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

PHYSICS FORM FOUR SYLLABUS.

PHYSICS  FORM 4 - SYLLABUS

PHYSICS SYLLABUS FORM 1 TO FORM 4

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.

Specific Objectives for teaching Physics Form IV

It is expected for teaching Physics Form IV

1.      Apply the knowledge of reverberation in the construction of studios
2.      Make electromagnetics
3.      Correct eye defects and
4.      Construct simple electronic devices e.g. simple amplifier 

TOPICS

1.     WAVES AND WAVE MOTION
a. Production and propagation of waves
b.Behaviour of waves
c. Sound
c. Musical Sounds

2.REFRACTION THROUGH PRISMS AND THIN LENSES
a. Refraction of light through a prism
b. Refraction of light through lenses

3.DISPERSION AND COLOUR

4.OPTICAL INSTRUMENTS 
     a. Simple microscope (magnifying glass)

5. ELECTROMAGNETIC SPECTRUM
     a. Survey of electromagnetic spectrum
     b. Infra-red radiation
     c. Ultra-violet radiation

6. MAGNETIC  EFFECT OF AN ELECTRIC CURRENT

7.ELECTRO-MAGNETIC INDUCTION
     a. Laws of electro-magnetic induction

8. THE ATOM 
     a. Natural radioactivity

9.THERMIONIC EMISSION
     a. Cathode  ray  tude

10.ELECTRONICS
     a. Resistor, inductor  and capacity

KISWAHILI KIDATO CHA NNE MUHTASARI.

KISWAHILI KIDATO CHA NNE

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 NNE

Mwanafunzi aweze:
1.      Kuchanganua fani na maudhui ya fasihi
2.      Kuhakiki kazi za fasihi
3.      Kukusanya na kuhifadhi kazi za fasihi simulizi
4.      Kutunga kazi za fasihi
5.      Kufafanua vyanzo  vya fasihi  andishi
6.      Kufafanua uenezi, uhifadhi na matatizo ya fasihi andishi
7.      Kuhakiki vitabu teule vya fasihi andishi
8.      Kufafanua uundaji wa maneno
9.      Kuchanganua Sentensi
10.  Kujibu maswali kutokana na habari aliyoisoma au kuisikiliza
11.  Kufupisha habari
12.  Kuandika habari kwa kufuata  taratibu za uandishi
13.  Kueleza umuhimu wa lugha ya mazungumzo na ya maandiashi
14.  Kueleza ukuaji na uenezaji wa kiswahili

1.      FASIHI
a.      Uhakiki wa kazi za Fasihi
b.      Fasihi Simulizi
c.      Fasihi Andishi

2.      SARUFI
a.      Uundaji wa maneno
b.      Uchanganuzi wa sentesi

3.      UFAHAMU

4.      UTUNGAJI

5.      UTUMIZI WA  LUGHA

6.      HISTORIA  YA KISWAHILI

HISTORY FORM FOUR SYLLABUS.

HISTORY SYLLABUS FORM I – IV

Objectives of Teaching History at Secondary School level
The aim of teaching history at secondary school level is to promote understanding of the events, conditions and factors that shaped the past, the present condition of the world and of Africa in particular. This course looks at the origins and development of Africa's present condition. It looks at how African societies were formed, how they grew, factors which influenced their development as well as prob­lems experienced and how they were solved. Thus it provides a link between the past, present and the future.
Specifically the objectives of this course are:
To develop a comprehensive understanding and deeper apprecia­tion of how, before colonial invasion, societies in East Africa and the rest of Africa were able to control and master their environ­ment and make cultural, economic, technological and political advancement so that learners can achieve a sense of confidence and understand their responsibility and role in human develop­ment.
To enable the learners to know how, at various stages in history, societies in East Africa have been subjected to foreign intrusion, colonial domination, economic exploitation and cultural subjuga­tion.

So that they may clearly understand the historical roots of the problems of development in East Africa and Africa.

To make learners understand the various efforts and strategies made by African countries in the struggle for liberation against colonialism and neo-colonialism so that they can appreciate the need for African co-operation and unity, and participate actively in the efforts to bring about social, economic and political develop­ment.

To develop pupils' basic mental skills, inquiring mind, perception, imagination, reasoning and judgment so that they become useful and productive members of the Tanzanian society.

To equip learners with basic tools of analysis and interpretation so that they can understand Tanzanian politicians, African's position and contribution in world development in order to become better Tanzanian citizens committed to building our young nation and developing co-operation among all nations of the world.
Choice and Use of Instructional and Study Materials
It is the duty of the class teacher to ensure that only books which meet the requirements of this course are procured for use by pupils under his or her charge and care.

There will be periodic issuance of lists of approved and recom­mended books by Ministry of Education and Culture. Nevertheless, the learners, teachers and parents will be free to choose other books and textual material for reference at home or in school and public libraries. Teachers will also be expected to guide and advise learners on how best to use books and other textual materials provided by the school, available in the market, in the class, school or community libraries.

Methods of Teaching and Learning
There are generally two methods of teaching history. These are the transmission method and the inquiry method. While the first method emphasizes teaching by lecturing, the second method challenges students to discover knowledge themselves. This method calls upon the teachers to involve pupils in activities, which will enable them to collect, analyze and synthesize historical information from various sources. Such activities or techniques include discus­sion, field experiences, projects, library research and written and oral reports.

To avoid turning History into mere rote memorization of fact and, dates and therefore making the subject boring and dull, teachers should try as much as possible to use the inquiry methods which will give to pupils opportunities to examine, investigate, and explore the subject content.

Guest speakers and visits to historical sites and libraries can greatly add life to history courses.

Assessment of students' Progress and Performance
Teachers should be well versed in the process of assessing their pupils' progress and Performance. It is hoped that teachers will use various methods to assess their pupils at the end of each theme in order to determine how much and how well the pupils have learned and to what extent the specific objectives have been attained. At the end of the fourth year pupils will sit for the National Certificate of Secondary Education Examination. Pupils who have successfully  completed this syllabus should be able to do well in the CSEE.

Instructional Time
There will be set history periods for this course per week. The teacher is required to use each allocated period to promote pupil learning. For any lost period, for whatever reason, the teacher  will be required to arrange with the school administration how to make good such lost teaching and learning time.

TOPIC FORM IV

A.     SOCIO ECONOMIC DEVELOPMENTS BEFORE COLONIAL RULE

1.  Levels of Economic Development
-     Modes of production
-     Impact of the slave trade and its abolition
-     Impact of the discovery of minerals in South Africa
-     Impact of European in North Africa

2. Political Changes due to Slave Trade and its Abolition

B.     ESTABLISHMENT OF  COLONIAL RULE

1. The process of scramble and Partition
-    Increasing European rivalry
-    Role of chartered companies
-    The Berlin West Africa conference
-    Post-Berlin treaties between imperialist powers.

2. Colonial  Political Control and African Reaction

3. Setting up Administrative Systems
-    Indirect  rule ( in British colonies)
-    Direct rule  and Assimilation (in French and Portuguese colonies)
-    Direct and military administration (in German and Belgian colonies)

C.     COLONIAL ECONOMY AND SOCIAL SERVICES

1.Colonial Economy 
-      Agriculture
-      Mining and labour reserves in Southern Africa
-      Industry and Trade
-      Transport and Communication

2.Colonial Social Services and Culture
-     Education
-     Health water and Housing
-     Culture

3.Crises in the Capitalist System and their Impact on Colonial Economy and Social Services
-     The first World War
-     The Great Depression
-     The Second World War

D.    NATIONALISM AND DECOLONIZATION

1.Early Protest movements
-     Social and Welfare Associations
-     Religious protest movements
-     Economistic movements

2. The rise of Nationalism
-   Political parties
-   Pan Africanism
-   Rise of  U.S.A.
-   Rise of the Socialist Bloc
-   Armed struggle
-   Independence of India and Burma
-   Soldiers returning from the Second World War

E.     INDEPENCE AND DEVELOPMENT

1. Conditions under which Independence was granted

2. Changes in Political, Ideological and Administrative systems
-     The one party state
-     African socialism
-     Manpower development and administration

3. Economic Development Policies and Strategies
-     Agriculture
-     Industry and trade
-     Transport and communication
-     Rural  development policies

4. Social Services
-     Education
-     Culture
-     Health, housing and water programmes

5. Establishment of National Military Forces
-     Objectives of national military forces
-     Establishment and maintanance of
6.  Problems of Development
-     Neo-Colonialism
-     Apartheid
-     Political Instability
-     Under development

F.      AFRICA IN INTERNATIONAL AFFAIRS

1. African Cooperation
-   The O.A.U.
-   Regional organizations
-   Support for Liberation movements

2. Africa in International Organisations and movement
-   The UNO
-   The Commonwealth and French  Community
-   The Non-Aligned Movement (NAM)
-   African and the European Economic Community (EEC)
-   Africa and the middle East Question

GEOGRAPHY FORM FOUR SYLLABUS.

GEOGRAPHY  FORM 1

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

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

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

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

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

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

Some of the following teaching/learning aids:

-      -    Maps -   Pictures -   Samples/actual things -   Environment/sites -   Sketch maps -   Diagrams -   Photographs -   Globe -   Graphs -    Tables

-      -     weather station and components -    soil test kit -     water test kit -     electronic and some print media -     acquaria -     charts -     models -     torch -      planetarium

These resources can be also sought from the community, resource persons, mobilizes, informants or geographical Sites.

Students Assessment
In order to achieve the goals, the pupils need to be assessed every now and then. This should be done continuously as planned and organized by the teacher on a regular basis. At the end of From IV, students will sit for a national examina­tion aimed at measuring the overall achievement. For a successful performance in this examination, it is strongly advised that both the teacher and students should cover all the topics of this syllabus.

These evaluation undertakings will determine the extent to which the four year secondary education enabled pupils to acquire fundamental concepts, principles and skills in Geog­raphy and how they will apply them in solving the present and future problems at individual and national levels.

Distribution of Instructional' Time
Four periods of 40 minutes each are proposed per week to cover this syllabus.

FORM FOUR  
1.ELEMENTARY SURVEY AND  MAP MAKING
a.       Meaning of surveying
b.      Types of surveying
c.       Focus on chain survey and leveling
d.      Levelling
e.       Focus on application of these techniques

2.INTRODUCTION TO RESEARCH
a.      Objectives of Research work
b.      Stages of research  work

3.ENVIRONMENTAL ISSUES  AND MANAGEMENT
a.      Types of environmental problems in Tanzania
b.      Loss  of biological diversity in plants and animals in the ecosystem
c.      Pollution and waste mismanagement
d.      Fast rate of population and  urban growth
e.       Desertification
f.        Poverty  level in the country
g.       Energy
h.       Climatic change as observed in Tanzania
i.      Environmental  conservation

4.POPULATION
a.       Concept of population
b.      Factors for  population distribution
c.       Population  change
d.      Population  data
e.       Presentation of population data
f.        Population problems
g.       Population policy
        Focus these issue above (b-f) on China USA Nigeria, Germany and
         Tanzania

5.SETTLEMENT
a.       Types of settlements
b.      Factors for growth of settlement
c.       Category
d.      Functions of settlement
Problems facing settlement

ENGLISH LANGUAGE FORM FOUR SYLLABUS.

ENGLISH FORM 4 - SYLLABUS

FORM IV  ENGLISH LANGUAGE SYLLABUS
TOPICS

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 FOUR
BY THE END OF FORM FOUR, THE STUDENT SHOULD BE ABLE TO:
1.      Speak English with acceptable pronunciation.
2.      Express oneself appropriately and with correct grammatical construction.
3.      Write controlled  composition e.g. Applications, reports and minutes.
4.      Read slightly advanced readers and explain their content.
5.      Respond appropriately to spoken English in different situations

TOPICS
A: LISTENING
1.      MASS NOUNS  AND MODIFIERS
2.      EXPRESSING REASON
3.      RELATIVE CLAUSES
4.      CONCESSION
5.      MULTI WORD VERBS
6.      TRANSITIVE AND INTRANSITIVE VERBS
7.      HABITUAL PAST
8.      INVERSION
9.      AURAL COMPREHENSION

B: SPEAKING
1.      DEBATE
2.      INTERVIEW
3.      INSTRUCTIONS

C: READING
1.      READING FOR COMPREHENSION
2.      THE READING PROGRAMME
3.      EXTENSIVE READING

D: WRITING
1.      BUSINESS AND OFFICIAL LETTERS
2.      ARGUMENTS
3.      REPORTS
4.      MINUTES  (OF A MEETING)