MINISTRY OF PRIMARY AND SECONDARY EDUCATION

GEOGRAPHY NON-FORMAL SYLLABUS

LEVEL 3

2016- 2022

Curriculum Development Unit ©All Rights Reserved

2016
P.O. Box MP133
Mount Pleasant
Harare
1.0 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

• Zimbabwe School Examinations Council (ZIMSEC)

• Department of Geography and Environmental Science (UZ)

• Department of Geography and Environmental Studies (MSU)

• Publishers

• United Nations Children’s Fund (UNICEF)

• United Nations Educational Scientific Cultural Organisation (UNESCO)

1.0 PREAMBLE

1.1 INTRODUCTION

The level 3 syllabus is designed to consolidate competences already acquired in the study of geography. It
seeks to produce learners with requisite skills to transform their local, national, regional and global geographical
space. This will raise awareness of environmental management, resource distribution and utilisation for the
benefit of Zimbabwean citizens. The syllabus seeks to nurture in learners positive attitudes, values, practical
competences and skills that enable them to participate in the development of the country and the world at large.
It enables critical evaluation in learners by developing solutions and skills leading to sustainable development.
The syllabus recognises individual talents and special education needs.

1.2 RATIONALE
The Level 3 Geography syllabus will equip learners with skills to comprehend spatial distribution patterns,
processes and interactions of phenomena. It is designed to make learners appreciate diversity, valuation,
utilisation and sustainability of resources. The learning area gives an opportunity to learners to manipulate
geographical data and make informed judgements in their day to day experiences.
The Geography Syllabus enables learners to develop the following skills:-
 Communication and investigation
 Graphicacy and numeracy
 Cartography
 Critical thinking
 Technology and innovation
 Problem solving
 Decision making

1.3 SUMMARY OF CONTENT

The geography learning area comprises both physical and human aspects. It also covers fieldwork, map
interpretation skills and graphicacy.

1.4 METHODOLOGY AND TIME ALLOCATION

This syllabus takes into account learner centred approaches and methods. The choice of teaching methods and
approaches should be guided by the principles of inclusivity, relevance, specificity, gender sensitivity and
respect. The following approaches and methods are recommended in the teaching and learning of geography:-

1.4.1 Approaches

The syllabus proposes the use of the concentric, systems, integrated approaches and the integrated approach.

The concentric approach: It recommends teaching geography starting from the local environment, then move
to the whole of Zimbabwe, Southern African Development Community region, rest of Africa and the World.

Systems Approach: It involves the study of inter-relationships of various components in the environment which
make up the whole. The focus is on the inputs, processes and outputs and feedback in a given system.

The integrated approach: It recommends that related topics should be taught together rather than in
Isolation.
The quantitative approach: It involves the use of deductive methods and research.

1.4.2 Methodology

. The following are suggested methods of teaching and learning geography:

• Demonstrations
• Field work
• Presentations

• Games
• Simulations
• Debates and Quiz
• Laboratory work and experiments
• Group work and discussions
• Role-play
• Case studies
• Project based learning
 • Educational tours
• Discovery learning
NB. The above suggested methods should be enhanced by the application of orthodidactic principles
and multi -sensory approaches to teaching. These include tactility, concreteness, individualisation, self-
activity, totality and wholeness. Teachers are encouraged to address the learners’ residual senses

1.4.3 Time Allocation

Ten (10) periods of 40 minutes per week should be allocated for adequate coverage of the syllabus. The
teachers should allocate time appropriately for learners with individual special education needs.
Educational tours should be undertaken at least once a year.

1.5 ASSUMPTIONS
It is assumed that learners:
 have enterprise skills
 have knowledge of map interpretation and graphicacy
 have mastered basic physical and human geography concepts
 have some grasp of GIS and remote sensing skills
  have knowledge of natural resources and can positively interact with their environment.

1.6 CROSS-CUTTING THEMES

This phase will develop in learners, an in-depth understanding of:
• environmental issues
• safety and health issues
• disaster risk management
• enterprise
• sexuality, HIV and AIDS
• heritage
• climate change
• financial literacy
• gender
• technology
2.0 PRESENTATION OF SYLLABUS
The Geography Syllabus is a single document covering Forms 5 - 6.
3.0 AIMS
The aims of the syllabus are to:
3.1 develop in learners skills of observation, recording, analysis and interpretation of geographical phenomena
3.2 develop in learners an in-depth understanding of Zimbabwean, African and World environmental
issues
3.3 equip learners with practical Geographic Information Systems and Remote Sensing skills
3.4 promote an appreciation of the diversity of cultural issues
3.5 develop in learners skills of sustainably using their resources
3.6 nurture self-sustained citizens with enterprise skills

4.0 SYLLABUS OBJECTIVES

By the end of this learning phase learners should be able to:
4.1 demonstrate practical Geographic Information Systems and Remote Sensing Skills for describing the
spatio - temporal distribution of phenomena
4.2 evaluate the causes, effects and solutions related to natural and human induced disasters
4.3 analyse the physical and human environmental phenomena of their locality, Zimbabwe, Africa and the
world
4.4 solve key global environmental issues
4.5 demonstrate knowledge of geographical data collection, illustration, analysis and interpretation
4.6 examine the diversity of indigenous knowledge systems and their impact on the environment
4.7 design sustainable economic projects
5.0 TOPICS

5.1. Geographic Information Systems and Remote Sensing

5.2 Geo-statistical analysis and presentation
5.3 Environmental management
5.4 Atmospheric processes and phenomena
5.5 Hydrology and fluvial processes
5.6 Biogeography
5.7 Geomorphology
5.8 Population and migration
5.9 Settlement dynamics
5.10 Agricultural production and food security
5.11 Mining and mineral beneficiation
5.12 Industrial dynamics
5.13 Energy sources and development
5.14 Transport systems and trade
5.15 Regional inequalities and development

6.0 SCOPE AND SEQUENCE

6.1 TOPIC 1: Geographic Information Systems and Remote Sensing

 Coordinates, coordinate systems and map projection

 Global Positioning Systems (GPS) and remote sensing system
 Conceptual models of geographic space
 Geo-referencing and spatial data capture
 Image: acquisition, structure, resolution and interpretation
TOPIC 2: Geo-Statistical Analysis and Presentation

 Levels of measurement
 Univariate and bivariate statistics
 Graphs and maps
 Research techniques
 Spatial interpolation and measures of spatial autocorrelation

Topic 3: Environmental Management

 Environmental degradation
 Environmental Impact Assessment
 Environmental management projects
Topic 4: Atmospheric Processes and Phenomena

 The Earth-atmosphere energy budget

 Weather processes and phenomena
 Air masses
 Micro-climates
 Climate change
 Climatic hazards and mitigation

Topic 5: Geomorphology

 Plate Tectonics
 Rock weathering and slope development
  Tropical landform development
 Geomorphological hazards

Topic 6: Hydrology and Fluvial Processes

 The drainage basin system

 Rainfall-discharge relationships within drainage basins
 River channel processes and landforms
 River flooding and mitigation
Topic 7: Biogeography

 Factors affecting vegetation distribution

 Plant succession
 Biogeochemical cycles and Gersmehl diagrams
 Tropical and temperate biomes: biodiversity and adaptation
 Soil forming factors, soil profiles and soil catenas
 Measurement of soil characteristics
 Sustainable management of ecosystems

Topic 8: Population and Migration

 Population indicators
 Population growth
 Population-resource relationships
 Population, health and diseases
  Migration
 Population policies

Topic 9: Settlement dynamics

 Site and location of settlements

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

Topic 10: Agricultural Production and Food Security

 Factors affecting agricultural production

 Agricultural location
 Farming systems in the tropics
 The Green Revolution
 Land Reform and food security in Zimbabwe
  Value addition and Agribusiness
 Climate change and other threats to food security
 Responses to climatic change

Topic 11: Mining and Mineral Beneficiation

 Mining legislation and mining policies in Zimbabwe

 Environmental Impact Assessment in mining
 Prospecting methods and mineralogy
 Small and large scale mining enterprises
 Impact of mining and mitigation
 Value addition and beneficiation methods
 Marketing of minerals
 Safety and health in mining

Topic 12: Industrial Dynamics

  Industrial location and relocation in Zimbabwe
 Industrial linkages and agglomeration
 Small and medium scale enterprises (SMEs) in Zimbabwe
 Hi-tech industries
 Tourism industry

Topic 13: Energy Sources and Development

 Sources of energy in Zimbabwe

 Clean sources of energy
 Global distribution of energy sources
 Global trends in energy use
 Sustainable management of energy sources

Topic 14: Transport Systems and Trade

  Transport systems and networks in Zimbabwe
 Transport enterprise
 Trade policies in Zimbabwe and their impact on trade
 Current trends in Zimbabwean trade
 Global inequalities and solutions in trade flows
 Factors influencing global trade patterns
 Trade opportunities in the local area

Topic 15: Regional Inequalities and Development

 Indicators of economic development

 Regional inequalities
7.0 COMPETENCY MATRIX

LEVEL 3 SYLLABUS

OPIC OBJECTIVES CONTENT SUGGESTED SUGGESTED

Learners should NOTES AND RESOURCES
be able to: ACTIVITIES
Coordinate  locate  Geographic  Identifying  Recommended
s, features coordinates different textbooks
coordinate using the  Plane coordinates coordinate  GIS software
systems different  Polar coordinates types on both (QGIS, ILWIS,
and map coordinate  Universal Transverse digital and hard Arcmap,
projections types Mercator (UTM) copy maps Arcview)
 distinguish coordinate system  Distinguishing  Computers
the major  Forward projection the major  Hard copy
coordinate  Inverse projection coordinate Surveyor
systems  Examples of forward systems General maps
 Project a projections (cylindrical, Projecting a vector
vector layer conical and azimuthal) layer from one  Recommended
from one coordinate system to textbooks
coordinate another  GIS software
system to (QGIS, ILWIS,
another Arcmap,
Arcview)
 Computers
 Hard copy
Surveyor
General maps
Global  mark  Trilateration  Marking  Recommended
Positioning location  Sources of GPS error location using textbooks
Systems using GPS  Components of the GPS in the field  Hand held GPS
(GPS) and  navigate remote sensing system  Navigating in set/ Smart phone
remote using GPS (radiation, atmosphere, the field using  GIS software
sensing  identify target, sensor and GPS (QGIS, ILWIS,
system possible image)  Collecting data Arcmap,
error in GPS  Reflectance properties in the field using Arcview)
position. of selected target GPS  Computers
 Identify the material (vegetation,  Displaying  Hard copy
importance bare ground, water collected vector Surveyor
of each and built surfaces) data in a GIS General maps
component  Illustrating the  Satellite images
of the remote remote sensing (free online)
sensing system on  Internet for
system in diagrams downloading
image  Identifying the images
acquisition reflectance  GIS software
 Predict the associated with (QGIS, ILWIS,
reflectance key target Arcmap,
associated material such Arcview)
with key as vegetation,  Computers
target bare ground,  Ordinance
material water and built
 surfaces survey maps
 Interpreting
spectral
signatures of
target material

Conceptual  distinguish  Vector data model  Visualising  Recommended

models of between (point, line, polygon) (distinguishing) textbooks
geographic vector and  Raster data model vector data in a  GIS software
space raster GIS (QGIS, ILWIS,
models  Visualising Arcmap,
 use raster data in a Arcview)
appropriate GIS  Computers
model for a  Braille material
given and equipment
geographic  Talking books
dataset  Hard copy
Surveyor
General maps
Geo-  Geo-  Geo-referencing  Identifying  Recommended
referencing reference a  Measurement of Geo- ground control textbooks
and spatial scanned/ reference error [Root points  Scanner
data
capture embossed Mean Square Error  Geo-referencing  Braille material
hard copy (RMSE)] a scanned/ and equipment
map  Resampling embossed hard  Talking books
 capture  Digitisation and copy map in a  GPS
spatial data associated error GIS  GIS software
from the map  Calculating geo- (QGIS, ILWIS,
using on- referencing Arcmap,
screen error using the Arcview)
digitisation RMSE  Computers
 produce a  Resampling the  Hard copy
map layout georeferenced Surveyor
from the image General maps
captured  Digitising
vector data selected
features
 Producing a
map layout in a
GIS
Images  Distinguish  Passive and active  Distinguishing  Satellite images
passive and sensors passive and (free on the
active  Multispectral scanners active sensors internet)
sensors  Electromagnetic  Identifying  Internet
 Identify spectrum bandwidths connection
image bands  Image space from selected  Satellite data
based on the  Feature space multispectral with different
electromagn  Resolution: scanners spatial, temporal
etic - Spatial resolution  Drawing the and spectral
spectrum - Temporal electromagnetic resolution.
 Distinguish resolution spectrum  Surveyor
image space - Spectral  Distinguishing General maps
and feature resolution feature and  Satellite image
space  Colour theory and image space (free online).
 distinguish remote sensing  Explaining  Internet
spatial, images types of connection for
temporal and  Colour composites resolutions downloading
spectral (natural, pseudo-  Choosing the satellite images
resolutions natural and false best remote  GIS software
 select the colour) sensing data to (QGIS, ILWIS,
ideal remote  Interpretation based on use in solving a Arcmap,
sensing data image characteristics given situation Arcview)
for specific (size, shape and based on  Computers
analysis resolution  Talking books
  apply the context)  Visualising
colour theory satellite data
in visualising using colour
satellite composites
images  Interpreting
 visualise satellite data
satellite using image
images using characteristics
selected
colour
composites
 interpret
images
based on
image
characteristic
s
TOPIC 1: Geographic Information Systems and Remote Sensing
TOPIC 2: Geo-statistical analysis and presentation

TOPIC OBJECTIVES CONTENT SUGGESTED SUGGESTED

Learners NOTES AND RESOURCES
should be able ACTIVITIES
to:
Levels of  distinguish  Nominal data  Distinguishing  Recommended
measuremen the levels  Ordinal data the levels of textbooks
t of  Interval data measurement  Scientific/talking
measurem  Ratio data  Determining calculators
ent  Cyclic data the range of  Computers
 determine  Statistical analyses that statistical
the range can be done on the data analyses that
of types can be done
statistical on each data
analyses type
that can be
done on
each data
type
TOPIC OBJECTIVES CONTENT SUGGESTED SUGGESTED
Learners NOTES AND RESOURCES
should be able ACTIVITIES
to:
Univariate  describe  Mean  Collecting  Recommended
statistics and geographic  Median geographic textbooks
bivariate data using  Mode data in the  Scientific/talking
statistics simple  Frequency field (e.g. calculators
univariate  Quartiles temperature,  Computers
measures  Standard deviation rainfall and  Statistical
of central  Probability elevation) software [e.g. R
tendency  Testing for normality  Summarising software, JAWS
 apply  Hypotheses setting and the data using software, Statistical
univariate testing selected Package for Social
statistics to measures of Scientists (SPSS),
 Correlation (Spearman
solve central Statistica]
and Pearson’s
geographic
Correlation)
tendency  Braille material
subjects  Testing and equipment
 Simple linear regression
 describe hypotheses  Talking book
geographic  Collecting
data using geographic  Recommended
bivariate data in the textbooks
statistics field such as  Scientific/talking
 apply temperature, calculators
bivariate rainfall and  Computers
statistics to population  Statistical
solve  Testing for software (e.g., R
geographic correlation software, JAWS
issues using relevant Software: SPSS,
statistics Statistica
 Performing a  Braille material and
regression
TOPIC OBJECTIVES CONTENT SUGGESTED SUGGESTED
Learners NOTES AND RESOURCES
should be able ACTIVITIES
to:
Graphs and  present  Graphs such as  Presenting  Recommended
maps geographic histograms, bar graphs, geographic textbooks
data on line graphs, pie charts, data using  Scientific/talking
graphs scatter graphs relevant calculators
 present  Geographic diagrams graphs,  Computers
geographic such as choropleth diagrams or  Statistical
data on maps, dot maps, maps software (e.g., R
maps proportional circles,  Interpret software, JAWS
 describe population pyramids graphs and software SPSS,
geographic  Map layouts maps Statistica)
data using  Braille material
other and equipment
relevant  Talking book
diagrams  Graph/embossed
paper
 Hard copy maps
 GIS software
(e.g. QGIS,
ILWIS, Arcmap,
TOPIC OBJECTIVES CONTENT SUGGESTED SUGGESTED
Learners NOTES AND RESOURCES
should be able ACTIVITIES
to:
Arcview)

Research  Apply  Research techniques:  Explaining  Talking books

techniques research - Problem research  Data collection
techniques identification techniques tools
in solving - Hypothesis  Applying  Local
geographic formulation research environments
al issues - Data collection techniques in  Talking
- Results solving real calculators
presentation and geographic  Resource
analysis problems persons
- hypothesis testing  SPSS software
- Conclusion and
recommendations
TOPIC OBJECTIVES CONTENT SUGGESTED SUGGESTED
Learners NOTES AND RESOURCES
should be able ACTIVITIES
to:
Spatial  collect data  Ordinary interpolation  Collecting
interpolation on  Inverse Distance data on  Talking books
and continuous Weighting (IDW) continuous  Scientific
measures of geographic interpolation geographic calculators
spatial variables in  spatial autocorrelation variables in  Computers
autocorrelati the field indices: the field  Hard copy maps
on - Moran’s I  Interpolating  GIS software
 apply basic - Gearie’s C the data in  such as QGIS,
spatial  Importance of spatial  class using ILWIS, Arcmap,
interpolatio autocorrelation tests in ordinary Arcview
n geographical analyses interpolation  Talking calculators
techniques  Interpolating  Talking books
to describe the data in  Scientific
continuous class using calculators
geographic IDW  Computers
phenomen interpolation  Hard copy maps
a  Collecting  GIS software such
 explain the data on as QGIS, ILWIS,
importance continuous Arcmap, Arcview
of spatial geographic
TOPIC OBJECTIVES CONTENT SUGGESTED SUGGESTED
Learners NOTES AND RESOURCES
should be able ACTIVITIES
to:
autocorrela variables in
tion in the field
geographic  Testing for
al analysis spatial
 apply autocorrelatio
relevant n using the
statistics to Moran’s I
test for index
spatial  Testing for
autocorrela spatial
tion autocorrelatio
n using the
Gearie’s C
index
TOPIC 3: Environmental management

TOPIC OBJECTIVES CONTENT SUGGESTED SUGGESTED

Learners should be NOTES AND RESOURCES
able to: ACTIVITIES
Environmenta  describe  Environme  carrying out  Local environment
l degradation environmental ntal a research in  Recommended
pollution and pollution: a polluted textbooks
degradation - Water area  Talking books
 identify types of - Land  Contrasting  Print and electronic
environmental - Air types of media showing
pollution and - Sight/visu pollution and polluted environments
degradation al degradation  Resource persons
- Noise in urban and
 degradation rural areas
- soil
- land
TOPIC OBJECTIVES CONTENT SUGGESTED SUGGESTED
Learners should be NOTES AND RESOURCES
able to: ACTIVITIES
 outline causes  Environmental  Describing  Local environment
of pollution pollution causes and effects  Recommended
 identify effects - Caus of degradation in textbooks
of pollution in es their locality  Print and electronic
rural and urban - Effect  Measuring media showing
areas s level of polluted environments
 evaluate - Mitiga pollution of  Talking books
mitigatory tion selected  Resource persons
measures of  Indigenous parameters  Local environment
pollution knowledge such as  Recommended
 outline causes systems temperature, textbooks
of (IKS) pH, turbidity, e-  Print and electronic
environmental  Environmental coli media showing
degradation degradation  Evaluating degraded
 identify effects - Caus control environments
of es measures of  Talking books
environmental - Effect pollution  Resource persons
degradation in s  Documenting
rural and urban - Mitiga and applying
areas tion IKS in their
locality.
TOPIC OBJECTIVES CONTENT SUGGESTED SUGGESTED
Learners should be NOTES AND RESOURCES
able to: ACTIVITIES
 evaluate  Indigenous  Describing 
mitigatory knowledge causes and effects
measures of systems of degradation in
degradation (IKS) their locality
 Evaluating
control
measures of
degradation
 Adopting and
reclaiming a
degraded
environment
as a voluntary
community
project
 Documenting
and applying
IKS in their
locality
Environmenta  conduct an EIA  Stages of  Visiting the  Local environment
l Impact of a EIA project area  Resource person
TOPIC OBJECTIVES CONTENT SUGGESTED SUGGESTED
Learners should be NOTES AND RESOURCES
able to: ACTIVITIES
Assessment development  Scoping  Collecting from EMA
project in their and relevant data  EMA Act 20:27
local area screening  Suggesting  Talking books
 Identificatio mitigatory
n of impact measures
 Mitigation  Preparation of
measures EIA project
 Environme
ntal
monitoring
plan
 Preparation
of EIA
document
Environmenta  conduct an  Problem  Conducting  Local environment
l environmental identification and any one of the  Print and electronic
management management justification following media showing
projects project in their  Project projects in their polluted environments
local area proposal local area:  Talking books
 Monitoring waste
management/
TOPIC OBJECTIVES CONTENT SUGGESTED SUGGESTED
Learners should be NOTES AND RESOURCES
able to: ACTIVITIES
and land
evaluation reclamation/
reforestation
 Compiling a
project report

TOPIC 4: Atmospheric processes and phenomena

TOPIC OBJECTIVES CONTENT SUGGESTED SUGGESTED

Learners should NOTES AND RESOURCES
be able to: ACTIVITIES
TOPIC OBJECTIVES CONTENT SUGGESTED SUGGESTED
Learners should NOTES AND RESOURCES
be able to: ACTIVITIES
The Earth-  differentiate  Variations in diurnal and  Simulating solar  Recommended
atmosphere diurnal from nocturnal solar radiation radiation for textbooks
energy budget nocturnal solar  Global energy transfer day time and  Talking books
radiation for a - Vertical transfer night time in a  Torch or light
given day - Lateral transfer given day bulb
 illustrate heat  Demarcating  The globe.
transfer from areas with heat  Oblique plastics
areas of excess from  Recommended
excess heat to those with heat textbooks
areas of heat deficit  Talking books
deficit.  Outlining the  The globe
 explain methods of  Torch or light bulb
methods of heat transfer
heat transfer
from areas of
excess to
areas of deficit
Weather  contrast  Atmospheric stability and  Illustrating  Recommended
processes and atmospheric instability: atmospheric textbooks
phenomena stability and - Theories of stability and  Talking books
instability to raindrop formation instability (ELR,
TOPIC OBJECTIVES CONTENT SUGGESTED SUGGESTED
Learners should NOTES AND RESOURCES
be able to: ACTIVITIES
show different - Types of DALR,SALR and
weather precipitation FALR)
phenomena
Air masses  distinguish air  Characteristics of air  Identifying  Recommended
masses masses source regions textbooks
according to  Modification of air of different air  Talking books
their source masses masses.  World map
regions  Effects of air masses  Identifying  Satellite images
 explain  Air masses affecting surface  Computer
modification of Zimbabwe pressure
air masses  Cyclones and systems from
from source anticyclones remotely
regions sensed data
 examine the
effects of air
masses
 explain
weather
associated
with cyclones
and
TOPIC OBJECTIVES CONTENT SUGGESTED SUGGESTED
Learners should NOTES AND RESOURCES
be able to: ACTIVITIES
anticyclones
Microclimates  describe the  microclimates such as  Explaining the  Videos
development urban heat island, land development of  climatic records of
of and sea breezes, microclimates urban areas
microclimates forested areas  discussing  SPSS software
 explain the effects of  Talking books
effects of microclimates  Scientific and talking
microclimates  distinguishing calculators
 compare temperature
temperature and rainfall in
and rainfall in microclimates
microclimates and their
and their adjacent areas
adjacent areas
Climate change  explain the  Causes of climatic  describing  World
causes of change: causes of atmospheric
climate - Natural climatic climate change circulation
change changes  Discussing map
 discuss the - Anthropogenic effects of El  Talking books
effects of climatic changes Nino and La  Local
climate (Global warming) Nina to environment
TOPIC OBJECTIVES CONTENT SUGGESTED SUGGESTED
Learners should NOTES AND RESOURCES
be able to: ACTIVITIES
change • El Nino Zimbabwe,
 evaluate • La Nina Southern Africa
climate  Effects of climate change and the World.
change  Climate change  Analysing the
mitigation and mitigation and adaptation effects of
adaptation global warming
measures  Assessing
climate change
mitigation and
adaptation
measures
Climatic  explain the  Weather and Climatic  discussing the  Recommended
hazards and causes of hazards: causes and textbooks
mitigation weather and - Drought effects of  Videos
climatic - Floods weather and  Talking books
hazards - Tropical cyclones/ climatic  Maps
 discuss the tornados/ hazards  Satellite images
effects of hurricanes/ typhoon  Suggesting  Simulation
weather and - Heatwaves mitigatory models
climatic  Causes and effects of measures to
hazards weather and climatic climatic
TOPIC OBJECTIVES CONTENT SUGGESTED SUGGESTED
Learners should NOTES AND RESOURCES
be able to: ACTIVITIES
 assess the hazards hazards
effectiveness  Adaptation and
of adaptation mitigatory measures
and mitigatory
measures

TOPIC 5: Geomorphology

TOPIC OBJECTIVES CONTENT SUGGESTED SUGGESTED

Learners should NOTES AND RESOURCES
be able to: ACTIVITIES
Plate tectonics  distinguish  Constructive and  Modelling  Recommended
features destructive plate fold textbooks
related to boundaries mountains  Talking books
constructive  Tectonic processes and using the
and related features: digital  Computer with
destructive - Earthquakes elevation GIS software
plate - Vulcanicity model like ArcView,
boundaries - Folding (DEM) QGIS
- Faulting  Simulating  Animations
tectonic
processes
Rocks and  justify  weathering types in  Illustrating  Recommended
weathering and weathering different climatic weathering textbooks
slope types conditions types on the  Talking books
development according  non climatic factors Peltier  Peltier diagram
to different affecting weathering diagram  Rock samples
climatic - rock  Discussing  Local
conditions characteristics non climatic environment
- relief factors  Recommended
 explain non - vegetation affecting textbooks
climatic - human weathering  Talking books
factors influence  Identifying  Nearby
affecting  Factors affecting weathering stream/landfor
weathering slope forms types on ms
 Identify  Slope development exposed  Ranging rods,
different processes rocks tape measure,
slope  Illustrating  Clinometer
profiles pediplanation  Hammer
 evaluate ,
processes peneplanatio
of slope n,
developme etchplanation
nt  Measuring
slope angle,
slope height
Tropical landform  Discuss  theories of inselberg  Discussing  Recommended
development theories of formation theories of textbooks
inselberg  karst landscapes inselberg  Talking books
formation  duricrusts formation  DEM i.e. Zimdem
 Explain  Describing
landform landform
development formation in
in limestone limestone
regions landscapes
 Identify  Sketching
characteristics tropical
of resultant landforms
landforms
Geomorphological  explain the  hazards resulting from  Mapping/  Recommended
hazards distribution of mass movements such sketching the textbooks
hazards as mud flows, landslides distribution of  Talking books
resulting from and rock falls hazards  Maps
mass  Causes resulting from  Satellite images
movements  Effects mass  Media
 discuss the  Mitigation movements
causes and  Discussing
effects of causes and
hazards effects of
resulting from hazards
mass resulting from
movements mass
 assess the movements
effectiveness  Evaluating
of mitigatory mitigatory and
and adaptation adaptation
measures measures
TOPIC 6: Hydrology and fluvial processes

TOPIC OBJECTIVES CONTENT SUGGESTED SUGGESTED

Learners should be NOTES AND RESOURCES
able to: ACTIVITIES
The drainage  analyse the  The drainage basin  Illustrating the  Recommende
basin system drainage basin system: drainage basin d Textbooks
system - Inputs system  Talking Books
 evaluate the - Processes/  Local rivers/
sustainable flows Drainage
management of - Outputs basins
ground water - Stores  Testing ground  Water testing
sources  Ground Water water quality kit
- Occurrence  Surveying  Indigenous
- Quantity and ground water resources
quality occurrence  Resource
- Sustainable using IKS and persons
management scientific  Indigenous
of ground methods tree seedlings
water  Afforestation/ such as
reforestation of Mitohwe/
the drainage Uxakuxaku
basin area
TOPIC OBJECTIVES CONTENT SUGGESTED SUGGESTED
Learners should be NOTES AND RESOURCES
able to: ACTIVITIES
Rainfall -  analyse rainfall-  Interpretation of storm  Measuring  Recommende
discharge discharge hydrographs various fluvial d Textbooks
relationships relationships within  Stream morphometry parameters  Talking Books
within drainage basins - Stream ordering NB: to be done  Measuring
drainage  manage drainage - Stream density under teacher instruments
basins basin - Stream intensity supervision for such as
safety and health raingauge,
river
 Drawing storm discharge
hydrographs gauging
 Hypotheses station
testing for  MS Excel
relationships /Graph paper
 Calculating  SPSS
stream software
morphometry  Ordinance
survey maps
 Cartwheel
(measuring
wheel)
 GPS
TOPIC OBJECTIVES CONTENT SUGGESTED SUGGESTED
Learners should be NOTES AND RESOURCES
able to: ACTIVITIES
River  relate processes  river processes  Carrying out a Field  Recommende
channel and landforms to work d Textbooks
processes each section of the  River landforms  Drawing sketch  Talking
and long profile sections and Books
landforms  calculate channel  Channel efficiency sketch maps  Zimbabwe
efficiency of local digital
streams  Measuring wetted elevation
perimeter model
 Calculating channel (Zimdem)
efficiency  Data
recording
sheets, pens,
pencils,
 measuring
wheel
 animations
River  explain river  river flooding  Developing and  Recommende
flooding and flooding - causes testing hypotheses d Textbooks
mitigation  identify effects of - effects on the occurrence  Talking Books
river flooding - control of floods  Computer
TOPIC OBJECTIVES CONTENT SUGGESTED SUGGESTED
Learners should be NOTES AND RESOURCES
able to: ACTIVITIES
 Interpreting river programmes
 assess mitigatory regimes such as MS
measures Excel and
SPSS
software

Topic: 7 Biogeography

TOPIC OBJECTIVES CONTENT SUGGESTED NOTES SUGGESTED

L earners should be AND ACTIVITIES RESOURCES
able to :
Factors  explain factors  factors affecting  Discussing factors  Recommend
affecting affecting vegetation affecting vegetation ed textbooks
vegetation vegetation distribution distribution  Local
distribution distribution environment
 Talking
 books
Plant  outline sequence  Prisere  Conducting a study  Recommend
succession of plant  Types of Primary on secondary plant ed textbooks
succession succession succession after a  Local
 describe types of  Secondary fire/ deforestation environment
primary plant succession  Researching on  Talking
succession primary succession books
 explain secondary such as lithosere
succession
Biogeochemical  illustrate the  Biogeochemical  Drawing the  Recommend
cycles and carbon and cycles: carbon and ed
Gersmehl nitrogen cycles - carbon, nitrogen cycles Textbooks
diagrams  describe carbon - nitrogen  Assessing effects  Local area
and nitrogen - oxygen to changes of  Electronic
cycles  Gersmehl diagram flows in the and print
 draw the Gersmehl of nutrients cycling Gerschmel model media
diagram - Compartments in their local area showing
 identify the of nutrient different
compartments of cycles biomes
nutrients cycles - Nutrients  Recommend
 apply nutrients cycling in ed
cycles to tropical tropical Textbooks
biomes biomes  Local area
 Electronic
and print
media
showing
different
biomes
Biomes:  outline inputs of  Tropical biomes:  Studying the  Local area
biodiversity and tropical biomes - rainforest characteristics of  Recommend
adaptation.  identify the - hot desert a tropical ed textbooks
adaptation of - savanna grassland biome  Electronic
tropical plants to grassland in their locality and print
their environment temperate  Quadrant sampling media
 explain the  Biodiversity  Measuring of plant showing
characteristics of - Measurement characteristics tropical
each tropical of plant  Presenting data on biomes and
biome species: plant graphs wild life
 describe the concept height, crown  Analysing data  Tourism
of biodiversity height and  researching ways by video clips
crown width which plants and e.g. of
 measure plant  Plant and animal animals adapt to Serengeti
diversity in their adaptation to climatic conditions in National
locality prevailing climatic the local Park
 explain ways by conditions environment  Recommend
which plants and  Drawing sketch ed textbooks
animals adapt to diagrams showing  Electronic
climatic conditions in structure of tropical and print
each biome biomes media
showing
tropical
biomes
Soil forming  explain Jenny’s  Jenny’s formula of  Drawing soil profiles  Recommended
factors, soil formula of soil soil forming factors  Drawing a soil textbooks
profiles and soil forming factors catena  Local area
catenas  conduct fieldwork on  Soil catenas  Carrying out  Talking
soil profiles fieldwork on soil books
 describe the soil profile
catena  Carrying out
fieldwork on soil
catena

Measurement  collect sample soil  Soil parameters:  Collecting soil  Their

of soil  measure soil - Texture samples locality
characteristics parameters - Structure  Measuring soil  Talking
 present data on - pH parameters books
graphs - Moisture  Drawing graphs  Soil
 analyse soil data content  Analysing data sampling
- Organic equipment
content and testing
- Soil colour kit
- Depth  Graph
paper
 Scientific
and talking
 calculators

Sustainable  outline ways of  Management of  Establishing school  Recommended

management of conserving tropical ecosystems: woodlots textbooks
ecosystems biomes - Against  Forming an  Resource
 plant school woodlots commercial environmental club persons from
 evaluate measures logging  Forming fire- fighting EMA, forestry
that have been used - Against veld committee commission,
to conserve tropical fires and  Keeping small wild parks and
ecosystems poaching animal species such wildlife
- Against as quail birds management
human  Local
encroachment environment
 Talking books

TOPIC 8: Population and Migration

TOPIC OBJECTIVES CONTENT SUGGESTED NOTES SUGGESTED

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

 Population  explain the causes  Positive and  Discussing  Recommende

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

 Population-  discuss  Overpopulation,  Discussing  Recommende

resource overpopulation, under population population- d textbooks
relationship underpopulation and optimum resource  Talking books
s and optimum population. relationships.  Educational
population  Thomas Malthus  Applying Malthus tours
 explain population- and Ester Boserup and Boserup  Local
resource theories theories in community
relationships using  Population density explaining  ZimStat
relevant theories versus Resources: population- population
 explain the resource maps
relationships relationships
between population  Evaluating
density and Malthus and
resources. Boserup theories
 Touring an
overpopulated
community
  Population,  identify diseases  Diseases that affect  Discussing causes  Recommende
health and that affect population: of diseases d textbooks
diseases population. - Cholera  Discussing  Talking
 outline the effects - Tuberculosis prevention and Books
of diseases - Malaria cure  Ministry of
 explain scientific - Ebola  Researching on Health and
ways of combating - HIV/AIDS prevalent Child Care
diseases. - Cancer diseases in the flyers,
 assess indigenous  Prevention and community pamphlets
ways of preventing cure  Designing and posters
and curing  Indigenous information  Resource
diseases knowledge systems material on persons
(IKS) diseases  Videos

Migration  Explain the forms  Types of migration  Debating on forms  Talking books
of migration  Migration trends of migration  Media
 Describe the trends  Patterns of  Discussing  Maps
in migration migration migration trends  Animations
 Describe patterns  Models of migration  Discussing
of migration  Causes of patterns of
 Assess applicability migration migration
of migration models  Impact of migration  Assessing
 Describe the applicability of
 causes and impact migration models
of migration  Discussing the
 Evaluate the impact causes and
of migration impact of
migration

Population  Explain pro and  Pro and anti  Discussing pro  Talking books
policies anti natalist natalist theories and anti natalist  Media
theories with  Population policies theories  Population
reference to in countries such  Discussing policy
relevant countries as Zimbabwe, population policies documents
 Evaluate the impact China, Sweden and of different
of population Germany countries
policies to the  Impact of  Assessing the
economies of population policies impact of
countries population policies

TOPIC 9: Settlement Dynamics

TOPIC OBJECTIVES Learners CONTENT SUGGESTED NOTES SUGGESTED
should be able to : AND ACTIVITIES RESOURCES
Site and  identify factors  Site of settlements  Discussing factors  Recommended
location of influencing site  Location of affecting site and textbooks
settlements and location of settlements location of  Media
settlements settlements  Talking books
 explain the site  Assessing the  Local community
and location of suitability of the  Maps
settlements site and location of
settlements in the
local community
 Planning the
expansion of a
local settlement
 Touring
resettlement areas
Settlement  explain how  criteria for  Touring a local  Recommended
hierarchy settlements classifying settlement to textbooks
are classified settlements: identify  Local settlement
 classify - population functions  Talking books
settlements size  Discussing  Maps
according to - function characteristics  Resource persons
 their ranks  settlement of the
 discuss classification settlement
settlement theories:  Notes on
classification - primacy classes of
theories - binary settlements
- rank size according to
rule population size:
- nearest - Village
neighbour - Service
analysis centre
- Growth
point
- Town
- City
- Conurbatio
n

Growth points  describe the  Growth points  Identifying  Recommended

concept of  Reasons for characteristics textbooks
growth points establishing of growth points  Talking books
 Growth points
 explain growth points  Touring a local
 reasons for  Rate of growth point to  Ordinance maps
establishing development of assess function,  Growth point
growth points growth points population and policy document
 evaluate the infrastructure
growth point  Initiating
policy in projects to
Zimbabwe accelerate
growth using
local resources
 Proposing
measures for
future growth
Land reform  Explain the  Land Reform  Debating the  Recommended
and importance of induced impact of land textbooks
Resettlement land Reform settlements in reform on  Print Media
programmes Zimbabwe settlement  Resource persons
 Talking books
on settlement - A1 development
 Resettled areas
development settlement  Touring a local
s resettlement
- A2 farm to identify
settlement settlement
 s patterns and
services

 Function  Explain the  Rural and  Touring a rural  Recommended

s of rural functions of urban or urban textbooks
and rural and settlements settlement to  Local
urban urban identify settlements
settleme settlements functions  Talking books
nts  Tabulating and  GIS software
presenting data  Hand held GPS
on functions receivers
 Mapping  computer
settlement
functions in a
GIS or manually
 Rural-  describe rural-  Relationships  Discussing  Recommended
urban urban between rural interrelationship textbooks
interactio interaction and urban s between rural  Talking books
n settlements and urban
settlements
 Urbanisa  outline causes  causes and  planning  Recommended
 tion and of urbanisation effects of: possible textbooks
counter- and counter - urbanisation expansion  Talking books
urbanisa urbanisation - counter- areas  Local area
tion  explain the urbanisation  evaluating the
impacts of impact of
urbanisation  solutions to urbanisation
 evaluate urbanisation  Debating on
solutions to and counter- solutions to
urbanisation urbanisation urbanisation
and counter problems and counter
urbanisation urbanisation
problems problems

Spheres of  explain how the  Determining the  Demonstrating  Recommended

influence sphere of sphere of spheres of textbooks
influence is Influence influence.  Resource persons
determined.  Importance of the  Fieldwork on  Talking books
 discuss the sphere of delimiting the  Local service
importance of influence. sphere of centre
spheres of influence of a local
influence service centre
 delimit the  Discussing the
 sphere of importance of
influence spheres of
influence.
Delimitation of  delineate the  CBD  Delineating the  Recommended
the CBD aerial extent of  Central Business CBD. textbooks
the CBD. District Indices  Fieldwork such as  Maps
traffic lights,  Talking books
 Descriptive pedestrian and  Local urban area
methods such as vehicle counts
traffic lights,
pedestrian and
vehicle flows
Rural and  identify planning  Planning  Planning land  Recommended
Urban Land use techniques for techniques uses using textbooks
Planning rural and urban  Aspects of GIS/maps  GIS software
land use. environmental  Designing Models  Talking books
 apply the design of rural and urban  Maps
techniques of areas.
land use
planning.

TOPIC 10: Agricultural production and food security

TOPIC OBJECTIVES CONTENT SUGGESTED NOTES SUGGESTED
Learners should AND ACTIVITIES RESOURCES
be able to :
Factors  Identify the  factors affecting agricultural  Discussing  Recommended
affecting factors production. factors affecting textbooks
agricultural affecting agricultural  Talking books
production agricultural production.  Resource
production. persons
 explain the
factors
affecting
agricultural
production.
Agricultural  describe the  Agro-ecological regions of  Touring a local  Recommended
Location location of Zimbabwe farming area to textbooks
Agricultural  Theories of Agricultural assess the  Resource
activities. location e.g. the Von Thunen applicability of persons
 explain theory agricultural  Talking books
theories of theories.  Local farming
agricultural area
location
 assess the
applicability
 of theories
of
agricultural
location.

Farming  identify  Subsistence farming  Touring of local  Recommended

systems in farming systems: farms and textbooks
the tropics systems in - Shifting cultivation identifying  Resource
the tropics. - Pastoral nomadism activities at the persons
 describe the - Communal farming farms.  Talking books
characteristi  Commercial farming  Discussing  Local area
cs of farming systems: characteristics of
systems. - Dairy farming each farming
 explain the - Horticulture system.
importance - Cattle ranching
of the - Plantation/ estates
farming  Major cereal crops such as
systems. maize, wheat, rice

The Green  describe the  Green Revolution:  Discussing the  Recommended

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

Land  Explain the  Land Reform Programme in  Touring a local  Recommended

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

TOPIC 11: Mining and mineral beneficiation

TOPIC OBJECTIVES CONTENT SUGGESTED SUGGESTED RESOURCES

Learners should be NOTES AND
able to ACTIVITIES
Mining legislation  Outline the  Mines and  Explaining the  Mines and Minerals Act
and mining policies steps taken to Minerals Act process of  Environmental
in Zimbabwe gain mining  Environmenta acquiring a Management Act
rights of a l mine claim  Minerals marketing
claim Management  Interpreting the corporation of
 Summarise the Act Acts Zimbabwe Act
main contents  Minerals  Researching on  Precious stones trade
of each Act marketing the impacts of Gold Trade Act
 Evaluate the corporation of policies on  Zimbabwe mining
effects of Zimbabwe mining development
policies on Act corporation Act
mining.  Precious
stones trade
Act
 Kimberly
Process
Environmental  analyse  Importance of  Discussing the  Relevant software
Impact Assessment importance of EIA impacts of EIA (e.g. Quantum GIS
in mining EIA in mining  The EIA on mining Arcmap and Arcview)
projects process:  Carrying out an  Computer
 determine - Public EIA on a mining  mining area such as
impacts of consultatio project mineral panning sites,
mining projects n  Visiting a sand abstraction areas
on the - Scoping nearby mining  EIA policy document
environment and area such as  Resource persons
 perform an EIA screening mineral panning
on a - Identificatio sites, sand
hypothetical n of abstraction area
mining project impacts to assess
impacts on the
environment
Prospecting  identify  Physio-  Identifying  Recommended
methods and minerals that chemical minerals that textbooks
mineralogy co-occur in properties of co-occur  metal detector
Zimbabwe the main  Examining the  Moh’s scale of hardness
 describe minerals of physio-chemical  hammer
physio- Zimbabwe properties of  mineral ore samples
chemical such as minerals  Local environment
properties of cleavage,  NB Teachers  Resource persons
the main colour, should ensure  Colour charts metal
minerals of specific safety of detector
Zimbabwe gravity, learners when  mineral ore samples
 Perform testing hardness using tools  Local environment
of samples of  Co- and chemicals
ores using occurrence of  Reflecting
different minerals mineral
methods  IKS presence using
prospecting ultra violet light
methods  Testing mineral
 Ultra violet ore physically
prospecting and chemically
 Geochemical
testing
 Geophysical
testing
Small and large  draw up a  Mining  Compiling a  Recommended
scale mining proposal of a business cost-benefit textbooks
enterprises mining  Contribution analysis of a  Mine
enterprise of mining mining project  Resource persons
 assess the projects to  Field work at a  Talking books
successes and the mine
failures of a Zimbabwean
mining project economy
Impact of mining  Assess the  Impact of  Identifying the  Recommended
and mitigation impact of mining impact of mining textbooks
mining.  Mitigation on on the  Recommended
 Evaluate the impact of surrounding textbooks
solutions to mining community.  Recommended
impacts of  Suggesting textbooks
mining. mitigatory  A mine and its
measures to surrounding
impacts of environment
mining  Resource persons
 Talking books

Value addition and  Describe  Beneficiation  Identifying  Recommendation

Beneficiation different types methods: beneficiation textbooks
methods of beneficiation Crushing and methods  Talking books
processes grinding;  Adding value to  Mineral samples
 Separate drying, gravity sample mineral  Shakeable table
sample mineral separation, ores using  Separation chemicals
ores using magnetic different
different separation, beneficiation
separation floatation
methods separation
and smelting
 Diamond
  Explain the cutting and
value addition polishing
process of
diamonds
 Match
separation
methods to
mineral ores
Marketing of  Outline the  Mineral  Compiling  Recommended
minerals legislation marketing legislation textbooks
governing legislation documents  Resource persons
mineral sale in  Sale of governing mineral  Relevant legislation
Zimbabwe minerals marketing  Media
 Examine the within  Carrying out a  Talking books
procedure Zimbabwe market research
followed in  Exporting of for a mineral of
selling processed choice
minerals in minerals
Zimbabwe  Market
 Determine the research for
demand of a minerals
mineral
Safety and health in  identify  Diseases  Researching on  Recommended
mining diseases associated diseases textbooks/ talking books
 related to with mining associated with  Relevant materials
mining  Mining mining  Resource persons
 evaluate hazards and  Devising  Safety Health and
solutions to mitigation measures taken Environmental (SHE)
mining hazards  Safety and to reduce mining Policy
 construct a health project hazards  Occupational Safety
model of safe  Designing safe Health and
shaft walls mining rig model Management Systems
 Constructing a (OSHAS)
model of the
internal mine
support structures

TOPIC 12: Industrial Dynamics

TOPIC OBJECTIVES CONTENT SUGGESTED SUGGESTED

Learners should be NOTES AND RESOURCES
able to : ACTIVITIES
Industrial location  describe the  Theories of  Discussing  Recommended
and relocation in theories of industrial theories of textbooks
Zimbabwe industrial location such as industrial  Talking books
location. Weber’s theory location.  Media
  assess the  Industrial  Debating the  Local industries
applicability of relocation in applicability of  Maps
theories of Zimbabwe the theories
industrial location  Discussing
in Zimbabwe. the reasons
for industrial
relocation in
Zimbabwe
Industrial linkages  explain industrial  Backward and  Illustrating  Recommended
and agglomeration linkages and forward linkages backward and textbooks
agglomeration.  Economies and forward  Resource
 assess the diseconomies of linkages persons
importance of scale.  Discussing  Talking books
industrial importance of  Local industries
linkages and industrial
agglomeration. linkages and
agglomeratio
n.
 Touring of
local
industries
Small and medium  describe the  Small and  Touring local  Recommended
scale enterprises nature of small medium scale SMEs to textbooks
(SME) in and medium enterprise capture their  Videos
Zimbabwe scale enterprise.  Contribution of characteristic  Resource
 evaluate the SMEs to the s persons
importance of growth of the  Assessing the  Talking books
small and economy. role of SMEs  SMEs
medium scale to the
enterprise to the economy.
growth of the
economy.
Hi-tech industries  describe hi-tech  Hi-tech  Discussing  Recommended
industries. industries such the location of textbooks
 evaluate the as hi-tech  Resource
importance of hi- manufacturing of industries and persons
tech industries to computers and their  Talking books
the economy of related electrical importance to
the country. gadgets. the economy
of the
country.
 Touring hi-
tech
industries.
Tourism Industry  Explain the  Importance of  Touring at  Recommended
importance of Tourism least two textbooks
tourism industry.  Trends in major tourist  Talking books
 Describe trends Tourism centres  Resource
 in tourism in  Local tourism  Discussing Persons
Zimbabwe. the  Tourist resort
 Investigate ways importance of  Zimbabwe
of improving tourism. Tourism Authority
tourist attractions  Planning (ZTA) maps
in the local area tourist
developments
 Suggesting
ways of
improving
tourism
infrastructure
 Marketing of
local tourist
attractions
 Developing
tourist centres
at schools/
local area
 TOPIC 13: Energy sources and development

TOPIC OBJECTIVES CONTENT SUGGESTED NOTES SUGGESTED

Learners should be AND ACTIVITIES RESOURCES
able to
Sources of energy  identify actual  Potential energy  Locating areas  Recommended
in Zimbabwe and potential sources with potential and textbooks
energy sources  Actual energy actual sources  Talking books
in Zimbabwe sources using remote  GIS tools
 explore sensing  Remote sensing
opportunities for  Assessing the tools
new energy need to explore  Maps
sources potential energy
sources
Clean sources of  analyse the  Clean sources of  Identifying  Recommended
energy environmental energy sources of energy textbooks
impact of using  Equipment used for that are ideal for  Solar energy
dirty sources of generation the local area equipment such
energy  Project proposal  Demonstrating as lanterns,
 identify gadgets  Equipment for how the gadgets solar panels,
that can be used generating clean are used battery,
for the energy  Justifying the regulators
generation of project proposal  Biogas digester
clean energy  Demonstrating the  Wind farm
 draw up a use of the devised  Jatropha
proposal on equipment
green energy (gadget)
generation
 devising gadgets
that can be used
for the
generation of
clean energy
Global distribution  Describe the  Distribution of  Researching on  Energy
of energy sources distribution of major sources of the distribution of conserving
major sources of energy major energy bulbs
energy (like oil,  The impact of sources
uranium and unequal distribution  Mapping areas of
coal) of oil major energy
 Assess the  Global changes in source
impact arising energy uses.  Constructing
from the scarcity graphs on trends
of oil and
uranium
 Analyse the
changing
patterns in
energy uses
Global trends in  Assess the use  International control  Evaluating the role  Recommended
energy use of clean energy of oil and uranium of OPEC and texts books
sources resources United Nations in  Talking books
 Discuss the controlling oil and  Media
factors affecting uranium  UN and OPEC
the trends in the respectively documents
use of energy  Maps
 Assess the
control of oil by
OPEC and
nuclear by the
United Nations

Sustainable  Evaluate the  Ways of conserving  Designing an  Talking books

management of ways of energy resources energy conserving  Media
energy sources conserving  Sustainable use of device  Maps
energy reserves energy in  Applying ways of  Relevant
 Devise measures Zimbabwe conserving energy material for
of sustainable in local energy saving
use of energy communities device design
 TOPIC 14: Transport systems and trade

TOPIC OBJECTIVES CONTENT SUGGESTED NOTES SUGGESTED

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

Transport  draw up a project  Transport  Proposing transport

enterprise proposal of a business enterprise project
 transport business opportunities  Designing a road
enterprise  Road network network to ease
 design a road design connectivity
network to ease enterprise problems
connectivity
problems

Trade policies in  Identify trade  Trade policies  Examining  Trade policy

Zimbabwe and their policies in  Impact of the different trade documents in
impact on trade Zimbabwean trade policies policies Zimbabwe
 Evaluate the  Role play on the  Cheap Used
impact of policies impacts of policies products like
on trade on traders cars, clothes and
shoes

Current trends in  Distinguish forms of  Cross border  Drawing up a cost-  Mineral and
Zimbabwean trade trade in Zimbabwe trade benefit analysis on agricultural
 Evaluate the  Large scale environmental and produce samples
factors influencing trading socio-economic  Imported goods
trade flows in  Inequalities in impacts of foreign such as cars,
Zimbabwe trading patterns cheap and used clothes,
goods groceries
 Local value
Global inequalities  identify major  Imports and  Researching on added products
and solutions in exports and imports exports imported goods such as baskets,
trade flows of Zimbabwe  Value addition and services at mats
 assess the effects and their school and  Animations
of balance of trade beneficiation immediate  Talking books
of Zimbabwe on  Balance of trade community  Media
the economy  Improving  Devising methods  Maps
 propose ways of balance of trade of solving
improving balance unfavourable
of trade balance of trade
through value
addition
Factors influencing  explain factors  Factors  Describing factors
global trade influencing trade influencing that influence trade
patterns trade:
- transport
networks
- trading
blocks
- ideology
- consumpti
on
patterns
 historical factors
Trade opportunities  design a trade  Trade  Drawing a cost-
in the local area enterprise project enterprise benefit analysis of
 defend the viability  Cost-benefit a trade enterprise
of a designed trade analysis of a project
enterprise trade enterprise  Justifying viability
of a trade
enterprise

TOPIC 15: Regional inequalities and development

TOPIC OBJECTIVES CONTENT SUGGESTED SUGGESTED

Learners should NOTES AND RESOURCES
be able to ACTIVITIES
Indicators of  determine the  Indicators of economic  Analysing the  Recommended
economic level of development usefulness of textbooks
development development  Advantages and each indicator  Talking books
of the disadvantages of each  Carrying out  Local area
immediate indicator an economic  Resource
local area  Regional inequalities in: survey of the persons
using - Zimbabwe immediate  ZimStat reports
 indicators of - Africa local area  Relevant journal
development - World
 assess the
advantages
and
disadvantages
of each
indicator

Regional  describe  Causes of regional  Explaining the

inequalities regional inequalities core-
inequalities  Impact of regional periphery
disparities concept
 explain the
causes of  Solutions to the regional  Outlining the
regional disparities causes of
disparities Regional
 evaluate disparities
solutions to  Surveying the
regional regional
disparities disparities in
 investigate Zimbabwe
regional  Assessing
disparities in solutions to
 Zimbabwe regional
inequalities

8.0 ASSESSMENT

8.1 Assessment Objectives

Learners will be assessed on their ability to demonstrate:

 Knowledge and understanding:

- Recall, recognize and use geographical terms and definitions
- 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.
 - Drawing and interpreting tables, graphs, charts and diagrams.
- Selecting, using and communicating information (research results) 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 (Hunhu/Ubuntu):
- Ability to work in a group
- Volunteerism and responsible citizenship
- Innovativeness
- Honesty and reliability
- Integrity
- Tolerance and mutual respect

8.2 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.
 Assessment of learner performance in Geography
100 %

Continuous assessment Summative Assessment

40% 60%

Individual Project Community Project Practical Theory Test

10% 10% 10% 10 %
 Practical Structured
10% 50%

Paper 1 Paper 2
Physical Human
component component
25% 25%

8.3 ASSESSMENT FORMAT

ASSESSMENT COMPONENT WEIGHTING

Continuous assessment 40%

Summative 60%
8.3.1 Continuous Assessment

ASSESSMENT FREQUENCY FORM 5 FORM 6 TOTAL

MODE WEIGHTING WEIGHTING WEIGHTING
Individual Research 1 per year 5% 5% 10%
project
Community project 1 per year 5% 5% 10%
Practical 1 per year 5% 5% 10%
theory tests 1 per term 5% 5% 10%

Candidates will design and carryout individual research project work on any part of the syllabus. The research
project must emphasise both theoretical and practical aspects of Geography. A project report of 2 500 to 3000
words should be prepared and submitted by candidates.
Candidates are also required to participate in communal projects that solve prevailing community problems.
These 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 Weighting

1 Structured – free-response and 100 3 hours 25%

data response on Physical
components
2 Structured – free-response and 100 3 hours 25%
data response on Human
components
3 Practical 75 3 hours 10%

TOTAL 275 9 hours 60%

8.3.2 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

The paper consists of Seven questions. The paper will be based on experiments, investigations, observations
and calculations. Full instructions will be given where unfamiliar material or techniques are required Section A
will be a compulsory question on statistics. Section B will have three questions on mapping from which
candidate will choose one. Section C will have three questions on research techniques from which candidates
will answer one. Each question will be marked out of 25 to give a total of 75.
8.4 Specification Grid

Skill Paper 1 Paper 2 Paper 3

Knowledge and 25% 25% 20%
comprehension

Skills (including practical) 50% 50% 40%

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

TOTAL 100% 100% 100%

8.5 CONTENT SPECIFICATION GRID

8.5.1 Paper one

Skill 1 Skill 2 Skill 3 Total % Skill

knowledge Skills and Judgement questions weighting
with their and decision
understanding application making
Paper 1 25% 50% 25% 10 25%
Physical
Component

Paper 2 25% 50% 25% 10 25%

Human
component
Paper 3 20% 40% 40% 7 10%
Practical
Continuous 20% 40% 40% 40%
assessment
90 180 130 400%
Weighting 22,5% 45% 32,5% 100%
8.5.2 Paper Three

Content Number of questions

Section A: Statistics 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 component 1
7. mitigation and adaptation 1

Total 7