CIVICS FORM THREE SYLLABUS.

FORM I

CIVICS SYLLABUS FOR FORM 1

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 THREE

1.    ECONOMIC AND SOCIAL DEVELOPMENT 
a.       Development Planning
b.      Promotion  of National Economy
c.       Social Services
i.        Health
ii.       Education
iii.     Environmental Education
iv.     Water

2.    PUBLIC LEGAL EDUCATION
a.       Law and Crime
b.      Reproductive laws and rights
c.       Civil and Criminal Justice  Process
d.      Juvenile Justice Process

KISWAHILI KIDATO CHA PILI MUHTASARI.

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 PILI

Mwanafunzi aweze:
1.      Kueleza vipera vya tanzu za fasihi
2.      Kufahamu mbinu za kifani za kila kipera
3.      Kufafanua dhima za vipera vya fasihi simulizi
4.      Kutunga na  kuhakiki kazi za fasihi simulizi
5.      Kufafanua maana na dhima ya mofimu
6.      Kueleza maana na dhima ya uambishaji
7.      Kufafanua maana na dhima ya mnyumbuliko
8.      Kunyumbua maneno
9.      Kujibu maswali kutokana na habari aliyoisikiliza au kuisoma
10.  Kubainisha mawazo makuu kutokana na habari aliyoisikiliza au kuisoma
11.  Kufupisha habari  aliyoisikiliza au kuisoma
12.  Kusimulia hadithi na mada anuwai
13.  Kuandika insha, barua, simu na hotuba
14.  Kubainisha utumizi wa maneno
15.  Kueleza  dhima ya rejesta
16.  Kutambua na kusahihisha makosa ya utumizi wa lugha
 

1.      FASIHI
a.      Fasihi kwa jumla
b.      Fasihi simulizi

2.      SARUFI
a.      Mofimu
b.      Uambishaji
c.      Mnyumbuliko

3.      UFAFANUZI WA KILA  AINA YA NENO

4.      UFAHAMU

5.      UTUNGAJI

6.      UTUMIZI WA LUGHA

HISTORY FORM TWO SYLLABUS.

HISTORY SYLLABUS FORM I
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 II

 A.  THE PEOPLE OF AFRICA: THEIR ENVIRONMENT AND TECHNOLOGICAL DEVELOPMENT
Industrial Development
-   Iron industry
-   Gold industry
-   Copper industry
-   Other industry
2.  Agriculture
3.  Long Distance Trade
a.  Trans Saharan trade
b. Trans continental trade
4.      Development of Centralised Political systems
-         North  Africa
-         North Eastern Africa
-         Western Africa

B.     AFRICA AND THE EXTERNAL WORLD

1. Rise  and impact of Transatlantic Triangular Trade
a. Development of Mercantilism
b. European plantation and minning interests in American  colonies.
c.  Rise of the trans-Atlantic slave trade (triangular trade)
d.  Conducting the triangular trade
e. Social and economic impact of  the triangular trade

2.   Transition to Industrial Capitalism
-         Development of commercial agriculture
-         Demands of industrial capitalism
-         Abolition of slave trade

3.    European intrusion in South Africa
-     Dutch settlement at the Cape
-     African Boer confrontation
-     British settlement at the Cape
-     Anglo Boer confrontation
-     Apartheid  and its manifestations

4.      Prelude to Colonialism  in Africa
-         Motives of European interest by mid-c 19^th
-         Manifestations of  European interest in Africa by mid-c 19^th

GEOGRAPHY FORM TWO -----SYLLABUS.

GEOGRAPHY FORM 2 - SYLLABUS

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.
The choice of instructional materials will base on the local environment, skills and experience which employ different participatory techniques for students.
In the course of teaching, the geography teacher is expected to observe the requirements of students and the syllabus for employing the details per activity to improve the standard of students' understanding.
The teaching/learning strategies fall under two groups. These include the depository strategy where the teacher provides the materials and the discovery strategy where the pupils will learn by field excursion and participating. Some of the common participatory teaching/learning methods are fieldwork and research, discussion; experimentation, debate, songs, dramatization, role-play, story telling, brain storming, questioning and answering.
The geography subject therefore is supposed to employ the discovery method in teaching that will essentially use

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 TWO

1.  Agriculture
a.  Small scale agriculture
b.  Large scale agriculture
c.  Livestock keeping
    i.  Pastoralism
    ii. Sedentary livestock keeping
   iii. Commercial Livestock keeping

2. WATER MANAGEMENT FOR ECONOMIC DEVELOPMENT
a.      Uses of Water.
b.      Tapping water for Hydro Electric Power projects.
c.       River basin Development Projects.
d.      Land Reclamation.
e.      Tapping under ground water for irrigation in  deserts and semi   
       deserts.
f.       Exploiting other water resources.
g.       Water Conservation.

3. EXPLOITATION OF FOREST RESOURCES
a.     Types of forestry resources.
b.      Forestry amenity for : Climate.
c.       Important areas for timber industry, products, transport and use.
d.      Problems associated with exploitation of Forestry resources.           

4. MINING INDUSTRY
a.      Types of mining Industry.
b.      Types of mineral.
c.      Distribution of Mining regions in the world per type of minerals.
d.      Method of exploitation Mining and processing of minerals.
e.      The effects of exploitation to the environment.
f.       Contribution of mining industry to the economy.

5.MANUFACTURING INDUSTRY
a.       Types of manufacturing Industry.
b.      Factors for the location of industries.
c.       Process of Production.
d.      Pollutants from manufacturing industries. 

6.TOURISM INDUSTRY
a.      Concept of Tourism.
b.      Important conditions for the development of tourism.
c.       Importance of tourism.
d.      Tourism policy.

7.EXPLOITATION OF POWER AND ENERGY SOURCES
a.       Major Sources of power.
b.      Case Study. 

8.TRANSPORT  AND COMMUNICATION
a.       Main types of transport.
b.      Major types of communication. 

9.TRADE AND COMMERCE
a.      Type of trade and commerce.
b.      Focus on trade within economic communities.

ENGLISH FORM TWO SYLLABUS.

ENGLISH FORM 2 - SYLLABUS

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 TWO TOPICS
Objective of the Course
By the end of Form Two the students should be able to:
1.      Speak English with acceptable pronounciation.
2.      Express oneself in English using coordinated constructions.
3.      Write short descriptions, reports, autobiographies, friendly letters, telephone messages and telegrams.
4.      Read simple readers and briefly explain orally or in writing their content and relevance.

A: STRUCTURE
1.      PRESENT PERFECT
a.      Regular forms
b.      Irregular forms
c.      Adverbials

2.      PAST PERFECT TENSE
a.      Regular forms
b.      Irregular
c.      Adverbials

3.      PASSIVE

4.      COORDINATORS
And, but  or so, either, ..or, neither… nor, both,  not only …but…  also, therefore, however, on the other hand, nevertheless.

5.      RELATIVE PRONOUNS
Why, which, whose, where, that

6.      RESULT CLAUSES
So….that, such, as…that enough to/ for,  too…to/for

7.      COMPARISONS EQUAL
As….as parallel increase; -er….er, - the more / less, the more /  less gradual increase: -er and e…er,  -more and more less and less.

8.      PURPOSE CLAUSES
…..to, so  as to….,  ..in order to…

9.      CONDITIONALS
1 and 2 i.e. likely and unlikely conditionals

10.  DIRECT AND INDIRECT SPEECH
Direct speech, - Reporting verbs in direct/ indirect speech, - changes in demonstratives pronouns, - yes/no and must reporting, commands, requests, statements and questions.

B: LISTENING
C: SPEAKING
1.      Sound Discrimination
2.      Tone
3.      Contracted Forms
4.      Stress

D: READING
1.      Reading fore comprehension

COMPUTER STUDIES FORM TWO SYLLABUS.

COMPUTER STUDIES FORM 2

COMPUTER FORM II  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 II

7.      THE IMPACT  OF COMPUTERS

8.      HARDWARE ELEMENTS OF THE COMPUTER
a.    Input devices
b.    Central Processing Unit
c.    Output Devices
d.    Secondary Storage Devices

9.      PROGRAMMING LANGUAGE
a.      Machine Language
b.      Low Level Language
c.      High level Languages
d.      4^th Generation Languages 4GL

10.  SPREAD SHEET
a.      Introduction
b.      Starting and Ending a Session
c.      Entering and Editing Data
d.     Formating Data
e.      Formulae  and  Operation
f.        Charts and Graphs
g.      Printing and  Help

11.  COMPUTER COMMUNICATION

12.  DATABASE MANAGEMENT
a.      Introduction
b.      Starting and ending a Session
c.      Entering and Editing Data
d.      Printing and  Help Facility

CHEMISTRY FORM TWO SYLLABUS.

CHEMISTRY FORM 2

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 practicals, 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 II

11. MATTER
a.       Particulate Nature of Matter
b.      Kinetic Nature of Matter

12. ELEMENTS
a.       Assigning Symbols 

13. ATOMIC STRUCTURE
a.       Sub atomic Particles
b.      Atomic number, mass number and isotopy 

14. PERIOD CLASSIFICATION
a.       Meaning of periodic table
b.      General Periodic Trends
c.       Specific Group Trends

15. FORMULA BONDING AND NOMENCLATURE
a.       Covalent Bonding
b.      Electrovalent Bonding
c.       Valency
d.      Oxidation states
e.       Radicals
f.        Chemical Formulae
g.       Nomenclature of inorganic Compounds 

16. CHEMICAL EQUATION
a.       Molecular Equations
b.      Ionic Equation

17. ACIDS AND BASES
a.       Properties of Acids and Bases
b.      Indicators
c.       Strengths of Acids and Alkalis
d.      Neutralization
e.       Uses of acids and alkalis 

18. SALTS
a.       The Concept of Salt
b.      Properties of Salts
c.       Uses of Salts 

19. WATER PART B.
a.       Hardness of water

BIOLOGY FORM TWO SYLLABUS.

BIOLOGY FORM 2 - SYLLABUS

BIOLOGY SYLLABUS FORM II

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.

OBJECTIVES
The FORM Two Biology course is aimed at exposing the pupils to the various ways by which organisms procure their  nutritional requirements, the way they produce metabolic energy, the way materials are transported in their bodies and the way they move  in response  to various needs.

It is therefore expected that at the end of this course pupils should be able to:
1.      Explain the  ways by which plants and animals obtain their nutritional requirements.
2.      Describe the process of gaseous exchange in mammals.
3.      Explain the way organisms utilize food materials to release energy.
4.      describe and demonstrative how movement is effected in mammals.
     

TOPICS

5.NUTRITION
5.1.  Food Nutrients
5.2.  Nutrition in plants
5.2.1.      Food manufacture
5.2.2.      Mineral Requirements
5.3.  Human Nutrition
5.3.1.      The Digestive System in Humans
5.4.  Food processing, preservation and storage 

6. GASEOUS EXCHANGE IN ORGANISMS
6.1.  Gaseous Exchange in human 

7.RESPIRATION
7.1.  Types of Respiration
7.2.  Anaerobic Respiration 

8.TRANSPORT IN ORGANISMS
8.1.  General Concept
8.2.  Diffusion and Osmosis
8.3.  Transport in the human body
8.3.2. Blood
8.3.3. Blood Groups and Blood Transfusion
8.3.4. The lympathic System
8.4.  Transport in Plants
8.4.2. Absorption and movement of water and salts

9.MOVEMENT
9.1.  General concept
9.2.  Movement of the human body
9.2.2. Muscles and Movement.