MATHEMATICS FORM TWO SYLLABUS.

MATHEMATICS FORM 2

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 TWO OBJECTIVES

After completing  for Two,  the pupils should be able to:
1.      Perform operations involving algebraic terms, do transposition of formulas and solve quadratic equations.
2.      Derive and apply the laws of exponents, radicals and algorithms in mathematical manipulations.
3.      Prove and apply congruence and similarity of figures.
4.      Represent reflections, rotation,  translations and enlargement by drawing;
5.      Prove and apply  the Pythagoras theorem.
6.      Determine sine, cosine and tangent of angles and hence apply them in solving problems;
7.      Perform operations on sets and apply  them to solve problems.
8.      Represent and interpret data in frequency distributions, frequency polygons, cumulative frequency curves and histograms.

TOPICS

1.ALGEBRAIC EXPRESSIONS  AND EQUATIONS  
1.1.  Algebraic expressions
1.2.  Algebraic Equations

2.  EXPONENTS AND  RADICALS
2.1.  Exponents
2.2.  radicals
2.3.  Transportation of formula

3.  QUADRATIC EQUATIONS
3.1.  Quadratic expressions
3.2.  Quadratic Equations
3.3.  Simultaneous equations
3.4.  Graphical solution of a quadratic equation

4.  LOGARITHMS
4.1.  Standard Form
4.2.  Laws of logarithms
4.3.  Tables of Logarithms  

5.CONGRUENCE AND SIMILARITY
5.1.  Postulates and  Theorems
5.2.  Congruence
5.3.  Similarity  

6.  TRANFORMATIONS
6.1.  Reflection
6.2.  Rotations
6.3.  Translation
6.4.  Enlargement

7.  PYTHAGORAS THEOREM

8.  TRIGONOMETRICAL RATIOS
8.1.  Sine, Cosine and tangent
8.2.  Depression and Elevation

9.  SETS  
9.1.Description of a set
9.2. Types of sets
9.3. Subsets
9.4. Operations with sets
9.5. Venn diagrams

10.    STATISTICS
10.1.        Frequency distributions
10.2.        Frequency Folygon
10.3.        Cumulative frequency curve
10.4.        Histogram

CIVICS FORM TWO SYLLABUS.

CIVICS FORM 2  TOPICS.

CIVICS COURSE OBJECTIVES
The Civics Course hopes to achieve the following objectives.
-  To promote greater intra and international understanding, appreciation and presevation of culture, environment and society of Tanzania and the world.
-         To promote the prople’s increased awareness about individual and civil rights, duties,  responsibilities and laws of Tanzania
-         To sensitize the people of Tanzania about  their roles in the care, protection and conservation of the environment and about each citizen’s role in bringing about and sustaining improved living and working conditions.
-         To develop civic  responsibility and active civic participation.
-         To give the young people the opportunity to obtain and analyse information about events which have and continue to characterize and shape the social, cultural, political, economic and technological mileau of the Tanzania society and to influence the environment and life styles of the people.
-         To enable the youth to develop into  full human personalities and enable them to  respect human rights and fundamental freedoms, to enhance  understanding, tolerance and friendship among all nations, racial and religious groups and to further the activities of  the Organisation of African Unity and of the United Nations for the Maintanance of peace.
-         To promote an understanding of  the ethical and moral principles and values which are desirable for full and effective membership and participation, by every citizen, in the development and maintanance of  the Tanzanian Society.

As a result of  this course, future generations  of Tanzania will be ready and prepared to accept the challenges of working hard for their nation’s socio-economic and technological development while at the same time accepting responsibility and being accountable for mistakes made as well as being prepared to correct those mistakes for a better future.
-         To inculcate in the Tanzania growing youth positive population / family life attitudes, values and behaviour to enable her/him contribute effectively to national selkf reliance and enhance community and family well-being.

Content Selection and Organization
The topics and subtopics in this syllabus have been selected and organized so as to promote the achievement of the objectives of education and those of this subject. Particular importance has been directed at  the need  to prepare and enable young people to understand their society, to appreciate Tanzania’s cultural values and traditions, to care for the environment and know how conditions and ways of life in Tanzania are influenced by the influence those of other people in other parts of  the world.

Choice and Use of Instructional and Study Materials
The  teacher of Civics is expected to be well informed and to be in constant search for information about past, present and future issues which have and continue to influence our society. This information will be available from government and other press releases, trends in parliamentary debates, radio an television broadcasts, discussions and documentaries. The  teacher will be expected to be well read about current affairs and issues influencing the environment, lifestyles and modes of  thought in society. Daily news papers, journals, periodicals, almanacs, yearbooks, encyclopedias, recommended and approved teacher resource books and student study guides from various publishers will altogether make the Civics teacher comfortable with his or her Civics lesson.

In selecting instructional and study materials for this course the teacher is expected to apply his or her academic and professional knowledge and a kills in judging the suitability of a book. The guidelines given to authors and publishers and the periodic issuance of lists of approved and recommended books will be a great help to teachers when selecting books for their classes. Teachers will also be expected to guide and advise students on how to use books and other textual materials provided by the school or available in the market or in the class, school or community libraries to obtain and improve their education.

The students can also achieve more from lessons, which allow them to make observations and to do critical analysis of issues and events, if they are also called upon to participate and help in community work, to recommend ways and means of protecting the environment and in promoting improved living and working conditions for all the people.

Assessment of Student Progress and Performance
It is normal practice for teachers to assess students’ progress and performance on continuous bases. It will be expected that every teacher will periodically assess his or her students in order to identify their strengths and weaknesses and so to help the weak and to encourage the good ones as appropriate. Assessment of progress and achievement does not only target student progress but also the effectiveness of the teacher’s method and teaching styles. In this way the teacher will be alerted about his or her need to improve the method in use or to replace or argument them with other methods and styles. The teacher will also be enabled by assessment results to make recommendations, which can be used to improve the design and content of the curriculum. 

At the end of Form IV the students will be expected to do an overall achievement examination intended to determine the extent to which the objectives of education and the civics course have been attained. This examination will also serve as a means of identifying the themes, topics and sub-topic which need further improvement in the syllabus. Improvements in this and similar syllabuses can be achieved through participation by every teacher, publisher , parent and citizen in recommending modifications with due consideration of available instructional time for this subject.

Instructional Time
Two periods per week have been set for Civic Education. The teacher is advised to make maximum use of the allocated time. Lost instructional time should be compensated through the teacher’s own arrangement with the school administration. 

TOPICS - FORM TWO

1.      GOVERNMENT FOR TANZANIA
a.       Local  Government
b.      Central government
c.       Central Government and Union Affairs
d.      Prevention of Abuse of Powers in Public Service

2.      DEMOCRACY
a.       Types and ideals of Democracy
b.      Constitution
c.       Democratic Elections
d.      Tanzania Parliament

PHYSICS FORM TWO SYLLABUS.

PHYSICS  FORM   TWO  TOPICS.

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.

  FORM II

Specific Objectives for Teaching Physics Form II

It is expected that at the end of Form II course students should be able to:
1.Apply simple machines in making work easy
2.Apply the knowledge of Newton’s law of motion and Archimedes principle in technology and
3.Apply the knowledge of thermal expansion in construction and technology e.g. valves of bimetallic strips.

TOPICS

1.    EQUILIBRIUM
a.       Parallelogram and triangle of force
b.      Centre of Gravity (C.G.)

2.     WORK AND ENERGY
a.       Work
b.      Energy

3.     SIMPLE MACHINES
a.       Introduction to simple machine
b.      Levers
c.       Pulleys
d.      Inclined plane
e.       Screw Jack
f.        Wheel and axle
g.       Hydraulic press

4.     MOTION IN STRAIGHT LINE
a.   Distance and displacement
b.   Speed and velocity
c.    Acceleration
d.    Velocity time graphs
e.    Equations of uniformly accelerated
f.     Motion under gravity

5.     LAWS OF MOTION
a.       Linear momentum
b.      Action and reaction
c.       Conservation of linear momentum

6.     FRICTION

7.     THERMAL EXPANSION OF SOLIDS
a.       Expansion and contraction of a solid
b.      Bimetallic strip
c.       Coefficient of linear expansion

8.     THERMAL EXPANSION OF LIQUIDS
a.       Coefficient of volume expansion of a  liquid
b.      Anomalous expansion of water

9.     THERMAL EXPANSION OF GASES 
a.       Expansion a gas at constant volume
b.      Expansion of a gas at constant temperature and general gas
equation

10. MEASUREMENT OF THERMAL ENERGY 

11. CHANGE OF STATE
a.       States of matter
b.      Latent heats

12. VAPOURS AND HUMIDITY
a.       Vapors
b.      Humidity
c.       Hygrometers

13. TRANSFER OF THERMAL ENERGY
    a.       Conduction
    b.      Convection
    c.       Radiation  

14. EARTH’S MAGNETIC FIELD

15. CURRENT ELECTRICITY 
a. Electromotive force ( e.m.f.) and potential difference (p.d.)
b. Ohm’s  law    

BOOK----KEEPING FORM I----IV SYLLABUS.

GENERAL  OBJECTIVES OF TEACHING BOOK-KEEPING-FORM I

At the end of  this course, the student should be able to:

Define and explain the subject matter of Book-keeping and what Book-Keeping is about

Distinguish the various Book-keeping systems concerning financial matters and records

Use the terminology of accounts with clarify for the purpose of effective communication in and control of business

Differentiate the following concepts:
Book keeping
Government Accounting and Auditing
Give five reasons and importance of keeping books of accounts for individuals, companies and state.

CONTENT SELECTION AND ORGANIZATION 

Syllabus topics will be covered form  wise.

Thus, form I will cover Topics 1-7, Form II Topics 8-11 , Form III, Topics 12-20 and Form IV, Topics 21-27.

METHODS OF TEACHING AND LEARNING

As book keeping should  assess student progress and achievement to:
-         Identity students strength and weakness  and that help the weak and encourage the good ones.
-         Evaluate the effectiveness of the methods and  teaching styles used, and hence
-         Alert the  teacher the need to improve/replace/augment methods and styles

INSTRUCTIONAL TIME:
This syllabus is to be covered in two academic years each one having approximately nine teaching months.

TOPICS - FORM I

1. SUBJECT MATTER OF BOOK KEEPING
2. PRINCIPLES OF DOUBLE ENTRY SYSTEM
3. CLASSIFICATION OF ACCOUNTS
4. TRIAL BALANCE
5. STOCK
6. ELEMENTARY TRADING PROFIT AND LOSS ACCOUNT
7. ELEMENTARY BALANCE SHEET

FORM II

8.  BOOKS OF PRIME ENTRY
9. PETTY CASH AND SYSTEM ( COLUMNAL PETTY CASH BOOK)
10. BANK RECONCILIATION STATEMENT
11. GOVERNMENT ACCOUNTING TERMINOLOGY
a.  Sources of government funds and expenditure estimates

FORM III

12. GENERAL JOURNAL
13. CORRECTION OF ERRORS
14. ADJUSTMENT
1. General
2. Capital expenditure and Revenue / Expenditure
3. Depreciation
4. Disposal of Fixed Assets
5. Bad Debts
15. FINANCIAL  STATEMENTS
1. General
2. Balance Sheet (Classified)
16. MANUFACTURING ACCOUNT
17. CONTROL ACCOUNT
18. INCOMPLETE RECORDS
19. ACCOUNTS OF NON PROFIT MAKING ORGANISATIONS
20. GOVERNMENT BUDGETING PROCEDURE

FORM IV

21. BILLS OF EXCHANGE
22. JOINT VENTURES
23.  CONSIGNMENT
24. PARTNERSHIPS
25. DEPARTMENTAL ACCOUNTS
26.  FINANCIAL MANAGEMENT OF GOVERNMENT FINANCE
27. ELEMENTS OF AUDITING

COMMERCE FORM TWO SYLLABUS.

COMMERCE - FORM II   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.

FORM II

3.    THEORY OF DEMAND  
4.    THEORY OF SUPPLY 
5.    RETAIL TRADE
6.    WHOLESALE TRADE
7.    WARE HOUSING MANAGEMENT
8.    STOCK ADMINISTRATION

PHYSICS FORM ONE SYLLABUS.

PHYSICS FORM 1

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

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.

 FORM ONE

Specific Objectives for teaching Form I
It is expected that at t he end of Form I course, the pupils should be able to:
1.      Use properly measuring instruments e.g. vernier calipers, micrometer screw gauge and thermometers
2.      Perform experiments scientifically and
3.      Render First Aid to victims

TOPICS
I.          INTRODUCTION TO PHYSICS
II.       LABORATORY RULES
III.     MEASUREMENTS
IV.    DENSITY AND RELATIVE DENSITY
V.       FORCE
VI.    ARCHIMEDES PRINCIPLE
VII.  FLOTATION
VIII.         MATTER 
    a.   Structure of Matter
    b.   Properties of matter
        (i). Elasticity
        (ii). Surface tension
        (iii). Adhesion and cohesion
        (iv). Capillarity
        (v). Diffusion
        (vi).  Osmosis
        (vii).  Pressure due to Solids
            a.       Pressure  due to Solids
            b.      Liquids
            c.       Air Pressure

     (ix). Temperature
             a.       Units of temperature

     (x). Thermal Expansion  
            a.       Thermal energy
            b.      Thermal expansion  of solids liquids and gases

     (xi). Propagation of Light  
            a.       Sources of light
            b.      Propagation and transmission of light
            c.       Shadow formation

    (xii). Reflection  of Light
            a.       Images in plane mirror

       (xiii). Magnetism
            a.       Magnetic and non magnetic materials
            b.      Magnetization and demagnetization
            c.       Magnetic fields

       (xiv). Static Electricity
            a.       Positive and negative charges
            b.      Leaf electro scope
            c.       Methods of charging a body
            d.      Conductors and insulators

       (xv). Current Electricity
            a.       Source of current electricity
            b.      Simple electric circuits  

KISWAHILI KIDATO CHA KWANZA MUHTASARI.

KISWAHILI KIDATO CHA 1

Malengo ya kufundisha KiswahiIi katika Shule za Sekondari  

Mafunzo ya Kiswahili katika shule za Sekondari, yanakusudiwa kuwawezesha wanafunzi:
1. Kutumia 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 Kwanza

Mwanafunzi aweze:
1.  Kueleza maana, dhima na tanzu za lugha
2.  Kufafanua maana, dhima na tanzu za fasihi
3.  Kufafanua maana, dhima na tanzu za fasihi simulizi
4.  Kueleza maana, dhima na tanzu za sarufi
5.  Kueleza maana na maturnizi ya aina za maneno
6.  Kujibu maswali kutokana na habari aliyosikiliza au kuisoma
7.  Kueleza maana na dhima ya utungaji.
8.  Kusirnulia mambo kwa Kiswahili sanifu
9.  Kuandika insha na barua
10.Kueleza maana na dhima ya utumizi wa lugha
11.Kutambua makosa mbalimbali ya kisarufi na kimantiki na
kuyasahihisha
12.Kutumia kamusi

KIDATO CHA KWANZA

1.  LUGHA

2.  FASIHI
a.       Kwa jumla
b.      Fasihi Simulizi

3.  SARUFI
a.       Sarufi kwa jumla
b.      Aina za maneno

4.  UFAHAMU

5.  UTUNGAJI

6.  UTUMIZI WA LUGHA

COMPUTER STUDIES FORM ONE.

COMPUTER FORM I

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 I

1.      INFORMATION TECHNOLOGY

2.  THE COMPUTER
a.      Hardware
b.      Software
c.      Data Terminology

3.  USING A COMPUTER
a.      Operating System
b.      File  Management

4. MAINTANANCE AND CONTROL
a.      Floppy Disk ( Diskette)
b.      The Computer

5.   WORD PROCESSING
a.      Starting  and Ending a Session
b.      Entering a text
c.      Editing and Formatting
d.      Printing and help Facility

6.   OVERVIEW OF DEVELOPMENT OF COMPUTERS
a.      Early Development
b.      Computer Generations   

CIVICS FORM ONE SYLLABUS.

CIVICS    FORM  ONE    TOPICS.

CIVICS COURSE OBJECTIVES

The Civics Course hopes to achieve the following objectives.  
-  To promote greater intra and international understanding, appreciation and preservation of culture, environment and society of Tanzania and the world.  
-         To promote the people's increased awareness about individual and civil rights, duties,  responsibilities and laws of Tanzania
-         To sensitize the people of Tanzania about  their roles in the care, protection and conservation of the environment and about each citizen’s role in bringing about and sustaining improved living and working conditions.
-         To develop civic  responsibility and active civic participation.
-         To give the young people the opportunity to obtain and analyse information about events which have and continue to characterize and shape the social, cultural, political, economic and technological mileau of the Tanzania society and to influence the environment and life styles of the people.
-         To enable the youth to develop into  full human personalities and enable them to  respect human rights and fundamental freedoms, to enhance  understanding, tolerance and friendship among all nations, racial and religious groups and to further the activities of  the Organisation of African Unity and of the United Nations for the Maintanance of peace.
-         To promote an understanding of  the ethical and moral principles and values which are desirable for full and effective membership and participation, by every citizen, in the development and maintanance of  the Tanzanian Society.  

As a result of  this course, future generations  of Tanzania will be ready and prepared to accept the challenges of working hard for their nation’s socio-economic and technological development while at the same time accepting responsibility and being accountable for mistakes made as well as being prepared to correct those mistakes for a better future. -         To inculcate in the Tanzania growing youth positive population / family life attitudes, values and behaviour to enable her/him contribute effectively to national self reliance and enhance community and family well-being.

Content Selection and Organization
The topics and subtopics in this syllabus have been selected and organized so as to promote the achievement of the objectives of education and those of this subject. Particular importance has been directed at  the need  to prepare and enable young people to understand their society, to appreciate Tanzania’s cultural values and traditions, to care for the environment and know how conditions and ways of life in Tanzania are influenced by the influence those of other people in other parts of  the world.

Choice and Use of Instructional and Study Materials
The  teacher of Civics is expected to be well informed and to be in constant search for information about past, present and future issues which have and continue to influence our society. This information will be available from government and other press releases, trends in parliamentary debates, radio an television broadcasts, discussions and documentaries. The  teacher will be expected to be well read about current affairs and issues influencing the environment, lifestyles and modes of  thought in society. Daily news papers, journals, periodicals, almanacs, yearbooks, encyclopedias, recommended and approved teacher resource books and student study guides from various publishers will altogether make the Civics teacher comfortable with his or her Civics lesson.

In selecting instructional and study materials for this course the teacher is expected to apply his or her academic and professional knowledge and a kills in judging the suitability of a book. The guidelines given to authors and publishers and the periodic issuance of lists of approved and recommended books will be a great help to teachers when selecting books for their classes. Teachers will also be expected to guide and advise students on how to use books and other textual materials provided by the school or available in the market or in the class, school or community libraries to obtain and improve their education.

The students can also achieve more from lessons, which allow them to make observations and to do critical analysis of issues and events, if they are also called upon to participate and help in community work, to recommend ways and means of protecting the environment and in promoting improved living and working conditions for all the people.

Assessment of Student Progress and Perfomance
It is normal practice for teachers to assess students’ progress and performance on continuous bases. It will be expected that every teacher will periodically assess his or her students in order to identify their strengths and weaknesses and so to help the weak and to encourage the good ones as appropriate. Assessment of progress and achievement does not only target student progress but also the effectiveness of the teacher’s method and teaching styles. In this way the teacher will be alerted about his or her need to improve the method in use or to replace or argument them with other methods and styles. The teacher will also be enabled by assessment results to make recommendations, which can be used to improve the design and content of the curriculum. 

At the end of Form IV the students will be expected to do an overall achievement examination intended to determine the extent to which the objectives of education and the civics course have been attained. This examination will also serve as a means of identifying the themes, topics and sub-topic which need further improvement in the syllabus. Improvements in this and similar syllabuses can be achieved through participation by every teacher, publisher , parent and citizen in recommending modifications with due consideration of available instructional time for this subject.

Instructional Time
Two periods per week have been set for Civic Education. The teacher is advised to make maximum use of the allocated time. Lost instructional time should be compensated through the teacher’s own arrangement with the school administration.

FORM ONE

1.    OUR NATION  
a.       The Founding and Sovereignty of Tanzania
b.      Composition of the Activities of Tanzania Society
c.       Labour in National Development
d.      Institutions in National Development

2.      HUMAN RIGHTS AND RESPONSIBLE CITIZENSHIP  
a.    Human Rights
b.    Individual Rights
c.    Rights and responsibilities  of special groups
d.    Limitation of Human Rights
e.    Responsible Citizenship in Tanzania

CHEMISTRY FORM ONE SYLLABUS.

CHEMISTRY FORM 1  -  SYLLABUS

CHEMISTRY SYLLABUS FOR SECONDARY SCHOOLS

Objectives And Target Learners Of This Course
This course is designed to respond to Tanzania’s public demand for their greater acquisition and application of science and technology in development work as well as public welfare and improved living conditions. Through this course students are expected to acquire theoretical knowledge and to develop and apply practical skills in chemistry. Chemical knowledge and skills should serve as tools for the achievement of national goals and objectives within the framework of the policy of Self Reliance. At the completion of their studies, students should be able to apply science principles, concepts, processes, knowledge and skills in improving the standard of life in their communities.  

Content Selection and Organization
In designing this syllabus the  fundamental concepts  and principles underlying the philosophy of education for self reliance have been observed. Also due to consideration has  been made of recent developments in the discipline, the present and future development needs of the individual learner and the general society as extrapolated from past trends, present practices and future aspirations. The content in this syllabus has been in four columns: The first column consists of major topics which are subdivided into small subtopics. The second column suggests teaching  learning strategies for each subtopics. The fourth column suggested the relevant teaching aids.

All topics and subtopics are spirally organized in order to systematically stimulate and  promote student acquisition of knowledge, understanding, skills and desirable behaviour. Also promote sensitivity about biodiversity and environmental care and management, basic needs for survival and improved lives and the role of chemical education in promoting the realization of these needs.

Choice and Use of  Instructional Study Materials.
There shall be a periodic issuance of list of approved and recommended books by the commissioner of education. Teachers are expected to guide and advise learners on  how best  to u se available books and other textual and non-textual materials provided by the schools or available in the market or in class, school or community libraries.

Methods of Teaching and Learning
The Teacher of Chemistry will be free to use any teaching method considered effective in promoting learning. It is however, worthy for the teacher to note that all professionals and experienced teachers agree that lessons succeed better if students are given an opportunity to participate actively in practical, discussions, debates,  questioning of issues and answering questions, emulating, role playing and making critical analysis of issues and taking case studies. It will be vital for for the teacher to arrange as many practical classes as possible for the students of O-level Chemistry. Every student will be expected to develop and apply in daily life their manipulative and other skills gained from chemical science and related disciplines and professions.

Assessment of Student Progress and Perfomance.
It is expected that teachers will carry out assessment of their students progress and  perfomance periodically. This is  so as to identify their strengths and weakness and so as to help the weak and encourage the good one as appropriate

Assessment of students progress and perfomance 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 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 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 400 periods of forty minutes duration each. 

FORM ONE.

TOPICS
1. Introducing Chemistry
1. WHAT IS CHEMISTRY ALL ABOUT

2. LABORATORY TECHNIQUES AND SAFETY
a.       Rules and safety precautions in Science
b.      First Aid kit
c.       Chemical Laboratory Apparatus 

3. HEAT SOURCES AND FLAMES

4. SCIENTIFIC PROCEDURES 

5. MATTER PART A
a.       Elements
b.      Compounds and mixtures
c.       Solutions
d.      Suspensions
e.       Separation of Mixtures 

6. MATTER PART B
a.       Concept of matter
b.      States of matter
c.       Types of change in matter
d.      Physical and Chemical Changes

7. AIR COMBUSTION, RUSTING AND FIRE FIGHTING
a.       The Composition of the Air
b.      Combustion
c.       Rusting
d.      Fire Fighting

8. OXYGEN
a.       Preparation and Properties of Oxygen
b.      Uses of Oxygen

9. HYDROGEN
a.       Preparation and Properties of hydrogen
b.      Uses of Hydrogen 

10. WATER PART A.
a.       The Nature and Properties of water
b.      Water Treatment and Purification