HISTORY SYLLABUS FORM I --- IV.

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.

TOPICS FORM I

A.     THE PEOPLE OF EAST AFRICA AND THEIR ENVIRONMENT
1.1.  Sources of  History
-    Oral traditions
-    Historical  sites
-    Written  records
-    Archives
-    Museums
-    Archaelogy

2.ENVIRONMENT, TECHNOLOGY AND EVOLUTION OF MAN.
2.1.    Evolution of man
2.2.    Early Stone Age (Old Stone Age)
2.3.    Middle Stone Age
2.4.    The Late Stone Age  (New Stone Age)
2.5.    Iron  Age

3.DEVELOPMENT OF ECONOMICS ACTIVITIES
3.1.    Agriculture
3.2.    Handicraft Industries  and Minning
3.3.    Local trade  

4.DEVELOPMENT OF POLITICAL SYSTEMS
4.1.    Kinship or clan organization
4.2.    Age-Set system
4.3.    Ntemiship Kingship

B.     EXTERNAL CONTACTS THROUGH INDIAN OCEAN

1. IMPACT FROM THE EAST
1.1.  Rise of coastal city states
1.2.  Evolution of Kiswahili

2.IMPACT FROM EUROPE
2.1.  Portuguese expansion in Africa and Asia
2.2.  Portuguese infrusion along East African Coast

Oman Arab domination.
a. Motives of the coming of Oman Arabs to East Africa
b. Impact of Oman Domination in East Africa

C.     EAST AFRICAN PEOPLES AND THEIR NEIGHBOURS BY THE 1850’s

a.Interaction through trade
b.With Southern Africa ( Malawi, Zambia and Zimbabwe)
c. With Central Africa (Rwanda,  Burundi, Congo, Zaire and Angola)
d. With North and North East Africa ( Egypt, Sudan and the Horn of Africa)
e. The coming of the Ngoni

D. PRELUDE TO  COLONIALISM IN EAST AFRICA 

ENGLISH LANGUGE SYLLABUS FOR FORM ONE.

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 ONE

A.    STRUCTURE
Objectives of  the course
By the end of Form I, the student should be able to:
1.      Speak English with acceptable pronounciation.
2.      Express one appropriately and with correct grammatical constructions.
3.      Write controlled composition e.g. friendly letters and cards.
4.      Read simple readers and explain their content.
5.      Respond appropriately to spoken English in different situations.  1.      TYPES OF SENTENCES
2.      CLASSIFICATION OF WORDS
3.      THE PRESENT TENSE
4.      THE SIMPLE PAST TENSE
5.      THE FUTURE TIME
6.      MODAL AUXILIARIES
7.      COMPARATIVE AND SUPERLATIVE
8.      PREPOSITIONS

B.   LISTENING  
1.      SOUND DISCRIMINATION
2.      AURAL COMPREHENSION

 C: SPEAKING
1.   SOUNDS
2.   INTONATION AND TONE
3.   STRESS
4.   AURAL COMPREHENSION

GEOGRAPHY FORM ONE SYLLABUS.

GEOGRAPHY  FORM 1- SYLLABUS

The Geography Subject Objectives are to:
1   Develop a learner awareness of this country as his/her heritage.
2.  Develop awareness of the extent of their land that can be developed to raise the standard of living of people.
3.  Develop understanding of the constraints both social and geographical in the way of development and to suggest ways of overcoming them.
4.  Develop methods of observation, measuring, recording and interpretation of phenomena.
5.  Enable students to understand interaction between their country and other countries and appreciate the way world problems are related.
6.  Enable students acquire the skills for combating environ­mental problems for the environmental conservation and management.

Selection and Organisation of the Content :
(a). This syllabus has been centred on the content, which addresses the objectives and requirements not only of the 0-level geography but also of the major goals of education in the country.

(b).  The selection of the content has deliberately avoided the traditional tendency of opting for treating the subject on topical basis. Instead the materials in this syllabus are intended to impart skills, which are relevant to Tanzanian situation that fit learners. Hence the content has been treated thematically. This approach enables the learner to link the general knowledge and experiences from other places to realities in Tanzania.
More than any other subject in the curriculum, the geography skills, are intended to prepare pupils who will be rich in constructive attitudes towards environment, understanding its problems, possible solutions; and therefore getting involved in providing actual social and economic development of the country.

(c). Furthermore, the preparation of this syllabus did under-score the fact that it is not the knowing all geographical facts of a country which will help in building up of such skills into pupils but that it is only certain type of knowledge that can be employed by learners as tools to change their environment for better life.

(d). Therefore, while at form one for instance, pupils are exposed to study general geography and some practical skills; the subject is focused to the study of human activities essential for survival through interacting with the environment at form two levels.
This study dwells on the skills on the earth science, climate and soils and statistics in form three. On top of this, skills in geographical map, photographs and statis­tics are taught at this level.

Choice and use of instructional materials:
The subject teacher is expected to be well informed about the content of the syllabus. The teacher should constantly seek information from different sources and use the teach­ing/learning strategies suggested in the syllabus. The choice of teaching learning aids promoted should be a guide to an effective teaching and learning environment. No school or department will ever be self sufficient in instructional materials. This suggests the need to keep in touch with other schools, institutions or departments for exchange of these materials.

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.

TOPIC FORM 1

1. CONCEPT OF GEOGRAPHY
a. The Solar System
b. The Sun
c.  The Planets
d.  Other bodies in the Solar system
e.  The Earth
f.  Earth movements
    i.   Rotation’s evidences
   ii.Revolution seasons,  and length of day and night
g.      Location of positions on the Earths surface
h.      Calculate time differences
i.        International Date Line

2. The Structure of the  Earth
3. Major  Features of  the Earth’s Surface
4. Weather and Climate
a.      Definition of weather
b.      Weather
    i. Elements of Weather temperature, rainfall, wind, air pressure  and humidity
    ii. Weather station  and instruments used for measuring the elements of weather

c.      Climate
    i.  Temperature

d.  Natural Regions
    i.    The Warm Temperature regions.
    ii.  Cool temperature (continental) regions. Sample duty
   iii. Wheat farming in the prairies and  sheep raising in the downs of Australia.
    iv. Mountain regions

5.  Mapwork
a.      Scale
b.      Symbol
c.      Distance
d.      Location of Position   

COMMERCE FORM ONE-----TOPICS.

FORM I

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 I

1.    THE SCOPE OF COMMERCE
2.    PRODUCTION

FORM II

3.    THEORY OF DEMAND
4.    THEORY OF SUPPLY
5.    RETAIL TRADE
6.    WHOLESALE TRADE
7.    WARE HOUSING MANAGEMENT
8.    STOCK ADMINISTRATION

FORM III

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

FORM IV

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

AIMS OF SECONDARY EDUCATION IN TANZANIA.

AIMS OF SECONDARY EDUCATION IN TANZANIA

In Tanzania secondary education refers to post primary formal education offered to persons who have successfully completed seven years of primary education. The following are the aims objectives of secondary education:

- To consolidate and broaden the scope of baseline ideas, knowledge, skills and principles acquired and developed at the primary education level.

-  To enhance further development and appreciation of national unity, identity, personal integrity, respect for human rights, cultural and moral values, customs, traditions, responsibilities, obligations and readiness to do both mental and manual work;

-To promote lingustic ability and effective use of communication skills in Kiswahili and English

-To provide opportunities for the acquisition of knowledge, skills, appropriate attitudes and understanding in prescribed or selected fields of study

-To prepare students for higher education, vocational technical and professional training;

-To inculcate self confidence and the desire for self-advancement in science and technology, academic and occupation knowledge and skills

-         To prepare the students to join the world of work

Illustrated Mathematics Dictionary

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Easy-to-understand definitions, with illustrations and links to further reading.

Start browsing the definitions using the letters above or below,
or use the Search above.

721 Definitions, 623 Illustrated, 156 Animated

MEASURE ------ BY. MWL. JAPHET MASATU.

Measurement Index

Measurement is finding a number that shows the size or amount of something.

There are two main "Systems of Measurement": Metric and US Standard
	Metric Introduction to the Metric System (with Maggie!) The Metric System of Measurement Metric Numbers US Standard Units Introduction to US Standard Units (with Maggie!)

We can measure many different things, but most often we measure Length, Area, Volume, Mass and Time.

Length

• Metric Lengths
• US Standard Lengths
• Activity: Discover Lengths

Area

• Metric Area
• US Standard Area
• Area of Circle, Triangle, Square, Rectangle, Parallelogram, Trapezium, Ellipse and Sector
• Activity: Area of a Garden

Volume

• Metric Volumes
• US Standard Volumes
• Measuring Cups
• Activity: Discover Capacity

Mass (Weight)

• Metric Mass
• US Standard Mass
• Weight or Mass?
• Apparent Weight
• Activity: Discover Mass

Activity

• Activity: Personal Measures

Time and Date

• Clocks - Digital and Analog
• Analog and Digital Clocks Animation
• Date and Time Clock (24 hour and AM/PM)
• Stopwatches
• Adding and Subtracting Time
• Day of the Week you were Born

• Introduction to Days, Weeks, Months and Years
• Days
• Weeks
• Months
• Years
• Seasons
• Days Between Two Dates
• 12 Month Calendar

• AD and BC
• Leap Years
• Earth's Orbit and Daylight
• Sun Clock
• World Time Zones

• The Time - Converting AM/PM to 24 Hour Clock
• Time Worksheets

Conversions

How do you change from one measurement to another? If you know how long something is in meters, but need to know feet? Or square inches to square meters? You need to know how to do Conversions!

• Conversion of Length (a simple intro to conversion)
• Conversion of Area
• Conversion of Volume
• How to Convert Imperial to Metric
• How to Convert Metric to Imperial
• Metric US/Imperial Conversion Charts
• Unit Conversion Method
• Unit Converter

Temperature

How hot or cold is it going to be today? Is 40° Celsius nice weather? How about 40° Fahrenheit?

• Interactive Thermometer
• Conversion of Temperature - Celsius to Fahrenheit

Speed

• Metric Speed/Velocity
• US Standard Speed/Velocity
• Speed and Velocity

Direction

• Compass: North, South, East and West
• Direction Game
• Mazes

Units

• The "Unit" in Measurement
• Unit Price

Accuracy and Precision

• Accuracy and Precision
• Errors in Measurement

DATA --------------- BY. MWL. JAPHET MASATU

USING   AND   HANDLING  DATA.

Data Index	Probability and Statistics Index	Graphs Index

Data

What is Data?

			What is Data?
			Discrete and Continuous Data
			Analog and Digital

How to Show Data

	Bar Graphs
	Pie Charts
	Dot Plots
	Line Graphs
	Scatter (x,y) Plots
	Pictographs
	Histograms
	Frequency Distribution
	Stem and Leaf Plots
	Cumulative Tables and Graphs
	Graph Paper Maker

Surveys

	How to Do a Survey
	Survey Questions
	Showing the Results of a Survey
	Accuracy and Precision
	Activity: Asking Questions Activity: Improving Questions

Probability and Statistics

Measures of Central Value

	Finding a Central Value
	· Calculate the Mean Value and The Mean Machine
	· Find the Median Value
	· Find the Mode or Modal Value
	Activity: Averages Brain-Teaser
	Calculate the Mean from a Frequency Table
	Advanced: Mean, Median and Mode from Grouped Frequencies
	Weighted Mean

Measures of Spread

	The Range
	Quartiles and the Interquartile Range
	Percentiles
	Mean Deviation
	Standard Deviation
	Standard Deviation Calculator
	Standard Deviation Formulas

Comparing Data

	Univariate and Bivariate Data
	Scatter (x,y) Plots
	Outliers
	Correlation

Probability

	Probability
	The Probability Line
	The Spinner
	The Basic Counting Principle
	Relative Frequency
	Activities: An Experiment with a Die An Experiment with Dice Dropping a Coin onto a Grid Buffon's Needle Random Words
	Complement
	Probability: Types of Events
	Independent Events
	Dependent Events: Conditional Probability
	Tree Diagrams
	Mutually Exclusive Events
	False Positives and False Negatives
	Shared Birthdays
	Combinations and Permutations
	Combinations and Permutations Calculator

Random Variables

• Random Variables
• Random Variables - Continuous
• Random Variables - Mean, Variance and Standard Deviation

The Binomial Distribution

• Quincunx and Quincunx Explained
• The Binomial Distribution

The Normal Distribution

• Normal Distribution
• Standard Normal Distribution Table
• Skewed Data