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MLAMA SECONDARY SCHOOL SCHEME OF WORK

SUBJECT : GEOGRAPHY CLASS : FORM TWO YEAR : 2018 SUBJECT TEACHER : MR. JOHN MWACHA
Learning
Competence Objective Month Week Main Topic Sub Topic Periods Teaching Activities Learning Aids Assessment References Remarks
Activities
(i) To guide students in
brainstorming the
meaning of human
activities.
School
(ii) Using statistical
- students in Are students Certificate
To be able to: maps, photographs
groups to • Statistical maps able to give the Geography
a. give the depicting various
The student should identify • Photographs of meaning of Form Two
meaning of activities and audiovisual
be able to give the different human various human human By Aikande
human facilities, to guide
meaning of human Week HUMAN Concept of human activities. activities activities? Urasa,
activities. January 2 students to identify types
activities. Identify Three ACTIVITIES activities - The students • Audio visual Are students Geography
b. identify of human activities.
major types of in groups to facilities. able to identify In Focus
major types of (i) By using photographs,
human activities. present and • Photographs Real major types of Form Two
human to guide students in
make a environment human By
activities groups to identify
summary. activities? Shomary
different human
Mzezele
activities.
(ii) To guide each group
to present and make a
summary.
Are students
able to
(i) Using agricultural
describe the
maps and photographs on
a. Students to characteristics
small scale farming in
The student should name crops of small scale
Tanzania, to guide
To be able to: be able to: 1. grown under agriculture at
students to describe the School
- explain the Describe the small scale subsistence
characteristics of small Certificate
effects of rapid characteristics of agriculture. level?
scale agriculture. Geography
population small scale b. students to Are students
(ii) To guide students to Form Two
growth on agriculture at discuss effects • Agricultural Map of able to explain
discuss effects of By Aikande
small scale subsistence level 2. of population Tanzania the effects of
Week Small Scale population pressure on Urasa,
agriculture Explain the effects January AGRICULTURE 4 pressure on • Photographs on rapid
Three Agriculture small scale agriculture. Geography
- explain the of rapid population small scale small scale population
(iii) To organize visits to In Focus
effects of rapid growth on small agriculture. Agriculture growth on
study how rapid Form Two
population scale agriculture 3. c. students to small scale
population growth affects By
growth on Describe advantages brainstorm on agriculture?
small scale agriculture. Shomary
small scale and disadvantages of the advantages Are students
(iv) To guide students to Mzezele
agriculture small scale and able to
brainstorm on the
agriculture. disadvantages describe the
advantages and
of small scale advantages and
disadvantages of small
disadvantages
scale
of small scale
agriculture?
The student should (i) To guide students to i) students to  World map of  Are students School
be able to: define large scale define large agriculture. able to name Certificate
1. name types of agriculture, scale  World map of types of large Geography
Analyse large scale (ii) To guide students to agriculture agriculture scale Form Two
contribution of agriculture in the name type of large scale ii) students to  A site where large agriculture in By Aikande
Week Large scale
large scale world. January AGRICULTURE 4 agriculture in the world. name type of scale agriculture is the world? Urasa,
Four Agriculture
agriculture in 2. List the major iii) Using a world map large scale practiced.  Are students Geography
Tanzania. crops grown in each and a site visit, students agriculture in  Photographs of able to list the In Focus
type of large scale to list major crops which the world. various large scale major crops Form Two
agriculture. are grown in plantation iii) students to agriculture. grown in each By
3. Describe agriculture, describe  Charts of crop type of large Shomary

1
MLAMA SECONDARY SCHOOL SCHEME OF WORK
SUBJECT : GEOGRAPHY CLASS : FORM TWO YEAR : 2018 SUBJECT TEACHER : MR. JOHN MWACHA
Learning
Competence Objective Month Week Main Topic Sub Topic Periods Teaching Activities Learning Aids Assessment References Remarks
Activities
characteristics of iv) To organize a visit to characteristics growing scale Mzezele
large scale a nearby large scale of large scale requirements. agriculture?
agriculture. agriculture to learn how it agriculture.   Are students
4. Describe the is practiced, iv) students to Pictures,photographs able to
requirements for v) Using, photographs To explain how of crops and describe the
growth, farm guide students to describe preparation, agricultural characteristics
preparation, characteristics of large planting and machines. of large scale
planning, care, scale agriculture. care of crops,  World map on agriculture?
harvesting, (vi) To guide students to harvest, Agriculture  Are students
processing, storage discuss the requirements processing and able to
and transport. for growth of these crops. transport are describe the
5. Identify and (vii)Using charts, done. requirements
locate major pictures, photographs To v) students to for crop
producing countries guide students to explain discuss the production in
for respective crops how preparation, planting contribution of these
in the world. and care of crops, commercial plantations?
6. Describe harvest, processing and agriculture to Are students
contribution of transport are done. producing able to
produced crops to countries. identify, locate
and name
major
producing
countries?
Are students
able to
describe the
contribution of
large scale
agriculture to
the economy
of USA and
Tanzania?
The student should 1. To help students to using a world Are students
be able to: 1. name define large scale map and a site able to name
types of large scale agriculture. visit, students types of large
To be able to agriculture in the 2. To guide students to to list major scale
define large world. 2. List the name types of large scale crps which are World map in agriculture in
scale major crops grown agriculture in the world. growing in the Agriculture. the world? School
agriculture. in each type of large 3. To organize a visit to a plantations. • World map of Are students Certificate
To be able to scale agriculture. 3. nearby large scale Students to agriculture able to list the Geography
list the major Describe agriculture to learn how it discuss in • A site where large major crops Form Two
crops growth characteristics of is practiced. groups the scale agriculture is grown in each By Aikande
in each type of large scale Week Large scale 4. Using photographs, to requirements practiced. type of large Urasa,
February AGRICULTURE 6
large scale agriculture. 4. One Agriculture guide students to describe for growth of • Photographs of scale Geography
agriculture. Describe the characteristics of large thesecrops. various large scale agriculture? In Focus
To describe requirements for scale agriculture. Using charts, agriculture. Are students Form Two
the growth, farm 5. Using charts, pictures, pictures, • Charts of crop able to By
requirements preparation, photographs, to guide photographs growing describe the Shomary
for crop planning, care, students to explain how students to requirements. characteristics Mzezele
production in harvesting, preparation, planting and explain how • Pictures, of large scale
plantations. processing, storage care of crops, harvest, preparation, agriculture?
and transport. 5. processing and transport planting and Are students
Identify and locate are done. care of crops, able to
major producing Using agricultural data to harvest, describe the

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MLAMA SECONDARY SCHOOL SCHEME OF WORK
SUBJECT : GEOGRAPHY CLASS : FORM TWO YEAR : 2018 SUBJECT TEACHER : MR. JOHN MWACHA
Learning
Competence Objective Month Week Main Topic Sub Topic Periods Teaching Activities Learning Aids Assessment References Remarks
Activities
countries for guide students to discuss processing and requirements
respective crops in the contribution of transport are for crop
the world. 6. commercial agriculture to done. production in
Describe producing countries. Students to these
contribution of summarize the plantations?
produced crops to requirements Are students
the economy of for growth of able to
USA and Tan crops. identify, locate
Using a World and name
map on major
agriculture To producing
guide students countries?
to identify and Are students
locate able to
producing describe the
countries for contribution of
respective large scale
crops. agriculture to
the economy
of USA and
Tanzania?
Referring to
relevant
literature Are students
students to able to: School
discuss explain Certificate
To be able to To guide students to problems problems Geography
explain 7. Drawing discuss problems facing facing large facing large Form Two
problems examples from large scale agriculture. scale scale By Aikande
facing large Tanzania and USA Week Large scale Using experiences from agriculture in Literature on large agriculture in Urasa,
February AGRICULTURE 2
scale explain problems Two Agriculture USA, To guide students Tanzania and scale agriculture USA and Geography
agriculture in facing large scale to discuss on how to USA. Tanzania? In Focus
USA and agriculture. improve large scale Students, in explain ways Form Two
Tanzania. agriculture in Tanzania. groups, to of improving By
discuss on how large scale Shomary
to improve agriculture in Mzezele
large scale Tanzania
agriculture in
Tanzania
The student should (i) To guide students to 1. The students Are students
be able to: explain how livestock should explain able to School
1. Describe how keeping are practiced. benefits of describe how Certificate
pastoralism, (ii) Using photographs methods of pastoralism, Geography
sedentary and and texts on livestock livestock sedentary and Form Two
To understand commercial keeping To guide keeping. Photographs on commercial By Aikande
and analyse livestock keeping Week students to discuss in 2. Students to livestock keeping. livestock Urasa,
February AGRICULTURE Livestock keeping 4
livestock are practiced. Three groups different types of brainstorm on Texts on livestock keeping are Geography
keeping. 2. Explain the livestock keeping. constraints keeping. practiced? In Focus
benefits and (iii) To guide each group facing livestock Are students Form Two
constraints of to present and keeping. able to: By
livestock keeping summarize. 3.Drawing explain the Shomary
practices. (iv) To guide students to examples from advantages and Mzezele
3. To Compare brainstorm on constraints Local disadvantages

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MLAMA SECONDARY SCHOOL SCHEME OF WORK
SUBJECT : GEOGRAPHY CLASS : FORM TWO YEAR : 2018 SUBJECT TEACHER : MR. JOHN MWACHA
Learning
Competence Objective Month Week Main Topic Sub Topic Periods Teaching Activities Learning Aids Assessment References Remarks
Activities
livestock keeping facing livestock keeping. Commercial of livestock
between Australia .(V) Using texts on farms students keeping?
andTanzania. livestock keeping and a to discuss ways discuss ways
4. Describe livestock map of Australia and of how to of tackling
keeping as practiced Tanzania To guide tackle these large scale
in different students to discuss problems. agriculture?
communities in livestock keeping 4. Students to Are students
Tanzania between Australia and summarize on able to
Tanzania. how livestock describe how
(vi) Using the keeping is done livestock
photographs of livestock in different keeping is
keeping To guide communities of practiced in
students to explain the Tanzania. communities
economic importance of in Tanzania?
livestock keeping in each
country.
(vii) To guide students in
groups to discuss how
livestock keeping is
practices in their
communi
i) students to
(i) Using charts/pictures discuss the
and photographs To guide importance of
students to discuss the water.
importance of water. ii) students to Are students
(ii) Using a role play, demonstrate the able to explain
students to demonstrate various uses of the uses and
The student should the various uses of water. water. economic
be able to: (iii). To guide students to iii)students to importance of
1. explain uses and visit sites showing explain the water?
economic different relationship Are students
School
importance of water. (iv) To guide students to between family able to relate
Charts and pictures Certificate
2. Describe the explain the relationship size, water quality of life
on the uses of water. Geography
The student to relationship between between family size, supply, water to water
Different sites on Form Two
be able to family size, water water supply, water use use and the supply?
WATER water use.. uses of By Aikande
demonstrate supply -and.quality and the quality of life. quality of life. Are students
Week MANAGEMEN T water. Urasa,
the importance of life. February Importance of water 4 (v) To guide students to iii) students to able to explain
Four FOR ECONOMIC Environment and Geography
of 3. Explain the carry out a research in the carry out a the
DEVELOPMENT water sites Sites of In Focus
conservation relationship between community on water research in the relationship
catchment areas or Form Two
of water. vegetation and water quality and supply and community on between water
photographs of By
supply. their consequences. water quality availability
catchment area. Shomary
4. Explain how (vi) To guide students to and supply and and vegetation
Mzezele
distance to water make a summary of the their growth?
source from research and draw consequences. Are students
household affects lessons.e To guide iv) students to able to show
the girl child. students to visit sites or visit sites or use that distance to
use photographs of photographs of water source
catchment areas to catchment areas affects the girl
observe the relationship to observe the child?
between vegetation and relationship
water availability. between
(vii) The t vegetation and
water

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MLAMA SECONDARY SCHOOL SCHEME OF WORK
SUBJECT : GEOGRAPHY CLASS : FORM TWO YEAR : 2018 SUBJECT TEACHER : MR. JOHN MWACHA
Learning
Competence Objective Month Week Main Topic Sub Topic Periods Teaching Activities Learning Aids Assessment References Remarks
Activities
availability.
v) students to
discuss in
groups the
relationship
between
vegetation and
variation of
water.
vi) students t
(i) To assign and lead i) students to
students to read texts on read texts on
river development and river
describe the conditions development
for river basin and describe
development. the conditions
(ii) To guide students to for river basin
The student should
discuss in groups the development.
be able to:
benefits of river basin ii) students to School
1. State the benefits
development. discuss in Certificate
of developing river Are the
(iii) To guide each group groups the Geography
basins. students able
to present and make a benefits of river Form Two
Be able to 2. Explain the Maps of the location to explain
WATER summary. basin By Aikande
compare rufiji organization, of Rufiji River Basin problems and
Week MANAGEMEN T River Basin (iv) With the help of development. Urasa,
and tennessee benefit, problems March 4 Project and the prospects of
One FOR ECONOMIC Development maps, To guide students iii)students to Geography
river basin faces and prospects Tennessee `Valley Rufiji and
DEVELOPMENT to locate the Rufiji and locate the In Focus
project of Rufiji Basin Authority. Tennessee
Tennessee River Basin Rufiji and Form Two
Development River Basin
Projects. Tennessee By
Authority Projects?
(v) To guide students to River Basin Shomary
(RUBADA) and
discuss in groups the Projects. Mzezele
Tennessee River
organizations, benefits, iv) students to
Valley Authority.
problems and prospects discuss in
of river projects. groups the
vi) To guide each group organizations,
to present. benefits,
To guide students in a problems and
plenary discussion and prospects of
make summary. river projects.
The student should (i) Using texts on i) students to Are students
be able to: underground water To read and able to
School
1. explain the types guide students to read and identify types explain: types
Certificate
of underground identify types of of underground of
Geography
water and how it can underground water. water. underground
Map of Tanzania Form Two
The students be tapped for use at (ii) using a map of ii) students to water?
WATER Drainage Texts on By Aikande
should be able local and national Tanzania, To guide describe areas How
Week MANAGEMEN T Sustainable use of underground water. Urasa,
to analyse the level in Tanzania. March 4 students to describe areas which are more underground
Two FOR ECONOMIC water resources. Water resources map Geography
resources 2. Differentiate which are more viable for viable for water can be
DEVELOPMENT Texts on water In Focus
found in water. different resources tapping of underground tapping of tapped
resources, Form Two
that are obtained water. underground Are students
By
from water. (iii) To invite a resource water. able to
Shomary
3. Describe methods person to explain ways of iii) students to differentiate
Mzezele
used for extracting tapping underground read geography resources
resources from water. texts and maps found in

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MLAMA SECONDARY SCHOOL SCHEME OF WORK
SUBJECT : GEOGRAPHY CLASS : FORM TWO YEAR : 2018 SUBJECT TEACHER : MR. JOHN MWACHA
Learning
Competence Objective Month Week Main Topic Sub Topic Periods Teaching Activities Learning Aids Assessment References Remarks
Activities
water. (iv) To guide students to on different water?
4.Explain the write a summary on types water resources
problems caused by and ways of tapping and identify
extraction of water underground water. them.
resources, (v) To guide students to
read geography texts and
maps on different water
resources and identify
them.
(vi) Using water resource
map To guide students to
differentiate resourses
found in water.
( i) To guide students in
the discussion on the
concept of water
pollution.
(ii) By using photographs
To guide students to
i) students in
discuss the main sources
the discussion
of water pollution ie
on the concept
domestic water, industrial
of water
waste, effluents and Are students
pollution.
massive construction. able to: School
ii) students to
iii) Through study visit or 1. Define Certificate
The student should discuss the
photograph analysis To pollution? Geography
be able to: main sources of
guide students I identity 2. Differentiate Form Two
1. Define pollution water pollution
WATER main sources of water the main By Aikande
to be able to 2. Differentiate the ie domestic
Week MANAGEMEN T iv) Through study of Photographs on water sources of Urasa,
conserve main sources of March Water pollution 4 water,
Three FOR ECONOMIC various photographs, To pollution Actual site water Geography
water. water pollution industrial
DEVELOPMENT guide students to define pollution? In Focus
3. Describe various waste, effluents
water conservation. the student to Form Two
ways of conserving and massive
v) Using a film on describe By
water resources. construction.
conservation To guide various ways Shomary
iii) students to
students to discuss and of conserving Mzezele
discuss and
explain ways of water
explain ways of
conserving water
conserving
resources.
water
vi) The teacher guide
resources.
students in a study tour to
a water conservation
project for further study.
(vii) Through discussion
To guide students to
summarize
MID TERM AND SHORT BREAK
The student should (i) Using photographs of i) students to Pictures and Are students School
demonstrate an be able to: different types of forests discuss in photographs able to identify Certificate
understanding 1. identify types of SUSTAINABL E To guide students to groups on the depecting different different types Geography
Week 1 Types of forestry
of forest forests April USE OF FOREST 4 discuss in groups on the different types types of forests. of forests? Form Two
Two resources
distribution in 2. locate the RESOURCES different types of forests. of forests. Vegetation map of Are students By Aikande
Tanzania distribution of (ii)To guide each group ii) students to the world. Vegetation able to locate Urasa,
forests by type. to present and summarize locate the map of Tanzania. the distribution Geography

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MLAMA SECONDARY SCHOOL SCHEME OF WORK
SUBJECT : GEOGRAPHY CLASS : FORM TWO YEAR : 2018 SUBJECT TEACHER : MR. JOHN MWACHA
Learning
Competence Objective Month Week Main Topic Sub Topic Periods Teaching Activities Learning Aids Assessment References Remarks
Activities
3. explain factors for information on different major forested of major In Focus
distribution of types of forests. areas of the forested areas Form Two
forests. (iii) Using a vegetation world on a map of the world? By
map of the world and of iii) students to -Are students Shomary
Tanzania To guide locate forested able to explain Mzezele
students to locate the areas on a map the major
major forested areas of of Tanzania. factors for
the world on a map iv) students to distribution of
(iv)To guide students to show the forests?
locate forested areas on a relationship
map of Tanzania. between the
(v) To guide students to major forested
show the relationship areas of the
between the major world and those
forested areas of the of Tanzania.v
world and those of v) students to
Tanzania. present and
(vi) To guide students to make a
present and make a summary of
summary of factors which factors which
influence the distribution influence the
of forests. distribution of
forests.
i) By use of pictures
showing types of forests
To guide students discuss
i) students
in groups the importance
discuss in
of forests.
groups the
(ii)To guide students to
importance of
explain the importance
forests.
and value of forests.
ii) students to Are students
(iii) To arrange for a
explain the able to
The student should study visit to a nearby School
importance and describe the
be able to: forest reserve or a Certificate
value of forests. importance
1. Describe the controlled area for more Geography
iii) students to and values of
importance and exposure of students. Form Two
discuss in Forest reserve forests?
describe the values of forests in iv) with the use of By Aikande
SUSTAINABL E groups the Pictures showing Are students
role of forests social and economic Week Importance of photographs To guide Urasa,
April USE OF FOREST 4 importance of types of forests. able to explain
in maintaining life. Three forestry resources. students to discuss in Geography
RESOURCES forests in Photographs of the importance
nature, 2. Explain the groups the importance of In Focus
maintaining forests of forests in
importance of forests in maintaining Form Two
balance and maintaining
forests in ecological balance and relationship By
relationship in balance and
and environmental in the environment. Shomary
the relationship in
balance. (v) To invite a guest Mzezele
environment. the
speaker from the
iv) students to environment?
Department of Forestry to
describe the
discuss on the role of
importance of
forest in maintaining
forests in
environmental balance.
environmental
(vi) To guide students to
balance.
describe the importance
of forests in
environmental balance.

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MLAMA SECONDARY SCHOOL SCHEME OF WORK
SUBJECT : GEOGRAPHY CLASS : FORM TWO YEAR : 2018 SUBJECT TEACHER : MR. JOHN MWACHA
Learning
Competence Objective Month Week Main Topic Sub Topic Periods Teaching Activities Learning Aids Assessment References Remarks
Activities
i) students to
i) With the aid of a map, identify on
To guide students to countries which
identify on countries are important in Are students
which are important in timber and able to:
timber and other forest other forest Identify
products. products. countries
(ii)By using texts on ii) students in important for
forest products To guide groups to production of School
The student should students in groups to discuss on timber? Certificate
be able: discuss on products of products of Wall map and Atlas describe other Geography
1. Identify important forests and make forests and maps showing forest forest Form Two
demonstrate an
countries in timber Important areas of presentation. make resources and timber products? By Aikande
understanding SUSTAINABL E
production Week forest products, their (iii) By using texts on presentation. processing. Are students Urasa,
of timber April USE OF FOREST 3
2, Explain the means Four transport and use in forestry and photographs iii) students to Texts on forests able to: Geography
movement in RESOURCES
of transport and the world To guide students to discuss in Texts on forests I. explain how In Focus
the world
problems of timber discuss in groups groups different Photograph showing timber is Form Two
transportation in the different types of timber types of timber transportation of logs. transported in By
world. transportation in the transportation the world? Shomary
world. in the world. 2. identify Mzezele
(iv) To guide the students iv) students to problems
to present their findings. identify facing
v) To guide students to problems transportation
identify problems facing facing the of timber in
the transportation of transportation the world?
timbre in the world and of timbre in the
make summary. world and
make summary.
(1) With concrete i) students to
examples To guide discuss on
students to discuss on various
various problems problems
associated with associated with
harvesting of forest harvesting of
Are students
resources. forest
able to
(ii) By using maps, resources. School
describe
The student should photographs and video ii) students to Certificate
problems
be able to: shows To guide students discuss in Geography
facing the
1. Describe the to discuss in groups groups Form Two
harvesting of
highlight ways problems facing problems which face problems which Maps Photographs By Aikande
SUSTAINABL E Problem s associate forestry
of tackling forestry resources Week forestry resources face forestry Video show List of Urasa,
May USE OF FOREST d with forestry 4 resources?
problems of harvesting. One harvesting in Tanzania. resources problems facing Geography
RESOURCES resource s harvesting Are students
forests 2. Describe ways to iii) To guide each group harvesting in forests in the world. In Focus
able to discuss
address problems to present and Tanzania. Form Two
ways of
facing forests in the summarize. iii) students to By
addressing
world. (iv) To guide students to discuss ways of Shomary
problems
brainstorm on different addressing Mzezele
facing forests,
ways of addressing problems
in the world?
problems facing forests. facing forestry
(v) Bys using maps, of the world.
photographs and video iv) students to
show the teacher t. guide explain how
students to discuss ways Tanzania is
of addressing problems addressing

8
MLAMA SECONDARY SCHOOL SCHEME OF WORK
SUBJECT : GEOGRAPHY CLASS : FORM TWO YEAR : 2018 SUBJECT TEACHER : MR. JOHN MWACHA
Learning
Competence Objective Month Week Main Topic Sub Topic Periods Teaching Activities Learning Aids Assessment References Remarks
Activities
facing forestry of the problems
world. facing its
(vi) To guide students to forestry.
explain how Tanzania is
addressing problems
facing its forestry.
School
Certificate
i) Using photographs
Geography
showing mining centres
Form Two
To guide students to Are students
mention , The student should i) students to By Aikande
discuss types of mining Photographs showing able to name
mining firms be able to name Week SUSTALNABL E Types of mining discuss types of Urasa,
May 2 industries. different mining different
operating in different types of Two MINING industry mining Geography
(ii)To guide students to centers mining
Tanzania mining industries industries In Focus
prepare a. summary of the industries?
Form Two
discussion on the types of
By
mining industries.
Shomary
Mzezele
(i) Through reading texts
on minerals To guide
students to discuss on School
major minerals found in i) students to Certificate
The student should
the world. discuss on Geography
be able to:
(ii) To guide students to major minerals Form Two
1. Explain major
Types and : identify the types of the found in the is the student By Aikande
student to types of minerals Photographs showing
Week SUSTALNABL E distribution of minerals found in the world. able to locate Urasa,
locate different found in the world. May 2 different mining
Two MINING mining regions in world. ii) students to different Geography
mining zones 2. Locate mining centres
the world. (iii) By the use of world identify the mining zones? In Focus
regions in the world
minerals maps and types of the Form Two
map and the type of
samples of different minerals found By
minerals extracted.
minerals To guide in the world. Shomary
students to identify Mzezele
minerals found in the
world,
REVISION AND PREPARATION FOR TERMINAL EXAMINATION
TERMINAL EXAMINATION AND END OF TERM HOLY DAY
i) To guide students in
i) students in
groups to brainstorm on
groups to
different ways of mining Are students School
brainstorm on
(ii) To guide students to able to Certificate
different ways
The student should discuss various ways of categorize Geography
of mining • An actual mining
be able to: mining. different major Form Two
ii) students to area • Video on
1. Categorize (ill) To guide students to methods of By Aikande
show how discuss various mining * Pictures of
various ways of Week SUSTALNABLE categorize various ways mining? Urasa,
mining is July Methods of mining 4 ways of Mining centre •
mining. One MINING of mining and make a Are students Geography
carried out. mining. Pictures showing the
2. Explain ways of summary, able to explain In Focus
iii) students to processing of
processing different (iv) To organize field ways of Form Two
observe minerals.
types of minerals. visit to a mining area or processing By
different ways
using a video on mining different types Shomary
of processing
or pictures of mining of minerals? Mzezele
different types
centre and guide students
of minerals.
to observe different ways

9
MLAMA SECONDARY SCHOOL SCHEME OF WORK
SUBJECT : GEOGRAPHY CLASS : FORM TWO YEAR : 2018 SUBJECT TEACHER : MR. JOHN MWACHA
Learning
Competence Objective Month Week Main Topic Sub Topic Periods Teaching Activities Learning Aids Assessment References Remarks
Activities
of processing different
types of minerals.
(v) To guide students to
discuss how processing of
different types of
minerals is done.
vi) students to describe
the processing of
different minerals and
make summary.
(i) By using a map To School
guide students in groups Certificate
The student should to study data showing the Geography
Are students
be able to: production of different students to Form Two
1. Real: jewels. 2. able to explain
illustrate the 1. explain the Contribution of minerals in Tanzania and study them and By Aikande
Pictures showing the economic
contribution of economic Week SUSTALNABLE mining industry to make presentations. explain their Urasa,
July 2 jewels and gem. 3. importance of
mining in importance of Two MINING the economy of (ii)To provide real jewels importance to Geography
Map of economic mining to the
Tanzania mining to the Tanzania. or pictures of jewels and the economy of In Focus
activities economy of
economy of gem and guide students to Tanzania. Form Two
Tanzania?
Tanzania. study them and explain By
their importance to the Shomary
economy of Tanzania. Mzezele
(i) To organize a visit to
the nearest mining area
Are students
for students to observe i) students to School
able to
the effects of mining observe the Certificate
The student should describe the
activities to the effects of Geography
be able to: 1. effects of
come up with environment. mining Form Two
Describe the effects Charts and pictures mining to the
strategies to (ii) To guide students to activities to the By Aikande
of mining to the The effects of the depicting environment?
minimize Week SUSTALNABLE name, different areas in environment. Urasa,
environment. July mining industry in 4 environmental Are students
effects of Two MINING Tanzania which are ii) students to Geography
2. Propose ways of the environment. degradation caused able to propose
mining in the affected by the mining propose ways In Focus
minimizing effects by mining. ways of
environment. activities of minimizing Form Two
of mining to the minimizing the
iii) To guide students to effects of By
environment, effects of
propose ways of mining to the Shomary
mining to the
minimizing effects of environment. Mzezele
environment?
mining to the
environment.
School
 Are students
Certificate
able to
The student should Geography
describe the
Student to be able to describe Focal Studies - Oil  To guide students to  Students to  Map of Tanzania Form Two
advantages and
demonstrate advantages of oil production in the discuss the advantages discuss lessons showing Natural Gas By Aikande
disadvantages
advantages and production in the Week SUSTALNABLE middle East. - and disadvantages of Oil which Tanzania Production. Urasa,
July 4 of Oil in
disadvantages Middle East and Three MINING Natural gas production in Middle East can learn from  Map of Middle Geography
Middle East,
of Oil and Gas Natural gas production in and gas production in these case East showing oil In Focus
Natural gas
production production in Tanzania Tanzania. studies. production Form Two
production in
Tanzania, By
Tanzania
Shomary
itself?
Mzezele
Demonstrate The student should Week 6.1 Concept of Using question and Using question Pictures showing Are students School
July TOURISM 2
the meaning of be able to define Four tourism answer written literature and answer tourist sites. Written able to define Certificate

10
MLAMA SECONDARY SCHOOL SCHEME OF WORK
SUBJECT : GEOGRAPHY CLASS : FORM TWO YEAR : 2018 SUBJECT TEACHER : MR. JOHN MWACHA
Learning
Competence Objective Month Week Main Topic Sub Topic Periods Teaching Activities Learning Aids Assessment References Remarks
Activities
geography tourism and pictures, To guide written document tourism? Geography
students to define literature and Form Two
tourism. pictures, To By Aikande
guide students Urasa,
to define Geography
tourism. In Focus
Form Two
By
Shomary
Mzezele
(i) By using
pictures/photograph s
i) Students in
showing tourist sites, To School
groups to
guide students in groups Certificate
discuss and Are students
to describe factors which Geography
The student should present factors able to
Describe contributed to the growth Form Two
be able to describe Factors for the contributing to describe
factors which and development of By Aikande
factors which have development and the factors which
cause the Week tourism industry in the Picture/photographs Urasa,
contributed to the July TOURISM growth of the tourist 4 development contributed to
growth and Four world. (ii) Students in showing tourist sites. Geography
development and industry in the and growth of the growth and
development groups to discuss and In Focus
growth of tourism in world. tourism development
of tourism. present factors Form Two
the world. industry in the of tourism in
contributing to the By
world and the world?
development and growth Shomary
make a
of tourism industry in the Mzezele
summary.
world and make a
summary.
Using texts on
manufacturing industries
1.students to
To guide students to School
explain the
define manufacturing Are students Certificate
The student should importance of
industries. able to define Geography
be able to manufacturing Texts on
(i) Using various manufacturing Form Two
1. Define industry. manufacturing
Describe the Concept and photographs and actual industry? By Aikande
manufacturing 2. students to industries,
nature of Week MANUFACTITRI importance of industrial products, To Are students Urasa,
industry. August 4 discuss and Photographs of
manufacturing One NG INDUSTRY manufacturing guide students to explain able to explain Geography
2. Explain the present how industrial products.
industry industries the importance of the importance In Focus
importance of they benefit Actual industrial
manufacturing industry. of Form Two
manufacturing from products.
To guide students to manufacturing By
industry. manufacturing
discuss and present how industry? Shomary
industry and
they benefit from Mzezele
make summary
manufacturing industry
and make summary
(i) By using texts on 1.students to Are students School
The student should
manufacturing industries discuss in able to Certificate
be able to:
To guide students to groups on the describe the Geography
1. Describe the types
discuss in groups on the types of types of Form Two
identify types of manufacturing
Types of types of manufacturing manufacturing Texts on manufacturing By Aikande
of industries in East Week MANUFACTITRI
August manufacturing 4 industries. industries. manufacturing industries with Urasa,
manufacturing Africa. Two NG INDUSTRY
industries. (ii) To guide students to 2.students to industries. reference to Geography
industries. 2. Identify products
explain the different types explain the East Africa? In Focus
of each type of
of manufacturing different types Are students Form Two
manufacturing
industries.. of able to identify By
industry.
(iii)To guide students to manufacturing products from Shomary

11
MLAMA SECONDARY SCHOOL SCHEME OF WORK
SUBJECT : GEOGRAPHY CLASS : FORM TWO YEAR : 2018 SUBJECT TEACHER : MR. JOHN MWACHA
Learning
Competence Objective Month Week Main Topic Sub Topic Periods Teaching Activities Learning Aids Assessment References Remarks
Activities
make summary on the industries.. each type of Mzezele
types of manufacturing 3.students to manufacturing
industries. make summary industry?
1. To guide students to on the types of
develop a list of products manufacturing
from each type of industries
manufacturing industry. 4.students to
2. To guide students to develop a list of
collect different industrial products from
products for discussion of each type of
types of manufacturing manufacturing
industries. industry.
3. To guide students in
groups to identify
products from different
types of manufacturing
industry and make
summary of it.
1.students to
Using photographs To
discuss and
guide students to discuss
identify factors
and identify factors for
for location of
location of industries.
industries.
(ii)To guide students to
2.students to
visit an industrial area
visit an
and record types of
industrial area
pollutants seen. Are students
and record
(iii) To guide students to able to name
types of
identify types of factors
The student should pollutants seen. School
pollutants from responsible for
be able to: 3.students to Certificate
manufacturing the location of
1. Name factors carry out Geography
(i) To guide students to manufacturing
necessary for research about Form Two
Identify in carry out research about industries?
location of the effects of By Aikande
tanzania areas the effects of industrial Photographs of Are students
industries. Week MANUFACTITRI Factors for location industrial Urasa,
where can be August 4 pollution on the manufacturing able to explain
2. Explain how each Three NG INDUSTRY of industries. pollution on the Geography
located, ere environment, industrial industries. the effect of
pollutant affects the environment, In Focus
industries employees and people in each industrial
environment, industrial Form Two
the communities around pollutants on
industrial employees employees and By
the plant employees, the
and the communities people in the Shomary
. (ii)Using research environment
around the plant. communities Mzezele
information and relevant and the
around the
literature on neighbouring
plant. 4.
manufacturing industries, community?
students to
To guide students to
prepare a
prepare a summary of
summary of
how each pollutant
how each
affects the environment,
pollutant
industrial employees and
affects the
neighboring
environment,
communities.
industrial
MID TERM EXAMINATION
Give reasons The student should Week MANUFACTITRI Using photographs To 1.students in • Photographs on Are students School
September Focal Studies 2
for competitive be able to: Two NG INDUSTRY guide students in discussing the production of cars in able to explain Certificate

12
MLAMA SECONDARY SCHOOL SCHEME OF WORK
SUBJECT : GEOGRAPHY CLASS : FORM TWO YEAR : 2018 SUBJECT TEACHER : MR. JOHN MWACHA
Learning
Competence Objective Month Week Main Topic Sub Topic Periods Teaching Activities Learning Aids Assessment References Remarks
Activities
manufacturing 1. Explain the discussing the production production of: Japan, electronic the process of Geography
in Tanzania production of cars in of: (i) Cars in equipment in South production of Form Two
Japan, electronic (i) Cars in Japan (ii) Japan (ii) Korea and textile in cars in Japan, By Aikande
equipment in South Electronic Equipment in Electronic Tanzania. • Texts on electronic Urasa,
Korea and textiles in South Korea Equipment in industrial activities, equipment in Geography
Tanzania. (iii) Textiles in Tanzania South Korea South Korea In Focus
2. Identify lessons To guide students to read 2.students to and textile in Form Two
from Japan and relevant texts on the read relevant Tanzania By
South Korean industries in the focal texts on the respectively? Shomary
industries for countries and draw industries in the Are students Mzezele
Tanzania. lessons for Tanzania to focal countries able to identify
view of successes and and draw lessons
problems being realized. lessons for Tanzania can
Tanzania to draw from
view of Japan and
successes and South Korean
problems being industries?
realized.
School
Certificate
Geography
Form Two
students
SUSTAINABL E • Photographs Are students By Aikande
Define and The student should To guide students brainstorm the
Week USE OF POWER Define Power and showing different able to define Urasa,
explain power be able to define September 2 brainstorm the definition definition of
Two AND ENERGY Energy types of power and power and Geography
and energy power and energy of power and energy. power and
RESOURCES energy, energy In Focus
energy.
Form Two
By
Shomary
Mzezele
( ) Using different students to
photographs of energy describe major
and power sources To sources of Are students
guide students to describe power and able to identify
major sources of power energy. major sources
and energy. 2.students to of power and
The student should School
(II) To guide students to present in the energy?
be able to: 1.. Certificate
present in the class the class the major Are students
Identify the major Geography
major sources of power sources of • Photographs able to
sources of power Form Two
Identify and energy (e.g Power power and showing different describe types
and energy. SUSTAINABL E By Aikande
sources of from oil, biogas, wood, energy (e.g types of power and of energy and
2.. Describe the Week USE OF POWER Major sources of Urasa,
power and September 2 natural gas, Hydro Power from oil, energy, • Real power power
origin of different Three AND ENERGY power. Geography
energy in our Electric Power, solar biogas, wood, sources like sources?
types of energy and RESOURCES In Focus
country power, wind power, natural gas, firewood, charcoal, Are the
power sources. Form Two
nuclear power geothermal Hydro Electric gas. students
3. Identify the types By
power). Power, solar describe the
of energy and power Shomary
To guide students to power, wind origin of
sources, Mzezele
summarize on the major power, nuclear different types
sources of power and power of energy and
energy. Using texts on geothermal power
energy and power power). sources?
resources To guide 3.students to
students to describe the summarize on

13
MLAMA SECONDARY SCHOOL SCHEME OF WORK
SUBJECT : GEOGRAPHY CLASS : FORM TWO YEAR : 2018 SUBJECT TEACHER : MR. JOHN MWACHA
Learning
Competence Objective Month Week Main Topic Sub Topic Periods Teaching Activities Learning Aids Assessment References Remarks
Activities
origin of different energy the major
and power sources. sources of
power and
energy. Using
texts on energy
and power
resources To
guide students
to describe the
origin of
different energy
and power
sources.
To arrange a filed visit or
use maps and picture
showing area where
energy/power is produced
1.students to
and then guide students to School
identify the
identify the equipment Certificate
equipment used
used to extract energy • Map of the world Geography
to extract Are students
and power. (ii) To guide showing areas where Form Two
The student should energy and able to explain
Extract power SUSTAINABL E students to discuss on energy and power are By Aikande
be able to explain Methods of power. the methods of
and energy Week USE OF POWER various methods used to produced. • Pictures Urasa,
the methods of September acquiring/extracting 2 2.students to acquiring
from natural Three AND ENERGY extract power and energy. showing various Geography
acquiring/extracting power and energy. discuss on extracting
sources RESOURCES (iii) By citing one or two methods/equipm ent In Focus
power and energy various power and
examples (ic water (HEP) for acquiring ife Form Two
methods used energy?
and solar power) To xtract ing the By
to extract
discuss in groups the Shomary
power and
sources of power and Mzezele
energy.
how they are extracted.
(iv) To guide each group
to present and make
summary.
(i) To guide students to 1.students to
discuss on the uses of discuss on the
power and energy uses of power School
resources at family level. and energy Certificate
(ii) By using pictures and resources at Geography
The student should photographs showing family level. Are students Form Two
give the role be able to explain SUSTAINABL E how power and energy is 2.students in • Pictures and able to explain By Aikande
Importance and uses
played by the uses and Week USE OF POWER uses, To guide students in groups to photographs • Actual the uses and Urasa,
September of power and energy 2
power in a importance of these Four AND ENERGY groups to discuss the present and samples of cookers, importance of Geography
resources
country. types of power RESOURCES importance of power summarize the calculators. power In Focus
resources. resources. (iii) To guide uses and resources? Form Two
students in groups to importance of By
present and summarize all types of Shomary
the uses and importance energy and Mzezele
of all types of energy and power
power resources. resources.
Describe the The student should SUSTAINABL E (i) To organize visits to 1. students to • Pictures of Are students School
Problems facing
problems be able to; 1. Week USE OF POWER various energy power identify energy/power able to discuss Certificate
September power and energy 2
associated with Discuss the Four AND ENERGY producing centers. problems production centres • the problems Geography
production
power problems facing the RESOURCES (ii) Using pictures, facing the Photographs ° Maps facing the Form Two

14
MLAMA SECONDARY SCHOOL SCHEME OF WORK
SUBJECT : GEOGRAPHY CLASS : FORM TWO YEAR : 2018 SUBJECT TEACHER : MR. JOHN MWACHA
Learning
Competence Objective Month Week Main Topic Sub Topic Periods Teaching Activities Learning Aids Assessment References Remarks
Activities
process of power photographs or field visits harnessing showing different process of By Aikande
and energy To guide students to process of power or energy power and Urasa,
harnessing. identify problems facing power and centres:. energy Geography
2. Suggest ways of the harnessing process of energy. harnessing? In Focus
addressing power power and energy. 2.Students to Are students Form Two
and energy (iii) To guide each group propose ways able to suggest By
harnessing. to clarify on common of addressing ways of Shomary
problems of energy and the problems of addressing the Mzezele
power harnessing and To harnessing problems
guide: energy and linked to
(i) Students to propose power. harnessing of
ways of addressing the 3.Students to power?
problems of harnessing summarize
energy and power. ways of
(ii) Students to addressing the
summarize ways of problems.
addressing the problems.
) Using texts on power 1.students to Are students
and energy To guide discuss the able to
students to discuss the importance of evaluate the
importance of energy and energy and importance of
power resources in focal power power and
countries. (ii)To guide resources in energy
students to evaluate the focal countries. resources in
importance of power and 2.students to focal
energy resources in evaluate the countries?
The student should Tanzania. ) To guide importance of Are students
be able to: students to discuss in power and able to
1. Evaluate the groups the problems energy summarize the
importance of power facing power and energy resources in problems
School
and energy resources harnessing in focal Tanzania. facing power
Certificate
in the focal countries countries. (ii)To guide 3. students to Texts on power and and energy
Geography
2. Summarize each group t present and discuss in energy • Text on harnessing in
Form Two
Suggest problems facing summarize problems groups the power and energy focal
SUSTAINABL E Focal Studies: Solar By Aikande
solutions to power and energy facing power and energy problems sources harnessing. • countries?
Week USE OF POWER and Wind power in Urasa,
problems harnessing in focal October 4 harnessing in focal To facing power Photographs on wing Are students
One AND ENERGY USA. H.E.P and Geography
associated with countries. guide students to explain and energy and solar power able to propose
RESOURCES Biogas in Tanzania In Focus
power 3. Propose solutions the methods on how these harnessing in harnessing in USA solutions to
Form Two
to these problems. problems are addressed in focal countries. and Biogas in problems
By
4, Draw successful focal countries. (ii)To 4.students to Tanzania. arising from
Shomary
lessons from guide a plenary explain the power and
Mzezele
countries for better discussion for students to methods on energy
harnessing of power propose and discuss how these harnessing in
and energy resources solutions to problems problems are focal
in Tanzania. arising from power and addressed in countries?
energy harnessing. To focal countries. Are students
guide: (i) Students to read 5.Students to able to draw
the texts on successful read the texts lessons from
processes of harnessing on successful other focal
of power and energy in processes of countries for
different countries. (ii)To harnessing of better
discuss and summarize power and harnessing of
successful lessons drawn energy in power and
from other focal countries different energy in

15
MLAMA SECONDARY SCHOOL SCHEME OF WORK
SUBJECT : GEOGRAPHY CLASS : FORM TWO YEAR : 2018 SUBJECT TEACHER : MR. JOHN MWACHA
Learning
Competence Objective Month Week Main Topic Sub Topic Periods Teaching Activities Learning Aids Assessment References Remarks
Activities
which will promote countries. Tanzania?
harnessing of power and
energy resources in
Tanzania.
School
Certificate
Are students
(i) To guide students to Geography
students to able to
The student should brainstorm the definition Texts on power and Form Two
describe the brainstorm the describe the
be able to describe of transport and main energy resources. By Aikande
nature of definition of main types and
the main types of Week Main types of types of transport in the Maps showing Urasa,
transport October TRANSPORT 2 transport and patterns of
transport system at Two transport world. transport system in Geography
pattern in east main types of transport
global and East (ii) With the aid of East Africa and in the In Focus
africa. transport in the system in (a)
African level, transportation maps the world, Form Two
world. East Africa?
teacher By
(b) The world?
Shomary
Mzezele
1.students to
(i) Using maps of the
suggest Are students
region, To guide students
problems able to identify School
to discuss the problems
The student should facing problems Certificate
facing transportation in
be able to: 1. transportation facing Geography
East Africa. (ii) To guide
Identify problems in their areas transportation Form Two
Propose the students to suggest Maps of relief
facing transportation and make sector in East By Aikande
solutions to problems facing features of East
in East Africa. Week Problem s facing summary. Africa? Urasa,
transport October TRANSPORT 4 transportation in their Africa. A site of
2. Explain the Two transport industry 2.students to Are students Geography
problems in areas and make summary. modern transport
measures to address discuss the able to explain In Focus
east-Africa. To guide students to systems,
transportation solutions taken solutions to the Form Two
discuss the solutions
problems in in addressing problems By
taken in addressing the
Tanzania. the problems facing Shomary
problems facing
facing transportation Mzezele
transportation in
transportation in Tanzania?
Tanzania.
in Tanzania.
REVISION AND PREPARATION FOR NATIONAL EXAMINATION

NATIONAL EXAMINATION & END OF YEAR HOLYDAY

16

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