COMPUTER STUDIES FORM FOUR SYLLABUS.

FORM IV- COMPUTER SYLLABUS
TOPICS

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

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

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

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

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

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

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

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

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

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

FORM FOUR

8.      LOOPING

9.      BATCHING STATEMENT

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

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

COMMERCE FORM FOUR SYLLABUS.

FORM IV - COMMERCE SYLLABUS
TOPICS

General Objectives of Teaching Commerce

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

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

TOPICS

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

BIOLOGY FORM FOUR SYLLABUS.

FORM IV - BIOLOGY SYLLABUS
.

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

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

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

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

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

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

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

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

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

TOPICS 

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

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

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

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

BASIC MATHEMATICS FORM FOUR SYLLABUS.

FORM IV  - MATHEMATICS SYLLABUS

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

BOOK--KEEPING FORM FOUR SYLLABUS.

GENERAL  OBJECTIVES OF TEACHING BOOK-KEEPING

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.
Form I and II will have  4 periods of 40 minutes each  a week. This means that for 38 teaching weeks each class of  Forms I and II will have  152 periods.

Form III and IV will have 7 periods of 40 minutes each a week. In a year of 38 teaching weeks each class of Forms II and IV will have 266 periods.

TOPIC- 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

TOPIC II

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

TOPIC III

12.GENERAL JOURNAL
13.CORRECTION OF ERRORS
14.ADJUSTMENT
a. General
b. Capital expenditure and Revenue / Expenditure
c. Depreciation
d. Disposal of Fixed Assets
e. Bad Debts

15. FINANCIAL  STATEMENTS
a. General
b. 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 

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