Abstract
Constructi ng the syllabus of a school subject coul d be a highly contested exercise given the fact that it must cater for the concerns of competing stakeholders and pressures to incorporate all possible aspects of that discipline. For geography, whose field of study is extremely vast, and its nature is not clearly defined, developing its syllabus is particularly challenging. This paper discusses some key issues concerning the status of the geography syllabus in the secondary schools in India. The central theme of t he paper is built on the study of documenta ry sources, research works, as well as on the survey of schoolteachers and geography experts from some school boards. The paper concludes that the educational value of school geogr aphy can only be realized by inco rpo rating both physical an d human aspects of the Earth in the syllab
Highlights
The syllabus of a school subject is quite crucial from the point of view of teaching and learning of a subject in schools, colleges, and un iversities
As it is obviou s, geographical facts are strongly emphasized in the geography syllabus of six school boards, while moderately emphasized in three school boards
Geographical concepts are emphasized in the geography syllabus of seven school boards, while in two boards they are moderately emphasized
Summary
The syllabus of a school subject is quite crucial from the point of view of teaching and learning of a subject in schools, colleges, and un iversities. The syllabus structure of a school subject depends on the geographical and socio-economic context within which curriculum and textbooks are developed. 267) define the syllabus as an abstract giving the headings or main objects for a course of teaching, a conspectus or programme of work hours. The syllabus helps teachers and students to prioritise the teaching and learning processes within the ambit of the curricular objectives of a discipline. Given the vast field of study and “geography curricula in school being devoid of theoretical, methodological and philosophical bases” (Geography and You, 2014), its syllabus construction could be a highly contested exercise.
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