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Friday, May 2, 2014

BIOLOGY FORM SIX SYLLABUS.

FORM VI

BIOLOGY SYLLABUS FORM 6

Biology course objectives
The 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. It is also intended 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 mastery in the fundamental concepts, principles and skills of Biological Science and use these for best utilization of 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 judgement in as far as making amendments is concerned;
- Prepare themselves for further studies and training in biology and relate fields.

Organization of the syllabus
In designing the 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 blocky organized in a progressive manner such that the acquisition of knowledge and skills is synchronized with the learning level of the learner. The topics fall under 2 main blocks, Form 5, and Form 6. Each form has its objectives.

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 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 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 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 scholars that using the active methods of instruction learns science better. NB: When conducting practical, all chemicals should be handled with care).

Assessment of student's Progress and Performance
It is expected that teachers will carry out assessment of their student's progress and performance periodically. This should be done so as to identify their strengths and weaknesses and to help the weak and encourage the good ones as appropriate.

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 academic years at a minimum of 50 periods of forty minutes duration each.

OBJECTIVES OF FORM 6 BIOLOGY COURSE

The form six Biology Course aims at exposing the students to those aspects not touched or only lightly touched in the )-level Biology Course in the topics dealing with transportation of materials in organisms, growth and development, multiplication of organisms, inheritance of characters, origin of life and new species and interactions among organisms and their environment.

1.      Explain the relationship between mitosis and growth and discuss with graphical representation growth patterns in organism.
2.      Explain the relationship between meiosis and reproduction and discuss the process of gamete formation.
3.      Conduct simple breeding experiment with garden pea fruit fly and discuss how characters are inherited.
4.      Explain how life is thought to have originated and new species may evolve and account for evidence which support organic evolution.
5.      Discuss the basic ecological concepts and apply the knowledge in improving the environment.

TOPICS

8. TRANSPORTATION
8.1.    Transportation in Plants
8.1.1.      Movement of Materials Across the Root
8.1.2.      Upward Movement
8.1.3.      Translocation of manufactured food
8.2.    Transportation in Vertebrates

9. GROWTH AND DEVELOPMENT
9.1.    Mitosis
9.2.    Growth Patterns
9.3.    Growth and Development in Plants
9.3.1.      Primary and Secondary Growth in Angiosperms
9.3.2.      Seed Dormancy and viability

10. REPRODUCTION
10.1.Meiosis
10.2.Reproduction in plants
10.2.1. Fertilization
10.2.2. Seed and fruit Development
10.2.3. Life cycles
10.3.Reproduction in Animals
10.3.1. Oestrus
10.3.2. Fertilization and zygote Development in mammals
10.3.3. Birth and Parental Care
10.3.4. Life cycles

11. GENETICS
11.1.Hereditary Materials
11.1.1. RNA
11.1.2. DNA
11.2.Mendelian principles of inheritance
11.3. Non Mendelian Inheritance
11.4. Mutations

12.1.   THEORIES ON THE ORIGIN OF LIFE
12.2.    Theories on the Mechanism of organic Evolution
12.3.    Evidence for Evolution
12.3.1.    Palaentology
12.3.2.    Comparative Morphology and Anatomy
12.3.3.    Comparative Bio-Chemistry
12.3.4.    Biogeography
12.3.5.    Selective Breeding
12.4.          Speciation

13.          ECOLOGY
13.1.    Ecosystem
13.2.    Methods of studying ecology
13.3.    Population by Dynamics
13.4.    Sustainable use of environmental resources

ACCOUNTANCY SYLLABUS FOR FORM SIX.

FORM VI--

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 AND 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 SIX SYLLABUS.

FORM 6

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 SIX SYLLABUS.

FORM VI

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

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

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.
b.      Precipitation
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

ECONOMICS FORM FIVE SYLLABUS.

i. The Theory of the Firm ........... ii. The Theory of the Cost......
iii. Economies of Scale

ECONOMICS FORM FIVE SYLLABUS.

THE THEORY OF THE FIRM

DEFINITION
A firm is an business organization in which goods and services are provided.

	A firm is the unit in which goods and services are produced
	A firm is the producers unit in which factors of production are converted into output.

	A firm is the producer unit under one management and control.

DEFINITION OF AN INDUSTRY

An industry is the combination of firms engage with production of similar or related products.

Eg.In a foot wear industry there are number of firms producing various components of foot wear eg stockings, leather tanning, shoesoles, polish shoes etc

	Textiles industry, Khanga, vitenge blankets
	There is different management control and supervisor

THE AIM OF THE FIRM

1.The aim of the firm is to maximize profit through;

	By decreasing the price of the commodity
	By increasing the price of the commodity
	By lowering the costs of production
	By improving research and innovations to improve the quality of the products.

2.To promote the national interest eg

To create employment.

3.Enjoying economies of scale (output maximization)

	Embark/deal with large scale production
	Create more output.

4.Sales Maximization:

	Firms also follow sales Maximization Managers wants to expand company sales even at the expenses of profits.
	Can sell as much as possible.

5. Utility Maximization

The firm produce as much as it can to maximize the statistic of the consumers (utility maximization objective)

LOCATION OF THE FIRM
Always the entrepreneur will locate his firm in a location, which minimizes the private costs of production.

FACTORS WHICH INFLUENCE THE
LOCATION OF THE FIRM

The location of the firm is influenced by

1. Availability of raw materials

Must be the source of raw materials

2. Market Availability

Must be market source of the product

3. Improved infrastructure

	Availability of transport
	Reliable of water supply
	Reliable of electricity.

4. Source of labour

Easier to get cheap labour and skilled

5.Good government policy

Government should provide incentives to industrialization eg subsidies (loans) etc

ARGUMENTS FOR LOCALIZATION

1.Developments of new industries

Investment of new industries

2. Emergence of external economies of scale

Firm will enjoy large-scale production.

3. Leads to development of infrastructure

	Reliable communication and transportation
	Ware housing

4. Expansion of the market

(Over seas) Create market availability of the product.

5. Basis of urbanization

Formation of towns cities etc

PHYSICS FORM FIVE SYLLABUS.

PHYSICS SYLLABUS FORM 5 -6

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 problem
- Explain, interpret and demonstrate physic concepts, principle and laws.

CHOICE OF INSTRUCTIONAL MATERIALS

The study material for this course are not contained in one book.

However the following books can be used:
Nelkon and Parker
Advanced Level Physics (Fifth Ed)
Brophy
Fundamental of Electronics
Physics for Secondary Schools Book V and VI
Jenkins E.N.
(An Introduction for Radioactivity).
Tom Duncan
A'Level Physics
Tom Duncan
Electronics for Today
Bennet Modern Physics
Stephenson
Mechanics and Properties of Matter

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 professional knowledge and skills in judging the suitability of the book.

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 be encouraged to participate actively in:
observing, hypothesising, inferring, classifying, predicting. experimentation, collecting and interpreting data and drawing conclusion. I on the other hand, problem solving approach include discovery, student projects and education visits excursions. However, 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 teacher are advised to administer formative tests at the end of each topic in the syllabus in order to diagnose the learning problems of their students. The results of these test should be used to provide group or individual remedial instruction whenever necessary. Annual examinations will serve as a means of indentifying the topics or sub-topic which need further teaching improvement.

FORM V TOPICS

1. ERRORS
2. DIMENSIONS OF PHYSICAL QUANTITIES
3. MECHANICS
a.     Projective
b.     Newton’s laws of motion
c.      Uniform circular motion
d.      Rotation of rigid bodies
e.      Gravitation
f.       Simple harmonic motion (SHM)
g.      Surface tension
h.      Fluid Mechanics
i.       Strength of materials

4.      HEAT
a.       Thermometer
b.      Thermal Conduction
c.       Thermal Convection
d.      Thermal radiation
e.       Kinetic theory of gases
f.        First law of thermo-dynamic

5. WAVES
a. Mechanical Vibration
b. Sound
c. Electro-magnetic waves
i. Nature of em waves
d. Difraction
e. Polarization of light

MUHTASARI WA KISWAHILI KIDATO CHA TANO.

SILABASI YA KISWAHILI YA KIDATO CHA 5

Mukhtasari huu umeandikwa kwa kuzingatia matokeo ya tathmini ya muhtasari wa 1976 iliyofanywa na Taasisi ya ukuzaji Mitaala mwaka 1988. Mapendekezo hayo yalitokana na upimaji wa uwezo wa wanafunzi na maoni ya waalimu na wakaguzi.

Mada za mukhtasari huu zimepangwa kulingana na vidato. Inashauriwa mada hizi zifundishwe kwa njia ya kuchanganya na si kwa kufuata mtiririko wa mada uliomo kwenye muhtasari huu. Kwa mfano, katika wiki moja, mwalimu anaweza kufundisha vipengele vya fasihi simulizi kwenye kipindi kimoja, vya sarufi kipindi kingine na vya utungaji katika vipindi vingine.

Mwalimu anashauriwa kuzingatia yafuatayo

Pamoja na njia/mbinu za kufundishia zilizoandikwa humu, mwalimu abuni njia nyingine kulingana na uwezo na vionjo vya wanafunzi wake.
Atengeneze na kutumia vifaa vya kufundishia kulingana na mahitaji ya wanafunzi wake.
Ajielemishe kwa kusoma maandiko mbalimbali yanayochapishwa kila wakati.
Awe mfano mzuri wa kuzungumza na kuandika Kiswahili fasaha.
Orodha ya vitabu vya kufundishia Kiswahili itakuwa ikitolewa na Wizara ya Elimu kila baada ya muda maalum.
Muhtasari huu unahitaji vipindi kumi na viwili kwa wiki.

Malengo ya kufundisha kiswahili katika shule za Sekondari

Mafunzo ya Kiswahili katika shule za Sekondari yanakusudiwa kuwawezesha wanafunzi