Ramadhani Juma
Feb 5
Use secondary school curriculum to Geography subject in Tanzania to investigate element of sequence of I). Simple to complex ii). Spiral iii). Whole to part iv)Horizontal and Vertical organization?
Curriculum design in tanzania for Geography subject?
1 view
1 view
1 answer
Sort By
ChatGPT
Feb 5
To investigate the elements of sequence in the secondary school curriculum for Geography in Tanzania, we can analyze the curriculum based on the following elements:
I) Simple to Complex:
In the Geography curriculum, the content is usually organized in a way that starts with simple concepts and gradually progresses to more complex ones. For example, in lower secondary levels, students may start by learning basic geographical concepts such as landforms, climate, and vegetation. As they progress to upper secondary levels, they delve into more complex topics like urbanization, globalization, and sustainable development.
II) Spiral:
The spiral approach in the Geography curriculum means that certain topics are revisited and expanded upon in different grade levels, allowing students to deepen their understanding over time. For instance, the concept of weather and climate may be introduced in lower secondary levels and then revisited and expanded upon in upper secondary levels, providing students with a more comprehensive understanding of the topic.
III) Whole to Part:
The Geography curriculum in Tanzania often follows a whole-to-part approach, where students first learn about the broader geographical concepts and then delve into the specific details. For example, students may start by studying the continent of Africa as a whole, understanding its physical and human characteristics, and then gradually move on to studying individual countries within Africa, their landscapes, cultures, and economies.
IV) Horizontal and Vertical Organization:
The Geography curriculum is organized both horizontally and vertically. Horizontally, the curriculum covers various geographical themes such as physical geography, human geography, economic geography, and environmental geography. These themes are taught concurrently throughout the different grade levels. Vertically, the curriculum builds upon previously learned concepts and skills, ensuring a progressive development of knowledge and understanding. For example, students may start by learning basic map reading skills in lower secondary levels and then progress to more advanced cartographic skills in upper secondary levels.
By analyzing the secondary school curriculum for Geography in Tanzania, we can observe how the elements of sequence, including simple to complex, spiral, whole to part, and horizontal and vertical organization, are incorporated to provide students with a comprehensive and progressive learning experience.
I) Simple to Complex:
In the Geography curriculum, the content is usually organized in a way that starts with simple concepts and gradually progresses to more complex ones. For example, in lower secondary levels, students may start by learning basic geographical concepts such as landforms, climate, and vegetation. As they progress to upper secondary levels, they delve into more complex topics like urbanization, globalization, and sustainable development.
II) Spiral:
The spiral approach in the Geography curriculum means that certain topics are revisited and expanded upon in different grade levels, allowing students to deepen their understanding over time. For instance, the concept of weather and climate may be introduced in lower secondary levels and then revisited and expanded upon in upper secondary levels, providing students with a more comprehensive understanding of the topic.
III) Whole to Part:
The Geography curriculum in Tanzania often follows a whole-to-part approach, where students first learn about the broader geographical concepts and then delve into the specific details. For example, students may start by studying the continent of Africa as a whole, understanding its physical and human characteristics, and then gradually move on to studying individual countries within Africa, their landscapes, cultures, and economies.
IV) Horizontal and Vertical Organization:
The Geography curriculum is organized both horizontally and vertically. Horizontally, the curriculum covers various geographical themes such as physical geography, human geography, economic geography, and environmental geography. These themes are taught concurrently throughout the different grade levels. Vertically, the curriculum builds upon previously learned concepts and skills, ensuring a progressive development of knowledge and understanding. For example, students may start by learning basic map reading skills in lower secondary levels and then progress to more advanced cartographic skills in upper secondary levels.
By analyzing the secondary school curriculum for Geography in Tanzania, we can observe how the elements of sequence, including simple to complex, spiral, whole to part, and horizontal and vertical organization, are incorporated to provide students with a comprehensive and progressive learning experience.
0
