM 5 FORM 6
 Industrial Location and relocation
 Industrial Linkages and Agglomeration
 Small and medium scale Enterprises
 Hi-tech industries
 Tourism industry

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Geography Syllabus Forms 5 - 6

7.13 ENERGY SOURCES AND DEVELOPMENT

7.13 Energy Sources and Development

FORM 5 FORM 6
 Sources of energy in Zimbabwe: Actual and Potential  Global distribution of energy sources
 Clean sources of energy (going green)  Global trends in energy use
 Green energy generation  Sustainable management of energy sources

7.14 TRANSPORTSYSTEMS AND TRADE

7.14 Transport Systems and Trade

FORM 5 FORM 6
 Distribution of transport systems and their purposes in Zimbabwe.  Trade policies in Zimbabwe and their impact on trade
 Factors governing patterns of transport networks.  Current trends in Zimbabwean trade
 Transport enterprise  Global inequalities in trade flows and solutions
 Factors influencing global trade patterns
 Trade opportunities in the local area

7.15 REGIONAL INEQUALITIES AND DEVELOPMET

7.15 Regional Inequalities and Development

FORM 5 FORM 6
 Indicators of economic development  SMEs in Zimbabwe and their impact on economic development
 Economic activities (primary, secondary, tertiary, quaternary) and their role
in economic development
 Regional inequalities (causes, nature, impacts and solutions)

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Geography Syllabus Forms 5 - 6

8.0 COMPETENCY MATRIX

8.0 COMPETENCY MATRIX

FORM 5: SYLLABUS
FORM 5: SYLLABUS

TOPIC 1: GEOGRAPHIC INFORMATION SYSTEMS AND REMOTE SENSING

TOPIC 1: GEOGRAPHIC INFORMATION SYSTEMS AND REMOTE SENSING

TOPIC OBJECTIVES CONTENT SUGGESTED NOTES AND SUGGESTED RESOURCES

Learners should be able to: ACTIVITIES
Coordinates and  locate features using the  Geographic coordinates  Identifying different  Recommended textbooks
Coordinate systems different coordinate types  Plane coordinates coordinate types on both  GIS software (QGIS, ILWIS,
 distinguish the major  Polar coordinates digital and hard copy maps Arcmap, Arcview)
coordinate systems  Universal Transverse  Distinguishing the major  Computers
Mercator (UTM) coordinate coordinate systems  Hard copy Surveyor General
system maps

Projection  Project a vector layer from  Forward projection  Projecting a vector layer from  Recommended textbooks
one coordinate system to  Inverse projection one coordinate system to  GIS software (QGIS, ILWIS,
another  Examples of forward another Arcmap, Arcview)
projections (cylindrical,  Computers
conical and azimuthal)  Hard copy Surveyor General
maps

Global Positioning  demonstrate knowledge  Trilateration  Marking location using GPS  Recommended textbooks
Systems on how GPS measure  Sources of GPS error in the field  Hand held GPS set/
(GPS) location Smart phone
 mark location using GPS  Navigating in the field using  GIS software (QGIS, ILWIS,
 navigate using GPS GPS Arcmap, Arcview)
 identify possible error in  Collecting data in the field  Computers
GPS position and suggest using GPS  Hard copy Surveyor General
solutions  Displaying collected vector maps
data in a GIS

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Geography Syllabus Forms 5 - 6

TOPIC OBJECTIVES CONTENT SUGGESTED NOTES AND SUGGESTED RESOURCES

Learners should be able to: ACTIVITIES
Conceptual models  distinguish between vector  Vector data model (point,  Visualising (distinguish)  Recommended textbooks
of geographic and raster models line, polygon) vector data in a GIS  GIS software (QGIS, ILWIS,
space  Raster data model  Visualising raster data in a Arcmap, Arcview)
 use appropriate model for GIS  Computers
a given geographic  Braille material and
dataset equipment
 Talking book
 Hard copy Surveyor General
maps
Georeferencing and  georeference a scanned/  Georeferencing  Identifying ground control  Recommended textbooks
spatial data capture embossed hard copy map  Measurement of points  Scanner
 capture spatial data from Georeference error [Root  Georeferencing a  Braille material and
the map using on screen Mean Square Error(RMSE)] scanned/embossed hard equipment
digitisation  Resampling copy map in a GIS  Talking book
 produce a map layout  Digitisation and associated  Calculating georeferencing  GPS
from the captured vector error error using the RMSE  GIS software (QGIS, ILWIS,
data  Resampling the Arcmap, Arcview)
georeferenced image  Computers
 Digitising selected features  Hard copy Surveyor General
 Producing a map layout in a maps
GIS

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Geography Syllabus Forms 5 - 6

TOPIC 2: GEO-STATISTICAL ANALYSIS AND PRESENTATION

TOPIC 2: GEO-STATISTICAL ANALYSIS AND PRESENTATION

TOPIC OBJECTIVES CONTENT SUGGESTED NOTES AND SUGGESTED RESOURCES

Learners should be ACTIVITIES
able to:
Levels of  distinguish the levels  Nominal data  Distinguishing the levels  Recommended textbooks
measurement of measurement  Ordinal data of measurement  Scientific/talking calculators
 determine the range  Interval data  Determining the range of  Computers
of statistical analyses  Ratio data statistical analyses that
that can be done on  Cyclic data can be done on each data
each data type  Statistical analyses that can be done type
on the data types
Univariate  describe geographic  Mean  Collecting geographic  Recommended textbooks
statistics data using simple  Median data in the field (e.g.  Scientific/talking calculators
univariate measures  Mode temperature, rainfall and  Computers
of central tendency  Frequency elevation)  Statistical software [e.g., R
 apply univariate  Quartiles  Summarising the data software, JAWS software,
statistics to solve  Standard deviation using selected measures Statistical Package for Social
geographic issues  Probability of central tendency Scientists (SPSS), Statistica]
 Testing for normality  Braille material and equipment
 Hypotheses setting and testing  Testing hypotheses  Talking book

Bivariate  describe geographic  Correlation (Spearman and Pearson’s  Collecting geographic  Recommended textbooks
statistics data using bivariate Correlation) data in the field such as  Scientific/talking calculators
statistics  Simple linear regression temperature, rainfall and  Computers
 apply bivariate population  Statistical software (e.g., R
statistics to solve  Testing for correlation software, JAWS software
geographic issues using relevant statistics SPSS, Statistica)
 Performing a regression  Braille material and equipment
test using relevant  Talking book
statistics.  Graph paper
 Describing geographic  Local environment
data associations based
on the 2 statistical tests

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Geography Syllabus Forms 5 - 6

TOPIC OBJECTIVES CONTENT SUGGESTED NOTES AND SUGGESTED RESOURCES

Learners should be ACTIVITIES
able to:
(correlation and
regression)

Graphs and maps  present geographic  Graphs such as histogram, bar graph,  Presenting geographic  Recommended textbooks
data on graphs line graph, pie charts, scatter graph data using relevant  Scientific/talking calculators
 present geographic  Geographic diagrams such as graphs, diagrams or map  Computers
data on maps choropleth maps, dot map,  Interpret graphs and maps  Statistical software (e.g., R
 describe geographic proportional circles, population software, JAWS software
data using other pyramids SPSS, Statistica)
relevant diagrams  Map layouts  Braille material and equipment
 Talking book
 Graph/embossed paper
 Hard copy maps
 GIS software (e.g., QGIS,
ILWIS, Arcmap, Arcview)

Research  Apply research  Research techniques  Explaining research  Talking books

techniques techniques in solving − Problem identification techniques  Data collection tools
geographical issues − Hypothesis formulation  Applying research  Local environments
− Data collection techniques in solving real  Talking calculators
− Data presentation, analysis and geographic problems  Resource persons
hypothesis testing  SPSS
− Conclusion and recommendations

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Geography Syllabus Forms 5 - 6

TOPIC 3: ENVIRONMENTAL MANAGEMENT

TOPIC 3: ENVIRONMENTAL MANAGEMENT

TOPIC OBJECTIVES CONTENT SUGGESTED NOTES AND SUGGESTED RESOURCES

Learners should be able to: ACTIVITIES
Environmental  describe environmental  Environmental pollution  Carrying out a research in a  Local environment
pollution and pollution and degradation − Water polluted area  Recommended textbooks
environmental  identify types of − Land  Contrasting types of pollution and  Talking books
degradation environmental pollution and − Air degradation in urban and rural  Print and electronic
degradation − Sight/visual areas media showing polluted
− Noise environments
 Degradation  Resource persons
− soil
− land

Causes, effects  Outline causes of  Environmental pollution  Describing causes and effects of  Local environment
and control environmental pollution − Causes pollution in their locality  Recommended textbooks
measures of  Identify effects of − Effects  Measuring levels of pollution of  Print and electronic
pollution environmental pollution in − mitigation selected parameters such as media showing polluted
rural and urban areas temperature, pH, turbidity, E-coli environments
 evaluate mitigatory  Evaluating control measures of  Resource persons
measures of pollution pollution

Causes, effects  outline causes of  Environmental degradation  Describing causes and effects of  Local environment
and control environmental degradation − Causes degradation in their locality  Recommended textbooks
measures of  identify effects of − Effects  Evaluating control measures of  Print and electronic
environmental environmental degradation − Mitigation degradation media showing degraded
degradation in rural and urban areas  Adopting and reclaiming a environments
 evaluate mitigatory degraded environment as a  Talking books
measures of degradation voluntary community project  Resource persons
 Indigenous knowledge  Documenting and applying IKS in
systems (IKS) their locality
Environmental  Conduct an EIA of a  Stages of EIA  Visiting the project area  Local environment
Impact development project in their  Scoping and screening  Collecting relevant  Resource person from
Assessment local area  Identification of impacts  Suggesting mitigatory measures EMA
(EIA)  Mitigation measures  Preparation of EIA project  EMA ACT 20: 27

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Geography Syllabus Forms 5 - 6

TOPIC OBJECTIVES CONTENT SUGGESTED NOTES AND SUGGESTED RESOURCES

Learners should be able to: ACTIVITIES
 Environmental monitoring  Talking books
plan
 Preparation of EIA document

Environmental  Conduct an environmental  Problem identification and  Conducting any one of the  Local environment
management management project in their justification following projects in their local  Print and electronic
projects local area  Project proposal area: waste management/ land media showing polluted
 Monitoring and evaluation reclamation/ restoration environments
 Compiling a project report  Talking books

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Geography Syllabus Forms 5 - 6

TOPIC 4: ATMOSPHERIC PROCESSES AND PHENOMENA

TOPIC 4: ATMOSPHERIC PROCESSES AND PHENOMENA

TOPIC OBJECTIVES CONTENT SUGGESTED NOTES AND SUGGESTED RESOURCES

Learners should be able to: ACTIVITIES
Energy budgets  differentiate diurnal from  Variations in diurnal and  Simulating solar radiation  Recommended
nocturnal solar radiation for nocturnal solar radiation for day time and night time  textbooks
a given day in a given day  Talking books
 Torch or light
 bulb
 The globe.
 Oblique plastics

The Earth-Atmosphere  illustrate heat transfer from  Global energy transfer  Demarcating areas with  Recommended textbooks
energy budget areas of excess heat to − Vertical transfer heat excess from those with  Talking books
areas of heat deficit. − Lateral transfer heat deficit  The globe
 explain methods of heat  Outlining the methods of  Torch or light bulb
transfer from areas of heat transfer
excess to areas of deficit
Weather processes and  contrast atmospheric  Atmospheric stability  Illustrating atmospheric  Recommended
phenomena stability and instability to and instability stability and instability(ELR,  textbooks
show different weather − Theories of raindrop  DALR,SALR and FALR)  Talking books
phenomena formation
− Types of
precipitation
Air masses  distinguish air masses  Characteristics of air  Identifying source regions  Recommended
according to their source masses of different air masses  textbooks
regions  (Continental, maritime,  Talking books
 explain modification of air  Modification of air polar)  World map
masses from source masses  Identifying surface pressure  Satellite images
regions systems from remotely  Computer
sensed data
 examine the effects of air  Effects of air masses
masses  Air masses affecting
Zimbabwe

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Geography Syllabus Forms 5 - 6

TOPIC OBJECTIVES CONTENT SUGGESTED NOTES AND SUGGESTED RESOURCES

Learners should be able to: ACTIVITIES
 explain weather associated  Cyclones and
with cyclones and anticyclones
anticyclones

TOPIC 5: GEOMORPHOLOGY

TOPIC 5: GEOMORPHOLOGY

TOPIC OBJECTIVES CONTENT SUGGESTED NOTES AND SUGGESTED RESOURCES

Learners should be able to: ACTIVITIES
Plate tectonics  distinguish features  Constructive and destructive  Modelling fold mountains  Recommended textbooks
related to constructive plate boundaries using the digital elevation
and destructive plate model (DEM)  Talking books
boundaries  Tectonic processes and  Simulating tectonic  Computer with GIS
related features processes software like ArcView,
− Earthquakes QGIS
− Vulcanicity  Animations
− Folding
− Faulting
Rocks and weathering  justify weathering types  Weathering types in  Illustrating weathering types  Recommended
according to different different climatic conditions on the Peltier diagram textbooks
climatic conditions  Talking books
 explain non climatic  Non climatic factors affecting  Discussing non climatic  Peltier diagram
factors affecting weathering factors affecting weathering  Rock samples
weathering − rock characteristics  Identifying weathering  Local environment
− relief types on exposed rocks
− vegetation
− human influence
Slope development  Identify different slope  Factors affecting slope  Illustrating pediplanation,  Recommended
profiles forms peneplanation,  textbooks
 evaluate processes of  Slope development etchplanation  Talking books
slope development processes  Measuring slope angle,  Nearby stream/landforms
slope height  Ranging rods, tape
measure, 32
 Clinometer
 Hammer

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Geography Syllabus Forms 5 - 6

TOPIC 6: HYDROLOGY AND FLUVIAL PROCESSES

TOPIC 6: HYDROLOGY AND FLUVIAL PROCESSES

TOPIC OBJECTIVES CONTENT SUGGESTED NOTES AND SUGGESTED RESOURCES

Learners should be able to: ACTIVITIES
The drainage  analyse the drainage basin  The drainage basin system  Illustrating the drainage  Recommended
basin system system − Inputs basin system Textbooks
− Processes/flows  Testing ground water quality  Talking Books
− Outputs  Local rivers/Drainage
− Stores basins
 evaluate the sustainable  Ground Water  Surveying ground water  Water testing kit
management of ground water − Occurrence occurrence using IKS and  Indigenous resources
sources − Quantity and quality scientific methods  Resource person
− Sustainable management of  Afforestation/reforestation of  Indigenous tree
ground water the drainage basin area seedlings such as
Mitohwe/Uxakuxaku

Rainfall-  analyse rainfall-discharge  Interpretation of storm  Measuring various fluvial  Recommended

discharge relationships within drainage hydrographs parameters Textbooks
Relationships basins  Stream morphometry NB: to be done under  Talking Books
within drainage  manage drainage basin − Stream ordering teacher supervision for  Measuring instruments
basins − Stream density safety and health such as rain gauge, river
− Stream intensity discharge gauging
 Drawing storm hydrographs station MS Excel /Graph
 Hypotheses testing for paper
relationships  SPSS
 Calculating stream  Ordinance survey maps
morphometry  Cartwheel (measuring
wheel)
 GPS
River channel  relate processes and  River processes  Carrying out a Field work  Recommended
processes and landforms to each section of  River land forms  Drawing sketch sections Textbooks
landforms the long profile and sketch maps  Talking Books

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TOPIC OBJECTIVES CONTENT SUGGESTED NOTES AND SUGGESTED RESOURCES

Learners should be able to: ACTIVITIES
 calculate channel efficiency of  Channel efficiency  Measuring wetted perimeter  Zimbabwe digital
local streams  Calculating channel elevation model
efficiency (Zimdem)
 Data recording sheets,
pens, pencils,
 measuring wheel
 animations
Hydrological  explain river flooding  River flooding  Developing and testing  Recommended
hazards and  identify effects of river − causes hypotheses on the Textbooks
mitigation flooding − effects occurrence of floods  Talking Books
− control  Computer such as MS
 assess mitigatory measures  Interpreting river regimes Excel and SPSS
software

TOPIC 7: BIOGEOGRAPHY

TOPIC : 7 BIOGEOGRAPHY

TOPIC OBJECTIVES CONTENT SUGGESTED NOTES AND SUGGESTED

L earners should be able to : ACTIVITIES RESOURCES
Factors affecting  explain factors affecting  factors affecting vegetation  Discussing factors affecting  Recommended
vegetation vegetation distribution distribution vegetation distribution textbooks
distribution  Their locality
 Talking books
Plant succession  outline sequence of plant  Prisere  Conducting a study on  Recommended
succession secondary plant succession textbooks
 describe types of primary  Types of Primary succession after a fire/ deforestation  Their locality
plant succession  Researching on primary  Talking books
 explain secondary succession  Secondary succession succession such as
lithosere

Biogeochemical  illustrate the carbon and  Biochemical cycles-carbon,  Drawing the carbon and  Recommended 35
cycles nitrogen cycles nitrogen and oxygen nitrogen cycles textbooks
 describe carbon and nitrogen  Local area
cycles  Electronic and print
media showing
19 different biomes

Gerschmel diagram  draw the Gerschmel diagram  Gerschmel diagram of nutrients  Assessing effects to
 plant succession  Researching on primary  Talking books
 explain secondary succession  Secondary succession succession such as
lithosere
Geography Syllabus Forms 5 - 6

Biogeochemical  illustrate the carbon and  Biochemical cycles-carbon,  Drawing the carbon and  Recommended
cycles nitrogen cycles nitrogen and oxygen nitrogen cycles textbooks
 describe carbon and nitrogen  Local area
cycles  Electronic and print
media showing
different biomes

Gerschmel diagram  draw the Gerschmel diagram  Gerschmel diagram of nutrients  Assessing effects to
 identify the compartments of cycling changes of flows in the
nutrients cycles  Compartments of nutrient cycles Gerschmel model in their
 apply nutrients cycles to  Nutrients cycling in tropical local area
tropical biomes biomes

Biomass and  outline inputs of tropical  Tropical biomes: tropical  Studying the characteristics  Their locality
biomes (tropical biomes rainforest/ hot desert/ savanna of a tropical grassland  Recommended
and temperate  identify the adaptation of grassland/ temperate biome biome in their locality textbooks
biomes) tropical plants to their  Electronic and print
environment media showing
 explain the characteristics of tropical biomes and
each tropical biomes wild life
Biodiversity (plant  describe the concept of  Biodiversity  Quadrant sampling  Recommended 36
and animal biodiversity − Measurement of plant  Measuring of plant textbooks
diversity)  measure plant diversity in species: plant height, crown characteristics  Electronic media e.g.
their locality height and crown width  Presenting data on graphs national geographic
 Analysing data films showing tropical
biomes
 Tourism video clips
e.g. of Serengeti
Plant and animal  explain ways by which plants  Plant and animal adaptation to  Researching ways by which  Recommended
adaptation and animals adapt to climatic prevailing climatic conditions plants and animals adapt to textbooks
conditions in each biome climatic conditions in local  Electronic and print
environment media showing
 Drawing sketch diagrams tropical biomes
showing structure of tropical
biomes

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Geography Syllabus Forms 5 - 6

TOPIC 8: POPULATION AND MIGRATION

TOPIC 8: POPULATION AND MIGRATION

TOPIC OBJECTIVES CONTENT SUGGESTED NOTES AND SUGGESTED RESOURCES

L earners should be able ACTIVITIES
to :
Population  calculate the indicators  Population Indicators such as :  Calculating Indicators of  Talking Books
indicators of population − Birth rate Population  Scientific and talking
− Death rate calculators
− dependency  Media
 assess the importance  Explaining factors affecting  Resource persons such
of population indicators population indicators as from ZimStat, PSI
 Carrying out a survey on  Local community
birth and death rates in the
local community
 Discussing the importance
of population indicators

Population  explain the causes of  Positive and Negative effects of  Discussing positive and  Media
Growth population growth population growth negative effects of  Talking books
 Trends in Population growth population growth.  ZimStat
[Demographic Transition Model (DTM)]  Explaining the trends in  Census reports
 Determinants of economic population growth  Educational tours
development
 assess the impact of  Impact of population growth on  Debating the impact of
population growth on development population growth on
development. development
 Touring a resource strained
community

Population Health  identify diseases that  Diseases that affect population  Discussing causes of  Talking Books
and Diseases affect population. − Cholera diseases  Ministry of Health and
 outline the effects of − Tuberculosis  Discussing prevention and Child Care flyers,
diseases − Malaria cure pamphlets and poster
 explain scientific ways − Ebola  Researching on prevalent  Resource persons
of combating diseases. − HIV/AIDS diseases in the community  Videos

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 .assess indigenous − Cancer  Designing information 

ways of preventing and  Prevention and cure material on diseases
curing diseases  Indigenous knowledge systems (IKS)

TOPIC 9:
TOPIC 9: SETTLEMENT DYNAMICS
SETTLEMENT DYNAMICS

TOPIC OBJECTIVES Learners CONTENT SUGGESTED NOTES AND SUGGESTED RESOURCES

should be able to : ACTIVITIES
Site and location of  identify factors  Site of settlements  Discussing factors affecting  Media
settlements influencing site and  Location of settlements site and location of  Talking books
location of settlements settlements  Local community
 explain the site and  Assessing the suitability of the  Maps
location of settlements site and location of
settlements in the local
community
 Planning the expansion of a
local settlement
 Visiting resettlement areas
Settlement  explain how  Criteria for classifying  Visiting a local settlement to  Local settlement
Hierarchy settlements are settlements identify functions  Talking books
classified − Population size  Discussing characteristics of  Maps
− Function the settlement  Resource persons
 classify settlements  Settlement classification  Notes on classes of
according to their theories settlements according to
ranks − Primacy population size
 discuss settlement − Binary − Village
classification theories − Rank size rule − Service centres
− Nearest neighbour − Growth point
analysis − Town
− City
− Conurbation

Growth Points  describe the concept  Growth Points  Identifying characteristics of  Talking books
of growth points  Reasons for establishing growth points  Growth points
 explain the reasons for growth points  Touring the local growth point  Ordinance maps 39
establishing growth  Rate of developments of to assess function, population  Growth point policy document
points growth points and infrastructure
 evaluate the growth  Initiating projects to accelerate
point policy in growth using local resources

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Geography Syllabus Forms 5 - 6

Zimbabwe  Proposing measures for future

growth
Land reform and  Explain the importance  Land Reform induced  Debating the impact of land  Print Media
resettlement of land Reform settlements in Zimbabwe reform on settlement  Resource persons
programmes on − A1 settlements development  Talking books
settlement − A2 settlements  Touring a local resettlement  Resettled areas
development farm to identify settlement
patterns and services

Functions of Rural  explain the functions  Rural and urban  Touring a rural or urban  Local settlements
and Urban of rural and urban settlements settlement to identify functions  Talking books
Settlements settlements  Tabulating and presenting  GIS software
data on functions  Hand held GPS receivers
 Mapping settlement functions  computer
in a GIS/manually
Rural- urban  describe rural- urban  Relationships between  Discussing interrelationships  Talking books
interaction interaction rural and urban between rural and urban
settlements settlements
Urbanisation and  outline causes of  Causes and effects of  Planning possible expansion  Talking books
counter urbanisation and urbanisation and counter areas  Local area
urbanisation counter urbanisation urbanisation  Evaluating the impact of
 explain the impacts of urbanisation
urbanisation
 evaluate solutions to  Solutions to urbanisation  Debating on solutions in
urbanisation and and counter urbanisation urbanisation and counter
counter urbanisation urbanisation.

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Geography Syllabus Forms 5 - 6

TOPIC 10: AGRICULTURAL PRODUCTION AND FOOD SECURITY

TOPIC 10: AGRICULTURAL PRODUCTION AND FOOD SECURITY

TOPIC OBJECTIVES CONTENT SUGGESTED NOTES AND SUGGESTED RESOURCES

Learners should be able ACTIVITIES
to :
Factors affecting  identify the factors  Factors affecting  Discussing factors affecting  Talking books
Agricultural affecting agricultural agricultural production. agricultural production.  Resource person
Production production.
 explain the factors
affecting agricultural
production.
Agricultural  describe the location  Agro-ecological regions  Touring a local farming area  Resource person
Location of Agricultural to assess the applicability of  Talking books
activities. agricultural theories.  Local farmimg area
 explain theories of  Theories of Agricultural
agricultural location location
 assess the − Von Thunen
applicability of
theories of agricultural
location

Farming systems in  identify farming  Subsistence farming  Touring of local farms and  Resource Person
the Tropics systems in the systems identifying activities at the  Talking books
Tropics. − Shifting cultivation farm.  Local area
 describe the − Pastoral nomadism  Discussing characteristics of
characteristics of − Communal farming each farming system.
farming system  Commercial farming
systems
− Dairy farming
− Horticulture
− Cattle ranching
− Plantation/estates
 Major cereal crops
− Maize/wheat/
rice

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 explain the importance

of the farming
systems.
Green Revolution  describe the  Green Revolution  Discussing the Green  Talking books
techniques adopted to − Biochemical changes Revolution techniques.  Local area
increase food − Mechanical changes  Debating on the success of  Indigenous seeds
production. − Socio-economic the Green Revolution.  Media
 assess the success of changes  Demonstrating Green  Resource persons
the Green Revolution. Revolution techniques. 

TOPIC 11: MINING AND MINERAL BENEFICIATION

TOPIC 11: MINING AND MINERAL BENEFICIATION

TOPIC OBJECTIVES CONTENT SUGGESTED NOTES AND SUGGESTED RESOURCES

Learners should be able ACTIVITIES
to
Mining legislation  Outline the steps  Mines and Minerals Act  Explaining the process of  Mines and Minerals Act
and mining policies taken to gain mining  Environmental acquiring a mine claim  Environmental Management Act
in Zimbabwe rights of a claim Management Act  Interpreting the Acts  Minerals marketing corporation of
 Summarise the main  Minerals marketing Zimbabwe Act
contents of each Act corporation of Zimbabwe  Precious stones trade Gold trade
 Evaluate the effects of Act  Researching on the impacts Act
policies on mining.  Precious stones trade Act of policies on mining  Zimbabwe mining development
 Kimberly Process corporation Act

Environmental  analyse importance of  Importance of EIA  Discussing the impacts of  Relevant software
Impact Assessment EIA in mining projects  EIA process such as EIA on mining (e.g. Quantum GIS
in mining  determine impacts of  Public consultation  Carrying out an EIA on a  Arcmap and Arcview)
mining project on the  Scoping and screening mining project  Computer
environment  Identification of impacts  Visiting a nearby mining  mining area such as mineral
 perform an EIA on a area such as mineral panning sites, sand abstraction
hypothetical mining panning sites, sand area 43
project abstraction area to assess  EIA policy document
impacts on the environment  Resource persons

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Geography Syllabus Forms 5 - 6

Prospecting  Perform testing of  IKS prospecting methods  Reflecting mineral presence  metal detector
methods samples of ores using  Ultra violet prospecting using ultra violet light  Moh’s scale of hardness
different methods  Geochemical testing  Testing mineral ore  hammer
 Conclude on result of  Geophysical testing physically and chemically  mineral ore samples
tests on samples  Local environment
 Resource persons

Mineralogy  identify minerals that  Co-occurrence of minerals  Identifying minerals that co-  metal detector
co-occur in Zimbabwe occur  Moh’s scale of hardness
 describe physio-  Physio-chemical properties  Examining the physio-  hammer
chemical properties of of the main minerals of chemical properties of  mineral ore samples
minerals Zimbabwe such as minerals  Local environment
cleavage, colour, specific NB Teachers should ensure  Resource persons
gravity, hardness safety of learners when using  Colour charts
tools and chemicals

Small and large  draw up a proposal of  Mining business  Compiling a cost-benefit  Mine
scale mining a mining enterprise  Contribution of mining analysis of a mining project  Resource person
enterprises  assess the successes projects to the  Field work at a mine  Talking books
and failures of a Zimbabwean economy
mining project

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Geography Syllabus Forms 5 - 6

TOPIC 12: INDUSTRIAL DYNAMICS

7.12 INDUSTRIAL DYNAMICS

TOPIC OBJECTIVES CONTENT SUGGESTED NOTES AND SUGGESTED RESOURCES

Learners should be able ACTIVITIES
to :
Industrial Location and  describe the theories of  Theories of industrial  Discussing theories of  Talking books
Relocation in Zimbabwe industrial location location such as industrial location.  Media
Weber  Debating the applicability of  Local industries
 assess the applicability  Industrial relocation the theory  Maps
of theories of industrial in Zimbabwe  Discussing the reasons for
location in Zimbabwe. relocation in Zimbabwe
Industrial Linkages and  explain industrial  Backward and  Illustrating backward and  Resource persons
Agglomeration linkages and Forward Linkages forward linkages  Talking books
agglomeration.  Economies and  Local industry
 assess the importance Diseconomies of  Discussing importance of
of industrial linkages scale. industrial linkages and
and agglomeration. agglomeration.
 Touring of local industries
Small and medium scale  describe the nature of  Small and Medium  Touring local SMEs to  Videos
enterprise (SME) in small and medium scale enterprise capture their characteristics  Resource persons
Zimbabwe enterprise.  Contribution of SMEs  Assessing the role of SMEs  Talking books
 evaluate the importance to the growth of the to the economy.  SMEs
of small and medium economy. 
enterprise to the growth
of the economy.
Hi- Tech Industries  describe Hi-tech  Hi-Tech industries  Discussing the location of hi-  Resource persons
industries such as tech industries and their  Talking books
manufacturing of importance to the economy
computers and of the country
 evaluate the importance related electrical
of hi-tech industries to gadgets.  Touring hi-tech industries.
the economy of the
country.
Tourism Industry  explain the importance  Importance of  Touring at least two major  Talking books

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Geography Syllabus Forms 5 - 6

of tourism industry. Tourism tourist centres  Resource Persons

 describe trends in  Trends in Tourism  Discussing the importance  Tourist resort
tourism in Zimbabwe  Local tourism of tourism.  ZTA maps
 Planning tourists
developments
 Investigate ways of  Suggesting ways of
improving tourist improving tourism
attractions in their local infrastructure
area  Marketing of local tourist
attractions
 Developing tourist centres at
schools

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Geography Syllabus Forms 5 - 6

TOPIC 13: ENERGY SOURCES AND DEVELOPMENT

TOPIC 13: ENERGY SOURCES AND DEVELOPMENT

TOPIC OBJECTIVES CONTENT SUGGESTED NOTES AND SUGGESTED RESOURCES

Learners should be able to ACTIVITIES

Sources of energy in  identify actual and  Potential energy sources  Locating areas with  Talking books
Zimbabwe: Actual and potential energy sources  Actual energy sources potential and actual sources  GIS tools
Potential in Zimbabwe using remote sensing  Remote sensing tools
 explore opportunities for  Assessing the need to  Maps
new energy sources explore potential energy
sources

Clean sources of energy  analyse the environmental  Clean sources of energy  Identifying sources of  Solar energy equipment
(going green) impact of using dirty  Equipment used for energy that are ideal for such as lanterns, solar
sources of energy generation their areas panels, battery,
 identify gadgets that can  Demonstrating how the regulators
be used for the generation gadgets are used
of clean energy

Green energy  draw up a proposal on  Project proposal  Justifying the project  Recycled material
generation green energy generation  Equipment for generating proposal  Biogas digester
 devising gadgets that can clean energy  Demonstrating the use of  Wind farm
be used for the generation the devised equipment  Jatropha
of clean sources

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TOPIC 14: TRANSPORT SYSTEMS AND TRADE

TOPIC 14: Transport systems and trade

TOPIC OBJECTIVES CONTENT SUGGESTED NOTES AND SUGGESTED RESOURCES

Learners should be able to ACTIVITIES
Distribution of transport  explain the distribution of  Distribution of transport  Mapping major transport  Talking books
systems and their transport systems systems routes of Zimbabwe  Routes
purposes in Zimbabwe.  assess the factors affecting  Factors affecting  Examining the purposes of  Maps
the transport network transport network the patterns  GPS
 evaluate the impact of the  Impact of transport  Determining the traffic flows  GIS
nature of transport systems systems of local routes through traffic  Road maps
on development counts
 calculate network indices to  Transport network  Computing the transport
determine transport route indices indices such as beta index
characteristics

Transport enterprise  draw up a project proposal of  Transport business  Proposing transport  GIS
a transport business opportunities enterprise project  Road maps
enterprise  Talking books
 design a road network to  Road network design  Designing a road network to
ease connectivity problems enterprise ease connectivity problems

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TOPIC
TOPIC15: REGIONAL INEQUALITIES
15: REGIONAL INEQUALITIES DEVELOPMENT
AND AND DEVELOPMENT

FORM: 6 SYLLABUS

TOPIC OBJECTIVES CONTENT SUGGESTED NOTES AND SUGGESTED

Learners should be able to ACTIVITIES RESOURCES

Indicators of economic  determine the level of  Indicators of economic  Analysing the usefulness  Talking books
development development of the development of each indicator  Local area
immediate local area  Carrying out an economic  Resource persons
using indicators of survey of their immediate  ZimStat reports
development local area  relevant journal
 assess the advantages  Advantages and disadvantages of
and disadvantages of each indicator
each indicator

Regional inequalities  describe regional  Regional inequalities  Explaining the core-  Talking books
inequalities − Zimbabwe periphery concept  Maps
 explain the causes of − Africa  Outlining the causes of  Media
regional disparities − World Regional disparities
 evaluate the solution to  Causes of regional inequalities  Surveying the regional
regional disparities  Impact of regional disparities disparities in Zimbabwe

 investigate regional  Solutions to the regional disparities  Assessing the solutions to

disparities in Zimbabwe regional inequalities

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Geography Syllabus Forms 5 - 6

FORM: 6 SYLLABUS

TOPIC 1: GEOGRAPHIC INFORMATION SYSTEMS AND REMOTE SENSING

TOPIC 1: GEOGRAPHIC INFORMATION SYSTEMS AND REMOTE SENSING

TOPIC OBJECTIVES CONTENT SUGGESTED NOTES AND SUGGESTED RESOURCES

Learners should be able to: ACTIVITIES
The remote  Identify the importance of  Components of the remote  Illustrating the remote sensing  Satellite images (free online)
sensing system each component of the sensing system (radiation, system on diagrams  Internet for downloading
remote sensing system in atmosphere, target, sensor images
image acquisition and image)  GIS software (QGIS, ILWIS,
 Predict the reflectance  Reflectance properties of  Identifying the reflectance Arcmap, Arcview)
associated with key target selected target material associated with key target  Computers
material (vegetation, bare ground, material such as vegetation,  Ordinance survey maps
water and built surfaces) bare ground, water and built
surfaces
 Interpreting spectral
signatures of target material
Image  Distinguish passive and  Passive and active sensors  Distinguishing passive and  Satellite images (free on the
acquisition and active sensors  Multispectral scanners active sensors internet)
structure  Identify image bands based  Electromagnetic spectrum  Identifying bandwidths from  Internet connection
on the electromagnetic  Image space selected multispectral  GIS software (QGIS, ILWIS,
spectrum  Feature space scanners Arcmap, Arcview)
 Distinguish image space and  Drawing the electromagnetic  Computers
feature space spectrum
 Distinguishing feature and
image space

Resolution  distinguish spatial, temporal  Resolution  Explaining types of  Satellite data with different
and spectral resolutions − Spatial resolution resolutions spatial, temporal and spectral
 select the ideal remote − Temporal resolution  Choosing the best remote resolution.
sensing data for specific − Spectral resolution sensing data to use in solving  GIS software (QGIS, ILWIS,
analysis a given situation based on Arcmap, Arcview)
resolution  Computers
 Surveyor General maps

Image  apply the colour theory in  Colour theory and remote  Visualising satellite data using  ease connectivity problems
interpretation visualising satellite images sensing images colour composites  Satellite image (free online).
 visualise satellite images  Colour composites (natural,  Interpreting satellite data  Internet connection for
using selected colour pseudo natural and false using image characteristics downloading satellite images

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Geography Syllabus Forms 5 - 6

TOPIC OBJECTIVES CONTENT SUGGESTED NOTES AND SUGGESTED RESOURCES

Learners should be able to: ACTIVITIES
composites colour)  GIS software (QGIS, ILWIS,
 interpret images based on  Interpretation based on Arcmap, Arcview)
image characteristics image characteristics (size,  Computers
shape and context)  Talking books

TOPIC 2: GEO-STATISTICAL ANALYSIS AND PRESENTATION

TOPIC 2: GEO-STATISTICAL ANALYSIS AND PRESENTATION

TOPIC OBJECTIVES CONTENT SUGGESTED NOTES AND SUGGESTED RESOURCES

Learners should be able to: ACTIVITIES
Spatial  collect data on continuous  Ordinary interpolation  Collecting data on  Talking books
interpolation geographic variables in the  Inverse Distance Weighting continuous geographic  Scientific calculators
field (IDW) interpolation variables in the field  Computers
 apply basic spatial  Interpolating the data in  Hard copy maps
interpolation techniques to class using ordinary  GIS software such as QGIS,
describe continuous interpolation ILWIS, Arcmap, Arcview
geographic phenomena  Interpolating the data in  Talking calculators
class using IDW ordinary
interpolation

Measures of  explain the importance of  Spatial autocorrelation  Collecting data on  Talking books
Spatial spatial autocorrelation in indices continuous geographic  Scientific calculators
Autocorrelation geographical analysis − Moran’s I variables in the field  Computers
− Gearie’s C  Testing for spatial  Hard copy maps
autocorrelation using the  GIS software such as QGIS,
Moran’s I index ILWIS, Arcmap, Arcview
 apply relevant statistics to  Importance of Spatial  Testing for spatial
test for spatial autocorrelation autocorrelation tests in autocorrelation using the
Geographical analyses Gearie’s C index

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TOPIC 3: ENVIRONMENTAL MANAGEMENT

TOPIC 3: ENVIRONMENTAL MANAGEMENT

TOPIC OBJECTIVES CONTENT SUGGESTED NOTES AND SUGGESTED RESOURCES

Learners should be able to: ACTIVITIES
Environmental  conduct an EIA of a  Stages of EIA  Visiting the project area  Local environment
Impact development project in their  Scoping and screening  Collecting relevant data  Resource person from EMA
Assessment local area  Identification of impact  Suggesting mitigatory  EMA Act 20:27
 Mitigation measures measures  Talking books
 Environmental monitoring  Preparation of EIA project
plan
 Preparation of EIA
document
Environmental  conduct an environmental  Problem  Conducting any one of  Local environment
management management project in their - identification and the following projects in  Print and electronic media
projects local area justification their local area: waste showing polluted environments
 Project proposal management/ land  Talking books
reclamation/ reforestation
 Monitoring and evaluation  Compiling a project report

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TOPIC 4: ATMOSPHERIC PROCESSES AND PHENOMENA

TOPIC 4: ATMOSPHERIC PROCESSES AND PHENOMENA

TOPIC OBJECTIVES CONTENT SUGGESTED NOTES AND SUGGESTED RESOURCES

Learners should be able ACTIVITIES
to:
Microclimates  describe the  Microclimates such as urban heat • Explaining the  Videos
development of island, land and sea breezes, development of  climatic records of urban
microclimates forested areas microclimates areas
 explain the effects of • Discussing effects of  SPSS
microclimates microclimates  Talking books
 compare temperature • Distinguishing  Scientific and talking
and rainfall in areas with temperature and rainfall calculator
microclimate and the in areas with
adjacent area without microclimate and the
adjacent area without

Climate Change  explain the causes of  Causes of climatic change  Describing causes of  World atmospheric
climate change − Natural climatic changes climate change circulation map
− Anthropogenic climatic  Discussing effects of El  Talking books
changes(Global warming) Nino and La Nina to  Local environment
* El Nino Zimbabwe, Southern
* La Nina Africa and the World
 discuss the effects  Effects of climate change
climate change  Climate change mitigation and  Analysing the effects of
 evaluate climate change adaptation global warming
mitigation and adaptation  Assessing climate change
measures mitigation and adaptation
measures
Weather and climatic  explain the causes of  Weather and Climatic hazards  Discussing the causes  Videos
hazards and mitigation weather and climatic − Drought and effects of weather  Talking books
hazards − Floods and climatic hazards  Maps
 discuss the effects of − Tropical  Suggesting mitigatory  Satellite images
weather and climatic cyclones/tornados/hurrica measures to climatic  Simulation
hazards nes/ typhoon hazards  models
 assess the effectiveness − Heatwaves
of adaptation and  Causes and effects of weather

55

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Geography Syllabus Forms 5 - 6

mitigatory measures and climatic hazards

 Adaptation and mitigatory
measures

TOPIC 5: GEOMORPHOLOGY
TOPIC 5: GEOMORPHOLOGY

TOPIC OBJECTIVES CONTENT SUGGESTED NOTES AND SUGGESTED RESOURCES

Learners should be able to: ACTIVITIES
Tropical landform  Discuss theories of  Theories of inselberg  Discussing theories of inselberg  Talking books
development inselberg formation formation formation  DEM i.e. Zimdem
 Explain landform  karst landscape  Describing landform formation in
development in limestone  duricrust limestone landscapes
regions  Sketching tropical landforms
 Identify characteristics of
resultant landforms
Hazards, Impact and  explain the distribution of  Hazards resulting from  Mapping/sketching the  Talking books
mitigation hazards resulting from mass movements such distribution of hazards resulting  Maps
mass movements as mud flows, from mass movements  Satellite images
 discuss the causes and landslides and rock falls  Discussing causes and effects of  Media
effects of hazards hazards resulting from mass
resulting from mass movements
movements
 assess the effectiveness  Causes  Evaluating mitigatory and
of mitigatory and  Effects adaptation measures
adaptation measures  Mitigation

TOPIC 6: HYDROLOGY AND FLUVIAL PROCESSES

NB This topic was completed in Form 5 56

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Geography Syllabus Forms 5 - 6

TOPIC 7: BIOGEOGRAPHY

TOPIC OBJECTIVES CONTENT SUGGESTED NOTES AND SUGGESTED RESOURCES

Learners should be able to: ACTIVITIES

Soil forming factors, • explain Jenny’s formula of soil • Jenny’s formula of soil forming • Drawing soil profiles • Their locality
soil profiles and soil forming factors factors • Drawing a soil catena • Talking books
catena • conduct fieldwork on soil pro- • Carrying out fieldwork on
files soil profile
• describe the soil catena • Soil catena • Carrying out fieldwork on
soil catena

Measurement of soil • sample soils • Soil parameters: • Collecting soil samples • Their locality
characteristics • measure soil parameters − Texture • Measuring soil parame- • Talking books
• present data on graphs − Structure ters • Soil sampling equipment and
• analyse data − pH • Drawing graphs testing kit
− Moisture content • Analysing data • Graph paper
− Organic content • Scientific calculator
− Soil colour
− Depth

Sustainable • outline ways of conserving • Management of ecosystems • Establishing school wood- • Resource persons from EMA,
management of tropical biomes − Against commercial logging lots forestry commission, parks and
ecosystems • plant school woodlots − Against veld fires and • Forming an environmen- wildlife management
• evaluate measures that have poaching tal club • local environment
been used to conserve tropical − Against human encroach- • Forming fire- fighting • Talking books
ecosystems ment committee
• Keeping small wild ani-
mal species such as quail
birds

37
Geography Syllabus Forms 5 - 6

TOPIC 8 POPULATION AND MIGRATION

TOPIC 8 POPULATION AND MIGRATION

TOPIC OBJECTIVES CONTENT SUGGESTED NOTES SUGGESTED

Learners should be able AND ACTIVITIES RESOURCES
to :
Migration  explain the forms of  Types of migration  Debating on forms of  Talking books
migration migration  Media
 describe the trends in  Migration Trends  Discussing migration  Maps
migration. trends  Animations

Patterns of  describe patterns of  Patterns of Migration  Discussing patterns of  Talking books

Migration migration. migration.  Maps
 assess applicability of  Models of Migration  Assessing applicability of  Media
migration models. migration models
Causes and impact  Describe the causes and  Causes of Migration  Discussing the causes and  Talking books
of Migration impact of migration. impact of migration  Maps
 Evaluate the impact of  Impact of Migration  Debating the effects of  Media
migration. migration.
Population  explain pro and anti-  Pro and anti-natalist theories  Discussing Pro and anti-  Talking books
Policies natalist theories with  Population Policies in countries natalist theories  Population policy
reference to relevant such as :  Discussing population documents
countries − Zimbabwe policies of different  Media
 outline population − China countries.
policies. − Sweden  Assessing impact of the
 evaluate impact of − Germany population policies
population policies to the  Impact of population policies
economies of countries.

59

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Geography Syllabus Forms 5 - 6

TOPIC 9: SETTLEMENT DYNAMICS

TOPIC9: SETTLEMENT DYNAMICS

TOPIC OBJECTIVES CONTENT SUGGESTED SUGGESTED RESOURCES

Learners should be able NOTES AND
to : ACTIVITIES
Sphere of  explain how the sphere of  Determining the sphere of Influence  Demonstrating spheres of  Resource persons
Influence influence is determined. influence  Talking books
 discuss the importance of  Importance of the sphere of  local service centre
spheres of influence influence.  of a local service centre
 Discussing the
importance of spheres of
 delimit the sphere of influence.
influence  Fieldwork on delimiting
the sphere of influence
Delimitation of the  delineate the areal extent  CBD  Delineating the CBD.  Maps
CBD of the CBD.  Central Business District Indices  Talking books
 Fieldwork such as traffic  Local urban area
 Descriptive methods such as traffic lights, pedestrian and
lights, pedestrian and vehicle flows vehicle counts
Rural and Urban  identify planning  Planning techniques  Planning land uses using  GIS software
Land use Planning techniques for rural and  Aspects of Environmental design GIS/maps  Talking books
urban land use.  Designing Models of rural  Maps
 apply the techniques of and urban areas.
land use planning.

60

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Geography Syllabus Forms 5 - 6

TOPIC 10: AGRICULTURAL PRODUCTION AND FOOD SECURITY

TOPIC 10 AGRICULTURAL PRODUCTION AND FOOD SECURITY

TOPIC OBJECTIVES CONTENT SUGGESTED NOTES AND SUGGESTED

Learners should be able to ACTIVITIES RESOURCES
:
Land Reform and  explain the importance of  Land Reform Programme in  Touring a local resettlement  Media
Food Security in the need for land reform Zimbabwe. area.  Resource Person
Zimbabwe in Zimbabwe  Trends in food production since year  Discussing the contribution of  Resettlement area
 evaluate the contribution 2000 land reform to food  ZimStat
of land reform to food production.
production
Value addition and  explain the forms and  Forms of agri-business  Discussing forms and  Media
Agri- business importance of agri-  Value addition in Agriculture importance of agri-business  Resource Person
business  Discussing the importance of  Exhibition shows
 explain forms of value value addition in Agriculture.
addition in Agriculture  Debating the role of value
addition in Agriculture
 assess the role of value  Exhibiting value added
addition in Agri-business. products at Agricultural
Exhibitions
Climate change  describe the threats to  Threats to food security :  Researching on climate  Videos
and other threats food security − Climate Change : change  Media
to food security  assess the impact of − Global warming  Discussing the impact of  Talking books
climate change to food − Droughts threats to food security.
security. − Floods
− Pests and Diseases
Responses to  explain ways of  Climate change mitigation  Evaluating the mitigatory
climatic change increasing agricultural − Indigenous crops measures to climatic change
production in the face of − Conservation farming  Growing appropriate
climatic change  Post harvesting techniques indigenous crops to the region

61

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Geography Syllabus Forms 5 - 6

TOPIC 11: MINING AND MINERAL BENEFICIATION

TOPIC 11: MINING AND MINERAL BENEFICIATION

TOPIC OBJECTIVES CONTENT SUGGESTED NOTES AND SUGGESTED

Learners should be able ACTIVITIES RESOURCES
to :
Value addition and  Describe different types  Beneficiation methods:  Identifying beneficiation  Recommendation
Beneficiation of beneficiation − Crushing and grinding; methods textbooks
methods processes − drying,  Adding value to sample  Talking books
 Separate sample − Gravity separation, mineral ores using different  Mineral samples
mineral ores using − Magnetic separation, floatation beneficiation  Shakeable table
different separation − Separation and smelting  Separation chemicals
methods − Diamond cutting and polishing
 Explain the value
addition process of
diamonds
 Match separation
methods to mineral
ores

Marketing of  Outline the legislation  Mineral marketing legislation  Compiling legislation  Recommended
minerals governing mineral sale  Sale of minerals within Zimbabwe documents governing mineral textbooks
in Zimbabwe  Exporting of processed minerals marketing  Resource persons
 Examine the procedure  Market research for minerals  Carrying out a market  Relevant legislation
followed in selling research for a mineral of  Media
minerals in Zimbabwe choice  Talking books
 Determine the demand
of a mineral
Safety and health  identify diseases  Diseases associated with mining  Researching on diseases  Recommended
in mining related to mining  Mining hazards and mitigation associated with mining textbooks/ talking
 evaluate solutions to  Safety and health project  Devising measures taken to books
mining hazards reduce mining hazards  Relevant materials
 construct a model of  Designing safe mining rig  Resource persons
safe shaft walls model  Safety Health and
 Constructing a model of the Environmental (SHE)
internal mine support Policy
structures  Occupational Safety
Health and
Management Systems
(OSHAS) 62

41

TOPIC 12: INDUSTRIAL DYNAMICS

 (OSHAS)

Geography Syllabus Forms 5 - 6

TOPIC 12:
TOPIC INDUSTRIAL DYNAMICS
12: INDUSTRIAL DYNAMICS

NB
NB
This topic was completed in Form 5
This topic was completed in Form 5

TOPIC 13: ENERGY SOURCES AND DEVELOPMENT

TOPIC 13: ENERGY SOURCES AND DEVELOPMENT

TOPIC OBJECTIVES CONTENT SUGGESTED NOTES AND SUGGESTED

Learners should be able to ACTIVITIES RESOURCES
Global distribution of  describe the distribution  Distribution of major  Researching on the distribution of  Energy conserving
energy sources of major sources of sources of energy major energy sources bulbs
energy (like oil, uranium  Impact of unequal  Mapping areas of major energy
and coal) distribution of oil source
 assess impact arising  Global changes in  Constructing graphs on trends
from the scarcity of oil energy uses 
and uranium
 analyse the changing
patterns in energy uses
Global trends in energy  assess the use of clean  International control of  Evaluating the role of OPEC and  Talking books
use energy sources oil and uranium United Nations in controlling oil  Media
 discuss the factors resources and uranium respectively  Maps
affecting the trends in
the use of energy
 assess the control of oil
by OPEC and nuclear by
the United Nation
Sustainable management  evaluate the ways of  Ways of conserving  Designing an energy conserving  Talking books
of energy sources conserving energy energy resources device  Media
reserves  Sustainable use of  Applying ways of conserving  Maps
 devise measures of energy in Zimbabwe energy in their communities  Energy saving device63
sustainable use of
energy

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Geography Syllabus Forms 5 - 6

TOPIC 14: TRANSPORT SYSTEMS AND TRADE

TOPIC 14: TRANSPORT SYSTEMS AND TRADE

TOPIC OBJECTIVES CONTENT SUGGESTED NOTES AND SUGGESTED RESOURCES

Learners should be able to ACTIVITIES
Trade policies in  Identify trade policies in  Trade policies  Examining different trade  Trade policy documents in
Zimbabwe and their Zimbabwean trade  Impact of the policies policies Zimbabwe
impact on trade  Evaluate the impact of  Role play on the impacts of  Cheap Used products like
policies on trade policies on traders cars, clothes and shoes
 Mineral and agricultural
produce samples
 Imported goods such as cars,
clothes, groceries
 Imported goods such as cars,
Current trends in  Distinguish forms of  Cross border trade  Drawing up a cost-benefit clothes, groceries
Zimbabwean trade trade in Zimbabwe  Large scale trading analysis on environmental  Local value added products
 and socio-economic such as baskets, mats
Evaluate the factors  Inequalities in trading
influencing trade flows in patterns impacts of foreign cheap  Animations
Zimbabwe and used goods  Talking books
 Media

65

43
Geography Syllabus Forms 5 - 6

Global inequalities in  identify major exports  Imports and exports  Researching on imported
trade flows and and imports of  Value addition and goods and services at their
solutions Zimbabwe beneficiation school and immediate
 assess the effects of  Balance of trade community
balance of trade of
Zimbabwe on the
economy
 propose ways of  Improving balance of  Devising methods of
improving balance of trade solving unfavourable
trade balance of trade through
value addition

Factors influencing  explain factors  Factors influencing trade  Describing factors that
global trade patterns influencing trade such as transport influence trade
networks, trading blocks,
ideology, consumption
patterns and historical
factors

Trade opportunities in  design a trade enterprise  Trade enterprise  Drawing a cost-benefit

the local area project  Cost-benefit analysis of a analysis of a trade
 defend the viability of a trade enterprise enterprise project
designed trade  Justifying viability of a trade
enterprise enterprise

66

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Geography Syllabus Forms 5 - 6

9.0 ASSESSMENT
(a) ASSESSMENT OBJECTIVES

Learners will be assessed on their ability to demonstrate:

• Knowledge and understanding

− Recall, recognize and use Geographical terms and definitions
− of processes underlying physical and human landscapes and spatial patterns
− how landscapes and patterns change
− environmental inter-relationships
• Skills and their application
− Comprehensive skills of observation, recording, interpretation and analysis
− Use of Secondary sources of data
− Draw and interpret tables, graphs, charts and diagrams
− How to select, use and communicate information and conclusions effectively
• Judgement and decision making
− The role of values, perceptions and decision making in evolution of patterns in human Geography
− How to use Geographical principles and concepts in interpreting situations at various scales
− How to prepare, justify and evaluate solutions to environmental and socio-economic problems
• Community engagement (Unhu/Ubuntu)
− Ability to work in a group
− Volunteerism and responsible citizenship
− Innovativeness
− Honesty and reliability
− Integrity
− Tolerance and mutual respect

(b) SCHEME OF ASSESSMENT

The assessment in Geography will be based on 40% continuous assessment and 60% summative assessment.
Arrangements, accommodation and modifications must be visible in both continuous and summative assessment to
enable learners with special needs to access assessment and receive accurate performance measurement of their
abilities.

45
Geography Syllabus Forms 5 - 6

ASSESSMENT OF LEARNER PERFORMANCE IN

GEOGRAPHY
100%

CONTINUOUS ASSESSMENT 40% SUMMATIVE ASSESSMENT 60%

THEORY COMMUNI- INDIVIDU- PRACTI- PRACTICAL STRUCTURED

TESTS 10% TY PROJECT AL PROJECT CALS PAPER 3 60%
10% 10% 10% 40%

PROFILING
PHYSICAL HUMAN
COMPO- COMPO-
NENT NENT
PAPER 1 PAPER 2
25 60%
PROFILE

EXIT
PROFILE
FINAL MARK
GEOGRAPHY 100%

46
 Geography Syllabus Forms 5 - 6

ASSESSMENT MODE FREQUENCY FORM 5 FORM 6 TOTAL

SSMENT MODE FREQUENCY FORM 5 WEIGHTING
FORM 6 WEIGHTING
TOTAL WEIGHTING
WEIGHTING WEIGHTING WEIGHTING
Individual Research project 1 per year 5% 5% 10%
dual Research project 1 per year 5% 5% 10%
Community project 1 per year 5% 5% 10%
munity project 1 per year 5% 5% 10%
Practical 1 per year 5% 5% 10%
cal 1 per year 5% 5% 10%
theory tests 1 per term 5% 5% 10%
tests 1 per term 5% 5% 10%

Candidates
Candidates willwill design
design and
and carryout
carryout individual
individual research
research project
project workworkonon
anyany part
part of of
thethe syllabus.
syllabus. The
The research
research project must emp
project
practical
dates will design
must and aspects
carryout
emphasise bothof theoretical
Geography.
individual research
andA project
projectreport
practical work of
on2any
aspects 500
of to 3000
part of thewords
Geography. should
syllabus.
A project The be prepared
research
report of 2 500 and
project
to submitted
must
3000 by candidates.
emphasise
words should both theoretic
cal aspects of Geography.
beCandidates
prepared and A project report of 2 500 to 3000 words should be prepared and submitted by candidates.
aresubmitted by candidates.
also required to participate in communal projects that solve prevailing community problems. These should demo
dates are alsoHunhu/Ubuntu. Practical
required to participate in experiments
communal projectsin the field
that or in the
solve laboratory
prevailing will also form
community an integral
problems. Thesepart of continuous
should demonstrateassessment.
soft skills as
Candidates
u/Ubuntu. Practical are also in
experiments required
the fieldtoor
participate in communal
in the laboratory projects
will also form an that solve prevailing
integral community
part of continuous problems. These
assessment.
should demonstrate soft skills as inculcated in Hunhu/Ubuntu. Practical experiments in the field or in the laboratory will
also form an integral part of continuous assessment.

Paper Paper type Marks Duration Weig

Paper Paper type Marks Duration Weighting
1 Structured – free-response 100 3 hours 2
1 and data response
Structured – free-response 100on 3 hours 25%
and data response onPhysical components
2
Physical componentsStructured – free-response 100 3 hours 2
2 and data response
Structured – free-response 100on 3 hours 25%
and data response onHuman components
3
Human componentsPractical 75 3 hours 1
3 Practical 75 3 hours 10%
TOTAL 275 9 hours 6
TOTAL 275 9 hours 60%
Summative Assessment
mative Assessment
Summative Assessment

Description of papers

The examination will consist of 3 papers: paper 1, paper 2 and paper 3 which are all compulsory

Paper 1 Structured, physical component

Duration: three hours

The paper consists of 10 structured questions, each marked out of 25 to give a total of 100. Two question will be set
per topic from which candidates will answer any four.

Paper 2: structured human component

Duration: Three hours

The paper consists of ten structured free-response and data-response questions. Each marked out of 25 to give a
total of 100. Each topic will contribute at least one question. Candidates will answer any four.

Paper 3: Practical Paper

Duration: Three hours

47
 The paper consists of ten structured free-response and data-response questions. Each marked out of 25 to give a total of 100
one question. Candidates will answer any four.
Geography Syllabus Forms 5 - 6
Paper 3: Practical Paper
Duration: Three hours
The paper consists of seven questions. The paper will be based on experiments, investigations, observations and
The paper consists of seven questions. The paper will be based on experiments, investigations, observations and calculations.
calculations. Full instructions will be given where unfamiliar material or techniques are required Section A will be a
unfamiliar material or techniques are required Section A will be a compulsory question on statistics Section B will have three q
compulsory question
which candidate onchoose
will statistics
one.Section B willonhave
GIS work three questions
computers on mapping
may be included. and GIS
Section from
C will which
have candidate
three willon research tec
questions
choose
answer one. GIS
one. work
Each on computers
question may be included.
will be marked out of 25 toSection
give aCtotal
will of
have
75. three questions on research techniques
Skills
from which (including
candidatespractical)
will answer one. Each 50%
question will be marked 50% out of 25 to give a total40%
of 75.
and their Application
(c) SPECIFICATION GRID
(c) Judgement
SPECIFICATION
and decisionGRID 25% 25% 40%
making
Skill Paper 1 Paper 2 Paper 3
Knowledge and 25% 25% 20%
TOTAL
comprehension 100% 100% 100%

Skills (including practical) 50% 50% 40%

and their Application
Judgement and decision 25% 25% 40%
making

CONTENT
TOTAL SPECIFICATION GRID 100% 100% 100%

CONTENT SPECIFICATION GRID

Paper one
90 180 130 400%
Paper one
Weighting 22,5% 45% 32,5% 100%
Skill 1 Skill 2 Skill 3 Total % Skill
knowledge Skills and Judgement questions weighting
with their and decision
understanding application making
CONTENT SPECIFICATION GRID
Paper 1 Physical 25% 50% 25% 10 25%
Component

Paper 2one
Paper 25% 50% 25% 10 25%
Human component
Paper 3 Practical 20% 40% 40% 7 10%
Continuous Skill 20% 1 Skill 40%
2 Skill 40%
3 Total % Skill40%
assessment knowledge Skills and Judgement questions weighting
with 90 their 180 and 130
decision 400%
Weighting understanding
22,5% application
45% making
32,5% 100%
Paper 1 Physical 25% 50% 25% 10 25%
Component
Paper Three

Paper 2 25% 50% 25% 10 25%

Human component
Content
Paper 3 Practical 20% Number of questions
40% 40% 7 10%
Continuous 20% 40% 40% 40%
Section A: Statistics
assessment 1

Section B: Mapping
2. Topographical Map 1
3. Geographic Information System (GIS) 1
4. Remote Sensing 1

Section C: Research techniques

5. physical component 1
6. human
Paper Threecomponent 1
7. mitigation and adaptation 1

Total 7
Content Number of questions
48
Section A: Statistics 1

Section B: Mapping