ACCOUNTACY / ACCOUNTS SYLLABUS FORM FIVE.

ACCOUNTANCY /   ACCOUNTS   FORM V-----TOPICS

GENERAL OBJECTIVES OF TEACHING ACCOUNTACY

At the end of this course, the student should be able to:
-         Define and explain the subject matter of accountancy.
-         Distinguish the various Accounting systems concerning financial matters and records.
-         Have a sound knowledge of the routine aspects of accounting various business formations.
-         Have a sound knowledge of the analytical and interpretive aspects of the Accounting function of analyzing, interpreting financial data and reporting the meaningful implications of this data.

Content selection and organization
This syllabus consists  of two  sections, Section A and Section B. In section A the student is expected to revise some topics taught in the Book-keeping syllabus  which are  considered to  have a bearing un understanding  the current topics in section B.

Methods of  Teaching and Learning
The teacher of Accountancy will be free to use any teaching method  considered effective in promoting learning. It is however, worthy to note that al proffesional and experienced teachers agree that lessons succeed  better if students are encouraged to participate actively in discussions, questioning and answering questions, emulating, role playing caser  studies and visiting areas of importance and relevant to specific lessons.

Assessment of Student Progress and Perfomance
Every teacher will periodically assess the progress and perfomance of students as to :
a.       Identify their strengths and weaknesses and thus help the weak and encourage the good ones.
b.      Measure the effectiveness  of his/ her teaching methods/styles and, hence, alert the teacher the need to improve / change/ augment the methods /styles. 

Instructional Time
The syllabus is to be covered in two academic  years each one having approximately nine teaching months.

1.   ACCOUNTING CYCLE
2.   BOOK-KEEPING ERRORS
3.   INCOMES AND EXPENSES
4.   RESERVES ANMD PROVISIONS
5.   FINAL ACCOUNTS
6.   DEPRECIATION
7.   DISPOSAL OF FIXED ASSETS

1.      PARTNERSHIP
2.      PAYROLL ACCOUNTING
3.      STOCK VALUATION
4.      CONTAINER ACCOUNTS
5.      BRANCH ACCOUNTS
6.      COMPANY ACCOUNTS
7.      HIRE PURCHASE ACCOUNTS
8.      INVESTMENT ACCOUNTS
9.      COST ACCOUNTING
10.  AUDITING
a.      internal Control
b.      Auditors Work Papers
c.      Audit Programmes
d.      Sampling and Audit Evidence
e.      Audit Procedures
11.  FINANCIAL STATEMENTS ANALYSIS AND INTERPRETATION
12.  COMPUTERISED ACCOUNTING

ADVANCED MATHEMATICS FORM FIVE SYLLABUS.

FORM 5

Objectives of Teaching Advanced Mathematics

The main objectives of teaching Advanced Mathematics in secondary schools are to help and enable students:

(a) To acquire appropriate and desirable mathematical skills and techniques,

(b) To develop foundation and mathematical knowledge, techniques and skills and capabilities for studying mathematics and other related subjects in higher education.

(c) To apply mathematical concepts, arguments and skills in problem solving;

(d) To solve mathematical problems;

(e) To acquire mathematical knowledge and skills necessary for concur­rent studies in other subjects;

(f) To think and work with accuracy and conciseness.

Content Selection and Organization

The content included in this syllabus is a continuation of the content covered at ordinary level. The topics, sub-topics objectives, teaching/  learning strategies and teaching aids in the syllabus have been carefully selected and organized to match the student's level of understanding in mathematics. Some of the topics included in the syllabus have been approached and arranged spirally with simpler concepts in the first year. Teachers are advised to follow the suggested sequence of topics in the syllabus.

Methods of Teaching and Learning Mathematics

The teacher is advised to use various methods of teaching according to the nature of the topic with an aim of achieving the laid down objectives. The methods of teaching that are commonly used are discussions, group work, lecture, enquiry and discovery.

Students should be encouraged to participate actively in discussions, questioning and answering questions, making case studies and visiting areas relevant to mathematics lessons. The pupils can also achieve more from lessons which allow them to make observations and analysis of mathematically oriented problems.

Assessment of Student Progress and Performance

When assessing pupil's performance, the teacher is advised to use continuous assessment. It is expected that every mathematics teacher will periodically assess students in order to identify their strengths and weaknesses. In this way it will be possible to help the weak and encourage the strong ones.

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 sub-topics. At the end of Form VI, the students will be expected to do the national examination in advanced mathematics. The continous assessment, class tests as well as the final terminal examinations will help to determine the effectiveness of content, materials, teacher's methods as well as the extent to which the objectives of teaching mathematics have been achieved. 

InstructionaI Time

The number of periods per week allocated for teaching mathematics is as specified by the Ministry of Education and Culture. According to the length of content of this syllabus, 10 periods per week are recommended. 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 head of mathematics department or head of school.

TOPICS

1. CALCULATING DEVICES

2. SETS

2.1.  Basic operations of sets

2.2.  Simplification of set expressions

2.3.  Number of members of a set

3.LOGIC 

3.1.  Statement

3.2.  Logical connectives

3.3.  Laws of algebra of propositions

3.4.  Validity of arguments

3.5.  Electrical Networks

4.COORDINATE GEOMETRY

4.1.  Rectangular Cartesian Coordinates

4.2.  Ratio theorem

4.3.  Circles

4.4.  Transformations

5. FUNCTIONS

5.1.  Graph of functions

5.2.  Inverse of a function

5.3.  Inverse function 

6. ALGEBRA 

6.1.  Indices and logarithms

6.2.  Arithmetic progression

6.3.  Geometric Progression 

6.4.  Other types of series

6.5.  Proof  by  mathematical Induction

7. TRIGONOMETRY

7.1.  Trigonometrical ratios

7.2.  Pythagoras theorem in  trigonometry

7.3.  Compound angle formulae

7.4.  Double angle formulae

7.5.  Form of a cosØ + bsinØ  = c

7.6.  Factor formulae

7.7.  Sine, and Cosine rules

7.8.  Radians and small angles

7.9.  Trigonometrical Function 

7.10.Inverse trigonometrical functions

8. ALGEBRA

8.1.  Root of a Polynomial function

8.2.  Remainder and Factor Theorem

8.3.  Inequalities

8.4.  Matrices

8.5.  Binomial theorem 

8.6.  Partial fractions

9.LINEAR PROGRAMMING

10.DIFFERENTIATION

10.1.                    The Derivative

10.2.                    Differentiation of a function

10.3.                    Applications of differentiation

10.4.                    Taylor’s theorem and maclaurin’s theorem

11.INTEGRATION 

11.1.                    Inverse of Differentiation

11.2.                    Integration of a function

11.3.                    Application of integration

12.  COORDINATE GEOMETRY II

12.1.                    Conic section 

12.2.                    The parabola

12.3.                    The ellipse

12.4.                    The hyperbola

12.5.                    Polar coordinates

13.  VECTORS

13.1.                    Vector representation

13.2.                    Dot product

13.3.                    Cross (vector) product 

13.4.                    Equation of a straight line 

13.5.                    Equation of a plane 

13.6.                    Scalar triple product

14. HYPERBOLIC FUNCTION

14.1.                    Hyperbolic cosine and sine functions

14.2.                    Derivative of Hyperbolic function

14.3.                    Integration of hyperbolic functions

15.  STATISTICS

15.1.                    Scope and limitations

15.2.                    Frequency distribution tables

15.3.                    Measures of central tendency

15.4.                    Measures of dispersion 

16.  PROBABILITY 

16.1.                    Fundamental principle of counting

16.2.                    Permutations

16.3.                    Combinations

16.4.                    Sample spaces

16.5.                    Probability  axioms and  theorems

16.6.                    Conditional probability 

17. STATISTICS II

17.1.                    Probability density  functions 

18.  COMPLEX NUMBERS

18.1.                    Complex numbers and their operations 18.2.                    Polar form of a Complex number

18.3.                    De moivre’s theorem

18.4.                    Euler’s  formula

19.  DIFFERENTIAL EQUATIONS

19.1.                    Differential Equations

19.2.                    Solutions to Ordinary differential equations 19.3.                    First order differential equations

19.4.                    Second order homogeneous differential equations

20.  VECTORIAL MECHANISM
20.1.                    Vector differentiation
20.2.                    Relative motion
20.3.                    Motion in a straight line.
20.4.                    Projectile motion on non-inclined plane 20.5.                    Newton’s laws of motion
20.6.                    Power Energy and momentum

21. NUMERICAL METHODS
21.1.                    Errors
21.2.                    Linear interpolations
21.3.                    Roots by iterative methods
21.4.                    Numerical Integration

CHEMISTRY FORM FIVE SYLLABUS.

CHEMISTRY SYLLABUS  FORM 5-6
Chemistry 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 enable learners to:
-         Cultivate an understanding and appreciation of the role, influence and importance of science in Everyday life, at work and in society in general;
-         Develop in the fundamental concepts, principles and skills of Chemistry and use these to best utilize their natural heritage and raise their standard of living;
-         Apply their knowledge and skills in proper use of and management of the environment;
-         Analyse the behaviours of people involved in the abuse and misuse of the environment and make informed judgment in as far as making amendments is concerned;
-         Prepare themselves for further studies and training in chemistry and related fields.

Organization of the Syllabus
In designing this syllabus, due consideration has been made to both the learners and the teacher's needs. Some topics have been omitted for example soil chemistry' and qualitative analysis. Some topics have been added for example environmental chemistry.

The content has been carefully selected and organized so as to promote interest and motivation throughout the course. All topics and sub-topics are blocky organized in progressive manner such that acquisition of knowledge and skills is synchronized with the learning level of the learner. The topics fall under 5 blocks:

General Chemistry; Physical Chemistry; Inorganic Chemistry;  Organic Chemistry. and Environmental Chemistry.

In the format of the syllabus are also included instructional objectives for each sub-topic.

Choice and use of Instructional Materials
With the new book production policy, the science book market will have more and more up to date science books.

The chemistry teacher is therefore 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 advise 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 chemistry 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 among science schools that using the active methods of instruction learns science better. However the content under the column of teaching learning strategies is compulsory.

Assessment of Students Progress and Performance
It is normal practice for teachers to assess student's 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 as to help the weak and encourage the good ones as appropriate. Assessment of student's progress and achievement does not only measure student's academic improvement but also the effectiveness of the course, the teacher's methods and teaching styles. Assessment and evaluation also enable the teacher to give his or her professional views and recommendations for improving the curriculum and methods of learning in this discipline.

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. It is also on the basis of the results of this examination that selection for further studies will be made.

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 two years.

TOPICS FORM V
1.  GENERAL CHEMISTRY
1.1. ATOMIC STRUCTURE
1.2. ATOMIC SPECTRUM   (Hydrogen Spectrum)
1.3. MODERN QUANTUM THEORY
a.       Quantum Numbers  and Electronic Configuration
1.4.BONDING
a.       Types of Bonds
b.      Hybridisation of atomic  orbitals

PHYSICAL CHEMISTRY
2.1. GAS LAWS
2.1. RELATIVE MOLECULAR MASSES AND DENSITIES OF GASES
2.3. RELATIVE MOLAR MASSES IN SOLUTIONS
2.4. TWO COMPONENT LIQUID MIXTURE
a.       Immiscible Liquids
b.      Completely Miscible Liquids
c.       Distribution Law
2.5. ENERGETICS
a.       Heat changes in Chemical Reactions
2.6. CHEMICAL EQUILIBRIUM
a.       Law of mass action
2.7. CHEMICAL KINETICS
a.       Order of Reaction
b.      Catalysis
2.8. OXIDATION REDUCTION AND ELECTRO CHEMISTRY
a.       Oxidation reduction
b.      Electrolytes in solution
2.9.    ACIDS BASES AND SALTS
a.       Acids and bases
b.      Ionic Equilibrium of Electrolytes
c.       Ionic product of water and pH.
d.      Buffer Solutions
e.       Salt Hydrolysis
2.10. SOLUBILITY AND SOLUBILITY PRODUCT
a.       Solubility product, ksp, and Ionic Product, Q.

INORGANIC CHEMISTRY

3.1.    PERIODICITY
a.       Periodicity
b.      Periodic Trends in Physical Properties
c.       Period Trends in Chemical Properties
d.      Diagonal Relationship
3.2.    CHEMISTRY OF SELECTED ELEMENTS
a.       Electronic configuration and oxidation states
b.      Uses of selected Elements and their compounds
c.       Hazards of selected elements and compound
3.3.    TRANSITION ELEMENTS
a.       Characteristics of Transition  Elements (Reference to atomic Nos 21-30
b.      Complex formation and ligands 

4.          ORGANIC CHEMISTRY
4.1.    ORGANIC COMPOUNDS
a.       Occurrence of Organic Compounds
b.      Sources of organic compounds
4.2.    HYDRO CARBONS
a.       Classification
b.      Alkanes
c.       Alkenes
d.      Alkynes
e.       Benzene and Homologue
f.        Hazards of Hydrocarbons
g.       Substituted Benzene
4.3.    DERIVATIVES OF HYDROCARBONS
a.       Halogen derivatives
4.4.    HYDROXYL COMPOUNDS
a.       Properties of hydroxyl compounds
b.      Synthesis of hydroxyl compounds
c.       Uses of Hydroxyl compounds
d.      Hazards of Hydroxyl Compound
4.5.    CARBONYL COMPOUNDS
a.       Structure and Nomenclature
b.      Physical Properties
c.       Preparation
d.      Chemical Properties
e.       Uses and hazards of carbonyl Compounds
4.6.    CARBOXYLIC ACIDS AND DERIVATIVES
a.       Carboxylic acids
b.      Esters
c.       Amides
d.      Conversions
4.7.    AMINES
a.       Structure and Nomenclature
4.8.    POLYMERS
a.       Concept of polymers
b.      Types
c.       Properties
d.      Preparation
e.       Synthetic rubber
f.        Hazards of Polymers

GENEARAL STUDIES FORM V---- SYLLABUS.

FORM V AND VI SYLLABUS

OBJECTIVES OF GENERAL STUDIES

 At the end of the course, the learner of General studies should be able to;

·      show advanced mastery of  language skills i.e. Listening, speaking, relating and writing;

·      demonstrate evidence of maturity of thought expressed orally, and in writing

·      show evidence of maturity in behavior analysis if issues and rational opinion and decision making;

·      show awareness of contemporary issues affecting or likely to affect the society;

·       participate in activities which help maintain and develop the society economical, politically, environmentally and socio-culturally

General studies for A-level in Tanzania covers 8 topics. These 8 topics are selected carefully to cope with our rapidly changing world. They are intended to widen the students understanding of different issues and to enable them to develop into informed and analytical citizens with experiences and skills  that will lead to principled and effective participation in human relations at community and global levels. The topic are broken down to sub-topics. Each sub-topic has several; measurable cognitive and effective objectives to promote the students learning.

COURSE CONTENT

1.     Communication

2.     Culture

3.     Democratic processes

4.     Science and technology in development

5.     Environmental issues

6.     Social economic issues in Tanzania

7.     Man, philosophy and religion

8.     International cooperation