ANSWERING  COMPREHENSION  QUESTIONS   CORRECTLY---ENGLISH  LANGUAGE  --- O--LEVEL.

PHOTO | FILE Students of Moi Girls High School in Eldoret town tackle their English Paper One exams, during the Kenya Certificate of Secondary Education Examinations that kicked off on October 18, 2011.

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The Comprehension question is usually set in Paper Two. It is the first question in the paper. In most cases, the comprehension passage addresses topics on emerging (contemporary) issues in the society.

The passage can be got from newspapers, magazines or even text books.

The student is expected to develop effective reading skills that will help him/her answer comprehension questions effectively. The student must read and understand the passage.

To perform well in this question, the candidate is expected to know the different types of questions asked under the comprehension passage. This knowledge will help the student prepare well in advance.

These questions can be broadly divided into:

• Factual questions
• Inference questions
• Questions on summary and note making
• Questions on grammar and sentence structure
• Questions on vocabulary
• Factual questions

These are questions based on facts or ideas from the passage. They are recall type of questions. The student is expected to recall/remember what he/she has read.

When answering recall type of questions, the student is expected to use words and phrases from the paragraph that contains the answer. The candidate should then zero in on the sentence that contains the answer i.e. the sentence that answers the question.

Before a student starts answering comprehension questions, he/she must first understand the passage. There are questions that will require the student to show his/her understanding of the passage.

INFERENCE QUESTIONS

These are questions that are not lifted directly from the passage. The student is expected to infer from the details given in the passage. These questions include:

i. Application questions where the student is expected to relate what has been read in the passage to a different situation.

ii. Questions that require the student to make judgement on the ideas that have been presented in the passage.

Questions on summary and note-making.

a) Summary writing

In summary writing, the student is required to give information from the passage in a given number of words. The student must write complete sentences. The required information must be written in continuous prose. In this question all the rules of grammar must be observed: rules on tense, punctuation, spelling etc.

The students should stick to the instructions given in the question.

Let us look at the phrases that can be used in summary writing questions and see how students should tackle them:

i) In about 50 words, describe the characteristics of fake phones.

The student must count the number of words he/she will use to answer this question. In this question, “In about 50 words”, the student should not go beyond 55 words and not below 45 words. An allowance of 5 words is given as the maximum or minimum number of words to use. Nothing is marked beyond the maximum number given.

ii) In not more than 50 words describe the characteristics of fake phones.

Unlike the first question, this one expects the student to use a maximum of 50 words. Nothing is marked beyond this. Students are therefore expected to read and understand the question.

b) Note-making

The student’s answer here must be in point form. Unlike in summary writing, in note-making, the answer is not given in continuous prose. There must be an indicator that these are notes. To show that they are notes, the student should use numbers, letters, hyphens, bullets, etc. THERE MUST BE SOMETHING TO INDICATE THAT THEY ARE NOTES. A student who does not make notes is penalised.

QUESTIONS ON GRAMMAR

The student will be expected to answer a question or two on grammar and sentence construction. The grammar questions are based on sentences from the passage.

The student might, for example, be asked to rewrite a sentence, add a question tag. In this question, knowledge of English grammar is required. All the rules of grammar must be observed. Any grammatical mistake is penalised. No mark is awarded for answers that have grammatical mistakes — wrong punctuation, wrong tense, wrong spelling, etc.

QUESTIONS ON VOCABULARY

These are questions that test the student’s ability to give the meanings of words and expressions. In this question, the candidate should give the meaning of words and expressions in the context in which they have been used. Give the contextual meaning of the words or expressions.

The meaning of the words/expressions must be given in the same tense as the word in question. For example, give the meaning of the following word as used in the passage:

Trudging: Walking slowly

The meaning of the word is given in the same tense as the word in question. Students should take note of this. For a student to answer vocabulary questions correctly, he/she must first understand the passage.

All questions must be answered in the tense in which they are asked.

Students might be asked to give the attitude of the writer towards his/her subject matter. The student is expected to make judgements based on the ideas presented in the passage. Answers to such questions are not got directly from the passage.
Examples of comprehension questions:

i. According to the writer, who are the real leaders? (recall question). It can be got direct from the passage.

ii. With illustrations, describe the attitude of the writer towards the leaders. (evaluation question) Student must make judgement based on ideas presented in the passage.

iii. In note form identify the deficiencies of leadership. (Note-making) Must be in point form.

iv. “You will never be a leader until people see you as such,” he said. (rewrite in reported speech) (Question on grammar)

v. What do you think the writer means by the statement, “He saps the energy of his staff.” (Inference question)

To answer comprehension questions effectively:

• The student must read and understand the passage.
• The answers must be given in the correct tense.
• Use complete sentences when answering your questions.
• Questions on note-making must be in point form.
• Summary writing must be in continuous prose.
• Give the meaning of words using the tense of the word in question.

COMPREHENSION AND SUMMARY ------ ENGLISH LANGUAGE ---O----LEVEL.

COMPREHENSION   AND    SUMMARY-----ENGLISH    LANGUAGE  O--LEVEL.

Comprehension is defined as the level of understanding of a text. This understanding comes from the interaction between the words that are written and how they trigger knowledge outside the text. .[1]
Proficient comprehension depends on the ability to recognize words quickly and effortlessly.[2][3] If word recognition is difficult, students use too much of their processing capacity to read individual words, which interferes with their ability to comprehend what is read.
Many educators in the USA believe that students need to learn to analyze text (comprehend it) even before they can read it on their own, and comprehension instruction generally begins in pre-Kindergarten or Kindergarten. But other US educators consider this comprehension approach to be completely backward for very young children, arguing that the children must learn how to decode the words in a story through phonics before they can analyze the story itself.
During the last century comprehension lessons usually comprised students answering teachers' questions, writing responses to questions on their own, or both.[citation needed] The whole group version of this practice also often included "Round-robin comprehension", wherein teachers called on individual students to read a portion of the text (and sometimes following a set order). In the last quarter of the 20th century, evidence accumulated that the read-test methods assessed comprehension more than they taught it. The associated practice of "round robin" comprehension has also been questioned and eliminated by many educators.
Instead of using the prior read-test method, research studies have concluded that there are much more effective ways to teach comprehension. Much work has been done in the area of teaching novice readers a bank of "comprehension strategies," or tools to interpret and analyze text.[4][5] There is not a definitive set of strategies, but common ones include summarizing what you have read, monitoring your comprehension to make sure it is still making sense, and analyzing the structure of the text (e.g., the use of headings in science text). Some programs teach students how to self monitor whether they are understanding and provide students with tools for fixing comprehension problems.
Instruction in comprehension strategy use often involves the gradual release of responsibility, wherein teachers initially explain and model strategies. Over time, they give students more and more responsibility for using the strategies until they can use them independently. This technique is generally associated with the idea of self-regulation and reflects social cognitive theory, originally conceptualized by Albert Bandura
On tests like the SAT, students are asked to perform certain tasks designed to assess their cognitive abilities. Understanding the significance of the terms used to describe these procedures is as important to the administrator of the exam as it is to the student taking it. Knowing the difference between comprehension and summary is essential to ensuring that proper instructions are given and received.
COMPREHENSION:
The act of comprehending is defined by Webster's Collegiate Dictionary as "the capacity of the mind to perceive and understand." For example, in comprehension a specific passage, to assess one's comprehension would be to ask questions regarding details of the plot, or to inquire about specific facts. Comprehension is focused merely on the content of the item, none of these facts are applied to exterior topics (which would fall morso under summary).
Comprehension has the following meanings:
• In general usage, and more specifically in reference to education and psychology, it has roughly the same meaning as understanding.
• Comprehension comprehension measures the understanding of a passage of text
• Comprehension (logic), the totality of intensions, that is, properties or qualities, that an object possesses
o Comprehension (or comprehensiveness), in Anglicanism, the theological inclusiveness and liturgical breadth thought to be integral to the definition of the tradition
o Comprehension in set theory, another name for the axiom schema of specification (or more specifically, the axiom schema of unrestricted specification)
o List comprehension, in computer science, an adaptation of mathematical set notation to represent infinite lists
SUMMARY:
A summary, synopsis, or recap is a shorter version of the original. Such a simplification highlights the major points from the much longer subject, such as a text, speech, film, or event. The purpose is to help the audience get the gist in a short period of time. In the normal course of events a summary or synopsis is normally written by the summariser using his or her own words to sum up the salient points of an article, text, speech, etc. Summary is defined as the process of separating material or objects into separate elemental constituents. In other words, analyzing a car would include exploring the engine, the interior, the transmission, the electrical system, the wheels, windows and everything else that becomes a part of the whole car. Summary explores the relationship of the parts to the whole system, and then derives meaning from these relationships.
In amost all cases : a written summary is an encapsulation of another person's work. Writers of such summaries are allowed to quote salient points without infringing copyright fair use and in addition are usually expected to rely on their own words to form the greater part of the summary, rather than merely copying text. Written summaries starts with a lead, including title, an acknowledgement of the original author, text type, and the main idea of the text. It has a clearly arranged structure and is paraphrased with new words without quotations from the text. A summary has no dramatic structure and is written in present tense or historical present. In summaries, only indirect speech is used and depictions are avoided. Summaries of scientific books or dissertations present the major facts in scientific language while also being mindful of the non scientists' need to understand concepts. In addition, summaries may also include reviews where a critic or reviwer outlines the various significant points of a book, article, text, film etc.
Summary in nonfiction
Nonfiction summaries serve to familiarize the reader with the subject matter of an entire work in a short space of time. They are written in a balanced and objective way, mirroring the genre’s aim to portray actual events from the author’s point of view. Generally, nonfiction summaries do not offer analysis or assessment.
Summarizers use nonfiction guidelines mentioned above, but also provide numerical ratings and evaluations of the titles covered. Shorter, more concise nonfiction summaries are called abstracts. They are approximately five pages, thus longer than scientific abstracts.
Comprehension is Perception.
Upon comprehension or observing a section of text or an event, your comprehension is a reflection of your ability to remember exactly what was said. Facts are of utmost significance, and knowledge of details proves your high level of comprehension. This memory is then applied to develop an summary.
Summary is Comparison.
Once everything is comprehended, the individual can analyze these terms. Summary is a method of comparison and referential assessment. The act of summary depends on a relative statement, through which the individual explores her comprehension of the item. While comprehension would ask, "What year was the Declaration of Independence signed?", summary would ask, "What significant impact did the signing of the Declaration of Independence have on global economics?"

REFERENCES
• Browne & King (2004). Self-Editing for Fiction Writers: How to Edit Yourself into Print. New York: Harper Resource. pp. 12, 117.
• Card, Orson Scott (1988). Character & Viewpoint. Cincinnati, OH: Writer's Digest Books.
• Marshall, Evan (1998). The Marshall Plan for Novel Writing. Cincinnati, OH: Writer's Digest Books. pp. 143–165.
• Selgin, Peter (2007). By Cunning & Craft: Sound Advice and Practical Wisdom for fiction writers. Cincinnati, OH: Writer's Digest Books. p. 38.

PHYSICS FORM SIX 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  VI  - TOPICS

1. ELECTROSTATICS
        a. Coulomb’s law
        b. Electric field intensity
        c. Electric potential
        d. Van de Graaf generator
        e. Capacitance 

2. CURRENT ELECTRICITY
       a. Electric conduction in metals
       b. Conduction of electricity electrolytes
       c. Electric conduction in gases

3. ELECTRO-MAGNETISM
      a. Magnetic  fields
      b. Magnetic properties of  materials
      c. Magnetic forces
      d. Induced emf
      e. f.a.c. theory 

4. ELECTRONICS
     a. Energy bands in solids
     b. Semiconductors
     c. Transistor 

5.  STRUCTURE OF THE ATOM
     a. Electron
     b. Bohr’s model of the hydrogen atom
     c. Light amplification by stimulated emission of radiation (Laser) and magnetic amplification by stimulated emission of radiation (maser)
     d. Quantum Physics 
     e. Nuclear Physics

6. GEOPHYSICS
    a. The atmosphere  
    b. Earth quakes and volcanoes  
      c.  Magnetic field of the earth

MUHTASARI WA KISWAHILI KIDATO CHA SITA .

SILABASI  YA KISWAHILI YA KIDATO CHA 6

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

1. Pamoja na njia/mbinu za kufundishia zilizoandikwa humu, mwalimu abuni njia nyingine kulingana na uwezo na  vionjo vya wanafunzi wake.
2. Atengeneze na kutumia vifaa vya kufundishia kulingana na mahitaji ya wanafunzi wake.
3. Ajielemishe  kwa kusoma maandiko mbalimbali yanayochapishwa kila wakati.
4. Awe mfano mzuri wa kuzungumza na kuandika Kiswahili fasaha.
5. Orodha ya vitabu vya kufundishia Kiswahili itakuwa ikitolewa na Wizara ya Elimu kila  baada ya muda maalum.
6. 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

1. Kutumia 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 Sita

Wanafunzi waweze

1. Kufafanua dhima ya vyombo  vya habari katika kukuza na kueneza kiswahili
2. Kueleza maana na matumizi ya pijini,  lahaja na kreole
3. Kueleza maana na matumizi ya lugha ya  kwanza, ya pili,  rasmi  na ya taifa
4. Kujadili mbinu za kifani katik afsihi simulizi
5. Kujadili ukuaji wa fasihi simulizi
6. Kujadili uhifadhi wa fasihi simulizi
7. Kuhakiki kazi za fasihi simulizi
8. Kutunga kazi za fasihi simulizi
9. Kuhakiki kazi za fasihi andishi
10. Kufafanua maana matumizi na mipaka ya uhuru wa mwandishi
11. Kuhakiki misimamo ya waandishi
12. Kufafanua aina za  maneno
13. Kufafanua matumizi ya  ngeli
14. Kuchanganua sentesi kwa njia za matawi, majedwali, maelezo na mishale.
15. Kujibu mswali ya ufahamu
16. Kubainisha mawazo makuu
17. Kutathmini habari
18. Kujenga hoja
19. Kuandika insha, risala, hotuba, matangazo na barua
20. Kutambua mitindo ya uzungumzaji na uandishi
21. Kutumia sanaa ya uzungumzaji hadharani
22. Kuhakiki fani katika fasihi
23. Kutambua makosa ya kisarufi na kuyasahihisha
24. Kujadili dhima ya rejesta katika lugha.

MADA

1. HISTORIA YA KISWAHILI
2. FASIHI SIMULIZI
3. FASIHI ANDISHI
4. SARUFI
5. UFAHAMU NA U FUPISHO
6. UTUNGAJI
7. UTUMIZI WA LUGHA

HISTORY FORM SIX SYLLABUS.

HISTORY SYLLABUS FORM VI

OBJECTIVES OF TEACHING HISTORY AT SECONDARY SCHOOL LEVEL

At this level History seeks to promote understand of the events, conditions and factors   which shaped the past and continue to shape the present conditions in the world and in Africa particular. It looks at how African societies were formed, how they grew, changed and were influenced. It looks at the problems encountered and how they were solved. It provides the link between the past, the present the future.

Specifically the objectives of teaching History are:

1. To develop a comprehensive understanding and deeper appreciation of how, before colonial invasion, societies in Africa were able to control and master their environment and make cultural, economic, technological and political advancement so that students can achieve a sense of confidence and understand their responsibility and in human development.

2. To enable students to know how and why, at various stages in History, societies in East Africa have been subjected to foreign intrusion and colonial domination and cultural humiliation so that they may clearly understand the historical roots of the problems of development in East Africa and Africa as a whole.

3. To enable the students understand the efforts and strategies used by the Africans in the struggle for liberation from colonialism and neo-colonialism so that they can appreciate the need for African cooperation and unity and participate actively in the national endeavour to bring about to bring about social, economic and political development.

4. To develop students’ basic mental skills, promote inquiry, perception, imagination, reasoning and judgement so that they become useful and productive members of the Tanzanian society.

5. To equip students with basic tools of analysis and interpretation of Tanzania’s and Africa’s   policies and contribution in world development so that they become better Tanzanian citizens committed to building the nation and promoting co-operation among African nations as well as among all  other  nations  of  the world.

Objectives of teaching History in Forms five and Six

The objectives of teaching History in Forms Five and Six are the following:

1. To develop deeper and broader understanding of Africa’s developmental problems and efforts made to overcome them.
2. To increase students’ interest in historical research and desire for historical evidence.
3. To increase students’ ability in the analysis, evaluation and solution of social problems.
4. To prepare students for higher education.
5. To enable students to study a relatively short historical period in depth through a thematic approach.
6. To stimulate and encourage students’ pride in the African heritage so that they may face their challenges with confidence.

The National Examination Council of Tanzania makes the final assessment. Students who have been taught well and completed the syllabus should be able to do well in their final exams.

For the advanced level there are eight History periods per week. The teacher is required to use each period properly. If any period is lost for whatever reason the teacher must consult the school administration to recover the lost period.

Requirements for the Student:
Although this syllabus consists of three sections, students are required to take two papers in the following arrangement:

1. Section One is compulsory for both school and private candidates
2. Sections Two and Three are optional. Therefore, if a candidate studies section two, he  or she should not study section three, and vice versa.
3. At the end of Form Six the candidate will be examine in the two sections studied as specific above in  1 & 2. The average of scores in the two sections will determine the candidate’s award.     

Instructional Materials and Methods of Teaching and learning 

There is no textbook for teaching history at this level.

However the topics and objectives specified for each topic or sub-topic will guide the teacher to select and use appropriate books. The subject teacher should ensure that students procure only books with relevant topics for use. The teacher should also point out specific topics, which students should read in order to make notes for themselves. He/She should also guide and advise students on how best to use books and other materials provided by the school or available in the market or libraries.

In teaching history at the Advanced Level, the teacher should use both the transmission and inquiry method. In the first method the teacher will have to lecture especially when dealing with a topic, which is entirely new to students. In the second method the teachers will guide students to discover knowledge for themselves by collecting, analyzing and synthesizing historical information from various sources, especially books. The students should engage in activities such as discussion, library research, debates and reading various papers and reports.

 Students Assessment and Teaching Time.
Teachers have to assess their students’ progress and performance. This should be done at the end of each topic or theme to determine how much the students have learned or whether what was taught has been understood. Assessment will also enable the teacher to determine the extent to which the specific objectives have been attained. At this level the teacher should concentrate on students’ ability to analyze and discuss issue in a logical manner. Deep analysis, logical thinking and writing have to be given first priority.

SECTIONS IN THE HISTORY  SYLLABUS FOR FORMS FIVE AND SIX

The syllabus consists of three sections. 

Section One: Origins and Development of Modern African States 

The objectives of this section of the syllabus are to enable the student to:

1. Analyse Africa’s social, political and economic development in the pre-colonial era.
2. Explain the process and strategies used in establishing colonial rule in Africa.
3. Assess the impact of major capitalist crises on colonial social services.
4. Analyses the objectives and implementation of colonial social services.
5. Explain the structure and functions of the colonial bureaucracy.
6. Analyse the effects of the Second World War on metropolitan economies and measures taken to revamp them.
7. Explain the development of nationalist and struggle for independence.

SECTION TWO: AFRICA IN WORLD HISTORY UP TO 1945.

The objectives of this section of the syllabus are to enable the student to:

1. Compare and  contrast social  and economic systems in Africa and Europe by 15^th Century  A.D.
2. Analyse factors which led to  the rise of capitalism in Europe.
3. Assess the social, political and economic impact of the industrial revolution in Europe.
4. Assess the impact of the industrial revolution on Africa.
5. Assess African’s contribution to the development of Europe and North America.
6. Explain the relationship between monopoly capitalism and colonialism.
7. Explain the origins of major capitalist crises and assess their impact on Africa.
8. Account for the rise and development of the socialist theory and assess its impact on Africa.
9. Explain the presence of Black people in the Americas and Caribbean and assess their influence on African social and political development.

SECTION THREE: MAJOR ISSUES IN WORLD HISTORY SINCE 1945.

The objectives of this section of the syllabus are to enable the student to: 

1. Explain the rise of the USA as the leading capitalist power
2. Analyse the various manifestations of new imperialism
3. Explain the factors, which led to the emergence of the USSR as a world power from the 1940’s.
4. Evaluate the impact of the USSR on international political and economic issues
5. Explain the factors which led to the rise of the People’s Republic of China
6. Assess the impact of the People’ Republic of China on international and economics issues.
7. Explain the emergence and practice of socialism in other Third World countries.
8. Account for the emergence of the Third World.
9. Explain the problem of neo-colonialism and analyse its various manifestations.

 PAPER I

ORIGINS AND DEVELOPMENT OF MODERN AFRICAN STATES

1.      PRE-COLONIAL SOCIAL FORMATIONS
a.     Political Organizations
b.     Education and culture
c.     Impact of external contacts on  precolonial social formations

2.      ESTABLISHMENT OF COLONIALISM
a.  Development of capitalism
b.  Scramble and Partition
c.  The techniques of establishing colonial rule.
d.  The establishment of a colonial economy
e.  African reaction to the establishment of colonial rule 

3.      THE COLONIAL ECONOMY UP TO 1945
a.   Impact of capitalist crises on colonial economic policies
b.   Agriculture
c.   Industry
d.   Trade
e.   Financial institutions
f.    Colonial Labour

4.      COLONIAL SOCIAL SERVICES UP TO 1945
a.       Colonial education and culture
b.      Water health and housing 

5.      COLONIAL BUREAUCRACY UP TO 1945
a.       Administration
b.      Colonial military 

6.      IMPACT OF THE SECOND WORLD WAR
a.       Changes in colonial agriculture
b.      Changes in industrial policies
c.       Changes in Colonial trade
d.      Changes in colonial labour
e.       Changes in Transport and Communication
f.        Changes in social services

7.      NATIONALISM AND THE STRUGGLE FOR INDEPENDENCE
a.  Background to the rise of African Nationalism
b.  The impact of the Second World War and subsequent changes
c.  The role of Pan-Africanism
d.  Impact of the Bandung Conference
e.  Impact of the independence of India and Burma
f.  Political movements
g.  Hindrance to the struggle for independence 

8.      POLITICAL AND ECONOMIC DEVELOPMENT SINCE INDEPENDENCE
a.       Political development independent African states
b.      Economic development in independent African states. 

PAPER II

AFRICA WORLD HISTORY UP TO 1945

1.      AFRICA AND EUROPE IN THE FIFTEENTH CENTURY
a.       Modes of  production
b.      Systems of exhange
c.       Political systems
d.      Science and technology 

2.      THE RISE OF CAPITALISM IN EUROPE
a.       Factors leading to the transition from  Feudalism to capitalism
b.      The Industrial Revolution ( 1750 – 1850 )
c.       Africa and the development of North America and Europe

3.      IMPERIALISM AND THE COLONIZATION OF AFRICA
a.       Transition from competitive  to monopoly capitalism
b.      The question of European nationalism and military alliances
c.       The scramble for and colonization in Africa 

4.      AFRICA AND THE CRISES IN CAPITALISM
a.    The first World War
b.    The great Depression
c.     Fascism
d.    The second World War
e.     Decline of British capitalism and the ascendancy  of U.S. capitalism 

5.      AFRICA AND RISE OF SOCIALISM
a.   Development of socialist theory
b.   The Russian  Revolution and the role of peasants and workers

6.    BLACK PEOPLE IN THE NEW WORLD
a.  Legacy of slavery and slave trade
b.  Black solidarity and the back to Africa Movement
c.  The Civil Rights Movement

PAPER III

MAJOR ISSUES IN WORLD HISTORY SINCE 1945

1.      NEW IMPERIALISM AND THE DOMINANCE  OF  THE U.S.A.
a.    U.S.A. and Europe
b.    The role of USA in the World War
c.    The postdam Agreement of 1945
d.    Changes in the US economy since 1945
e.    US aid programme to Europe (Marshall Plan)
f.     The US and Japan
g.    The role of multinational corporations
h.    Changes in European economies since 1945
i.     The USA as the guardian of New Imperialism

2.      CONSOLIDATION OF SOCIALISM
a.       The emergency of USSR as a Socialist World Power
b.      The USSR and the Eastern Bloc
c.       The USSR internal affairs from 1945 to the late 1980’s
d.      Relations between the USSR, Western Europe and USA from
       1945 to the late 1980’s
e.       The China Societ relations (or Sino Soviet relations )
f.        USSR’s  relations with the Third World from 1945 to late 1980’s
 

3.      THE CRISIS OF SOCIALISM AS A WORLD WIDE SYSTEM FROM LATE 1980’S
a.   Political and economic factors
b.   Emergence of  ‘Perestroika’ and ‘glasnost’
c.   Disintegration  and collapse of the communism states in the Soviet Union and Eastern Europe
d.   Impact of the crisis of socialism on East-West relations
e.   Impact of the crisis of socialism on the third World

4.      THE RISE OF THE PEOPLE’S REPUBLIC OF  CHINA
a.    Background to the Chinese Revolution of 1949
b.    Political and economic development in China since 1949

5.      SOCIALISM IN OTHER THIRD WORLD COUNTRIES
a.       Development of socialism in North Korea and  North Vietnam
b.      Development of socialism in Cuba and Nicaragua
c.       Development of  Socialism Mozambique, Angola and Ethiopia, in the 1970’s and 1980
d.      Development of Socialism in other African nations  ( up to 1990)

6.      THE THIRD WORLD.
a.       Emergency of the Third World
b.      The problems of political and economic integration.
c.       Organization for cooperation
d.      The problems of Unity 

7.      NEO-COLONIALISM  AND THE PROBLEM OF UNDER DEVELOPMENT
a.      Characteristics of underdevelopment

8.      INTERNATIONAL COOPERATION 
a.    The United nations Organization (UNO)
b.    The Commonwealth of nations and  the French Community
c.    The Non-Aligned Movement (NAM)

9.      WORLD PEACE
a.   The arms race and disarmament
b.   The Cold War
c.  Apartheid and Zionism

GEOGRAPHY FORM SIX SYLLABUS.

GEOGRAPHY SYLLABUS FOR FORM V

The Geography Subject Objectives are :
1.      To develop awareness of this country as his/her heritage.
2.      To develop awareness of the extent of their land that can be
developed to raise the standard of living of our people.
3.      To develop understanding of the constraints both social and geographical in the way of development and to suggest ways of overcoming them.
4.      To guide pupils to develop methods of observation, measuring, recording and  interpreting the phenomena as geographers.
5.      To enable pupils to understand the interaction between their country and other countries and appreciate the way world problems are related.
6.      To enable pupils acquire the skills for combating environmental problems in the wake of environmental conservation and management.
7.      To develop into the pupils a sense of commitment to preserve the environment as a heritage for future generations. 

Selection and Organization of the Content
(a). This syllabus has been cantered on the content which addresses the objectives and requirements not only of the Advanced level geography but also the major goals of education in the country.
(b). The materials in this syllabus are intended to impart skills, which are relevant to the Tanzania situation that fit the learners. Hence the content has been treated thematically. This approach enables the learner to link the general knowledge and-experiences from other places to the real situation in Tanzania.
More than any other subject in the curriculum, the geography skills, are intended to prepare pupils who will be rich in constructive attitude towards environment, understanding its problems, providing possible solutions and therefore getting involved in the actual social and economic development of the country.
(c). Furthermore, the preparation of this syllabus did underscore 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 only certain relevant knowledge will be employed by learners as a tool to change their environment for better life.
(d). Therefore, while at ordinary level, pupils are exposed to general human and physical geography and some practical skills', the subject aims at the deeper study of these skills for transfer of the knowledge relevant to Tanzania at this advanced level. The study dwells on the skills of the physical earth science; climate; soil; regional focal areas; quantitative methods, survey methods and research techniques.
During the examination year, form six students are expected to be tested on their achievement both in the concepts of surveying, map making, research, quantitative techniques, environmental issues, population, and their ability to transfer the successes attained in the focal study samples in regional areas for assisting to solve problems in Tanzania.
(e) Finally, the sequence of the material presentation involves topics, objectives; teaching and learning strategies and the aids in teaching the necessary geography content.

Choice and use of instructional materials
(a) 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 strategy suggested in the syllabus. The choice of teaching learning aids provided should be a guide to an effective teaching and learning environment.
The choice of instructional materials will base on the local environment, skills and experience which employs different participatory techniques for pupils. No school department will ever be self sufficient in instructional materials. This suggests the need to keep in touch with other schools; or departments for exchange of these materials.
In the course of teaching, the geography teacher is expected to observe the requirements of students and the syllabus for employing the details and activities to improve the standard of pupil's understanding.
Some of the essential teaching and learning resources are listed below:

i. ii. iii. iv. v. vi. vii. viii. ix. x

Map Picture Samples/actual things Environment/sites Sketch Maps Diagrams Photographs Globe Graphs Table

xi. xii. xiii. xiv. xv. xvi. xvii. xviii. xix.

Weather station and components So~ test kit Water test kit Electronic and some print media Aquarium Charts Models Torch Planetarium

These resources can also be sought from the community. Resource person; mobilizers and informants; or geographical sites are some of such resources from the community.

Teaching Methods
There are two methods of providing knowledge to students. These are the discovery cum problem solving method and the transmission cum depository method. In the former, the teacher involves the students to discover and solve problems through geography. However in the latter, the teacher provides or tells all the knowledge to the learners. The teaching of geography will be very difficult if not impossible if the teacher will not involve the learners in searching for knowledge, doing and therefore solving problems.

The most common participatory teaching methods suggested include:

a. b. c. d.

Field work and research Discussion Experimentation Debate

e. f. g. h.

Songs and dramatization Role play Story telling Brain Storming

Assessment of Student Progress
In order to achieve the goals spelt in this syllabus the students need to be assessed every now and then. The teacher, the geography department and the school on a regular basis should do this continuously as planned and organised. At the end of Form VI students will sit for a national examination aimed at measuring their overall achievement For a successful performance in this examination, it is strongly advised that both the teacher and the students should cover all themes in the syllabus.

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

Distribution of Instructional Time
Eight periods of 40 minutes each are needed per week to cover this syllabus.

 FORM SIX

1.  WATER MASSES
a.       Ground water
b.      Inland drainage systems
c.       Ocean and Seas
d.      Coral coast
e.       Water pollution and water conservation 

2. THE STUDY OF SOIL
a.       Meaning of soil
b.      Soil Profile
c.       Soil fertility
d.      Soil degradation
e.       Soil conservation

3.      WEATHER, CLIMATE AND NATURAL REGIONS.
a.       Weather and climate
b.      Study of weather change
c.       Climate change
d.      Climatology
e.       Natural regions

4.  POPULATION AND DEVELOPMENT  

5. REGIONAL FOCAL STUDIES
a.       Agriculture
b.      Exploitation of fuel and power sources
c.       Mining Industry
d.      Fresh water and marine  fishing industry
e.       Timber industry
f.        Tourism Industry
g.       River Basin Development
h.       Livestock Keeping
i.         Manufacturing Industry
j.        Transport and Communication 

6.    ECONOMIC INTEGRATION
a.       SADC
b.      PTA
c.       ECOWAS
d.      EUROPEAN UNION
e.       EAST AFRICAN COMMUNITY

7.      ENVIRONMENTAL CONSERVATION

ENGLISH LANGUGE FORM SIX SYLLABUS.

ENGLISH LANGUAGE SYLLABUS FOR FORM  6

The objectives of teaching English in Form VI:
a.       To provide with the students skills that will enable them to communicate accurately and proficiency  in English.
b.      To provide the students with some basic knowledge about language in general and English language in particular.
c.       To raise the students, awareness on the organization and use of English language.
d.      To give the students some basic knowledge on  the English language sound system;
e.       To inculcate in the students the habit of reading, appreciating and  creating literacy works;

Selection and Organisation
This  syllabus  is divided into 5 main topics named Communication in English, Introduction to Language, Grammar ( which includes Semantics in Form VI) Introduction to Phonology and Literature. Topic  2, Introduction to Language ends in Form  V while the rest continue up to Form VI.

Choice and Use of Instructional and Study Materials
In the event of the book liberalization policy, it is the duty of the English language teacher to ensure that only those books which have met the requirements given to the publishers will be procured for use by the students.

Periodic issuance of lists  of approved and recommended books will also be of great help to teacher’s choice of  books. Nevertheless the learners, teachers and parents may be free to choose other books and textual materials for reference at home or  in school and public libraries. Teachers will also be expected to advise learners on how best to use books and  other textual materials provided by  the school  or available in  the market, class, school or community libraries.

Methods of Teaching and Learning English
The teacher of English will be free to use any teaching method considered relevant and effective in promoting English learning. Amongst these are discussion, debates, study visits,  inviting guest speakers and  projects. The teachers is strongly advised to use them

Assessment of Student Progress and Perfomance
It is expected that every teacher  of English will assess their students periodically in order to  identify their weakness and strength so as to help them or encourage them as appropriate. The continuous assessment should as far as possible concentrate on testing the thereotical and practical aspects of the language.

      FORM SIX

1. COMMUNICATION IN ENGLISH
a. Reference Strategies

1.2. STYLISTIC
a.       Register
b.      Formality
B.      Spoken and written Language
C.     Newspaper Language

2. GRAMMAR AND  SEMANTIC
a. Clauses
b. Transitivity
c. Sentences
d. Semantics

3. INTRODUCTION TO PHONOLOGY
a. Intonation

4. LITERATURE
a.       Novels
b.      Drama