PHYSICS FORM FOUR SYLLABUS.

PHYSICS  FORM 4 - SYLLABUS

PHYSICS SYLLABUS FORM 1 TO FORM 4

Physics Course Objectives and Target Learners

It is expected that at the end of this course, students should be able to:
·     Acquire the appropriate skills in science and technology;
·     Apply the physics knowledge obtained in solving physical problems
·     Explain, interpret and demonstrate physics concept, principle and laws. 

· Choice of Instructional Materials
The study materials for this course are not contained in one book. However the following books can he used:
·     A·F. Abbott, Ordinary Level Physics;
· Nelkon,Fundamentats of Physics;

Institute of Education,

Physics for Secondary Schools Book I to IV and
Tom Duncan
G.C.S.E. Physics.
In addition to this, a list of recent books suitable for this course will be published from time to time.

In selecting instructional and study materials, the teacher is expected to apply his or her academic and professional knowledge and skills in judging the suitability of the hook.

Methods Of Teaching and Learning
A physics teacher is advised to employ "activity teaching meth­ods" and problem solving approach. In the former method, the students should he encouraged to participate actively in: observing, hypothesizing, inferring, classifying, predicting, experimenting collecting and interpreting data and drawing conclusion. On the other hand, problem-solving approach include discovery, student projects and educational visits. However, the teachers will be free to use any other teaching method (e.g. exposure teaching method) considered effective according to certain circumstances in promoting learning.

The teachers are advised to administer formative tests at the end of each topic in the syllabus in order to diagnose the leaning prob­lems of their students. The results of these test should be to group or individual remedial instruction whenever necessary. Tests and examinations will serve as a means of identifying the topics or sub­topic which need further teaching improvement . 

Note that this syllabus can he completed effectively if the instructional time is observed.

Specific Objectives for teaching Physics Form IV

It is expected for teaching Physics Form IV

1.      Apply the knowledge of reverberation in the construction of studios
2.      Make electromagnetics
3.      Correct eye defects and
4.      Construct simple electronic devices e.g. simple amplifier 

TOPICS

1.     WAVES AND WAVE MOTION
a. Production and propagation of waves
b.Behaviour of waves
c. Sound
c. Musical Sounds

2.REFRACTION THROUGH PRISMS AND THIN LENSES
a. Refraction of light through a prism
b. Refraction of light through lenses

3.DISPERSION AND COLOUR

4.OPTICAL INSTRUMENTS 
     a. Simple microscope (magnifying glass)

5. ELECTROMAGNETIC SPECTRUM
     a. Survey of electromagnetic spectrum
     b. Infra-red radiation
     c. Ultra-violet radiation

6. MAGNETIC  EFFECT OF AN ELECTRIC CURRENT

7.ELECTRO-MAGNETIC INDUCTION
     a. Laws of electro-magnetic induction

8. THE ATOM 
     a. Natural radioactivity

9.THERMIONIC EMISSION
     a. Cathode  ray  tude

10.ELECTRONICS
     a. Resistor, inductor  and capacity

KISWAHILI KIDATO CHA NNE MUHTASARI.

KISWAHILI KIDATO CHA NNE

KISWAHILI KIDATO CHA 1

Malengo ya kufundisha KiswahiIi katika Shule za Sekondari  

Mafunzo ya Kiswahili katika shule za Sekondari, yanakusudiwa kuwawezesha wanafunzi:
1. Kuturnia Kiswahili kwa ufasaha katika fani zote za maisha.
2. Kuhakiki kazi za fasihi ya Kiswahili.
3  Kujenga tabia ya udadisi katika masuala ya lugha ya Kiswahili
4  Kuelewa kuwa Kiswahili ni sehemu muhimu ya Utamaduni wa Tanzania.

MALENGO  YA KIDATO CHA NNE

Mwanafunzi aweze:
1.      Kuchanganua fani na maudhui ya fasihi
2.      Kuhakiki kazi za fasihi
3.      Kukusanya na kuhifadhi kazi za fasihi simulizi
4.      Kutunga kazi za fasihi
5.      Kufafanua vyanzo  vya fasihi  andishi
6.      Kufafanua uenezi, uhifadhi na matatizo ya fasihi andishi
7.      Kuhakiki vitabu teule vya fasihi andishi
8.      Kufafanua uundaji wa maneno
9.      Kuchanganua Sentensi
10.  Kujibu maswali kutokana na habari aliyoisoma au kuisikiliza
11.  Kufupisha habari
12.  Kuandika habari kwa kufuata  taratibu za uandishi
13.  Kueleza umuhimu wa lugha ya mazungumzo na ya maandiashi
14.  Kueleza ukuaji na uenezaji wa kiswahili

1.      FASIHI
a.      Uhakiki wa kazi za Fasihi
b.      Fasihi Simulizi
c.      Fasihi Andishi

2.      SARUFI
a.      Uundaji wa maneno
b.      Uchanganuzi wa sentesi

3.      UFAHAMU

4.      UTUNGAJI

5.      UTUMIZI WA  LUGHA

6.      HISTORIA  YA KISWAHILI

HISTORY FORM FOUR SYLLABUS.

HISTORY SYLLABUS FORM I – IV

Objectives of Teaching History at Secondary School level
The aim of teaching history at secondary school level is to promote understanding of the events, conditions and factors that shaped the past, the present condition of the world and of Africa in particular. This course looks at the origins and development of Africa's present condition. It looks at how African societies were formed, how they grew, factors which influenced their development as well as prob­lems experienced and how they were solved. Thus it provides a link between the past, present and the future.
Specifically the objectives of this course are:
To develop a comprehensive understanding and deeper apprecia­tion of how, before colonial invasion, societies in East Africa and the rest of Africa were able to control and master their environ­ment and make cultural, economic, technological and political advancement so that learners can achieve a sense of confidence and understand their responsibility and role in human develop­ment.
To enable the learners to know how, at various stages in history, societies in East Africa have been subjected to foreign intrusion, colonial domination, economic exploitation and cultural subjuga­tion.

So that they may clearly understand the historical roots of the problems of development in East Africa and Africa.

To make learners understand the various efforts and strategies made by African countries in the struggle for liberation against colonialism and neo-colonialism so that they can appreciate the need for African co-operation and unity, and participate actively in the efforts to bring about social, economic and political develop­ment.

To develop pupils' basic mental skills, inquiring mind, perception, imagination, reasoning and judgment so that they become useful and productive members of the Tanzanian society.

To equip learners with basic tools of analysis and interpretation so that they can understand Tanzanian politicians, African's position and contribution in world development in order to become better Tanzanian citizens committed to building our young nation and developing co-operation among all nations of the world.
Choice and Use of Instructional and Study Materials
It is the duty of the class teacher to ensure that only books which meet the requirements of this course are procured for use by pupils under his or her charge and care.

There will be periodic issuance of lists of approved and recom­mended books by Ministry of Education and Culture. Nevertheless, the learners, teachers and parents will be free to choose other books and textual material for reference at home or in school and public libraries. Teachers will also be expected to guide and advise learners on how best to use books and other textual materials provided by the school, available in the market, in the class, school or community libraries.

Methods of Teaching and Learning
There are generally two methods of teaching history. These are the transmission method and the inquiry method. While the first method emphasizes teaching by lecturing, the second method challenges students to discover knowledge themselves. This method calls upon the teachers to involve pupils in activities, which will enable them to collect, analyze and synthesize historical information from various sources. Such activities or techniques include discus­sion, field experiences, projects, library research and written and oral reports.

To avoid turning History into mere rote memorization of fact and, dates and therefore making the subject boring and dull, teachers should try as much as possible to use the inquiry methods which will give to pupils opportunities to examine, investigate, and explore the subject content.

Guest speakers and visits to historical sites and libraries can greatly add life to history courses.

Assessment of students' Progress and Performance
Teachers should be well versed in the process of assessing their pupils' progress and Performance. It is hoped that teachers will use various methods to assess their pupils at the end of each theme in order to determine how much and how well the pupils have learned and to what extent the specific objectives have been attained. At the end of the fourth year pupils will sit for the National Certificate of Secondary Education Examination. Pupils who have successfully  completed this syllabus should be able to do well in the CSEE.

Instructional Time
There will be set history periods for this course per week. The teacher is required to use each allocated period to promote pupil learning. For any lost period, for whatever reason, the teacher  will be required to arrange with the school administration how to make good such lost teaching and learning time.

TOPIC FORM IV

A.     SOCIO ECONOMIC DEVELOPMENTS BEFORE COLONIAL RULE

1.  Levels of Economic Development
-     Modes of production
-     Impact of the slave trade and its abolition
-     Impact of the discovery of minerals in South Africa
-     Impact of European in North Africa

2. Political Changes due to Slave Trade and its Abolition

B.     ESTABLISHMENT OF  COLONIAL RULE

1. The process of scramble and Partition
-    Increasing European rivalry
-    Role of chartered companies
-    The Berlin West Africa conference
-    Post-Berlin treaties between imperialist powers.

2. Colonial  Political Control and African Reaction

3. Setting up Administrative Systems
-    Indirect  rule ( in British colonies)
-    Direct rule  and Assimilation (in French and Portuguese colonies)
-    Direct and military administration (in German and Belgian colonies)

C.     COLONIAL ECONOMY AND SOCIAL SERVICES

1.Colonial Economy 
-      Agriculture
-      Mining and labour reserves in Southern Africa
-      Industry and Trade
-      Transport and Communication

2.Colonial Social Services and Culture
-     Education
-     Health water and Housing
-     Culture

3.Crises in the Capitalist System and their Impact on Colonial Economy and Social Services
-     The first World War
-     The Great Depression
-     The Second World War

D.    NATIONALISM AND DECOLONIZATION

1.Early Protest movements
-     Social and Welfare Associations
-     Religious protest movements
-     Economistic movements

2. The rise of Nationalism
-   Political parties
-   Pan Africanism
-   Rise of  U.S.A.
-   Rise of the Socialist Bloc
-   Armed struggle
-   Independence of India and Burma
-   Soldiers returning from the Second World War

E.     INDEPENCE AND DEVELOPMENT

1. Conditions under which Independence was granted

2. Changes in Political, Ideological and Administrative systems
-     The one party state
-     African socialism
-     Manpower development and administration

3. Economic Development Policies and Strategies
-     Agriculture
-     Industry and trade
-     Transport and communication
-     Rural  development policies

4. Social Services
-     Education
-     Culture
-     Health, housing and water programmes

5. Establishment of National Military Forces
-     Objectives of national military forces
-     Establishment and maintanance of
6.  Problems of Development
-     Neo-Colonialism
-     Apartheid
-     Political Instability
-     Under development

F.      AFRICA IN INTERNATIONAL AFFAIRS

1. African Cooperation
-   The O.A.U.
-   Regional organizations
-   Support for Liberation movements

2. Africa in International Organisations and movement
-   The UNO
-   The Commonwealth and French  Community
-   The Non-Aligned Movement (NAM)
-   African and the European Economic Community (EEC)
-   Africa and the middle East Question

GEOGRAPHY FORM FOUR SYLLABUS.

GEOGRAPHY  FORM 1

The Geography Subject Objectives are to:
1   Develop a learner awareness of this country as his/her heritage.
2.  Develop awareness of the extent of their land that can be developed to raise the standard of living of people.
3.  Develop understanding of the constraints both social and geographical in the way of development and to suggest ways of overcoming them.
4.  Develop methods of observation, measuring, recording and interpretation of phenomena.
5.  Enable students to understand interaction between their country and other countries and appreciate the way world problems are related.
6.  Enable students acquire the skills for combating environ­mental problems for the environmental conservation and management.

Selection and Organisation of the Content :
(a). This syllabus has been centred on the content, which addresses the objectives and requirements not only of the 0-level geography but also of the major goals of education in the country.

(b).  The selection of the content has deliberately avoided the traditional tendency of opting for treating the subject on topical basis. Instead the materials in this syllabus are intended to impart skills, which are relevant to Tanzanian situation that fit learners. Hence the content has been treated thematically. This approach enables the learner to link the general knowledge and experiences from other places to realities in Tanzania.
More than any other subject in the curriculum, the geography skills, are intended to prepare pupils who will be rich in constructive attitudes towards environment, understanding its problems, possible solutions; and therefore getting involved in providing actual social and economic development of the country.

(c). Furthermore, the preparation of this syllabus did under-score the fact that it is not the knowing all geographical facts of a country which will help in building up of such skills into pupils but that it is only certain type of knowledge that can be employed by learners as tools to change their environment for better life.

(d). Therefore, while at form one for instance, pupils are exposed to study general geography and some practical skills; the subject is focused to the study of human activities essential for survival through interacting with the environment at form two levels.
This study dwells on the skills on the earth science, climate and soils and statistics in form three. On top of this, skills in geographical map, photographs and statis­tics are taught at this level.

Choice and use of instructional materials:
The subject teacher is expected to be well informed about the content of the syllabus. The teacher should constantly seek information from different sources and use the teach­ing/learning strategies suggested in the syllabus. The choice of teaching learning aids promoted should be a guide to an effective teaching and learning environment. No school or department will ever be self sufficient in instructional materials. This suggests the need to keep in touch with other schools, institutions or departments for exchange of these materials.

Some of the following teaching/learning aids:

-      -    Maps -   Pictures -   Samples/actual things -   Environment/sites -   Sketch maps -   Diagrams -   Photographs -   Globe -   Graphs -    Tables

-      -     weather station and components -    soil test kit -     water test kit -     electronic and some print media -     acquaria -     charts -     models -     torch -      planetarium

These resources can be also sought from the community, resource persons, mobilizes, informants or geographical Sites.

Students Assessment
In order to achieve the goals, the pupils need to be assessed every now and then. This should be done continuously as planned and organized by the teacher on a regular basis. At the end of From IV, students will sit for a national examina­tion aimed at measuring the overall achievement. For a successful performance in this examination, it is strongly advised that both the teacher and students should cover all the topics of this syllabus.

These evaluation undertakings will determine the extent to which the four year secondary education enabled pupils to acquire fundamental concepts, principles and skills in Geog­raphy and how they will apply them in solving the present and future problems at individual and national levels.

Distribution of Instructional' Time
Four periods of 40 minutes each are proposed per week to cover this syllabus.

FORM FOUR  
1.ELEMENTARY SURVEY AND  MAP MAKING
a.       Meaning of surveying
b.      Types of surveying
c.       Focus on chain survey and leveling
d.      Levelling
e.       Focus on application of these techniques

2.INTRODUCTION TO RESEARCH
a.      Objectives of Research work
b.      Stages of research  work

3.ENVIRONMENTAL ISSUES  AND MANAGEMENT
a.      Types of environmental problems in Tanzania
b.      Loss  of biological diversity in plants and animals in the ecosystem
c.      Pollution and waste mismanagement
d.      Fast rate of population and  urban growth
e.       Desertification
f.        Poverty  level in the country
g.       Energy
h.       Climatic change as observed in Tanzania
i.      Environmental  conservation

4.POPULATION
a.       Concept of population
b.      Factors for  population distribution
c.       Population  change
d.      Population  data
e.       Presentation of population data
f.        Population problems
g.       Population policy
        Focus these issue above (b-f) on China USA Nigeria, Germany and
         Tanzania

5.SETTLEMENT
a.       Types of settlements
b.      Factors for growth of settlement
c.       Category
d.      Functions of settlement
Problems facing settlement

ENGLISH LANGUAGE FORM FOUR SYLLABUS.

ENGLISH FORM 4 - SYLLABUS

FORM IV  ENGLISH LANGUAGE SYLLABUS
TOPICS

Objectives and Target Learners for this Course
The objectives of teaching/learning English at secondary school level are to enable the learner to
· Read widely for pleasure and for information;
· Perform a variety of writing tasks according to the required conventions;
· Use ones knowledge of English to demonstrate awareness and consciousness of basics of society and the part one can play in its development;
· Use ones knowledge of English in furthering ones education; · Communicate effectively with other speakers of English both inside and outside the country.

Content Selection and Organisation
The themes, topics and notes under each topic in this syllabus have been very carefully selected and organized so at to promote achievement of the objectives of education and those of this syllabus. The syllabus replaces the 1979 English syllabus for secondary schools.

Choice and Use of Instructional and Study Materials
There will be a periodic issuance of lists of approved and recommended books for use in schools. Nevertheless, the learners, teachers and parents may be free to choose other books and textual material for reference at home or in school and public libraries. Teachers will also be expected to guide and advise learners on how best to use books and other textual materials provided by the school or available in the market or in the class, school or community libraries.

Methods of Teaching and Learning
The teacher of English will be free to use any teaching method considered effective in promoting learning. It is however, worthy for the teacher to note that all professional and experienced teachers agree that language material presented in a coherent, systematic and comprehensive manner, language items being learned in small assailable units and learners being given an opportunity to practice using the language in meaningful situations makes language learning successful. Aids like real objects, pictures, drawings,, photos, tables and charts should be used to make the meaning of new language items clear. Opportunity for the learner to practice a new language items in a variety of contexts and recycling it in later lessons is essential. None of the four languages skills; i.e listening, speaking, reading and writing should be trivialized in a language programme or lesson.

Assessment of Student Progress and Perfomance
It is normal practice for teachers to assess students' progress and performance on continuous bases. It is expected that every teacher will periodically assess his or her students in order to identify their strengths and weaknesses and so help the weak and encourage the good ones as appropriate. Assessment of students' progress and achievement does not only measure students' progress but also the effectiveness of the course the teacher's methods and teaching styles.

At the end of Form Four the students are expected to do an overall achievement examination intended to determine the extent to which the objectives of the course have been attained. It is also on the basis of this examination that selection for further studies is made.

FORM FOUR
BY THE END OF FORM FOUR, THE STUDENT SHOULD BE ABLE TO:
1.      Speak English with acceptable pronunciation.
2.      Express oneself appropriately and with correct grammatical construction.
3.      Write controlled  composition e.g. Applications, reports and minutes.
4.      Read slightly advanced readers and explain their content.
5.      Respond appropriately to spoken English in different situations

TOPICS
A: LISTENING
1.      MASS NOUNS  AND MODIFIERS
2.      EXPRESSING REASON
3.      RELATIVE CLAUSES
4.      CONCESSION
5.      MULTI WORD VERBS
6.      TRANSITIVE AND INTRANSITIVE VERBS
7.      HABITUAL PAST
8.      INVERSION
9.      AURAL COMPREHENSION

B: SPEAKING
1.      DEBATE
2.      INTERVIEW
3.      INSTRUCTIONS

C: READING
1.      READING FOR COMPREHENSION
2.      THE READING PROGRAMME
3.      EXTENSIVE READING

D: WRITING
1.      BUSINESS AND OFFICIAL LETTERS
2.      ARGUMENTS
3.      REPORTS
4.      MINUTES  (OF A MEETING)

COMPUTER STUDIES FORM FOUR SYLLABUS.

FORM IV- COMPUTER SYLLABUS
TOPICS

Computer Studies Course Objectives and Target Learners
The Computer Studies syllabus is divided into two distinct subjects to be taught at two different levels of secondary education.

Computer Literacy
Computer Literacy is for forms one and two. It covers general knowledge of the Computer history,, structure and the principles of operation. The subject culminates into developing skills of three computer applications namely word processing, database and spreadsheet

At the end of the course pupils are expected to:
- Manage files using computer operating system.
- Understand the division and role of the hardware and software aspects of the computer.
- Understand the role of computer in the society and the change in society behaviour as a result of computer technology'.
-  Demonstrate word-processing skills by processing and producing a hard copy (print out) of a document from a computer.
-  Demonstrate skills of database by entering, storing and retrieving data from a computer.
-  Demonstrate computer skills of simple statistical calculations by spreadsheet.
- Demonstrate skills to caring for the computer and its accessories. be aware of communication through computer network.

Computer Science (BASIC Language)
This is an optional subject for students of forms three and four. The subject is designed to develop skills of logical problem solving and teach the skills of computer programming in BASIC Language.

At the end of the course pupils are expected to:
- Demonstrate skills of logical thinking
- Demonstrate skills in writing linear programmes in BASIC Language.
- Demonstrate skills of writing printing control programmes in BASIC Language.
- Test for errors in a written programme and debug the programme.
- Demonstrate skills of testing whether a programme solves a problem.

Methods of Teaching and Learning.
A Computer Studies teacher is advised to employ "activity teaching methods" and 'problem solving approach". In the former method, the students should be encouraged to participate actively by doing relevant hands-on experiences. On the other hand, problem-solving approach include discovery, student projects and educational visits.

Teaching methods suggested within the syllabus strategies are not necessarily the only ones, the teacher will be free to use any other teaching method (e.g. exposure teaching method) considered effective according to certain circumstances in promoting learning.

The syllabus has proposed teaching/learning strategies for each topic. These are just proposals. The teacher will be free to use any teaching/learning method considered effective in promoting concept formation, skill development and internalization of knowledge in general. It is worth bearing in mind that, it is generally agreed that skill is learned better by using the active methods of instruction. This means that the pupils will require several exercises for developing various programmes.

Assessment of Students Progress and Performance
It is expected that teachers will carry out assessment of their student's progress and performance periodically. This is done to identify their strengths and weaknesses and so as to help the weak and encourage the good one as appropriate. Assessment of students' progress and performance does also measure the effectiveness of the course and the teaching/learning strategies. At the end of Form VI students are expected to do an overall achievement examination intended to determine the extent to which the objectives of the course have been attained.

Instructional Time
The teacher is advised to make maximum use of the allocated time per week for the subject. Lost/instructional time, for whatever cause, should be compensated for through the teacher's own local arrangement with the school administration.

FORM FOUR

8.      LOOPING

9.      BATCHING STATEMENT

10.  ARRAYS AND SUBSCRIPTED VARIABLES
a.      Arrays
b.      Subscripted
c.      Variables

11.  FUNCTIONS AND ROUTINES
a.      Built-in Function
b.      User Define Functions
c.      Subroutines

COMMERCE FORM FOUR SYLLABUS.

FORM IV - COMMERCE SYLLABUS
TOPICS

General Objectives of Teaching Commerce

At the end of this course, the student should be able to:
- Describe the basic principles of commerce, which are necessary in modern business environment.
- Apply modern commercial methods eg. Import and export formali­ties and procedures, distribution methods.
- Differentiate marketing and procurement techniques i.e. pricing discounting, promotion, ordering etc.
- Discuss and analyses contracts, which are cornerstone of exchange and distribution.
- Prepare himself / herself for future specialization.

Instructional  Time
This syllabus is to be covered in four academic years each one having approximately nine teaching months. Forms I and II will have 4 periods of 40 minutes each a week. In a year of 38 teaching weeks each class of forms I and II will have a total of 152 periods. Form and IV will have 7 periods of 40 minutes each week. Therefore in  a year of  38 teaching weeks each class of Forms III and IV will have a total of 266 periods.

TOPICS

17.  TAXATION
18.  INSURANCE
19.  BUSINESS UNITS
20.  MANAGEMENT AND ORGANIZATIONS

BIOLOGY FORM FOUR SYLLABUS.

FORM IV - BIOLOGY SYLLABUS
.

Biology course objectives
This course is designed to respond to Tanzania's present aspiration to produce more creative scientists by encouraging greater participation in science and technology in all walks of life.
The main objectives of the course are to enables learners to:
Cultivates an understanding and appreciation of the role. Influence and importance of science in everyday life, at work, and in society in general; develop mastery in the fundamental concepts. Principles and skills of Biological Science and use these to best utilize their natural heritage and raise the standard of living;
Apply their knowledge and skills in proper use of and management of the environment;
Analyze the behaviors of people involved in the abuse and misuse of the environment and make informed judgment in as for as making amendments is concerned;
Inculcate in the Tanzania growing youth positive population family life attitudes, values and behaviour to enable him/her contribute effectively to national self-reliance and enhance community and family well-being.
Contribute to the physical, mental, cultural and spiritual development of every family member in a way, which will maximize personal growth and happiness so that helshe will perform his/her roles as a member of the Tanzania society in conformity with society's values and norms.
Prepare themselves for further studies and training in biology and related fields.

Organization of the Syllabus
In designing this syllabus due consideration has been made to both the learner's and the teacher's needs.
The content has been carefully selected and organized so as to promote interest and motivation throughout the course. All topics and sub-topics are blockly organized in a progressive manner such that the acquisition of knowledge and skills is synchronized with the learning level of the leaner. The topics fall under 4 blocks Form I, Form II, Form III and Form IV. Each form has its objectives. In the format of the syllabus are also included instructional objectives for each subtopic.

Choice and Use of Instructional Materials
With the new book production policy, the science book market is seeing more and more up to date science books.

The biology teacher is expected to be well informed about books which best meet the requirements of the syllabus. Teachers will also be expected to use their academic and professional knowledge and skills to guide and advice learners on how best to use books and other non-textual instructional materials available in schools and libraries.

Methods of Teaching and Learning
The syllabus has proposed teaching, learning strategies for each topic. These are just proposals. The teacher of Biology will be free to use any teaching/ learning method considered effective in promoting concept formation, skill development and internalization of knowledge in general. It is worth bearing in mind that it is generally agreed among science schools that using the active methods of instruction learns science better.

Assessment Students Progress and Performance
It is expected that teachers will carry out assessment of their student progress and performance periodically. This is so as to identify their strengths and weaknesses and so as to help the weak and encourage the good one as appropriate. Assessment of student’s progress and performance does also measure the effectiveness of the course and the teaching/learning strategies. At the end of Form IV students are expected to do an overall achievements examination intended to determine the extent to which the objectives of the course have been attained

Instructional Time
The teacher is advised to make maximum use of the located time per week for this subject. Lost instructional time for whatever cause. Should be compensated for through the teacher's own local arrangement with the school administration. It should be remembered that this course of study is designed to be covered in four years at a minimum of 420 minutes duration each.

COURSE OBJECTIVES
The Form Four Biology Course is aimed at exploring growth in organisms, the mechanisms of  heredity,  the  origin of life and life forms and the way living things interact  among themselves and with their environment.

It is therefore expected that, at the end of this course pupils should be able to:
1.      State and explain factors affecting growth and discuss how growth is brought about in mammals and flowering plants.
2.      Explain how traits/characteristics are passed on from parents to their off spring
3.      Discuss how humans have benefited from the knowledge of inheritance
4.      Explain how organisms might have evolved
5.      Explain and discuss the interactions of organisms in their environment
6.      Discuss the effects of human’s interferences with balance of nature and how to enhance sustainable use of natural resources

TOPICS 

14.       GROWTH
14.1.    Mitosis and Growth
14.2.    Human post-natal growth and development
14.3.    Growth in flowering plants

15.       HEREDITY (Genetics)
15.1.    General concept
15.2.    Variation among organisms
15.3.    Principles of inheritance
15.3.1.  Mendelian  inheritance
15.3.2.  Sex inheritance and development in human beings
15.4.    Genetic disorders
15.5.    Application of genetics

16.       ORGANIC EVOLUTION
16.1.    General Concept
16.2.    Evidence of organic Evolution
16.3.    Mechanism of organic Evolution
16.3.1.  Lamerckism
16.3.2.  Darwinism

17.        THE ENVIRONMENT
17.1.    General Concept
17.2.    Balance of Nature
17.3.    Human population growth and control
17.4.    Natural Resources
17.5.    Conservation and Improvement
17.6.    Environmental Degradation

BASIC MATHEMATICS FORM FOUR SYLLABUS.

FORM IV  - MATHEMATICS SYLLABUS

Objectives of Teaching Basic Mathematics The main objectives of teaching Basic Mathematics in Tanzania secondary schools are: - To promote the development and application of Mathematical skills in intepreting the world and solving practical problems in daily life. - To provide pupils with mathematical tools and logical thinking which they can apply in understanding better other subjects; - To develop a foundation of mathematical knowledge, techniques and skills for studying mathematics and related subjects at higher levels of education. Content Selection and Organization The mathematics content included in the syllabus is a continuation of that covered at primary school level. The topic, sub-topics objectives, teaching/learning activities and teaching aids have been carefully selected and organized so as to promote the achievement of the objectives of education and those of mathematics. The arrange­ment of content is spiral to meet the level of understanding of the pupils. Choice and Use of Instructional and Study Materials The teacher should do the selection of mathematics instructional and study materials by applying his/her academic and professional knowledge and skills to judge the suitability of the books. The teacher will be expected to guide and advise students on how best to use textbooks and other textual materials available at school or in libraries. For successful teaching and learning of mathematics, the teacher and pupils will need teaching aids. The teacher should ensure that relevant teaching aids are available and are used effectively. Together with the pupils, he/she should improvise and make possible teaching aids by using locally available resource materials The aids sh6uld be kept in a specific place or room for easy location and sustainable use. It is important that every pupil should posses a set of geometrical instruments to make the learning of geometry-oriented topics easy. Methods of Teaching and Learning Mathematics The teacher is advised to use various methods of teaching according to the nature of the topic with the aim of achieving the laid down Objectives. The methods chosen should be geared to student centredness, enquiry and discovery. The teaching and learning activities contained in the syllabus serve as a guide and are not binding. Students should be encouraged to participate actively in discussions, questioning and answering questions, making case studies and visiting areas relevant to mathematics topics. The students can also achieve more from lessons which allow them to make observations and to make analysis of mathematically oriented problems. Assessment of Student Progress and Performance It is expected that every mathematics teacher will periodically assess his or her 'students performance in order to identify their strengths and weakness. In this way it will be possible to help the weak and encourage the strong students. Such assignments should be marked regularly and feedback given back to students. The students should be given homework and tests regularly. These assignments help to indicate and check attainment levels of the students. Also the students exercise books should always be marked and necessary corrections made before the teacher and students can proceed to other topics or subtopics. At the end of Form IV, the students will be expected to do the national examination in math­ematics. The continuous assessment, class tests as well as final terminal examinations will help to determine the effectiveness of content, materials, teacher's methods of teaching as well as the extent to which the objectives of teaching mathematics have been achieved. Instructional time The number of periods enough for teaching this syllabus per week is as specified by the Ministry of Education and Culture. The teacher is advised to make maximum use of the allocated time. Lost instructional time should always be compensated without fail. FORM ONE  OBJECTIVES After completing form one,  the pupils should be able to:   1.      Perform computations on numbers, fractions, decimals and percentages  using basic operations. 2.      Make conversions and  do computations on basic unit; 3.      Use approximations in solving simple problems 4.      Construct and draw geometrical figures, measure lengths and angles and find the angles of a polygon, 5.      Use the basic algebraic operations in solving equations and inequalities in one or two unknowns; 6.      Represent and interpret data by using pictograms, bar charts, line graphs and pie charts, 7.      Draw graphs  o linear equations of a line and determine a solution of simultaneous equation graphically; 8.      Find area of a  simple geometrical figures; 9.      Find volume of a simple geometrical figures; 10.  Compute ratios, profit and loss, simple interest, discount and apply them in relevant fields. FORM FOUR OBJECTIVES After completing form Four, The pupils should be able to:   1.      Form an equation of a line, calculate distance between two points and do problems on parallel and perpendicular lines in two dimensional geometry. 2.      Derive and apply the formulas for areas and volumes of geometrical figures. 3.      Calculate the probability on an event and perform simple combination of probabilities. 4.      Draw graphs of simple trigonometrically functions and apply sine and cosine rules to solve problems. 5.      Find the sum, difference and scalar multiplication of vectors and hence use the   knowledge to solve practical problems. 6.      Draw three-dimensional figures using oblique projections. 7.      Find the angle between a line  an a plane, and between two [lanes in 3 – dimensional geometry. 8.      Use 2 x 2 matrices to solve simultaneously equations and apply  matrix transformations in reflections, rotations, translations and enlargements. 9.      Apply the knowledge of linear programming  in solving simple real life problems TOPICS 1.COORDINATE GEOMETRY   1.1.  The equation of a line 1.2.  Midpoint of a line segment 1.3.  Distance between two points 1.4.  Parallel and perpendicular lines 2.  AREAS AND VOLUMES   2.1.  Areas 2.2.  Volumes   3.  PROBABILITY   3.1.  Probability of an event 3.2.  Combination of probabilities 3.3.  Mutually exclusive events 3.4.  Independent events 4.  TRIGONOMETRY 4.1.  Trigonometrical ratios 4.2.  sine, cosine and tangent functions 4.3.  sine and cosine rules 5.  VECTORS   5.1.  Displacement and position vectors 5.2.  Magnitude and direction of a vector 5.3.  Sum and difference of vectors 5.4.  Multiplication of a vector by a scalar 5.5.  Application of vectors 6.  THREE DIMENTIONAL GEOMETRY   6.1.  Drawings 6.2.  Angle between a line and a plane 6.3.  Angles between two planes   7.  MATRICES AND TRANSFORMATIONS   7.1.  Operations on Matrices 7.2.  Inverse of a  matrix 7.3.  Matrices and Transformations   8.  LINEAR  PROGRAMMING 8.1.  Simultaneous equations 8.2.  Inequalities 8.3.  The objective function 8.4.  Maximum and minimum values.