This syllabus is a two-year course designed to meet the needs of candidates studying Geography in preparation for the Botswana General Certificate of Secondary Education (BGCSE). The syllabus builds upon the foundation laid by Social Studies in the ten-year Basic Education Programme. It addresses mainly issues and concerns in Botswana.

The syllabus is organised in modules, which are sub-divided into topics. The scope and content of each topic is presented as general and specific objectives. These objectives also define the skills which the learners are expected to have acquired after completing the programme. The sequence of the specific objectives has been loosely arranged to allow teachers to re-arrange them to suit their own individual preferences.

This syllabus contains a coursework element. Consistent with the Revised National Policy on Education (RNPE 1994), there has been a deliberate attempt to infuse emerging issues pertaining to environmental education, population and family life education, HIV/AIDS awareness and gender sensitivity into the syllabus.

Time Allocation

The time allocation assumed in this syllabus is based on a school timetable of 40 periods of 40 minutes each per week. Four (4) periods of forty (40) minutes each will be allocated for Geography. The total Geography time for two years will be approximately 190 hours. Approximately 20% of the time should be used for coursework.

 Rationale

Geography is an important subject in the Botswana Senior Secondary School curriculum in that it enables learners to study the physical and human environment. It is a multi-disciplinary science that deals with the description and explanation of land, sea, atmospheric processes, fauna and flora and the interaction between human beings  and their environment. It develops in the learner a sense of sustainable utilisation of the earth’s resources making the learner sensitive to environmental issues.

In studying Geography, learners are exposed to the social and physical realities of the world they live in. They do not only develop environmental ethics, but also an understanding of various geographical principles and concepts. In addition they understand and appreciate the spatial distribution of phenomena on the earth’s surface.

Geography is a skills’ based discipline that encourages practical work. Through fieldwork, learners observe, collect, analyse, interpret and present data. In the process they acquire such skills as graphicacy, problem solving, critical thinking and  interpersonal skills. These are transferable skills which learners can use in their every day life and in the world of work. Furthermore, learners are exposed to emerging issues such as population dynamics, gender issues and effects of pandemics including HIV/ AIDS.

Aims of Senior Secondary Programme

 On completion of the two-year secondary programme learners should have: –

1. acquired knowledge, developed confidence and ability to assess their personal strengths and weaknesses and be realistic in choosing appropriate career/employment opportunities and/or further education and training.
2. developed skills to assist them in solving technical and technological problems as they relate to day-to-day life situations.
3. developed desirable attitudes and behavioural patterns in interacting with the environment in a manner that is protective, preserving and nurturing.
4. acquired attitudes and values, developed basic skills and understanding to allow for execution of rights and responsibilities as good citizens of Botswana and the world.
5. developed information technology skills as well as an understanding and appreciation of their influence in day-to-day activities.
6. acquired knowledge, attitudes and practices that will ensure good family and health practices, including awareness and management of epidemics (such as HIV/AIDS), that prepare them for productive life.
7. developed pre-vocational knowledge and manipulative skills that will enable them to apply content learnt and attitudes and values developed to practical life situations in the world of work.
8. developed an understanding of and acquired basic skills in business, everyday commercial transactions and entrepreneurship.
9. developed foundation skills such as problem solving, critical thinking, communication, inquiry, team work / interpersonal skills to help them to be productive and adaptive to survive in a changing environment.
10. Developed study skills acquired for further study and training.

 

Aims of Senior Secondary Geography

On completion of the two year Senior Secondary School Geography; learners should have;

1. developed a sense of place and an understanding of relative location on local, regional and global scale.
2. acquired an understanding of the major concepts used in the Geography.
3. acquired knowledge and understanding of a range of physical and human processes and their development in Botswana, regionally and globally.
4. developed an understanding of contemporary social, economic and environmental issues in Botswana and the world.
5. acquired an understanding of cultures of different communities within Botswana society and elsewhere in the world.
6. acquired a range of information processing skills, such as observation, data collection, analysis, interpretation and presentation through practical work.
7. developed skills of communication; oracy, literacy, numeracy and graphicacy.
8. developed an awareness in the use of Information Technology for interpreting geographical processes.
9. developed an appreciation of the significance of positive human attitudes and values on the management of the environment and land use.
10. developed an awareness and an appreciation of the dynamic nature of Geography.
11. developed a sense of geographical location and spatial organisation
12. developed an appreciation of the environment to enable them to act in an informed and responsible manner.

Recommended Teaching Methods

In line with the Curriculum Blue print, the syllabus encourages a learner centred approach. This involves placing emphasis on such skills as problem solving, inquiry and hands on experiences aimed at increasing learner participation. The child centred approach aims at improving performance in all learners in Botswana including those with special needs and different abilities. This means that teachers should use a variety of action oriented teaching methods such as project work, fieldwork, group discussions, pair work, class presentations and computer guided learning. Maps, diagrams, sketches, samples, statistical data and many others should be used to explain and illustrate different geographical processes and concepts.

The success of a learner-centred approach to teaching depends on thorough planning. Adequate planning for instance, must precede field work. In addition, the Geography lessons should be made interesting and relate to everyday life experiences of Batswana. Where possible, the teacher is advised to start with examples from the area where the school is located then expand outwards to cover  Botswana and  other countries.

Assessment Objectives

Assessment of this Geography syllabus is based on the following objectives:

1. Knowledge with Understanding
2. Skills development and application
3. Awareness, Evaluation and Decision Making
4. Research Skills and Data Manipulation

Knowledge with Understanding

Students should be able to:

–      identify geographical features.

–      describe geographical processes.

–      explain  geographical processes

–      define geographical concepts.

–      account for cause and effect of geographical forces and processes.

–      discuss similarities and differences in human activities locally, regionally and globally.

Skills development and application

Students should be able to:

–      interpret maps and diagrams.

–      use basic quantitative techniques

–      analyse geographical information

–      extract information from maps, graphs, tables, cartoons, diagrams and computer.

–      illustrate concepts using simple labelled diagrams.

–      infer future trends and consequences related to socio-geographical interact.

Awareness, Evaluation and Decision Making

Students should be able to:

–      recognise the importance of resources and their sustainable use.

–      demonstrate an awareness in using information technology for presentation and organisation of geographical     information.

–      be aware of different cultures and how they interact with the environment.

–      propose, justify and evaluate solutions to environmental and socio-geographic problems.

–      evaluate the role of decision-making and the values and perceptions of stake-holders in the evolution of patterns  in human geography.

Research Skills and Data Manipulation

Students will be expected to demonstrate the ability to:

–      formulate a research topic.

–      use suitable techniques for observing, collecting, classifying, presenting, analysing and interpreting data.

–      obtain information from a variety of sources such as, maps of various scales, audio visual material, internet, documentary materials and statistics.

–      present information in a variety of ways.

–      make informed judgements and decisions.

Assessment Procedures

The Botswana Senior Secondary Geography syllabus will be assessed through a variety of continuous assessment techniques to ensure that the set aims and objectives are attained. Field work, assignments, tests, projects, research work and many others will be used to assess the progress being made and to improve instruction.

At the end of the two-year course, a final examination will be administered. Continuous assessment in the form of coursework will contribute to certification. Where it is not possible to offer coursework, alternative papers to test the same knowledge, skills and attitudes will be administered.

Examination syllabuses have been developed by the examining body to provide teachers with guidelines on objectives to be tested. This syllabus should be studied together with the examination syllabus.

Syllabus Content and Layout

The syllabus emphasises issues and concerns primarily in Botswana with examples drawn from other countries. It is arranged in modules. Module One prepares learners for carrying out simple research, fieldwork and map reading. It is essential that these skills are not taught in isolation, but are integrated into the teaching framework of the other four themes. These are basic skills, which are applicable in all topics where data collection is involved. Module Two deals mainly with the physical aspects of Geography. Module Three specifically addresses sustainable use of natural resources in Botswana. Module Four is mainly concerned with economic activities and Module Five is about population and settlement studies. Teachers must note that the content in this syllabus has been presented in a holistic manner and no clear-cut distinction has been made between physical and human geography.