CIVICS FORM FOUR SYLLABUS.

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 FOUR

1. OUR CULTURE
      a. Concept of Culture
      b. Products of Culture
      c. Promotion and Preservation of Culture
      d. Culture of Preventive Care and Maintanance

2.  INTERNATIONAL COOPERATION
        a.Foreign Policy
        b.Bilateral and Multilateral Cooperation
           c. International Peace and Understanding

CHEMISTRY FORM FOUR SYLLABUS.

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. 

TOPICS - FORM FOUR

25. EXTRACTION AND PROPERTIES OF METALS
a.       Occurrence and Location of Metals in Tanzania
b.      Extraction of Metals
c.       Chemical Properties of Metals 

26. COMPOUNDS OF METALS
a.       Metal Oxides
b.      Metal Hdroxides
c.       Carbonates and Hydrogen carbonates
d.      Nitrates
e.       Chlorides
f.        Sulphates

27. NON-METALS AND THEIR COMPOUNDS
a.       General Chemical Properties of Non-metals
b.      Chlorine
c.       Hydrogen chloride
d.      Sulphur
e.       Sulphuric Acid
f.        Sulphur dioxide
g.       Nitrogen
h.       Ammonia
i.         Carbon
j.        Carbon dioxide

28. ORGANIC CHEMISTRY
a.       Introduction to Organic Chemistry
b.      Families of Hydrocarbons
c.       Properties of Hydrocarbons
d.      Alcohols
e.       Carboxylic  Acids

29. SOIL CHEMISTRY
a.       Soil Reaction
b.      Plant Nutrients in the Soil
c.       Manures and Fertilizers

30. POLLUTION
a.       Air Pollution
b.      Water Pollution
c.  Terrestrial  Pollution

PHYSICS FORM THREE SYLLABUS.

PHYSICS SYLLABUS FORM 3

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 III

Specific Objectives for Teaching Physics Form III

It is expected that at the end of Form III, course, students should be:

1.     Able to apply the knowledge of astronomy in telling direction and for navigation purposes.
2.     Able to make simple domestic wiring and
3.     Apply electricity for heating and lighting

TOPICS
I.      SCALARS AND VECTORS  

II.   FRICTION 

III. ENERGY AND POWER
     a.Energy

IV.  ELEMENTARY ASTRONOMY
a. Introduction  to astronomy
b. Solar System
c. Contellations
d. The Earth and the Moon

V.   REFLECTION OF LIGHT FROM CURVED MIRRORS

VI. REFRACTION OF LIGHT THROUGH PLANE MEDIA

VII.STATIC ELECTRICITY

VIII.CURRENT ELECTRICITY 
a. Resistance to electric current
b. Heating effect of an electric current
      i.Laws of  heating
      ii.Electrical Power
c.Domestic Electricity
      i.Fuses and cables
      ii.Electrical Installation of a House
d.Chemical Effect of an Electrical Current
      i.Electrolysis
      ii.First Law of Electrolysis
      iii. Application of Electrolysis
e.Cells
      i.Dry Leclanche cell (dry cell)
      ii.Lead-acid  accumulator

KISWAHILI KIDATO CHA TATU 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 TATU

Mwanafunzi aweze:
1.      Kufafanua dhima ya  fasihi
2.      Kutofautisha fasihi simulizi na andishi
3.      Kufafanua maana na dhima ya uhakiki
4.      Kuhakiki kazi za fasihi
5.      Kuchanganua chanzo, kuenea na umuhimu wa fasihi simulizi
6.      Kutunga kazi  za fasihi simulizi
7.      Kufafanua maana na dhima ya fasihi andishi
8.      Kueleza tanzu na umuhimu wa fasihi andishi
9.      Kufafanua tabia za vitenzi
10.  Kueleza maana na mpangilio wa ngeli za kiswahili
11.  Kufafanua maana mna aina za tungo
12.  Kuchanganua sentensi
13.  Kujibu maswali yanayotokana na habari aliyoisikiliza au kuisoma
14.  kuandika habari kwa kufuata taratibu za uandishi
15.  Kubainisha lugha ya mazungumzo na ya maandishi
16.  Kutambua makosa ya kisarufi na kimantiki na kuyasahihisha
17.  Kufafanua chimbuko la  kiswahili

1.      FASIHI

2.      UHAKIKI 

3.      FASIHI SIMULIZI

4.      FASIHI ANDISHI

5.      SARUFI
a.      Tabia  za vitenzi
b.      Ngeli za Nomino
c.      Uainishaji Tungo
d.      Uchanganuzi wa sentesi

6.      UFAHAMU

7.      UTUNGAJI 

8.      UTUMIZI WA LUGHA

9.      HISTORIA YA KISWAHILI

HISTORY FORM THREE 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 III

A.     SOCIO ECONOMIC DEVELOPMENTS BEFORE COLONIAL RULE

1. Modes of Production by 1850

2. Levels of Economic Development by 1850

3. Social and Political Organisations
-         Kinshhip or clan
-         Age-set systems
-         State organization

4.Penetration of foreign influence into the interior
-         Rise  of European and American trading interests in East Africa. Growth  of the Zanzibar centred caravan and slave  trade
-         Penetration of missionaries and explorers into  the interior.
-         British campaign to abolish slave trade in East Africa

B.     ESTABLISHMENT OF COLONIAL RULE

1. The rise of imperialism
-    Development of capitalism from mercantile to industrial and monopoly capitalism
-   Demand for raw materials, market, and areas for capital investment
-   The role of European nationalism

2. The scramble for, and partition of East Africa
a. European interest in the Indian Ocean, the Nile valley and the Congo Basin
-     Activities of the Imperial German East Africa co. and the Imperial British East Africa Co.
-    Anglo-French missionary rivalry in Uganda
-    The decline of Zanzibar Sultanate
-    The Berlin Conference

3. Establishment of Colonial Political Control and African reaction
-    Tactics of establishing colonial government
-    African resistances to colonial infrusion
-    Types of resistance

5. Establishment  of political administrative systems
-    Establishment of the colonial bureaucracy
-    The colonial military
-    Legal Institutions

C.     COLONIAL ECONOMY AND SOCIAL SERVICES

1.Processes of establishing colonial economies

2. Sectors of colonial economy

3. Creation of colonial labour

4.Development of Transport and Communication infra-structure

6.Changes in the Development of Colonial Economy
-         Effects of the First World  War

7.Effects of the Great Depression

8.Effects of the Second World  War

9.The East African High Commission and the East African Common Services Organisation

10.    Social Services and Culture
-         Education
-         Health Services
-         Provision of water and  Housing
-         Culture

D.    NATIONALISM AND DECOLONISATION

1.Early anti-colonial movements and associations
-         Social and Welfare association]
-         Protests and  Religious  movements
-         Economistic movement

2. The rise of Nationalism
-         Trade Unions
-         Peasant Cooperative organizations
-         Political parties
-         Decolonization through armed struggle

E.     INDEPENDENCE AND  DEVELOPMENT

1. Conditions under which independence  was granted

2. Changes in political ideological and administrative systems
-    Development of one party system
-    Africanisation
-    Manpower development and administration
-     African socialism

3. Economic Development Policies and strategies
-    The Arusha declaration
-    White Paper No.10 in Kenya
-    The Common Man’s charter  in Uganda

4. Social Services
-    Policies and Strategies
-    Development of education and culture
-    Development of health, housing and water supply

5.Creation and development of military forces
-    Transformation of the armies, police and prisons

6.Neo-colonialism and problem of development
-    The meaning and objectives of neo-colonialism
-    The impact of neo-colonialism on development

7. Economic cooperation in East Africa
-    East African Community

GEOGRAPHY FORM THREE 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 THREE

1. STRUCTURE OF THE EARTH
a.       The earth’s crust.
b.      The Mantle.
c.       The core.
d.      Types of rocks of the earth’s crust.
e.       Simplified Geological Time Scale.

2. FORCES THAT EFFECT THE EARTH FROM WITHIN (INTERNAL FORCES).
a.       Causes of earth movements.
b.      Radial/vertical forces upwards and downward movements.
c.       Lateral or Horizontal forces.
d.      Vulcanicity.
e.       Earthquake.

3. FORCES THAT AFFECT THE EARTH EXTERNALLY
a.     Mass movement
b.     Weathering
c.      Erosion and deposition
-      Running water, river action and rain water
-      Action of ice
-      Wind action
-        Sea action                                                                         

4. SOILS
a.       Meaning of soils
b.      Factors of soil formation
c.       Importance of soil
d.      Soil composition properties
e.       Soil Characteristics
f.        Simple soil classification
g.       Soil Erosion. 

5.CLIMATE
a.       Major Climatic types and Natural regions of the world
b.      Global Climatic change 

6.MAP READING AND TOPOGRAPHIC MAP INTEPRETATION

7.PHOTOGRAPH READING AND INTEPRETATION
a.      Skills on reading
b.      Types of photographs
c.       Things to read and interpret on a photograph 

8.APPLICATION OF STATISTICS
a.      Concept of statistics
b.      Types of data in Statistics
c.       Importance of Statistics
d.      Ways of presenting data
e.       Simple statistical measures

ENGLISH FORM THREE SYLLABUS.

ENGLISH LANGUAGE SYLLABUS FOR FORM I 

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 THREE
OBJECTIVE OF THE COURSE
By the end of Form Three, the student should be able to:
1.      Speak English with acceptable pronunciations
2.      Express oneself using some complex constructions
3.      Read simplified books and answer analytical questions on them
4.      Do various writing tasks such as letters, essays and note-taking
5.      Respond appropriately to spoken English in different situations.
A: STRUCTURE
1. WORD BUILDING
2.      CONCESSION
3.      PREPOSITIONS
4.      AUXILIARY VERBS
5.      THE CONTINUOUS TENSES
6.      FUTURE TENSES
7.      SEQUENCE MARKERS
8.      CONDITIONAL SENTENCES
B: LISTENING 1.      AURAL COMPREHENSION

C: SPEAKING
1.      INTERVIEW
2.      APOLOGY
3.      ARGUMENTS
4.      THE TELEPHONE
D: READING
1.      READING FOR COMPREHENSION
2.      THE READING PROGRAMME
3.      EXTENSIVE READING
E: WRITING
1.      LETTERS AND CARDS
2.      DESCRIPTIONS
3.      ADVERTISEMENTS MENUS AND RECIPES
4.      CREATIVE WRITING

COMPUTER STUDIES FORM THREE SYLLABUS.

 COMPUTER FORM  III

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 THREE TOPICS

1.    INTRODUCTION
a.      Computer Science
b.      Data Processing

2.    INTRODUCTION TO  COMPUTER PROGRAMMING
a.      Problem Analysis
b.      Flowchart

3.   NUMBER SYSTEMS
a.      Binary Numbers
b.      Octal Numbers
c.      Hexadecimal  Numbers

4.      CODING AND DECODING

5.      INTRODUCTION TO PROGRAMMING USING BASIC LANGUAGE
a.      Basic Language
b.      Entering a text
c.      Direct Mode
d.      Simple programmes

6.    LINEAR PROGRAMMING
a.      Constants
b.      Variables
c.      Expressions
d.      The PRINT statement
e.      The LET statement
f.        The INPUT statement

7.      BRANCHING
a.      Unconditional  Jump
b.      Conditional Jump

COMMERCE FORM THREE SYLLABUS.

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 III

9.    TRANSPORTATION
10.  COMMUNICATION
11.  MARKETING
12.  MONEY
13.  BANKING
14.  INTERNATIONAL TRADE
15.  IMPORT TRADE
16.  EXPORT TRADE