Report on Agriculture Syllabus for Secondary Schools in ...
REPUBLIC of SOMALILAND
SECONDARY SCHOOL SYLLABUSES
2007
CONTENTS
GENERAL INTRODUCTION 2
AGRICULTURE 7
BIOLOGY 35
BUSINESS STUDIES……………………………………………………………………………………….53
CHEMISTRY………………………………………………………………………………………………...71
ENGLISH…………………………………………………………………………………………………….87
GEOGRAPHY………………………………………………………………………………………………92
HISTORY 107
MATHEMATICS …………………………………………………………………………………………119
PHYSICS……………………………………………………………………………………………………135
SOMALI LANGUAGE……………………….…………............................................................................153
TEACHING ………………………………………………………………………………………………184.
GENERAL INTRODUCTION
The Somaliland National Education Policy for Secondary education states:
“Secondary education will aim to:
• Build on the primary education base the foundation required for advanced, academic, vocational and professional training.
• Provide broad academic as well as practical and pre-vocational skills to those selected into secondary schools.
• Lay special emphasis on mathematics and science to meet the human resource needs of the country.
• Provide each student with the opportunity to achieve the full development of his/her talents by offering options for specializations.
• Equip students with life skills based on instructions on morals, health education, and HIV / AIDS pandemic, for the development of a socially acceptable character in accordance with Islamic principles.
Policy directions for secondary education
• Expansion of opportunities for primary school graduates for all groups; boys, girls, pastoralists and the economically needy to benefit from secondary education.
• Provision of more opportunities to primary school level graduates, including girls and those from hardship areas, to enrol in and complete secondary education.
• Creation of a gender responsive school environment.
Curriculum in Secondary Schools
To achieve these objectives, the general secondary curriculum will consist of subjects in which the academic and practical are integrated in order to develop problem-solving skills and a range of cognitive abilities. The medium of instruction for all subjects, other than Somali, Arabic and Islamic Studies, will be English.
The curriculum should have the following core subjects; Islamic Studies, Somali, English, Arabic, Mathematics, Physics, Chemistry, Biology, History, Geography, Physical Education,
Where possible the following areas will be included at some stage in the curriculum as electives after form 2: ICT, agriculture, business education, art, music, and folklore, environmental and health education. Students can drop some subjects and take elective options.”
The Somaliland Secondary school syllabuses were prepared initially in 2000 in consultation with the secondary school teachers of Somaliland, the Ministry of Education, the Head of Curriculum, and with advice from CfBT under the European Union funded Institutional Support for Secondary Education in Somaliland (ISSES) project.
The first review of the syllabuses then took place in January 2001. Following this review, amendments were made to the curriculum and the Form IV syllabus was developed. Since then a subsequent review of the curriculum occurred in early 2005.
In December 2005 a stakeholders workshop was held evaluating the early 2005 review. Syllabus’ rewriting workshops followed and subsequent amendments to the curriculum were made by the end of 2007.
The syllabuses have now been reviewed and amended to meet the requirements of the Somaliland Ministry of Education National Education Policy and specifically the ‘Education Sector Strategic Plan July 2007-2011’ particularly page 29:
“The Ministry of Education …….take steps towards enhancing quality and relevance of secondary education with a view to ensuring that school leavers possess appropriate skills for national socio-economic development and their own personal development. This includes putting in place measures to ensure greater relevance by incorporating life skills, environment issues, health and HIV/AIDS education in the secondary education curriculum …..that the curriculum is more relevant to labour market needs from 2009.”
The main curriculum changes, agreed in all the workshops, were:
1. For pupils entering form one, there will be an English language bridging course (with emphasis on listening skills) for the first six to eight weeks of the first semester. The majority of form 1 syllabus will be covered in the second semester and final syllabus topics covered in form 2. Schemes of work should be adjusted accordingly.
2. At the end of form 2 pupils will take an exam covering form1 and 2 work. The exam is also an exit point for those students who want to leave school and possibly further their studies
3. For pupils entering form three, students will be able to select subjects.
• Mathematics, English, and Arabic/Islamic Studies will be compulsory.
• Compulsory subjects should receive 5 lessons per week
• Pupils can choose to follow the Science course or the Arts course. Those specializing in
Science may take one Art subject or those taking the Arts can choose a science subject.
However, the schools will decide what range of subjects they can offer within their
teaching capacity. The norm will be a divide between those specializing in the social
studies and those specializing in sciences.
• If the school permits then pupils can choose to take either Agriculture and Business Studies. It is recommended that Agriculture is taken with the science subjects and Business Studies taken by the Arts stream.
• Agriculture or Business Studies will be offered for examinations in June 2009.
4. In form 3 and 4 pupils will study a minimum of 7 and a recommended maximum of 9 subjects. However any student can take more than the prescribed number of subjects if school resources are available and the choices can fit into the school timetable
5. At the end of form 4, as in the past, there will a school leaving exam covering school work completed from form one to form four. The major change for Mathematics and English, is that all candidates sit both Core (Paper1) and Extended (Paper 2). For all other subjects candidates will sit only one exam paper.
The above changes were carried out in Somaliland in September/October 2007, and specific changes will be reflected in the 2009 national examinations
There will be a need for a lead national institution to work with schools and other local actors in the development, delivery and monitoring of the syllabus and curriculum in close association with other Ministry of Education departments, including the Inspectorate, the National Examinations body and agriculture Teacher Training Institutions. The national institution will also liaise with other non-Ministry of Education departments, NGOs and other sector stakeholders in developing the Curriculum and related delivery materials.
Principles of the Syllabus/Curriculum
The main Principles of the curriculum and syllabus development and review when writing a new curriculum should
← be continuous and flexible process, responding to changes in government policy and practice and to the changing needs of learners, society and employers.
← Be based on the principle that only curricula and delivery systems that comply with strict quality criteria will be accepted.
← Be informed by prevailing Ministry of Education and other relevant non-Ministry of Education, Science, Technology and Scientific Research governmental policies.
← Be responsive to differing local needs and aspirations.
← Be the result of carefully evaluated and costed choices within a unified, comprehensive and rational plan.
← Promote Peace and Reconciliation and a unified and tolerant national identity.
← Promote the role of women in society and the education of girls in school.
← Cater for all levels of the ability range from those with learning difficulties to the specially gifted.
← Be in line with best local, regional and international practice.
← Be consonant with and supportive of governmental strategies for Human Resource Development.
Content of Syllabus
The content of a syllabus/curriculum should
← Be determined by rational criteria and not by exclusive reference to previous practices or practices elsewhere in the region.
← Be integrated one topic with another, linking one year to another.
← Be enjoyable.
← Be optimistic and practical in outlook but mindful of the lessons from the past.
← Be balanced according to the needs of different parts of the country based on livelihood activities of the communities that the students come from.
← Support the acquisition of practical cognitive and psychomotor skills and attitudes within the context of local availability of equipment and resources for teaching and learning
← Emphasise ’Learning by Doing’ and Active rather than Passive Learning and the acquisition of Skills, whilst recognising the role of Knowledge, especially for further studies
← Be an adequate preparation for Lifelong Learning.
← Provide content that encourages girls to develop sense of self-worth and to be ambitious about their role in society and to provide content that encourages teachers and boy and girl pupils to respect these ambitions.
← Provide content that links the world of the school to the world of the student’s family and community, both through in-school and out-of-school activities.
← Provide differentiated content that allows teachers to tailor individual curricula to local needs and aspirations.
← Provide content that encourages students to have a “can do” attitude to life whereby they are optimistic about their ability to control their own lives and to be successful.
Syllabus/Curriculum Content Delivery
← The curriculum should be clearly developed and distributed to all teachers for each year indicating aims and desired learning outcomes.
← Indications of how the curriculum should be delivered by the teacher will be clearly stated in Teacher Guides for each year.
← The number of hours to be allocated to the subject throughout the school day (including specific theory and practice lessons) and the school year should be clearly stated in schemes of work..
← Curriculum/syllabus compliant textbooks and supplementary materials should be made available to teachers and pupils.
← The training of teachers should ensure a complete understanding of the overall principles of the curriculum and a detailed understanding of syllabus topics.
← The delivery of the curriculum in secondary schools will be according to the principles of the democratic and student-centred teaching and learning methods
The evaluation of the curriculum/syllabus should be a continuous process.
Each topic should have elaborate illustration of aims and objectives, learning outcomes, suggested lesson delivery methods, teaching and learning resources and content assessment modes.
Subject Assessment
The syllabus and curriculum should be developed to include expected assessment methods and objectives. The assessment should ideally include, wherever appropriate, personal, social, environmental, economic and technological applications of the subject in modern society.
The three assessment objectives in the subject would be:
← Knowledge with understanding
← Handling information and solving problems
← Practical skills and abilities
Knowledge with Understanding
Students should be able to demonstrate knowledge and understanding in relation to the use of:
1. language: terms, symbols, quantities and units;
2. facts, concepts, principles, patterns, models and theories;
3. the techniques, procedures and principles of good practice.
Handling Information and Solving Problems
Students should be able, using oral, written, symbolic, graphical and numerical forms of presentation, to:
1. locate, select, organise and present information from a variety of sources;
2. translate information from one form to another;
3. use information to identify patterns, report trends and draw inferences;
4. present reasoned explanations for phenomena, patterns and relationships;
5. make predictions and propose hypotheses;
6. solve problems, including some of a quantitative nature.
Practical skills and abilities
Students should be able to:
1. use and organise techniques, apparatus and materials;
2. make and record observations and measurements;
3. interpret and evaluate experimental observations and data;
4. plan investigations (and, where appropriate, make predictions and propose hypotheses).
Teaching should include the use of student-centred approaches such as demonstrations, practicals, field visits and cooperative learning among
ohers. The examination should entail school based projects, national examinations
.
AGRICULTURE
INTRODUCTION
Agriculture for Secondary Schools is a two year course. It will be taught in the last two years, Form III and Four, of Secondary School education. It is a general course emphasizing mainly on crop and livestock production but also containing the requisite elements of environmental education, agricultural engineering and economics. It will have both theoretical and practical approaches so that learners practise in the field the principles they learn in class.
GENERAL OBJECTIVES
The secondary schools Agriculture course aims to:
1. Promote interest in agriculture as an industry and create awareness of opportunities existing in agriculture and related sectors.
2. Enhance learners’ knowledge and skills in the subject and related activities as a basis for increased food production, technological advancement and industrial development of Somaliland
3. Develop in the learner resourcefulness and problem solving abilities
4. Develop a foundation for higher learning and an occupational outlook in agriculture and related fields
5. Promote health and environmental sustenance practices in all activities involving land utilization for agricultural production
TOPICS AND TOPIC DISTRIBUTION
The syllabus attempted to keep a balance of the four major sectors of agriculture viz. Crop production, Livestock Production, Agricultural Economics and Agricultural Engineering. The topic distribution in the four major areas of agriculture is tabulated below. Black marks xxxxxxx indicate the major sector(s) covered by corresponding topic.
Table II: Topic distribution
| |Major sector of Agriculture |
|Topic | |
| |Crop |Livestock |Agricultural |Agriculture |
| |production |production |economics |engineering |
|FORM III |
| |Introduction to Agriculture |xxxxxxxxxx |xxxxxxxxxx |xxxxxxxxxx |xxxxxxxxxx |
| |Factors Affecting Agriculture in Somaliland |xxxxxxxxxx |xxxxxxxxxx |xxxxxxxxxx | |
| |Farm Tools and Equipment |xxxxxxxxxx |xxxxxxxxxx | |xxxxxxxxxx |
| |Land Preparation for Crop Production |xxxxxxxxxx | | |xxxxxxxxxx |
| |Essential Plant Nutrients |xxxxxxxxxx | | | |
| |Manures and Fertilizers |xxxxxxxxxx |xxxxxxxxxx |xxxxxxxxxx | |
| |Farm Records |xxxxxxxxxx |xxxxxxxxxx |xxxxxxxxxx |xxxxxxxxxx |
| |Crop Planting |xxxxxxxxxx | | | |
| |Sources of Power for Agricultural Production | | | |xxxxxxxxxx |
| |Field Practices in Crop Production |xxxxxxxxxx | | |xxxxxxxxxx |
| |Livestock Selection and Breeding | |xxxxxxxxxx | | |
|FORM IV |
| |Livestock Parasites | |xxxxxxxxxx | | |
| | Livestock Health and Diseases | |xxxxxxxxxx | | |
| |Poultry Keeping | |xxxxxxxxxx | | |
| | Bee Keeping | |xxxxxxxxxx | | |
| |Soil and Water Conservation |xxxxxxxxxx | | |xxxxxxxxxx |
| |Pastures and Forage crops |xxxxxxxxxx |xxxxxxxxxx | |xxxxxxxxxx |
| |Production of Vegetable Crops |xxxxxxxxxx | | | |
| |Production Economics |xxxxxxxxxx |xxxxxxxxxx |xxxxxxxxxx | |
| |Farm Accounts |xxxxxxxxxx |xxxxxxxxxx |xxxxxxxxxx |xxxxxxxxxx |
| |Markets and Marketing |xxxxxxxxxx |xxxxxxxxxx |xxxxxxxxxx | |
| |Agroforestry |xxxxxxxxxx |xxxxxxxxxx |xxxxxxxxxx | |
| |
| |
|FORM III |
|TOPIC/SUB-TOPIC |CONTENT |LEARNING/TEACHING |LEARNING./TEACHING RESOURCES |
|OBJECTIVES | |EXPERIENCE | |
|1.0.0 INTRODUCTION TO AGRICULTURE |Definition of agriculture | |Agricultural products |
|1.1.0 Specific objectives |Branches of agriculture |Brainstorming on what agriculture entails them make a|Pictures depicting various agricultural products,|
| |Crop-farming (Arable farming) |summary of what agriculture is |activities |
|By the end of the topic, the learner should be |Field crops |Listing the various branches of agriculture and |and farming systems |
|able to: |Horticulture |discussing what each of them is about | |
|explain the meaning of agriculture |Floriculture (flower farming) |Learners to narrate types of agriculture they have | |
|state, describe and classify the main branches of |Olericulture (vegetable farming) |seen being practised | |
|agriculture |Pomology (fruit farming) |Teacher to show various real of pictures agriculture | |
|describe farming systems |Livestock farming |products and learners tell which branch of | |
| |Pastoralism – mammalian livestock farming |agriculture they come from | |
| |Fish farming |Learners to tell the branch of agriculture and the | |
| |Apicultural (Bee keeping) |system of farming they prefer and why. | |
| |Poultry keeping | | |
| |Agricultural economics | | |
| |Agricultural engineering | | |
| |Methods of farming | | |
| |Mixed farming | | |
| |Nomadic pastoralism | | |
| |Shifting cultivation | | |
| |Organic farming | | |
| |Agroforestry | | |
| |Note:- Learners should be reminded that any of the | | |
| |above methods can be subsistence or commercial, large| | |
| |scale or small scale, intensive or extensive and that| | |
| |arable farming can be, monocropping | | |
| |, intercropping or mixed cropping. | | |
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|2.0.0 FACTORS AFFECTING AGRICULTURE IN SOMALILAND |Climatic factors: |Discuss the various climatic factors and their effect|Maps of Somaliland that show relief, soil, |
|Specific objectives |Rainfall |on Agriculture |rainfall and vegetation Instruments used in |
|By the end of the topic, the learner should be |-intensity, |Using the map of the Somaliland point out important |weather measurements |
|able to: |-reliability, |Agricultural areas and classify the braches of |Guest speakers (teacher to invite people such as |
|list the various climatic factors and explain how|-quantity |agriculture and farming systems taking place there |farmers, |
|each influences agricultural production |-distribution |Discuss how each environmental and human related |Agriculture officers, veterinary officers, farmers|
|explain the influence of various biotic factors on|Temperature as it relates to topography and altitude|factor including politics and government policies |etc to |
|crop and livestock production in different regions| |influences agricultural production in the various |Talk to learners about their work and how it is |
|of Somaliland. |Wind effect on humidity, evapotranspiration, |regions and the country as a whole. |Affected by environmental human factors |
|explain how various Edaphic factors influences |lodging, seed dispersal pollination and soil erosion |Observe soils with different textures and give |Data on foreign exchange derived from various |
|agricultural production |Light: |reasons why each is good or not good for agricultural|activities including agriculture |
|List and explain the human and political factors |-intensity, |production. |Video/slides/Pictures of animals |
|that influence agriculture |-duration i.e. long day and short day |Bring to class real specimen or pictures harmful and | |
|Name the important agricultural areas in |Biotic factors |beneficial organisms. Learners in groups to examine | |
|Somaliland |--Livestock pests/disease vectors, vermin/predators |the specimen/picture, discuss and give the reason | |
|state livestock characteristics that aid |and crop parasites |why they think each is beneficial or harmful.. | |
|adaptation to environment |-Livestock and crop diseases |Visit a weather station/observe instruments used in | |
|Explain economic importance of agriculture to |--Decomposers |weather measurements and discus use of various | |
|Somaliland |--Nitrogen fixing |instruments | |
|List and explain ways of improving agricultural |-Pollinators |Listen to guest speakers, ask questions and write | |
|production in Somaliland. |Edaphic factors( factors related to soil) |notes on various issues related to agricultural | |
| |-Texture |production | |
| |-Depth |Discuss the importance of agriculture to household | |
| |Human factors |and to the nation. | |
| |-Health and fitness |Listing livestock species kept in Somaliland and | |
| |-Level of education |stating the importance of each | |
| |-Economic status |Teacher to put learners in discussion groups and | |
| |-Technology |gives each an assignment to come up with suggestions | |
| |-Cultural/religious beliefs |on how the whole society, their community and | |
| |Political factors |individual persons can help to overcome the factors | |
| |Law and order/ stability |that negatively affect agriculture. | |
| |International relationships |Each group to report their findings to class and | |
| |Availability of services: transport and |answer questions. | |
| |communication, Health, Extension, veterinary, | | |
| |marketing | | |
| |Important agricultural areas in Somaliland | | |
| |Livestock distribution | | |
| |Cattle, Goats, Sheep, poultry and camels | | |
| |Livestock adaptation characteristic that help the | | |
| |animal to adapt to local environment | | |
| |Importance of livestock –social and economic | | |
| |Crop types and distribution | | |
| |Social and economic | | |
| |crop farming | | |
| |-Importance to the country | | |
| |-Important crops and their distribution in the | | |
| |country. | | |
| |Note: For each factor, negatively affecting | | |
| |agriculture, give the learners an activity through | | |
| |which they can come up with suggestions of how the | | |
| |society, his/her community and s/he could do to | | |
| |improve the situation. Ask them what they | | |
| |individually or in groups can do to make the | | |
| |situation better. | | |
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|3.0.0 FARM TOOLS AND EQUIPMENT |Gardening tools and equipment |Observe a display of various tools and listen to a |Tools and equipment |
|Specific objectives |Livestock production tools and equipment |technician to describe the use and maintenance of |Draft animals |
|By the end of the topic, the learner should be |Workshop tools and equipment |their use and maintenance |Videos/Slides/Picture |
|able to: |Study the above tools under the following headings: |Watch and discuss videos/slides/pictures on use and |Guest instructor |
|identify various gardening, livestock production |Name and uses |maintenance of tools and equipment. | |
|and workshop tools and equipment and their uses. |Parts and uses |Discuss each tool and equipment including its | |
|name parts of various farm tools and equipment and|Simple maintenance practices |use, advantage, | |
|their uses |Note: (see Appendix for list of tools and equipment |disadvantage and | |
|carry out appropriate maintenance practices on |to be studied) |maintenance | |
|tools. | |practices to use tools and equipment to undertake | |
| | |tasks appropriate to each tool. | |
| | |Observe a technician repair or undertake other tool | |
| | |and equipment maintenance practices, listen, ask | |
| | |questions and take notes | |
| | |Practice tool and equipment maintenance activities | |
|4.0.0 LAND PREPARATION FOR CROP PRODUCTION |Land preparation |Discuss methods and importance of land preparation |Land preparation tools and equipment |
|4.1.0 Specific objectives |Meaning |Visit a piece of land which is not prepared for crop |Farm/Farmer/Guest instructor( technician to show |
|By the end of the topic, the learner should be |importance |production e.g. a swamp or bush land and discuss land|use of tools and equipment in land preparation) |
|able to: |Drainage |preparation activities that would need to be |Draft animal |
|explain the meaning and importance of land |Meaning |undertaken on it. |Videos/Slides/Pictures of different types of land |
|preparation. |Importance as a method of land reclamation |Visit a farmer during land preparation period and |preparation |
|explain drainage and its importance in land |Methods of drainage |observe him/her at work | |
|preparation |Land clearing |Teacher to select an appropriate place to start a | |
|explain methods of drainage. |Importance as a method of land reclamation and land |garden and allocate learners individually or in | |
|describe the primary, secondary cultivation and |preparation |groups to prepare | |
|tertiary operations |Primary cultivation |It ready for planting’ the teacher should see that | |
|describe minimum tillage and sub-soiling and |Definition and importance |they use appropriate tool(s) for each activity | |
|explain the importance of each in crop production|Timing | | |
| |Choice of tools and implements | | |
| |Secondary cultivation | | |
| |Definition and importance | | |
| |Number of operations | | |
| |Correct tools and implements for different operations| | |
| |Tertiary operations: | | |
| |-Ridging | | |
| |Rolling | | |
| |Levelling | | |
| |Minimum tillage: | | |
| |Definition | | |
| |Importance | | |
| |Equipment used | | |
| |Sub-soiling | | |
| |Meaning | | |
| |Importance | | |
| |Equipment used | | |
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|ESSENTIAL PLANT NUTRIENTS |Meaning and importance of Essential elements |Discussion on meaning of soil fertility, essential |Fertilizers, |
|Specific Objectives |Macro – nutrients |elements their role in plant growth and deficiency |Video/Slides of Plants and/or real-with and |
|By the end of the topic, the learner should be |-CHO |symptoms of macro-nutrients. |without nutrient deficiencies |
|able to: |-Fertilizer elements (N.P.K) |Observing and discussion deficiency symptoms on real |Litmus paper or other pH indicators |
|list the essential elements |-Liming elements (Ca, Mg, S) |plants and pictures |Organic and inorganic fertilizers |
|classify the essential elements |-Micronutrients |Experimenting on growth of crops on different soil | |
|state the role of each macro-nutrient |-Role of essential elements in plants |fertility levels | |
|describe the deficiency symptoms of the |-Deficiency symptoms of macro-nutrients in plants |Observe and discuss videos/slides/ pictures of Slides| |
|macro-nutrients |Soil pH |of Plants and/or real-with and without nutrient | |
|Explain soil pH (soil acidity/ alkalinity ) and |-Meaning |deficiencies | |
|explain its influence on crop production |-importance |Soil fertility | |
|explain the meaning and importance of soil |Soil fertility | | |
|fertility |-Meaning | | |
|Describe way in which soil fertility and how it |-importance | | |
|can be prevented |-causes and ways of loss | | |
|State and explain how to improve soil fertility |-maintenance | | |
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|6.0.0 MANURES AND FERTILIZERS |Meaning of and differences between and importance of|Observe manures for identification and classification|Vegetable materials for composting Farm |
|6.1.0 Specific objectives |organic matter, manure, humus and fertilizer |Discuss the: |Ashes |
|By the end of the topic, the learner should be |Preparation of farm yard manures and compost manures |Preparation of manure |Yard Manure(FYM) |
|able to: |Inorganic fertilizers |Quality of good manure |Compost |
|define and distinguish organic matter, manure and |Classification of fertilizers |Importance of manure in crop production |Variety of inorganic fertilizers |
|humus. |Identification of fertilizers |Preventing deterioration of manure |Tools for digging pit and forking manure |
|state the sources of soil organic matter |Properties of fertilizers and their relation to |Advantages and disadvantages |Materials for making manures. |
|explain the importance of organic matter in the |methods of application |Collect composting materials and prepare compost | |
|soil |Fertilizer application rates |manure. | |
|describe the different organic manures |Disadvantages of manures compared to organic |Apply manure to land | |
|prepare compost manure. |fertilizers | | |
|identify and classify fertilizers |Advantages of manures over inorganic fertilizers | | |
|describe the properties of various fertilizers and| | | |
|relate them to method of application | | | |
|Compare the advantages and disadvantages of | | | |
|organic and inorganic fertilizers | | | |
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|7.0.0 FARM RECORDS |Farm records |Examining sample farm records |Sample records |
|7.1.0 Specific objectives |Types of farm records and their uses |Discussing purpose of farm records |Guest speaker (A farmer/farm manager or other |
|By the end of the topic, the learner should be |(Breeding, Feeding, |Listening to a guest speaker, asking question and |person who is conversant with record keeping) |
|able to: |Production, Health |taking notes | |
|explain the meaning of farm records are |Field operations, | | |
|explain the importance of farm records. |Inventory, Labour | | |
|describe the different types of farm records |Marketing) | | |
|keep simple farm records |Importance of farm records | | |
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|8.0.0 CROP PLANTING |Types of planting materials |Collecting planting materials |Different planting materials |
|8.1.0 Specific objectives |Seeds |Examining, identifying and discussing planting |Fertilizers, manures and water |
|By the end of the topic, the learner should be |-Description of good planting seeds (seed purity, |materials |Garden tools |
|able to: |germination percentage, certified seeds) |Discussing crop planting procedures |Pictures of planting materials |
|identify the correct planting materials for each |-Advantages |Observe and discuss videos/slides/ pictures of people|Videos/slides/Pictures of people planting |
|of the various crops |-Disadvantages |planting |using different methods |
|describe good planting materials |Vegetative materials |using different methods | |
|determine the optimum time and depth of planting |Plant parts used for vegetative propagation with |Carry out the above practices | |
|describe the planting procedures for different |examples of crops planted using each : |Develop a table showing spacing for different local | |
|crops |-Slips, |crops | |
|state the factors that determine seed rates and |--Bulbils, | | |
|spacing |-Crowns, | | |
|plant a crop using appropriate material, method |-Suckers, | | |
|and depth |-Tubers, | | |
| |-Vines, | | |
| |-Cuttings and setts | | |
| |Preparation of planting materials | | |
| |-Breaking dormancy | | |
| |-Disease and pest control/seed dressing | | |
| |-Seed inoculation | | |
| |-Note: Give an appropriate example crop for each | | |
| |practice | | |
| |Planting | | |
| |Method/type of crop and reason | | |
| |Timeliness | | |
| |Depth | | |
| |spacing | | |
| |For each of the above, discuss: How it is done, | | |
| |reasons, advantages and disadvantages | | |
| |Give appropriate examples of crops for each. | | |
|9.0.0 SOURCES OF POWER FOR AGRICULTURAL |Sources of power in the farm |Discuss various sources of power , how they generate |Farm/farmer |
|PRODUCTION |Devices used for power production, method of use, |power, how it is used in the farm and its advantages |Instructors/buyers/ farmers/manufacturers/users |
|Specific objectives |advantages and disadvantages of the following: |and disadvantages |etc |
|By the end of the topic the learner should be able|-Animal |Visit farms or other places where power is being |Power generating/using equipment |
|to: |-Wind |generated and/or used e.g. wind vane driven water |Pictures/slides/videos on power sources/ |
|Describe various sources of power in the farm. |-Biomass |pumps, solar energy apparatus, electrical generators |generation/ transmission/ use etc. |
|describe uses of power in the farm |-Wood/charcoal |etc ask/instructors/buyers/ | |
|Explain the advantages and disadvantages of each |-Biogas |farmers/manufacturers/users etc about their energy | |
|type of power |-Fossil fuel |sources, use advantages and disadvantages | |
| |-Electricity | | |
| |-Solar energy | | |
|10.0.0 FIELD PRACTICES IN CROP PRODUCTION |Crop rotation |Visit a farm to observe the various practices. Ask |Farm/plot |
|Specific objectives |-Definition |questions and record information in note book |Video/slides/pictures of various crop production |
|By the end of the topic, the learner should be |-Importance |Observe and discuss videos/slides/ pictures of |practices |
|able to: |-Factors influencing crop rotation |various crop production practices |Seeds/planting materials |
|define crop rotation |-Rotational programmes |Prepare a plot of land. The class to grow one cereal |Fertilizers/manures |
|state the importance of crop rotation |Mulching |and one legume from planting to harvesting peas |Garden tools |
|draw a crop rotation |-Meaning |undertaking all the appropriate routine field |Crop protection chemicals |
|distinguish terms used in crop farming |-Importance |practices | |
|state the importance of mulching in crop |-Types of mulching materials |Note: Learners should be reminded to refer to notes | |
|production |-Advantages and disadvantages of various mulching |on planting done earlier. | |
|describe the importance of various field practices|materials | | |
|in crop |Production of: | | |
|state the correct stage for harvesting various |Maize, Millet ,sorghum | | |
|crops |,Beans, | | |
|describe harvesting practices for various crops |Harvesting | | |
|carry out management practices on crops |-Stage and timing of harvesting | | |
| |-Methods of harvesting | | |
| |-Precautions during harvesting | | |
| |Post – harvest practices: | | |
| |-Threshing/shelling | | |
| |-Drying | | |
| |-Cleaning | | |
| |-Sorting and grading | | |
| |-Dusting with insecticides | | |
| |-Packaging | | |
| |-Types of storage | | |
| |-Preparation of store to receive crop | | |
|11.0.0 LIVESTOCK SELECTION AND BREEDING |Selection |Listening to a livestock officer, asking questions |Livestock officer |
|Specific objectives |Meaning |and writing notes on livestock selection and |Charts on various pure breeds and crosses |
|By the end of the topic the learner should be able|Factors to consider in livestock selection |breeding. |Videos on breeding and insemination systems |
|to: |Methods of selection |Observe a demonstration/video on artificial |Livestock production tools |
|select breeding stock |-Mass selection |insemination, and various routine management | |
|describe breeding systems |-Contemporary comparison |practices | |
|identify signs of heat in livestock |-Progeny testing |Discuss natural and artificial insemination | |
|describe methods used in serving livestock and | |Discuss advantages and disadvantages of natural and | |
|state the advantage and disadvantage of each |Breeding |artificial insemination | |
|demonstrate a caring attitude towards livestock |-Meaning |Observe pure breeds and crosses and discuss their | |
| |-Terms used in breeding |visible characteristics | |
| |-Dominant and recessive genes |Teacher to group learners and assign them one of the | |
| |-Heterosis(hybrid vigour) |topics below to discuss and report to class: | |
| |Epitasis |selection of livestock | |
| | |Artificial insemination | |
| |Breeding systems |Embryo transplant | |
| |Procedure, aim, advantages |Cross breeding of local and exotic breeds | |
| |And disadvantages of each of the following: | | |
| |-Cross-breeding | | |
| |-Up-grading | | |
| |-Inbreeding | | |
| |-Line breeding | | |
| |-Out-crossing | | |
| |Signs of heat in livestock | | |
| |cattle and camels | | |
| |Methods of service in livestock | | |
| |Meaning, advantages and disadvantages of each | | |
| |-Natural mating | | |
| |-Artificial insemination | | |
| |-Embryo transplant | | |
| |Signs of parturition | | |
| |Cattle and camel | | |
| |Routine management practices | | |
| |Culling | | |
| |Castration using open and closed methods | | |
| |-Management of dam and offspring before, during and | | |
| |after parturition | | |
|FISHING |Definition of fishing and fisheries. |Explain the term fishing and fisheries | |
| |Factors influencing fishing |Explain factors influencing fishing. | |
| | |Account for the location of the major fishing grounds| |
| |Distribution of world fishing grounds |of the world | |
| | | | |
| |Types and methods of fishing |Describe types and methods of fishing. | |
| | | | |
| |Fishing industry in Somaliland |Discus the marine fisheries in Somaliland. | |
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| |Significance of fishing industry in Somaliland. |Explain the importance of fishing in Somaliland. | |
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| |Problems facing fishing industry in Somaliland and |Discuss the problems facing fishing industry in | |
| |their possible solutions. |Somaliland and suggest possible solutions. | |
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| |Management and conservation of fishing grounds. |Explain ways and means of managing and conserving | |
| | |marine fisheries of the world. | |
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|FORM IV |
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|12.0.0 LIVESTOCK PARASITES |Parasites |Visit a farm or any other place |Farm/ farmer/instructor from ministry of livestock |
|12.1.0 Specific objectives |Definitions |where livestock are to be fond. |Livestock |
|By the end of the topic, the learner should be |parasite |Examine the livestock for external |Livestock handling tools |
|able to: |host |parasites and sign of parasite |Jars and preservative (for preservation of parasites) |
|describe parasitism |Identification and classification |attack. |Videos/ slides/ Pictures on livestock parasites, lifecycles, signs of |
|classify |Signs of parasite infestation |Examine livestock dung for parasites|infestation and methods of control. |
|identify different parasites |Losses caused by parasites |and parasite eggs. |Charts on parasites and parasite life cycles |
|describe the life-cycle of parasites |Dangers posed to human beings and how to |Collect parasites and preserve them | |
|Describe signs of parasite infestation, damages |avoid them |for study | |
|caused to livestock and loss incurred by the |Life cycles of parasites |Identify common parasites and | |
|farmer |Ticks ( 1,2,3,host) |classify them according to livestock| |
|Describe dangers posed by livestock parasites to |Tsetse fly |they attack and whether they are | |
|people and how to avoid them |Tape worms |external or internal | |
|explain methods of parasite control in livestock |Liver flukes |Discuss signs of parasite | |
| |Parasite control |infestation including damage they | |
| |Spraying, dipping, hand-dressing |cause to livestock and loss to the | |
| |Deworming |farmer | |
| |Hygiene in field, housing and watering, |Discuss life cycle, damage they | |
| |handling |cause, symptoms of infestation and | |
| |Drainage |control methods of ticks, tsetse | |
| | |fly, tape worms and flukes | |
|13.0.0 LIVESTOCK HEALTH AND DISEASES |Health and disease |Discussion on signs of health in |Veterinary/livestock health officer |
|13.1.0 Specific objectives |-Definitions |livestock. Identification of disease|Farmer |
|By the end of the topic, the learner should be |-Importance of keeping livestock healthy |by signs’ |Livestock and livestock handling/treatment tools |
|able to: |-Pre-disposing factors of livestock |Discussion on risk to humans, how |Videos/slides/ pictures of on livestock health, diseases and |
|define health and disease |diseases |they come about and how they can be |diseases control and treatment |
|describe signs of sickness in animals |-Signs of ill-health in livestock |avoided. | |
|explain dangers to humans by ill-heath in |Dangers posed to human beings |Listen to a veterinary officer | |
|livestock |Classification of livestock diseases by |discuss about livestock health and | |
|state the predisposing factors of livestock |cause and vector(where applicable), |diseases and ask questions and write| |
|diseases |livestock attacked and signs and symptoms |notes | |
|classify diseases |Protozoan diseases |(Questions should include meanings | |
|Classify diseases |East cost fever |of terms such as, Quarantine, | |
|describe the signs of each diseases |Anaplasmosis |Isolation, Vaccination, contagious, | |
|carry out simple control measures of livestock |Trypanosomiasis (Nagana) |infectious notifiable epidemic etc) | |
|diseases. |Bacterial diseases |Visit to a farm to observe the | |
|demonstrate a caring attitude towards livestock |Fowl typhoid |various health practices. Watching | |
|describe disease control practices |Contagious abortion (Brucellosis) |and discussing videos/slides/ | |
| |Scours |pictures on livestock health | |
| |Black quarter |Discussion on various diseases, | |
| |Mastitis |their causal organisms, signs of | |
| |Anthrax |infection and control measures | |
| |Viral diseases |(Simple treatment where applicable | |
| |Rinderpest |on the farm e.g. for bloat) | |
| |Foot and mouth |Visit a farm/ or other place where | |
| |Nutritional diseases |there is a sick animal( if | |
| |Bloat |available) and observe symptoms or | |
| |Mineral deficiencies /effects, symptoms |visit a place where | |
| |and control. |control/treatment measures e.g. | |
| |General methods of disease control |spraying, hoof trimming, vaccination| |
| |-Vaccination |etc is taking place | |
| |-Quarantine/Isolation |Watch a video on livestock diseases,| |
| |-Housing |their control and treatment. | |
| |-Hygiene | | |
| |Controlled breeding | | |
| |-Nutrition/classes of feeds/balanced | | |
| |rations proper for different categories | | |
| |and ages of livestock | | |
| |Parasite control ( only mention, details | | |
| |to be handled in the next chapter) | | |
| |-Hoof trimming | | |
| |-Dehorning | | |
| |-Castration | | |
| |-Culling | | |
|14.0.0 POULTRY KEEPNG |Brooder |Study a real brooder or watch |Poultry |
|14.1.0 Specific Objectives |brooder management |pictures/ video on brooder |Video/slides/pictures of poultry and poultry management practices |
|By the end of the topic, the learner should be |Extensive systems of poultry keeping |management. |Eggs |
|able to: |Free range |List important features and |Candling equipment |
|Describe management of day old chicks to maturity |Semi-intensive |equipment in the brooder |Equipment used in poultry management |
|describe different poultry rearing systems and |Fold system |Discuss each poultry rearing system |Poultry feeds and supplements |
|poultry management under each. |Intensive systems |and the management practices | |
|carry out various poultry management practices |Deep litter |involved | |
| |Battery cage system |Practise the following; | |
| | |Selection of eggs for incubation | |
| | |Identifying broody hens | |
| | |Preparing nest for broody hen | |
| | |Managing chicken during incubation | |
| | |Carry out management of chicken kept| |
| | |under intensive system | |
| | |Visit chicken farm to observe | |
| | |management practices/watch video on | |
| | |chicken management practices | |
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|15.0.0 BEE KEEPING |Importance |Discussion on: |Chart showing members of the bee colony |
|15.1.0 Specific objectives |Colony in the hive |Bee colony and role of each sector |Hives |
|By the end of the topic the learner should be able|Role and organisation of colony members |Appropriate site for bee keeping |Tools and equipment used, and items of |
|to: |Siting of the apiary and hive |Bee management practices |clothing worn during bee management and honey harvesting practices |
|describe the colony and the role of each sector |Management: |Trees/bushes and other plants which |Video on bee management and honey harvesting and processing. |
|select an appropriate site for bee keeping |Stocking the bee hive |are good for bee keeping |Trees/bushes and other plants |
|carry out routine management in bee keeping |Feeding/ Flowering trees/bushes/plants |Honey harvesting and processing | |
|harvest and process honey |grown around apiaries |how to start school/agriculture | |
|state the uses of honey and beeswax |Predator and pest control |club/home bee-keeping projects | |
| |Honey |Watch a video on bee management and | |
| |Harvesting |honey harvesting and processing | |
| |Processing |Teacher to assign learners a | |
| |Uses of honey |research project on the theme, “How | |
| |Uses of beeswax |Somaliland can produce ten times its| |
| | |current honey production.” | |
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|16.0.0 SOIL AND WATER CONSERVATION |Soil erosion |Visit eroded sites and discuss type |Work tools and materials for erosion control and water conservation |
|Specific objectives |Meaning |and influencing factors. |Eroded sites |
|By the end of the topic, the learner should be |Agents |Listen and observe demonstration on |Soil and water conservation officer |
|able to: |Influencing factors |soil and water conservation |Farm/farmer |
|Explain meaning, cause, types and effect of soil |Types and effects |practices by farmer or an |Video/slides/pictures of eroded sites, arid places and soil and water |
|erosion |Biological/cultural control |agriculture officer |harvesting and conservation practices. |
|explain the various factors that influence erosion|-Grass strips |Watch video /slides /pictures of | |
| |-Cover crops |eroded sites, arid places and soil | |
|list the agents of erosion |-Grassed water ways |and water harvesting and | |
|describe the various types of erosion |-Contour farming and strip cropping |conservation practices | |
|describe various methods of erosion control |-Mulching (Refer to notes on field |Carry out soil and water | |
|carry out soil erosion control measures |practices in crop production) |conservation practices in school or | |
|describe water harvesting and conservation |-Afforestation/forestation |in surrounding areas and farms. | |
|techniques |Physical/structural controls | | |
|Note: it is important that school have gutters |-Stone lines | | |
|attached to the edge of the roofs to harvest rain |-Filters/strip | | |
|water and to direct it to a reservoir. Harvested |-Trash lines | | |
|water can be used for raising tree seedlings, |-Terraces – level, graded, broad based | | |
|watering transplanted seedlings and irrigating |narrow based. -Bench, Bunds | | |
|crops |-Cut-off drains/diversion ditches | | |
| |-Gabions /porous dams | | |
| |-Ridging | | |
| |Water harvesting | | |
| |-Roof catchment | | |
| |-Rock catchment | | |
| |-Weirs and dams | | |
| |-Ponds | | |
| |-Retention ditches/level terraces | | |
| |Micro-catchments | | |
| |-Types | | |
| |-Laying out and construction methods | | |
| |-Uses | | |
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|17.0.0 PASTURES AND FORAGE CROPS |Pastures |Discussion on pastures and pasture |Fresh and conserved fodder and pasture plants |
|17.1.0 Specific objectives |Definition |establishment and management |Feed concentrates and supplements |
|By the end of the topic, the learner should be |Classification |Visit to farm or any place where |Farm/farmer/livestock officer |
|able to: |Pasture Grass and legume species |fodder crops are grown |Video/slides/pictures |
|define and classify pastures |Establishment |Watch video/slides/pictures on | |
|identify forage crops |Management |fodder types, management, | |
|describe the ecological requirements of forage |Utilisation |conservation and utilization | |
|crops |Forage/Fodder crops | | |
|describe the establishment, management and |Establishment, growth characteristics, | | |
|utilisation of pastures and fodder plants. |management, harvesting and utilisation of:| | |
|describe forage and conservation. |Napier/bana grass | | |
|Classify and describe fodder and pasture |Guatemala grass | | |
|supplements |Sorghum | | |
| |Lucerne | | |
| |Clovers | | |
| |Desmodium | | |
| |Fodder trees/bushes | | |
| |Fodder conservation | | |
| |Meaning, reason, procedure, precautions | | |
| |and utilization of: | | |
| |Hay | | |
| |Silage | | |
| |Other feeds and supplements to top up | | |
| |field grazing/browsing | | |
| |Reason for supplement | | |
| |Types | | |
|18.0.0 PRODUCTION OF VEGETABLE CROPS |Nursery bed |Select a good nursery site in your |A plot of land for nursery and for |
|Specific objectives |-Definition |school and establish a nursery |planting vegetables |
|By the end of the topic, the learner should be |-Different between a nursery bed, seedling|Manage the nursery until the |Seeds, |
|able to |bed and a seed bed |seedlings are ready for |Fertilizer |
|By the end of the topic, the learner should be |-Importance |transplanting. |Garden tools |
|able to: |-Site selection |Transplant seedling and carry out |Water |
|describe each and distinguish between a nursery |Nursery establishment |all management practices to |Gardening tools |
|bed , seedling bed and seed bed |-Seed drilling |harvesting |Vegetable seeds, |
|state the important vegetable production practices|-Mulching ( Refer to notes on field |Observe and discuss videos/slides/ |Manures and fertilisers, |
|and explain the importance of each. |practices in crop production) |pictures on vegetable production |Plots of land |
|select a suitable site for a nursery |-Watering |Note: Learners should be advised to |Videos/slides/Pictures on vegetable management practices |
|carry out routine management practices on a |-Shading |keep records of all occurrences, | |
|vegetable crops from nursery establishment to |-Pricking out |inputs and outputs to use later for | |
|harvesting |-Hardening off |writing report at the end of project| |
|Keep production records on a vegetable growing |-Weed control |and to draw simple profit and loss | |
|project |-Pest control |account) | |
| |-Disease control | | |
| |Transplanting of vegetable seedling from | | |
| |nursery to seedbed | | |
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| |Growing a Vegetable Crop | | |
| |*(Coriander or Radish) | | |
| |and any of the following: | | |
| |Tomatoes, Onions, Lettuce | | |
| |-Each student should grow Coriander and at| | |
| |least one other of the above crops keeping| | |
| |all the necessary records. | | |
| |-The teacher should organize the class in | | |
| |such a way that there are students growing| | |
| |each of the crops | | |
| |-Class discussions should be organized so | | |
| |that students tell and demonstrate to each| | |
| |other their work in the different | | |
| |vegetable crops. Discussion may be held | | |
| |at the crop plots for students to observe.| | |
| |-The teacher may organize common nurseries| | |
| |for students growing tomatoes, lettuce and| | |
| |onions. However, all students should | | |
| |actively participate in all | | |
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|19.0.0 PRODUCTION ECONOMICS |Factors of production |Discuss factors of production |Farm manager/Agricultural economist |
|Specific objectives |Land |Listen to a farm |Farm records |
|By the end of the topic, the learner should be |Definition |manager/Agricultural economist |Farm accounts |
|able to: |Methods of acquisition |discuss various aspects of | |
|State the factors of production ad their sources. |Methods of increasing productivity |agricultural production, take notes | |
|explain how each effects production and how it can|Labour |and ask questions ( questions should| |
|be made more efficient. |Definition |include terminology used in | |
|Describe risks and uncertainties in farming and |Types |economics) | |
|adjusting to risks and uncertainties. |Measures of labour | | |
| |Ways of increasing productivity | | |
| |Labour efficiency | | |
| |Capital | | |
| |Definition | | |
| |Types | | |
| |Sources | | |
| |Management | | |
| |Definition | | |
| |Role of a farm manager | | |
| |Methods of increasing management | | |
| |efficiency | | |
| |Risks and uncertainties in farming | | |
| |-Meaning | | |
| |-Common risks and uncertainties | | |
| |-Ways of adjusting | | |
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|13720.0.0 FARM ACCOUNTS |Financial documents and books of accounts |Examining and discussing the use of |Farm manager/Agricultural economist/ accountant |
|20.1.0 Specific objectives |Financial documents |various financial documents |Financial documents |
|By the end of the topic, the learner should be |Invoices |Listening to a farm | |
|able to: |Statements |manager/agricultural | |
|State the importance of farm accounts |Receipts |economist/accountant explaining | |
|Distinguish and describe the various financial |Delivery notes |various financial documents, asking| |
|documents and their uses. |Purchase orders |questions and taking notes | |
|Prepare and analyse financial statements |Books of accounts |(Learners to use records kept on | |
|Identify various books of accounts and their uses.|Ledger |vegetable production to do simple | |
|Prepare a simple balance sheet |Journal |accounts) | |
|Prepare a simple profit and loss account |Inventory | | |
| |Cash book | | |
| |Balance sheet | | |
| |Profit and loss account | | |
|21.0.0 MARKET AND MARKETING |Market and marketing |Discussion on market and marketing |Cooperative/ |
|Specific objectives |Definition |of various farm products |Marketing officer |
|By the end of the topic, the learner should be |Types of markets |Listening to a farmer/businessman |Data on markets and marketing |
|able to:- |Market functions |Discuss markets and marketing of the|Video on markets and marketing |
|define market and marketing |Problems of marketing agricultural |various farm products | |
|describe the various types markets |products and possible solutions |Listening to a marketing/ | |
|describe how the law of supply and demand affects |Price theory |cooperative officer discuss | |
|prices of agricultural products |influence of demand and, supply on price |formation and functions of a | |
|state various marketing functions, agents and |Marketing cooperatives |cooperative | |
|institutions. |Formation |In each case, learners should ask | |
|Identify problems in marketing of agricultural |Functions |questions and make notes. | |
|products | |Watch and discuss video on markets | |
|Describe formation and functions of agricultural | |and marketing. | |
|co-operatives | | | |
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|22.0.0 AGROFORESTRY |Definition of agroforestry |Discussion on meaning, |Forester/Tree nursery manager |
|22.1.0 Specific objectives |Forms of agroforestry |practices/forms and importance of |Tree seeds and seedlings |
|By the end of the topic, the learners should be |Importance of agroforestry |agroforestry |Sleeves/nursery boxes/tins and other innovative devices for raising seedlings|
|able to:- |Importance of trees and shrubs |Identification of different trees |in |
|define agroforestry |Important trees and shrubs for particular |that do or can grow in Somaliland |Water and water dispensing equipment e.g. hoses, watering cans, buckets etc |
|state the importance of agroforestry |purposes |and their uses |Soils/sand /manures and fertilisers |
|describe various forms of agroforestry. |Trees and shrubs to avoid at certain sites|Visit a nursery site and observe |Gardening tools |
|explain the importance of trees, and motivate |and reasons. |management practices |Video on forestry and agroforestry management practices. |
|communities to plant them |Types of nurseries |Discuss the suitability of the site | |
|identify and select appropriate trees for |Seed collection and preparation |and how the nursery is constructed. | |
|different uses |Nursery management Site selection |Ask the attendant | |
|describe tree nursery management and transplanting|Nursery establishment |Ask questions about nursery | |
| |-use of sleeves and other innovations |establishment and management. | |
|explain routine tree management |for growing young plants |Listening to forester/tree nursery | |
|select appropriate sites for tress in the farm and|making and using seedling boxes for |manger discuss how to establish a | |
|other areas. |growing young plants |tree nursery, transplanting | |
|plant trees at appropriate sites and using proper |-preparation of rooting medium |seedlings and managing trees | |
|planting methods |preparation of cuttings |Select and prepare sites for tree | |
|construct tree seedling protection structures |Routine management in raising |nurseries and tree planting | |
|carry out roper tree management practices |Transplanting |Select trees for appropriate sites | |
|describe various methods of tree harvesting. |Grafting |and uses. | |
|Note: Every school should establish a tree nursery|Budding |Note: Learners to be asked to tell | |
|from which it will be getting a constant supply of|Care and management of trees |how individually or in a group they | |
|seedlings. Students should be given seedlings and |Protection |can help increase trees in | |
|encouraged to plant them in their homes and |Pruning and training |Somaliland | |
|surrounding areas. |Agroforestry practices |Participating in tree nursery | |
|Each school should conduct at least one tree |Alley cropping |establishment, tree planting and | |
|planting campaign per year in the immediate |Multi-storey cropping |tree management | |
|community. |Woodlots in farms |Participate in out of school tree | |
| |Sites for agroforestry trees |planting campaigns among communities| |
| |Boundaries | | |
| |River banks | | |
| |Terraces | | |
| |Slopes | | |
| |Homestead | | |
| |Tree harvesting methods | | |
| |Appropriate practices from the above | | |
| |should be undertaken in the production of | | |
| |the following: | | |
| |Trees: Silky Oak (Grevillea robusta) | | |
| |Croton tree (Croton megalocarpus), Neem | | |
| |tree (Azadirachta indica), Gerrard’s | | |
| |Acacia (Acacia gerrardii) | | |
| |(Blue gums (Eucalyptus) to be planted only| | |
| |in areas that flood and retain stagnant | | |
| |water for a prolonged periods) | | |
| |Fruits: Grapes, Citrus (Oranges, Lemon | | |
| |Tangerines, lime and Grapefruit) Bananas, | | |
| |mangoes (Mangifera indica), Pawpaw, Guavas| | |
| |(Psidium guajava) Water melons. | | |
|FISHING |Fishing resources |Describe FURTHER all the fishing | |
| | |activities of THE REGION ‘s coast | |
| | |and the future development of | |
| | |fishing industry | |
APPENDIX
SUGGESTED WORK PLAN
Tabulated below is the suggested work plan of activities to be undertaken in the next two and a half years after the introduction of the agriculture syllabus in schools.
| | Year |
|Activity | |
| |2007 |2008 |2009 |2010 |
| |Quarter of Year |1 |2 |3 |
| | | | | |
| |1. Introduction to Biology |1. Cells |1. Flowering plants |1. Cell Biology |
| |1.1. Definition of Biology |1.1. Cells and tissues |1.1. Plant structure and function |2.1. Cell structure |
| |1.2. Characteristics of living things |1.2. Chemicals and living cells |1.2. Transport in plants |2.2. Carbohydrates |
| |The cell |1.3. Energy from respiration |1.3. Reproduction |2.3. Lipids and proteins |
| |Classification of living thinGs |1.4. Diffusion, osmosis and active transport, |1.4. Seed formation and germination |2.4. Water and inorganic ions |
| |Respiration |phagocytes pinocytes & oxocytes | |Enzymes |
| |Movement of substances across membrane | |2. Human physiology |Cell membranes |
| |Osmosis |2. Nutrition |2.1. Circulatory and lymphatic system | |
| |Diffusion |2.1. Photosynthesis and nutrition in plants |2.2. Respiratory system | |
| |2. Introduction to Green Plants |2.2. Nutrition in animals |2.3. Excretory system |2. Nutrition and Respiration |
|T |2.1. Structure and functions |2.3. Digestion |2.4. Skeleton and Muscular system |4.1. Autotrophic nutrition |
|E |2.2. Transportation |3. Sensitivity and Coordination |2.5. Reproductive system |4.2. Heterotrophic nutrition |
|R |Nutrition plants |3.1. Skin and temperature control | |Respiration and gaseous exchange |
|M |Photosynthesis |3.2. The senses | |3. Genetics and heredity |
| |2.4. Tropism |3.3. Coordination | |3.1. DNA and RNA |
|1 |2.5. Reproduction in plants | | |3.2. Genetic engineering |
| |3. The Human Machine | | |Cell division |
| |3.1. The skeleton | | |Inheritance |
| |3.2. Joints, muscles and movement | | |Variation, selection and evolution |
| |(Unit 3 continued in Term 2) | | | |
| |FORM 1 |FORM 2 |FORM 3 |FORM 4 |
| | | | | |
| |Unit 3 continued from |4. Introduction to Inheritance and Genetics |3. Diversity of organisms |4. Micro-organisms and humans |
| |Term 1) |4.1. Cell division, DNA & RNA inheritance |3.1. Characteristics of living things |1.1. Diseases |
| |3.3. Food and diet |4.2. Variation |3.2. Feeding |1.2. Immunity |
| |Digestion and Excretion |4.3. Mutation |3.3. Breathing |1.2. Biotechnology |
| |Breathing |4.4. Evolution |3.4. Reproduction | |
|T |3.6. Transport | |3.5. Growth and change | |
|E |3.7. Reproduction in animal |5. Classification of living things |3.6. Movement and locomotion | |
|R | |5.1. Classification |3.7. Sensitivity | |
|M |4. Environmental education |5.2. Animal kingdom | | |
| |4.1. Different types of environment |5.3. Plant kingdom |4. Ecology and Ecosystems | |
| |4.2. Food chains and webs |5.4. Micro-organisms |4.1. Interdependence | |
|2 |4.3. Populations |5.5. Bacteria |4.2. Human impact | |
| |4.4. Humans and their environment |5.6. Viruses |4.3. Ecosystems | |
| | |5.7. Fungi |4.4. Populations | |
| |5. Health Education | | | |
| |5.1. Microbes and disease | | | |
| |5.2. Drugs and health | | | |
| |5.3. Personal Health | | | |
FORM I
|Topic |Objectives | |
|1.Introduction to Biology | | |
|1.1.Definition of Biology |-To define Biology and appreciate the applications of biology in everyday life . | |
|1.2.Characteristic |To state the main characteristics of living things i.e (move, feed , grow, use their senses and reproduce difference between|Observation |
|of living things |living and non living things | |
| |Project: collect various things , examine them and classify | |
|1.3. The cell |To state that animal and plants are made of cells |Experiments |
| |To list the parts of the cell and their functions (not in detail) | |
| |To state the difference between the animal cell and the plant cell | |
| |To classify tissues in organisms | |
| |To explain the link between cells, tissues, organs, organ systems and organisms To use the microscope, know the microscope- | |
| |parts and their function (include hand lens), calculation of magnification. | |
| |To see Cell structure as seen under light microscope. (differences between plant and animal cells). | |
|Classification living things |To show the difference among the living organisms & classify their characteristics |Experiments |
| |To give a brief history of classification | |
| |To explain the process of monoculture | |
|1.5 Respiration |To explain that the process of respiration releases energy from food and that this process takes place in cells |Experimental measuring |
| |To distinguish between the process of aerobic and anaerobic respiration |amount of food |
|1.6 Movement of substances |To explain the mechanism of which substance accesses the cell membrane |Experimental of movement |
|across the member |Practical |of solutes/water |
|Diffusion |i) Observe, draw, and state functions of light microscope.ii) Prepare and observe temporary slides of plant cells. | |
|Osmosis |iii) Estimate plant cell size | |
| |iv)Diffusion demonstration using available substances e.g. KMNO4, coloured plant extract. | |
| |v) Osmosis demonstration using leaf petioles, irish potatoes (any other appropriate locally available plant tissues can be | |
| |used). | |
| |vi) Plasmolysis using onion epidermal cells vi) Plasmolysis using onion epidermal cells | |
|2.Introduction to Green Plants | | |
|2.1.Structure and functions |To differentiate between the main parts of the green plants |Discovery |
| |To describe the structure and functions of the main parts of a plant (root, stem, leaves) | |
|2.2.Transportation |To show that plants take in water and mineral salts through the roots and then is transported |Demonstrate & activity |
| |To state that the phloem carries the food | |
| |To show that there are green plants which have vascular tissues and those which have not | |
|2.3 Nutrition in plants |To show that plants need light, water and carbon dioxide to grow |Practical activities |
|Photosynthesis |To test a leaf for starch | |
|2.4. Tropism |To explain that plants respond to external stimuli | |
|2.5.Reproduction in plants |To describe the process of sexual reproduction in plants including pollination and germination | |
|3. The Human Machine | | |
|3.1 The skeleton |To describe the main parts of the skeleton |Observation |
|and Joints |To show how the framework of the skeleton supports and protects the body | |
| |To describe the main types of joints (ball and socket, hinge, fixed) and their functions | |
|3.2 Muscles and movement |To explain the meaning of antagonistic pair of muscles |Demonstrate |
| |To explain the process in which muscles move bones | |
|3.3 Food and diet |To identify the main types of food (carbohydrates, fats, proteins, vitamins and minerals, water and roughage/cellulose) and |Practical work |
| |examples of foods containing each food type | |
| |To test foods for the presence of starch, glucose, protein and fat | |
| |To explain the importance of food for the human body | |
| |To appreciate the advantages of a balanced diet for a healthy body | |
|3.4 Digestion and Excretion |To state the main parts of the digestion system |Observation |
| |To state the main parts of the excretory system | |
| |To describe why food undergoes a process of digestion | |
| |To explain how the body eliminates waste products | |
|3.5 Breathing |To state the main parts of the respiratory system |Experiment |
| |To describe the process of breathing in and breathing out | |
| |To describe how the lungs enable gas exchange to take place | |
|3.6 Transport |To state the main parts of the blood (plasma, red cells, white cells and platelets) and the function of each part |Observation |
| |To state the main parts of the circulatory system | |
| |To describe how blood transports substances throughout the body | |
|3.7 Reproduction in animals |To describe the reproductive system in males and females | |
| |To describe how the female gamete is fertilised by the male gamete | |
| |To describe the process of birth | |
|4.Environment | | |
|Education | | |
|4.1 Different types of |To explain the meaning of the terms environment, habitat, population, community, ecosystem |Practical (field visits) |
|environment |To explain the living and non-living factors that surround living thing and their influence on each other | |
| |To discuss the importance of environmental living things | |
| |To discuss the impact of environmental pollution | |
| |To discuss how to have control of environmental integrity (stop erosion) | |
| |To discuss urban environmental health hazards: Garbage, industrial waste, water pollution | |
|4.2. Food chains and webs |To learn about food chains and webs and the energy flow through a food chain | |
| |To use the terms consumer, producer, herbivore, carnivore, omnivore | |
| |To describe the function of scavengers and decomposers are essential in an ecosystems | |
|4.3. Populations |To show why animals and plants must compete for resources |Practical work about |
| |To describe what animals and plants will compete for in their environment |counting population |
| |To describe the environmental pressures which can prevent a growth in population | |
| |To explain that there can be a predator-prey relationship between populations | |
|4.4.Humans and their |To describe the impact of humans on their environment (population, using pesticides and fertilisers, natural resources, | |
|environment |pollution) in your region. | |
|5.Health Education | | |
|5.1.Microbes and disease |To identify the different types of microbes that can cause disease (viruses, bacteria, fungi, protozoa) |Demonstrate by using |
| |To describe how disease can be spread and prevented |chart, diagrams, |
| |To learn the symptoms of common diseases (dysentery, diarrhoea, T.B., skin disease, malaria, typhoid, influenza, venereal | |
| |disease, trachoma) | |
| |To be aware of the transmission of sexually transmitted diseases, including STD HIV and AIDS | |
|5.2. Drugs and health |To describe the affects of smoking on health |Visits of hospitals & |
| |To show that drugs (non-medical) can affect a persons health |police stations |
| |To be aware of kat chewing effects among the population and its hazards to human being | |
|5.3. Personal health |To learn the importance of a healthy diet, healthy teeth, personal hygiene and exercise in maintaining personal health | |
| |To have a personal and community awareness of health issues in Somaliland | |
FORM II
|Topic |Objectives | |
|1. Cells | | |
|1.1. Cells and tissues |To describe the structure and function of each part of a plant and animal cell |Experiments |
| |To prepare, observe and draw plant and animal cells |observations |
| |To describe how the cells of an organism are organised (cell – tissue – organ) | |
| |To define and give examples of tissues, organs and systems | |
| |To recognise that cells are specialised to have different functions | |
| |To give examples of different types of specialised cell | |
|1.2. Chemicals and living cells |To describe the chemical composition of the cell in terms of water, proteins, lipids, carbohydrates, salts and |Practical |
| |vitamins | |
| |To describe how enzymes work and the effects of temperature and pH on an enzyme | |
| |To recall what is meant by enzyme specificity | |
|1.3. Energy from respiration |To explain the process by which energy is derived from respiration |Experiment |
| |To differentiate between aerobic and anaerobic respiration | |
|Diffusion, osmosis and active transport |To demonstrate how substances enter and leave cells through the cell membrane by diffusion and osmosis |Experiment & |
|Phagocyctosis pinocytosis exocytosis |To explain the processes of diffusion and osmosis (more detailed) |observation |
| |To explain what is meant by active transport | |
| |To explain how phagocyctosis pinocytsis and exocytosis take place | |
|2. Nutrition | | |
|2.1. Photosynthesis and nutrition in plants |To describe the process of photosynthesis and write the equation |Practical work |
| |To explore that the rate of photosynthesis may be limited by light intensity, carbon dioxide concentration or | |
| |temperature | |
| |To observe and describe experiments to test photosynthesis | |
| |To describe how leaves are adapted for photosynthesis | |
| |To explain gaseous exchange in plants in terms of respiration and photosynthesis | |
| |To appreciate how the products of photosynthesis are utilised by the living plant | |
| |To state which minerals are needed for healthy growth and how they can be obtained | |
|2.2. Nutrition in animals |To describe what food is used for in animals |Observation & practical|
| |To describe the digestion and use of carbohydrates and proteins |work |
| |To discover the important minerals (iron, calcium, iodine, phosphorus) and vitamins required and their functions | |
| |To explain the importance of dietary fibre and water in the diet | |
| |To discuss the need for a balanced diet and for special dietary requirements for some groups of people | |
| |To describe how food can be preserved and processed | |
| |To explain why food additives are added to food and why they can be harmful | |
|2.3. Digestion |To describe the structure of the human digestive system |Practical & observation|
| |To describe the structure and function of the alimentary canal | |
| |To describe the structure and function of teeth | |
| |To describe the process of digestion, including the role of enzymes, stomach acid and bile | |
| |To explain the process of absorption of digestive materials | |
| |To describe the use and storage of digested food | |
| |To state the functions of the liver | |
|3. Sensitivity and Coordination | | |
|3.1. Skin and temperature control |To specify the structure and function of the skin |Practical work |
| |To explain how body temperature is regulated by the skin | |
|3.2. The senses |To state the structures which detect stimuli are called sense receptors and where these are found |Practical |
| |To describe the sense organs (ear, nose, eye, skin, taste) and their functions | |
| |To appreciate the importance of the ear in maintaining balance | |
|3.3.Coordination |To determine the structure & function of endocrine glands. |Practical |
|Endocrine system |To name the main glands of the endocrine system & the hormones they produce. |Demonstration about |
|Nervous System |To describe the function of some hormones (adrenaline, progesterone, estrogens, testosterone, insulin, throxine |transmission of impulse|
| |ADH) | |
| |To recall the structure & function of nervous system |Demonstration about |
| |To distinguish between the central nervous system & peripheral nervous system |knee-jerk |
| |To describe the structure & function of nerve cells | |
| |To explain synapsis & how the massage travel through the nerve cells. | |
| |To explain what is meant by reflex action & reflex are | |
|4. Introduction to Inheritance and Genetics | | |
|4.1. Variation |To describe the types of variation (continuous and discontinuous), with examples and their causes |Observation |
|Cell division, DNA & RNA |To describe a chromosome |Observation experiment |
|Inheritance |To explain the behaviour of chromosomes during cell division and gamete formation | |
| |To give a definition of ‘gene’ and describe where they are found | |
| |To determine the meaning of inheritance | |
| |To explain the meaning of alleles, dominant, recessive, phenotype, genotype, heterozygous , homozygous | |
| |To explain how parents pass on information to their offspring and the mechanism of inheritance | |
| |To describe the structure and functions of DNA & RNA | |
| |To describe the process of DNA replications | |
| |To recite the triple code | |
| |To describe transcription & translation during protein synthesis and that they are controlled by enzymes | |
|4.3. Mutation |To show that mutation is a source of genetic variation and it has a number of causes | |
|4.4. Evolution |To explain how new species can be formed |Observation |
| |To explain what is meant by evolution | |
| |To appreciate that fossils are evidence of evolution and that Natural Selection provides a mechanism for evolution| |
|5. Classification of living things | | |
|5.1. Classification |To study the history of classification |Observation |
| |To use the nomenclature of organisms | |
| |To study the 5 kingdoms (Monera, Protoctista, Fungi, Plants and Animals) | |
| |To use keys to identify organisms | |
|5.2. Animal Kingdom |To identify and describe the main groups of the animal kingdom (annelids, arthropods, molluscs, vertebrates |Observation |
| |To describe the characteristics of the structure of vertebrates (fish, amphibia, reptiles, birds, mammals) | |
|5.3. Plant Kingdom |To identify and describe main groups of the plant kingdom (algae, bryophytes, and vascular plants (ferns, |Practical |
| |conifers, flowering plants)) | |
|5.4. Micro-organisms |To recite the term micro-organism includes viruses, bacteria, protoctista and some fungi and algae |Observation & practical|
| |To describe techniques for culturing micro-organisms | |
|5.5. Bacteria |To describe the characteristics and structure of bacteria |Practical |
| |To specify beneficial and non-beneficial affects of bacteria | |
|5.6. Viruses |To describe the characteristics and structure of viruses |Observation |
|5.7. Fungi |To describe the characteristics and structure of fungi |Experiment |
FORM III
|Topic |Objectives |
|1. Flowering plants | |
|1.1. Plant structure and function |To name the structure and function of the leaves (including epidermis, stomata, mesophyll and veins) |
| |To name the structure and function of the stem (including epidermis and vascular bundles) |
| |To name the structure and function of the roots (including the outer layer and root hairs) |
| |To name the structure and function of buds (including bud formation and growth) |
|1.2. Transport in plants |To explain how water is transported by transpiration |
| |To explain the function of the vascular bundles of a plant (xylem and phloem) |
| |To explain the mechanism of mineral uptake |
| |To explain the functions of water and minerals (e.g. magnesium, nitrogen, phosphorus, potassium) in plants |
| |To understand the mechanism involved in the distribution of photosynthetic products through the plant |
|1.3. Reproduction |To describe the reproductive parts of the flower |
| |To understand the mechanism of pollination and fertilisation |
| |To explain how plants are adapted to wind and insect pollination |
| |To describe how fruit and seeds are formed |
| |To describe how fruit and seeds can be dispersed by wind, animal and explosive methods |
|1.4. Propagation |To describe vegetative and artificial propogation |
|1.5. Seed formation and |to distinguish between cotyledons and dicotyledons |
|germination |to describe the structure of a seed |
| |to describe the process of germination including the factors which affect germination (water, oxygen, temperature) |
| |to explain phototropism and geotropism |
| |to show the advantages of tropic responses |
|2. Human physiology | |
|2.1. Circulatory and lymphatic |To describe the function of the blood |
|system |To state the composition of the blood and the function of the different types of blood cells |
| |To explain the diagrammatic structure of the heart chambers and main blood vessels connected to the heart |
| |To describe the mechanism of the circulation of blood (with a diagram) |
| |To explain the organs of the lymphatic system and their functions |
| |To describe how blood transfusions can be made safely |
|2.2. Respiratory system |To describe the structure of the lungs |
| |To explain the processes of inhaling ad exhaling |
| |To describe how gas exchange takes place and the factors that affect the mechanism |
|2.3. Excretory system |to differentiate between the excretory organs and their roles (lungs, kidneys, liver, skin) |
| |to describe the structure and function of the kidney |
| |to show how the kidney regulates the water content of the body (osmo-regulation) |
| |to appreciate the importance of maintaining constant internal environment and the process of homeostasis |
|2.4. Skeleton and Muscular system |to describe and understand the structure and function of the skeleton |
| |to describe and understand the structure and function of muscles |
| |to name the different types of muscles in the human body |
| |to explain the mechanism of muscle contraction and relaxation |
| |to demonstrate how muscles aid in movement and the antagonistic action involved in it |
|2.5. Reproductive system |to describe the male and female reproductive systems |
| |to explain how the male and female gametes are produced |
| |to explain the process of fertilisation |
| |to describe the development of the embryo from conception to birth |
| |to describe the changes that take place in boys and girls at puberty |
|3.Diversity of organisms | |
|3.1.Characteristics of living |to state the basic activities of life which all living organisms carry out. |
|things | |
|3.2. Feeding |to explain the ways in which organisms can get their food (autotrophs, heterotrophs, saprotrophs, and parasites) |
|3.3. Breathing |to explain the different mechanisms by which living things breathe |
| |to describe the importance of the surface area to volume ratio in breathing |
|3.4. Reproduction |to describe sexual and asexual reproduction with examples |
| |to recognise that fertilisation can be internal or external |
|3.5. Growth and change |To state the phases of growth of organisms can involve cell division, enlargement, changes in shape and metamorphosis |
|3.6. Movement |to describe how an organism can move |
| |to name the means for locomotion (flagella, cilia, appendages, muscles, and wings) |
|3.7. Sensitivity |to describe how organisms respond to stimuli |
|4. Ecology and Ecosystems | |
|4.1 Interdependence |to explain how the organisms depend on each other for energy flow and recycling of organic materials |
| |to explain how food chains may be described quantitatively using pyramids of numbers and pyramids of biomass |
| |to describe the carbon cycle and the nitrogen cycle |
|4.2 Human impact |to discuss how population size, economic factors and industrial requirements impact on the environment |
| |to describe how humans can affect food webs (hunting, agriculture, pesticides, eutrophication |
| |to describe the causes and affect of pollution (air, water, agriculture) |
| |to explain how pollution can be reduced (through reducing pollution, waste disposal, recycling, biological control) |
|4.3. Ecosystems |to describe different ecosystems such as terrestrial and aquatic |
| |to describe how the distribution and relative abundance of organisms in a habitat can be explained in terms of adaptation, competition and |
| |predator-prey relationships |
|4.4. Populations |to describe how populations can grow and the limits to growth |
FORM IV
|Topic |Objectives |
|Micro-organisms and humans | |
|Diseases |to explain what is meant by the terms health and disease |
| |to name the different categories of disease and to give one example of each |
| |to explain the terms pandemic, epidemic and endemic |
| |to state that infectious diseases are caused by viruses, bacteria, fungi or protozoa |
| |to state the ways that diseases can be transmitted (through air, contamination of food and water, by vectors, contagion) and controlled |
| |to describe the causes of cholera, malaria, AIDS and TB and explain how these diseases are transmitted |
| |to discuss the roles of social, economic and biological factors in the prevention and control of cholera, malaria, AIDS and TB |
| |to be aware of the world-wide importance of infectious diseases |
| |to outline the role of antibiotics in the treatment of infectious disease |
|Immunity |to explain the meaning of the term immune response |
| |to explain the difference between the terms antibody and antigen |
| |to describe the role of phagocytes and lymphocytes in defence against pathogens |
| |to distinguish between B lymphocytes and T lymphocytes in fighting infection |
| |to distinguish between active, passive, natural and artificial immunity |
| |to describe the function of antibodies |
| |to explain how vaccination can control disease |
|Biotechnology |to define biotechnology as the application of living organisms, systems or processes in industry |
| |to the traditional uses of biotechnology in the region e.g. souring of milk, production of ghee from milk, fermentation of dough, the rotting of hides and|
| |skins for making leather, the sissal fibre production |
| |to describe the processes involved in producing fermentation products, antibiotics, single-cell proteins, enzymes and sludge digestion |
| | |
|Genetics and Heredity | |
|DNA and RNA |to explain the terms chromosome, gene, genome |
| |to describe the structure and function of DNA and RNA |
| |to describe the process of DNA replication |
| |to state that a gene is part of a DNA molecule, made of a sequence of nucleotides which codes for the construction of a polypeptide |
| |to describe the way in which the nucleotide sequence codes for the amino acid sequence in the polypeptide |
| |to describe how transcription and translation take place during protein synthesis |
| |to appreciate that the synthesis of enzymes is controlled by DNA |
|Genetic Engineering |to outline the principles of genetic engineering |
| |to discuss the applications, hazards and ethics of genetic engineering |
|Cell division |to explain the function and process of cell division (mitosis and meiosis) |
| |to explain the meaning of the terms haploid, diploid, zygote, homologous pair of chromosomes, centromere, autosome and chromatid |
|Inheritance |to explain that genetics is the study of inheritance of characteristics by offspring from their parents |
| |to explain the meaning of the terms allele, single factor inheritance, dominant and recessive, genotype and phenotype, homozygous and heterozygous |
| |to describe inheritance patterns between parents of the same genotype and of different genotypes, including the occurrence of the 3:1 ratio |
| |to give some examples of hereditary diseases |
| |to explain how sex in mammals is determined by X and Y chromosomes |
| |to describe the process and benefits of selective breeding |
|Variation, selection and evolution |to state that variations within a species may be inherited or acquired and to give examples of each case |
| |to describe how, during meiosis, the maternal and paternal chromosomes are randomly distributed between the gametes |
| |to explain how new combinations of genes can arise at fertilisation |
| |to explain the terms discontinuous and continuous variation and give examples of each |
|Cell Biology | |
|Cell structure |to describe and interpret the structure of typical animal and plant cells as seen using the light micropscope and the electron microscope |
| |to describe the differences and similarities between animal and plant cells |
| |to recognise and explain the functions of rough and smooth endoplasmic reticulum (ER), Golgi apparatus, mitochondira, ribosomes, lysosomes, chloroplasts, |
| |plasma (cell surface) membrane, centrioles, cilia and the nucleus (including nuclear envelope and nucleolus) |
| |to compare and contrast the structure of a prokaryote cell and the structure of a eukaryotic cell |
| |to explain how cells are organised into tissues and give examples of tissues (including squamous epithelium and ciliated epithelium, xylem and phloem |
|Carbohydrates |to use and understand the terms macromolecule and polymer |
| |to describe the importance of and basic structure of carbohydrates (monosaccharides, disaccharides and polysaccharides |
| |to describe the formation and breaking of a glycosidic bond by condensation and hydrolysis respectively |
| |to relate the structures of the polysaccharides starch, glycogen and cellulose to their functions in living organisms |
|Lipids and proteins |to describe the structure and formation of the most common type of lipid, the triglyceride |
| |to relate the structures of triglycerides and phoshpolipids to their functions in living things |
| |to use and understand the terms hydrophobic and hydrophilic, unsaturated and polysaturated as they apply to lipids |
| |to describe the basic structure of amino acids, the basic component of proteins |
| |to describe the formation and importance of the peptide bond |
| |to describe the primary structure of polypeptides and proteins and how it affects their secondary and tertiary structure |
| |to describe the importance of hydrogen bonds, disulphide bonds, ionic bonds and hydrophobic interactions in maintaining the three-dimensional structure of |
| |proteins |
| |to describe how the structures of globular (e.g. haemoglobin) and fibrous (e.g. collagen) proteins are related to their functions |
|Water and inorganic ions |to explain the properties of water and its importance in cell biology |
| |to describe the functions of some inorganic ions required by living organisms e.g. Ca2+, Na+, K+, Mg2+, Cl-, NO3-, PO43-, Fe2 |
|Enzymes |to explain that enzymes as globular proteins which act as catalysts |
| |to describe the significance of the active site in an enzyme |
| |to describe how enzymes catalyse a reaction by reducing the activation energy |
| |to give some examples of enzyme catalysed reactions |
| |to describe how enzyme concentration, substrate concentration, temperature, pH and competitive inhibitors can affect the rate of an enzyme catalysed |
| |reactions |
|Cell membranes |to describe and explain the structure of a cell membrane in terms of the fluid mosaic model |
| |to explain the functions of the components of the cell membrane (phospholipids, cholesterol, proteins, glycolipids and glycoproteins |
| |to outline the role of the plasma membrane and the roles of membranes within cells |
| |to describe the four basic mechanisms of transport across the plasma membrane (diffusion, osmosis, active and bulk transport |
| |to describe the effects on animal and plant cells of immersion in solutions of different water potential |
| | |
|Nutrition and Respiration | |
|Autotrophic nutrition |to explain that photosynthesis is a form of autotrophic nutrition |
| |to describe the significance of photosynthesis in terms of its effect on plant metabolism, food chains and composition of the air |
| |to outline the process of photosynthesis in terms of the process that takes place in the specialised organelles, the chloroplasts |
| |to describe and explain the conditions required for photosynthesis (light, chlorophyll in chloroplasts, carbon dioxide, water, suitable temperature) |
| |to explain why the leaf can be described as ‘the factory for photosynthesis’ in terms of leaf structure |
| |to describe, in detail, the mechanism of photosynthesis as a set of reactions in two stages - the light-dependent stage and the light-independent stage |
| |to name the products of photosynthesis (glucose, starch, amino acids and proteins, nucleic acids and lipids) |
| |to describe and explain the differences between C3 and C4 plants in terms of photosynthesis |
|Heterotrophic nutrition |to define and use the terms heterotrophic, holozoic, saprotrophic and parasitic nutrition |
| |to describe holozoic nutrition of mammals |
| |to describe the essential nutrients required by the body and their functions |
| |to describe the structure and function of the human gut, including the structure and functions of the mouth, teeth, oesphagus, stomach, small intestine and|
| |large intestine |
| |to describe the process by which digested food is absorbed and assimilated |
|Respiration and gaseous exchange |to describe how the process of respiration releases energy |
| |to differentiate and describe the two types of respiration (aerobic and anaerobic) |
| |to explain the function and importance of the respiratory surface |
| |to describe the process of gaseous exchange in plants, small animals and large organisms |
| |to explain the process of tissue respiration which involves reduction reactions in which sugar is typically oxidised to carbon dioxide, and oxygen is |
| |reduced to water |
| |to describe the 3 major phases of respiration of glucose – glycolysis, the Krebs cycle, the electron-transport system |
| |to explain the occurrence and process of anaerobic respiration |
|PRACTICALS | |
|Practical activity 1 |Visit hospitals |
|Practical activity 2 |Learn about childcare (prenatal and post natal Childcare (prenatal and post natal in the hospital |
|Practical activity 3 |Demonstration activity- Dissect a small mammal to show reproductive organs |
|Practical activity 4 |Observe and draw the structure of kidney |
|Practical activity 5 |Observe permanent slides of mammalian skin |
|Practical activity 6 |Examine live / preserved specimen or photographs of representative of major divisions of plantae kingdom, animmalia phyla |
| |ii) Construction of dichotomous keys using various plants and animals. |
| |iii) Using dichotomous keys to identify organisms |
|Practical activity 6 |-i) Compare root nodules from leguminous plants from poor and rich soils. ii) Estimate population size using sampling methods iii) collect, record, |
| |analyze, interpret data from ecological studies. iv)Use of food chains to construct food webs. V) Calculate ratios of producers to consumers. |
|Practical activity 7 |-i) grow bread mold and examine using hand lens, ii) examine spores in a sorus of a fern, iii) examine various types of wind and insect pollinated flowers |
| |and relate their structure to function, iv)collect, classify and dissect fruit and seeds and relate their structure to mode of dispersal. |
|Practical activity –8 |i) demonstrate knee jerk activity. |
|Practical activity –9 |i) observation of exoskeleton in arthropods |
|Project work 10 |– measure length of internodes/breath of leaves/height of plant over a period time and present data obtained inform of graphs, charts and histograms |
|Practical activity 11 |– i) measure and record heights of classmates and represent date inform of graphs, ii) demonstrate mitosis and meiosis by using coloured threads, |
| |plasticine and clay, iii) finger printing and tongue rolling |
|Practical Activity 12 |Compare vertrebral limbs of horses humans, monkeys, |
| |Compare wings of birds and insects |
BUSINESS STUDIES
The Business education syllabus for forms three and four incorporates fundamental aspects of the various business disciplines aimed at providing the leaner with opportunity to acquire basic business knowledge, skills and attitudes necessary for the development of self and the nation.
Business Education takes into account the need to address contemporary issues and trends in business practice and current economic issues in society. The teachers are therefore expected to update themselves on the use of technology such as computers, electronic cash registers and other resources. The teachers are also advised to employ participatory instructional methods to enhance student learning.
GENERAL OBJECTIVES
The Business Education course will enable the learner to:
1. Acquire necessary business knowledge and skills for self development and the nation.
2. Apply necessary entrepreneurial knowledge and skills.
3. Develop an understanding of business ownership and control
4. Enhance communication skills for effective running of a business
5. Develop ability for inquiry, critical thinking, creativity and rational judgment.
6. Appreciate the need for ethical practice in carrying out business activities.
7. Develop positive attitude towards work.
8. Enhance co-operation and good inter-personal relation in the business.
9. Appreciate the need for measuring business performance.
10. Develop a firm foundation for further studies and training.
|Topics/subtopics Objectives | Concepts |learning –teaching Experiences |Learning Resources |
|* By the end of the topic the learner should be able to:- | | | |
|1. 1 Business in community |1.1.1Meaning of business |Discuss business in the locality |Reference books |
|* |1.1.2 Importance of business | |Pictures of shops, |
|a) explain the meaning of business studies |business opportunities | |Food stuffs, |
|b) explain the importance of business studies |1.1.3 business environments (internal & external) | |Pictures of buildings |
|c) identify business activities in the community | |answer questions on business activities in |Pieces of cloth |
|e) explain how environment influence business | |the local area | |
|1.2 Human needs | | |Pictures of people from |
|* |1.2.1 Satisfaction of human wants | |newspapers or charts |
|(a) Classify human wants |1.2.2 characteristics of human wants |classify human wants |associated with different |
|b) state meaning of goods and services |1.2.3 types of human wants | |businesses |
| |1.2.4 meaning of goods and services | | |
| | | | |
|2 Entrepreneurship |2.1.1 meaning of entrepreneurship | | |
|a) explain the meaning of entrepreneur |2.1.3 Qualities of a good entrepreneur |Role play starting of a business | |
|b) name the qualities of an entrepreneur |2.1.3 nature and rewards of risk taking |Discuss qualities of a good entrepreneur; | |
|c) explain the nature and rewards of risk taking |2.1.4 starting a business/legal requirements |reasons for success and failure of | |
|d) identify business opportunities in their local area |2.1.5 Government and other support for risk taking |businesses |Business people interviewed|
|e) name government and other support for risk taking |2.1.6 Factors that may hinder entrepreneurial development | |–sample questions for |
|f) state reasons for success and failure of enterprises |2.1.7 Factors that cause Business failure |out of class activity on businesses in the |students to ask |
| |2.1.8 Local government taxes; central government taxes and zakat|surrounding |tax documents, central |
|g) explain local and central government taxes required for |tax | |government tax certificates|
|business operation | | |Map of Somaliland |
|h) describe factors that influence location of a business |2.1.9 factors considered when locating a business |discuss taxes required | |
| | | | |
|2.2 Finance |2.2.1 meaning of finance |discuss location of businesses | |
|*a) Explain the meaning of finance in |2.2.2 sources of business finance | | |
|b)describe sources of finance to a business |2.2.3 business plan | | |
|c) prepare a simple business plan |2.2.4 budget |Discuss meaning of finance, | |
|d) prepare a simple business budget | |sources of finance | |
| | | |Products from sole |
| | |Prepare simple business plan and budget |proprietorship businesses |
|3. The ownership and control of Business |3.1.1 -sole proprietorship:- |assignments |–shops, markets |
|3.1 Sole Proprietorship |formation, | | |
|* |3.1.2 sources of capital, liability, |answer questions about sole proprietors in | |
|a) Explain characteristics of sole proprietorship: formation, |3.1.3 Advantages and |the community discuss formation, source of | |
|source of capital, advantages and disadvantages |Disadvantages. |capital |Pictures of banks |
| | | |Money |
|3.2 Partnership | | |Samples of business plans |
|*describe partnership business including set up, ownership, |3.2.1 Partnership- set up, 3.2.2 ownership and control, | |and budgets |
|control, liability, types; partnership deed; dissolution |3.2.3 liability, |Students role play partnership business | |
|advantages and disadvantages |3.2.4 partnership deed and articles of association |Prepare partnership deed | |
| |3.2.5 dissolution, advantages and disadvantages | | |
| | | | |
| |3.3.1 meaning of co-operatives | | |
|3.3 Cooperatives |3.3.2 principles of cooperatives | | |
|*i) Explain meaning and formation of co-operatives societies |3.3.3 Types of co-operatives | | |
|ii) name cooperative principles and explain sources of capital |3.3.4 Role of ministry of cooperatives/commerce |Discuss people coming together to do | |
|iii) Describe types of co-operative societies | |business | |
|iv) Explain the role of ministry of cooperative development/ | |Give local examples of cooperative societies| |
|commerce |3.4.1 Types:-private companies, and public companies. | | |
| |3.4.2 sources of capital- shares and stocks | |partnership business |
|3.4 Companies |3.4.3 Formation-memorandum of understanding, articles of | |products and organization |
|*i) explain formation of companies |association, certificate of trading |Discuss companies in the region, formation, |e.g Gaafane products |
|ii) explain ways of raising capital- stocks and shares |3.4.4 Dissolution |sources of capital | |
|iii) describe memorandum of understanding and articles of | | | |
|association | |Prepare simple memorandum of association and| |
| |3.5.1 public corporations/ |articles of association | |
| |3.5.2 features, | | |
|3.5 Public Corporations |3.5.3 formation and management | | |
|* |3.5.4 sources of capital |Discuss meaning of meaning of public |Traditional saving & loan |
|d) Describe characteristics of public corporation:- formation, |3.5.5 liability |corporations, characteristics, formation |(Hagbad), |
|source of capital |3.5.6 advantages and disadvantages | |Hargesia charcoal |
| | | |Production |
| | | | |
| |4.1.1 Trade | | |
|4 Home Trade |4.1.2 importance of home trade | | |
|4.1 Home Trade |4.1.3 chain of distribution |Discuss the importance of trade to the local| |
|*a)Define trade | |society | |
|b) Explain the importance of home trade | |Explain chain of distribution and its | |
|c) Describe the role of chain of distribution in trade | |importance | |
| | | | |
| |4.2 Functions of retailers | | |
|4.2 Retail trade |4.3 Types of retailers in the country-small scale and large | | |
|* |scale retailers |Discuss functions of retailers, | |
|a) explain the functions of retailers | |types of retailers in the community. |Posters of companies. |
|b) Describe types of retailers | |assignment |Chart showing memorandum of|
| | | |understanding, Articles of |
| | | |association |
|4.3 Wholesale Trade |4.3.1 Functions of wholesalers | | |
|*a) Describe the functions of a wholesaler |4.3.2 services of wholesalers to consumers and to retailers |Students dramatize chain of distribution | |
|b) should explain services offered by wholesalers to retailers and| | | |
|consumers | | | |
| |4.3.2 Effects of HIV/AIDs and STDS on businesses | | |
|c) Explain HIV/AIDs and STDS effects on business | |Discuss diseases and how to avoid | |
| | | |Pictures showing public |
| | | |corporations e.g., Borama |
|5. Management of People within a Business | | |Water Project |
|5.1 management of people |5.1 meaning of management |Discuss management in relation to school | |
|* |5.12 functions of management (planning, organizing, |management | |
|a) define the term management |coordinating, controlling, staffing) | | |
|b) name the functions of management |5.1.3 methods of management- |Explain functions of management | |
|c) recognize the need for effective office/personnel management |-leadership styles | | |
|d) should describe the various methods of management |-delegation |Role play delegation, motivation in the | |
|e) explain sources of problems facing management |-teamwork |classroom |Trade items, chart showing |
| |methods of motivation | |chain of distribution |
| |5.1.4 Sources of problems facing management | | |
| | | | |
|5.2 Time management | | | |
|By the end of the topic the learner should be appreciate the |5.2.1 Time management |Discuss the importance of time, use of | |
|importance of time management in business |5.2.2 Time tables/Diaries |diaries | |
| | | | |
| | |Prepare time tables | |
| | | |Resource person from local |
| | | |business community |
|6. Business Communication | | | |
|* | | | |
|a) define communication |6.1.1 Definition of communication |Act types of communication | |
|b) describe characteristics of effective oral communication |6.1.2 Oral communication |Discuss factors that contribute to effective| |
|c) write good business letters, memorandums, circulars, minutes |6.1.3 Written communication –business letters, memorandums, |oral and written communication | |
|d) Explain role of non- verbal communication in business |e-mail, minutes |role play non-verbal communication |Chart showing chain of |
|d) explain barriers to effective communication in business |6.1.4 Nonverbal communication | |distribution |
| |6.1.4 Barriers to effective communication in business | |Pictures of local |
|7. The Office | | |wholesalers |
|* | | | |
|a) describe the functions of the office | | | |
|b) explain function of office staff (secretary, clerk, manager | | | |
|etc.) | |Discuss the meaning of office and functions |Photographs of people with |
|c) use various office equipment |.1 Definition of the office |of the various cadres of office staff. |HIV/AIDS |
|d) demonstrate use of simple filing system |7.2 Function of the office | | |
| |7.3 Office staff (secretary, clerks, manager etc.) |Operate computer, use calculators etc. | |
|8 Auxiliary services in Business |7.4 office equipment (computer, fax machine, typewriter, |Visit office -see | |
|8.1 Money and Banking |franking machines, photocopier, calculators |use various office equipment. |Organization chart |
|*a) define money |7.5 Simple filing for business |file documents | |
|b) explain the functions of money | |Discuss money and functions |Pictures of people |
|c) Describe characteristics of money | | |Money to explain salaries |
|d) Explain barter system and its application in present days |8.1.1 Money –types of money, origin, functions, |Role play exchange with money and barter | |
|businesses |8.1.2 characteristics |system |Oranges, sweets |
| |8.1.3 Barter system |Answer questions on exchange of goods | |
| | | | |
|8.2 Banking | | | |
|*a) Define banking | |Observation and interviewing of resource | |
|b) explain types of banks | |person | |
|c) Describe the different functions of money | |Visit to financial institution around school| |
|d) Explain the different accounts one can operate in the bank | |participated in the writing of the syllabus | |
|e) Describe the type of loans offered by banks |8.2.1 Meaning of banking |and training for business education. | |
|f) appreciate the role of Central Bank in the country |8.2.2 Types of banks |Discuss role of Central bank | |
| |(commercial banks, finance institutions, non bank institutions, | | |
|8.3 Insurance |Islamic banking system) | | |
|*a) Define and explain the importance of insurance to business |8.2.3 Functions of banks | |Time tables |
| |8.2.4 bank accounts |Discuss risks, business loss, compensation, |Diaries, clock face |
|b) Describe the principles of insurance |8.2.5 cheques | | |
| |8.2.6 Loans (short term, long term, credit cards) |Discuss the principles | |
|c) explain the types of insurance |8.2.7 Central Bank | | |
| | | | |
| |8.3.1 definition of insurance, risk, |Interview insurance persons | |
| |8.3.2 importance of insurance | | |
| | | |Mobile phones |
|8.4 Warehousing |8.3.3 Principles of insurance –utmost good faith, indemnity etc.|Discussion |Radio calls |
|*a) Describe the functions of warehouse to businesses |8.3.4 Types of insurance (life assurance, fire, transport, |functions of warehouses |Paging services |
|b) Explain the types of warehouses |accident, blood compensation Somali traditional insurance) | |Computer |
| |8.4.1 Functions of warehousing |Assignment |letters |
|8.5 Transport |8.4.2 Types of warehouses (sea port, inland terminals) | | |
|*a)explain the meaning of transport |8.5.1 definition of transport | | |
|b) appreciate the role of transport in carrying out business |8.5.2 modes of transport |Discuss role of transport; new trends in | |
|operations |8.5.3 New trends in transport-containerization, pipeline |transport |Picture of Office |
|c) describe new trends in transport (pipelines, containerization) | | |Chart showing office staff |
| | | |Computers, |
| |8.6.1 meaning of sales promotion | |Staplers |
|8.6 Sales Promotion |8.6.2 methods-advertising, discounts, customer relation, | |Typewriters |
|* |9.1 definition of price | |Fax machine |
|a) explain the meaning of sales promotion |9.2 price determination-demand and supply forces | |Paper punch |
|b) describe the various methods of sales promotion (advertising, |-government, supplier or producer fixing price | |Calculators |
|discounts, gifts, customer relation) that may use in their | |role play good customer relation |Folders |
|business | |Prepare advertising slogans, pictures and | |
| | |broadcasting messages | |
|9.0 Pricing Determination |10.1 meaning of international trade |Visit businesses | |
|* |10.2 reasons for international trade |Students construct demand curves and supply |Coins, notes, any goods |
|a)define price |10.3 documents used in international trade |curves on graph Discuss other ways of price |available |
|b)Describe the various ways of determining price of a good or |10.4 international currencies and exchange rates |determination | |
|service |10.5 barriers to international trade | | |
|c)explain the meaning of demand and supply |10.6 Economic integration (COMESA, EU, AU) | | |
|d) use demand and supply curve to determine equilibrium price |11.1.1 nature and purpose of accounting | | |
|e)explain other ways of determining price of goods and service |11.1..2 Types of accounts | | |
| |11.1.3 Rules of double entry | | |
|10 International Trade |11.1.4 source documents | | |
|* |11.1.5 Types of books of original entry (sales day book, | | |
|a) explain the meaning of international trade |purchase day book | | |
|b) describe documents used international trade | |Class discuss trade between countries | |
|c) explain international currencies and exchange rates |12.1.1 Types and format of a ledger |Observe and construct documents used in |Resource person |
|d) explain barriers to international trade |12.1.2 Purpose for each ledger |international trade |Credit cards |
|e) name benefits of economic integration |12.1.3 Balancing ledger accounts |Interview resource persons | |
| |12.1.4 Trial Balance |Convert money from local currencies to other| |
|11. Measuring business performance | |international currencies |Sample bank cheques, coins,|
| |12.2.1 Purpose of cash book | |notes |
|11.1 Double entry system |12.2..2 types of cash books (one, column, three column cash | | |
|* |books) | | |
|a) describe the nature and purpose of accounting |12.2.3 Balancing the cash book | |Pictures of buildings, |
|b) define business transaction |12.2. 4 Petty cash book |Calculate problems using bookkeeping |accident scenes |
|c) use bookkeeping equation |13.1 purpose of trading, profit and loss account and balance |equation | |
|d) demonstrate correct usage of double entry rules |sheet |Make records in the books of original entry | |
|e) describe the different source documents in business recording |13.2 Formats of each statements |from appropriate source documents. |Show persons compensated |
|d) solve accounting problems |13.3 Trading account |assignments |after accident |
| |13.4 Profit and loss account | |Resource persons |
| |13.5 Balance sheet | | |
| | | |Pictures of warehouses, |
| | | |stored goods |
|12.1 Types of ledgers | | | |
|* | |Construct ledgers accounts in their books |Pictures of donkey carts, |
|a) construct and label the divisions of the ledger | |Demonstration of recording in ledger |lorries aero planes, ships |
|b) explain the purpose of each ledger | |accounts | |
|c) record transactions in each ledger | | | |
|d) balance each ledger | |Record in ledger accounts and assignment |Advert slogans, posters, |
|e) prepare a trial balance and correcting errors revealed by trial| |Preparing trial balance- |newspapers, radio |
|balance | |assignments | |
| | | | |
| | |demonstration and Students practice |Goods in the market and |
|12.2 Cash Book | |recording in cash book |price tags |
|a) explain the purpose of the cash book | | | |
|b) describe the types of the cash book | | | |
|c) prepare and balance the cash book | |Record in petty cash book |Maps, globes, |
|d) explain the purpose of the petty cash book | | | |
|e) record in the petty cash book and balance. | | |Currencies of different |
| | | |countries, news papers |
| | |Discuss purpose of final accounts | |
|13 Business Final Statements | | |Source documents- invoices,|
|* | |Draw formats of the trading account, profit |cash payment vouchers |
|a) Describe the purposes of trading account, profit and loss | |and loss account and balance sheet | |
|account and balance sheet | |Preparation- final statements, |Computers-peach tree |
|b) draw the formats of each of the statements | | |accounting package |
|c) prepare a trading account | | | |
|d) prepare a profit and loss account | | |Ledger books, charts, |
|e) Prepare a balance sheet | | |computers |
| | | | |
| | | |Cash payment vouchers, bank|
| | | |cheques, petty cash |
| | | |vouchers |
| | | |Chart showing final |
| | | |statements, computers, |
| | | |trial balance statements |
SUMMARY –
|Course code/unit |Topic |periods |
|Form Three Courses |Definition of business | |
|1.0 Business in community |Satisfaction of human wants |10 |
| |Importance of business | |
|2.0 Entrepreneurship skills |Meaning of enterprise | |
| |Meaning of entrepreneur | |
| |Qualities of a good entrepreneur | |
| |Risk taking | |
| |Business idea | |
| |Business opportunities |18 |
| |Location of a business | |
| |Government taxes | |
| |Causes of business failure | |
|3.0 Ownership and control of business |Sole proprietorship | |
| |Partnership | |
| |Private companies | |
| |Public companies |18 |
| |Co-operative societies | |
| |Government participation in business | |
| |Chain of distribution | |
|4. 0 Home trade |Retail trade (small and large) | |
| |Wholesale trade | |
| |Trends and in trade – HIV/AIDS |12 |
|5.0 Management of people in a business |Definition of management | |
| |Functions of management | |
| |Methods of management | |
| |Leadership styles-delegation, teamwork |16 |
| |Time management | |
|6.0 Business Communication |Purpose of communication | |
| |Types: verbal communication | |
| |Written communication | |
| |Non-verbal communication | |
| |Medium of communication |14 |
| |Barriers to effective communication | |
|7.0 The Office |Definition of office | |
| |Function of office | |
| |Office staff | |
| |Office equipments | |
| |Computers, photocopiers | |
| |Typewriters, adding machines, telephones, etc. | |
| |Office Filing |8 |
| | |96 |
|Form Four Courses |Money | |
|8.0 Auxiliary services in business |Characteristics of money functions of money | |
| |Barter system | |
| |Banking | |
| |Functions | |
| |Types of banks | |
| |Loans by banks |7 |
| |Bank accounts | |
| |Insurance- importance | |
| |-Principles of insurance | |
| |-Types of insurance policies | |
| |Warehousing | |
| |-Functions | |
| |-Types of warehouses |4 |
| |Transport importance | |
| |-modes of transport | |
| |-Trends (containerization pipelines) |2 |
| | | |
| |Product Promotion- | |
| |-methods of product promotion | |
| |(Discounts, advertising, customer relation) |2 |
| | | |
| | |3 |
| | | |
| |Definition of price | |
| |Meaning of demand | |
| |Factors that influence demand | |
| |Demand curve | |
| |Meaning of supply |6 |
| |Factors influence supply | |
| |Supply curve | |
| |Equilibrium price | |
| |Price fixing by government, suppliers, and producers | |
|10.0 International Trade |Meaning of international trade | |
| |Documents used in international trade | |
| |Currencies and exchange rates | |
| |Forms of economic integration (COMESA, WTO, EU, AU) |4 |
| |International Finance institutions (IMF, World bank, ADB) | |
|11.0 Measuring Business performance- |Business transaction | |
|Bookkeeping equation |Bookkeeping equation | |
| |Double entry | |
| |Rules for recording assets, liabilities, capital, expenses, |10 |
| |income | |
| |Ledger accounts | |
| |Source Documents | |
| |Purchase journal, sales journal | |
| |Returns in and out journals | |
| |General journal | |
|12.0 Types of ledgers | |12 |
| |Cash Book | |
| |One column cashbook | |
| |Two column cashbook | |
| |Three column cashbook |3 |
| |Petty cash book | |
|13.0 Final Statements |Trading, profit and loss account | |
| |Balance sheet |4 |
| | |94 |
| | | |
|GRAND TOTAL | |190 |
APPENDIX
1. .
❖ Business knowledge and skills are needed to be able to run their businesses profitability
❖ The Faculty of Commerce at Amoud University and other universities need to train people who have some background knowledge of business education from secondary school.
❖ The teachers chosen for training need to have a strong business education background.
❖ The Ministry of Education is requested to help the teachers by providing more in- service training on business education.
❖ More teachers of business education should be trained as soon as possible to meet the potential high demand in secondary schools.
❖ Women should be encouraged to teach business education in order to help the future business women.
❖ Secretarial Studies be introduced in secondary school to cater for those students who may not want to pursue business education especially girls ho may want to be secretaries.
2.1 Assessment of syllabus- Piloting stage- it is recommended that the use of observation of student learning in the classrooms, interviews of teachers and students and student assessment of their learning may be conducted. From the teacher’s student records, the students’ performance will reveal the status of the syllabus in terms of its effectiveness in meeting the objectives stated. This will form part of the formative evaluation during implementation stage. Decisions will then be made on whether to reduce or increase the learning experiences Summative evaluation will be done at the end of the second year, form four when students sit the final secondary examination. Decisions can be made on the syllabus based on the final assessment.
2.2 Assessment of student learning
Teachers should give continuous assessment in form of assignments and test as part of learning activities. This will be kept in the students’ progress records by the teacher. This will show individual student progress in learning business education. The marks may not be treated as part of final assessment at end of form four. Teachers are also encouraged to give projects to encourage integration of skills. Assessment of this may be individual or group depending on the initial arrangement by the teacher.
Final assessment at the end of form four. Two papers have been recommended. Paper I will test general knowledge of students on the subject. The examination will be in form of objective type questions- matching, multiple choice or true/false. Time – 2 hours
Paper 2 – The examination will mostly be application of skills and knowledge learned. The paper will be in form of essays and problems from accounting. Time 2 hours
3. Strategy for Implementation- The strategy for implementation of the business education syllabus will include the following: i) Resources- these include training of teachers and availing the necessary books and other learning resources. .
Teachers should be given additional in- service training during the implementation to help them overcome any problem that may arise especially in handling content. Advisory and supervisory services should be put in place to guide the teachers during implementation. There will be need of a person specialized in business education to oversee the implementation and help the teachers
Business Education Evaluation
The business education course for forms three and four students in Somaliland will be evaluated at the end of form four. Two papers of two hours each will be administered. The suggested names are Business Education Paper 1 (one) and Business education Paper 2 (two)
Paper I – composed of section A and section B. The student will be expected to answer a total of 20 questions. Section A composed of 12 objective type questions (multiple choice, true false and matching questions) which may have several questions each. Marks for this section will be 50.
Section B – Students are expected to answer eight short answer questions. Total marks 50. Total marks for the two sections is100 marks.
Paper 2 – The paper will have section A and section B. Section A to contain 10 compulsory short answer question and a total marks of 40.
Section B- composed of six essays and accounting problems. The student shall be expected to answer any four. Total marks for the section will be 60 marks. A total mark for paper 2 is 100.
The student will be evaluated by getting the mean of the two papers. The mean mark attained will be taken as a true reflection of the students’ level of mastery of business education kn1.1
SCHEME OF WORK
The scheme of work serves as the main THREAD on which all lesson plans are based. It is based on the content presented in the syllabus. This gives organized contents for student learning. In it the teacher shows when the concepts are taught and the method that the teacher will use. It also indicates the learning resources for each concept. The syllabus will also show times of tests and examinations. It has space for remarks where the teacher writes comments about each lesson.
Form/Grade …….. Term …….
Instructional objectives
1. By the end of the topic students will able to describe functions of business
2. By the end of the topic students should be able to explain and classify human wants
|week |lesson |Topic/subtopic |objectives |methodology |Remarks |
|1 |1 |Business |By the end of the courses:| | |
| | |-Meaning |students should be able |Answer questions | |
| | |-functions |to: list functions of | | |
| | | |business | | |
| | |Human needs |explain human | | |
| | |- Definition of needs |needs | | |
| |2 | | |Discuss topics | |
| | |Entrepreneurship skills |describe qualities of a | | |
| | |Qualities of entrepreneur |good entrepreneur |Role play the | |
|2 |3 |-Rewards of entrepreneur | |activities of | |
| | |Legal requirements | | | |
| | | |list taxes required | | |
| | |Sources of finance | | | |
| | |-Meaning |By end of lesson student |Observe and describe | |
| | |-Sources of finance |be able to explain sources|licenses | |
| |4 | |of finance |Describe sources of | |
| | | | |finance | |
|3 | | | | | |
| |5 | | | | |
LESSON PLAN
Lesson plan is a detailed plan prepared for conducting a lesson. It shows the objective of the lesson. The objective must be clearly written. The objective must be measurable, specific, stated in behavioural terms and should indicate time of expected achievement. The objectives must start with the prefix “By the end of the lesson students should be able to…”
FORMAT
Business Education lesson number class Date
Major Topic: Business
Lesson Topic Human Needs
Lesson Objective(s)By the end of the lesson the learner should be able to explain the human needs
|Step/time |Content |Methodology (teachers/pupil activities |Learning resources |
|1 5min |Introduction |Students discuss what happens in the society |References books |
| |Business in the surrounding | |Pens, soap, biscuits |
| | | | |
| |Definition of needs |Students answer questions on their needs | |
|II 15 min |Anything that need to be satisfied in human| |Pictures of foods, vehicles, shoes |
| |beings | | |
| |-food, clothes, shelter |Class discuss business in the surrounding and how they satisfy human needs | |
|III 15 |Business and satisfaction of human needs | |Pictures of business in the |
| | | |town/village |
| |Pupil exercise |Students answer questions about topic in exercise books/teacher goes round checking and | |
| | |helping individual students | |
| | |Review the lesson. Teacher corrects any misconception. |Exercise books |
|IV 5min |conclusion |Gives assignment for further practice |pens |
| |Summary points1. | | |
| | | | |
|V 5min | | | |
CHEMISTRY Introduction
The Somaliland Chemistry Syllabus 2000 has been prepared in consultation with the Secondary School chemistry teachers of Somaliland, the Ministry of Education, the Head of Curriculum, and with advice from CfBT under the European Union funded Institutional Support for Secondary Education in Somaliland project. Reviews were subsequently made in 2001 and in 2006 (with advice from UNESCO).
The syllabus outlines the learning outcomes for each topic. References are given to the key textbooks generally available in schools. Teachers are encouraged to use these textbooks to assist them achieve the learning outcomes. They are also encouraged to use additional materials, books and particularly experimental work where appropriate. The overview of the syllabus on page 5 also provides a guide as to which topics should be taught in Terms 1 and 2.
The first review of the syllabus took place in January 2001. Following this review some minor amendments were made to the syllabus and the Form IV syllabus developed.
From September 2006 the latest revised syllabus will lead to two examinations, at the end of form II and at the end of form IV. The amendments, although not extensive, reflect this fundamental change.
In the future to comply with a secondary education system split into science, vocational and arts streams it was proposed that the sciences are offered as 3 separate subjects (chemistry, physics and biology), as at present, for the science stream, 2 subjects for the vocational stream (physical science and biology), and 1 subject (general science) for the arts stream, summarized as follows:-
|Stream |Subject No. |Subject |
|Science |3 |Chemistry |Physics |Biology |
|Vocational |2 |Physical science |Biology |
|Art |1 |General science |
Aims of Somaliland Chemistry Syllabus
➢ To develop the scientific language and chemical terminology required to enable students to study chemistry effectively in English.
➢ To develop the abilities, skills and appropriate knowledge relevant to chemistry that will empower the students to realize their full potential and to specialize in this discipline.
➢ To develop students’ ability to use experimental chemistry and to enable students to use experimental techniques as a means to acquire scientific knowledge, understanding and skills.
➢ To enable students to communicate their ideas effectively through appropriate means (including diagrams, tables, graphs, charts) and using appropriate scientific and mathematical conventions.
➢ To develop in students critical thinking and problem solving abilities.
➢ To enable students to relate and apply their scientific knowledge and skills so as to increase their understanding of the environment and their everyday life so they can make positive contributions to the development of society.
➢ Emphasize chemistry as a way to meet the human resource needs of the country.
➢ Lay the knowledge base for the students’ access to form IV and hence to tertiary education within Somaliland and abroad.
Crucial Cross Cutting Issues to be studied
• Health Education (e.g. HIV/AIDS awareness).,Khat chewing, Environmental Education, Gender issues
Emphasize environmental issues such as:-
• Water supplies
• Non biodegradable plastic bag pollution
• Fossil fuel burning (more pollution as car numbers increase)
• Recycling to reduce waste and pollution
• Burning trees (firewood and limestone)
In chemistry all physical things can be taken as examples of chemical structures and systems. Some examples taken from everyday life:-
• Human beings as individual chemical systems- e.g. reducing acidity in the stomach to combat indigestion.
• Rusting and corrosion Car batteries
• Aluminium sheet production Making dough (CO2 production)
• Cooking Salt making
• Burning kerosene Biogas Khat chewing as an example of drug abuse (amphetamine intake)
Practical skills development:
: Increase the number of specific practical exercises to:-
• Improve estimating, measuring, recording and graph drawing skills
• Improve observational and manipulative skills
• Make deductions which develop critical thinking when interpreting results to make conclusions.
• Improve calculating skills from experimental results
| |Form I |Form II |Form III |Form IV |
| | | | | |
| |1. Introduction to Chemistry |1. More about matter |1. Acids, bases and salts |1. Atomic Structure |
| |1.1. Pure substances and mixtures |1.1. Pure substances |1.1. Acids |1.1. Composition of matter |
| |1.2. Matter |1.2. Gases |1.2. Alkalis |1.2. Electrons in atoms |
| |1.3. Physical and chemical changes |1.3. Solutions and solubility |1.3. Neutralisation |1.3. Periodic patterns |
| |1.4. Separating mixtures | |1.4. Making salts | |
| | |2. Using the periodic table | |2. Bonding and structure |
| |2. Mixtures, elements and compounds |2.1. More about the atom |2. Metals |2.1. Ionic and covalent bonding |
| |2.1. Mixtures, elements and compounds |2.2. Trends within a group |2.1. Properties of metals and non-metals |2.2. Electronegativity |
|T |2.2. Structure of the atom |2.3. Trends across a period |2.2. Reactivity and the reactivity series |Shapes and structures |
|E |2.3. Periodic table | |2.3. Using metals |Metallic bonding |
|R |2.4. Combining elements |3. Bonding | |Intermolecular forces |
|M | |3.1. Compounds |3. Electrolysis | |
| |3. Materials |3.2. Ionic bonding and ionic compounds |3.1. Redox reactions |3. Moles and stoichiometry |
|1 |3.1. Metals and their ores |3.3. Covalent bonding and covalent compounds |3.2. Electrolysis |3.1. Reacting masses |
| |3.2. Reactions of Metals | |3.3. Uses of electrolysis |3.2. Volumetric calculations |
| |3.3. Rusting |4. Air, Earth and Water |3.4. Electrolysis calculations |3.3. Gas volumes |
| |3.4. Recycling |4.1. Air and its uses | | |
| |3.5. Using materials |Air pollution | | |
| |(to be completed in Term 2) |4.3. Water and the water cycle | | |
| | |4.4. Hard and soft water | | |
| |Form I |Form II |Form III |Form IV |
| | | | | |
| |(Unit 3 from Term 1 to be completed) |5. The mole |4. Non-metals |4. Energy in Chemistry |
| | |5.1. Masses of atoms |4.1. Hydrogen |4.1. Enthalpy changes |
| |4. More about physical and chemical changes |5.2. The mole |4.2. Nitrogen |4.2. Bond enthalpies |
| |4.1. The kinetic theory of matter |5.3. Formula |4.3. Oxygen |4.3. Measuring and calculating bond enthalpies |
| |4.2. Changing state |5.4. Concentration of solutions |4.4. Sulphur | |
| |4.3. Combustion and oxidation |5.5. Molar gas volume |4.5. Chlorine, bromine and iodine |5. Organic chemistry |
| |4.4. Thermal decomposition | | |5.1. Basic concepts |
| |4.5. Equations |6. Chemical reactions and equations |5. More organic chemistry |5.2. Reaction mechanisms |
| |4.6. Rates of reaction |6.1. Molecular equations and calculations |5.1. Alkanes |5.3. Polymers |
| | |6.2. Making and breaking compounds |5.2. Alkenes |5.4. Halogenalkanes |
| |5. Acids and bases |6.3. Oxidation and reduction |5.3. Alcohols | |
|T |5.1. Introduction to acids |6.4. Precipitation |5.4. Carboxylic acids | |
|E |5.2. Acids and indicators |6.5. Neutralisation | | |
|R |5.3. Properties of acids |6.6. Energy changes |6. Rates and Equilibria | |
|M |5.4. Neutralisation | |6.1. Rates of reaction and measuring rates | |
| |5.5. Properties of bases and alkalis |7. Introduction to Carbon and organic compounds |6.2. Changing the rate of a reaction | |
| | |7.1. Carbon and its compounds |6.3. Collision theory | |
|2 | |7.2. The carbon cycle |6.4. Catalysts | |
| | |7.3. Fossil fuels |6.5. Reversible reactions | |
| | |7.4. Chemicals from oil | | |
| | |7.5. Plastics | | |
FORM 1
|Topic |Learning Outcomes, the student will be able:- |Skills |
|1. Introduction to Chemistry |to describe the meaning of chemistry and how chemistry relates to everyday life, environment and society | |
|1.1. Pure substances and mixtures |to distinguish between pure substances and mixtures | |
|1.2. Matter |to understand the concept of matter | |
| |to know the physical states of matter, their properties and their inter-relationship | |
|1.3. Physical and chemical changes |to identify simple physical and chemical changes | |
|1.4. Separating mixtures |to separate mixtures using an appropriate technique (including filtration, distillation, evaporation and chromatography) based |Observation, handling |
| |on simple practical exercises |equipment |
|2. Mixtures, Elements and Compounds | | |
|2.1. Mixtures, elements and compounds |to define and identify elements, mixture and compound | |
| |to distinguish between mixtures and compounds | |
| |to know that elements can be represented by symbols and know the names and symbols of at least 30 common elements | |
|2.2. Structure of the atom |to describe the structure of an atom in terms of the nucleus, protons, neutrons and electrons |Drawing |
| |to draw diagrams to represent simple atoms | |
| |to know the meaning of atomic and mass numbers in terms of protons, neutrons and electrons | |
| |to arrange electrons in the energy levels of an atom | |
|2.3. Periodic table |to understand the terms ‘group’ and ‘period’ as they relate to the periodic table | |
| |to know the names and positions of groups I, II, VII, O and the transition elements. | |
| |to understand the arrangement of elements in the periodic table in terms of their arrangement of electrons | |
| |to use the periodic table to identify atomic and mass numbers | |
| |to know the position of metals and non-metals in the periodic table | |
| |to use the properties of metals and non-metals to identify a substance as a metal or non-metal | |
|2.4. Combining elements |to give a definition of a molecule | |
| |to give some examples of elements that consist of molecules (H2, O2, N2) | |
| |to understand that elements can combine together to form compounds | |
| |to understand that compounds can be represented by formulae which indicate the elements that make up that compound | |
| |to introduce the concept of valency and apply it to write correct molecular formulae of simple compounds. | |
| | | |
|3. Materials |to identify sources of materials, for example the air, earth, fuels | |
|3.1. Metals and their ores |to know that metals are found in nature combined with other elements as a metal ore | |
| |to describe some uses of common metals, for example aluminium, iron and copper | |
|3.2. Reactions of Metals |to know and observe the reactions of metals with acids, water and air |Observation, handling |
| |to be aware that some metals are more reactive than others |equipment |
| |to know and observe that a more reactive metal will displace a less reactive one in solution | |
| |by using the reactions of metals, be able to relate metals to their uses | |
| |simple practical exercises to illustrate these properties | |
|3.3. Rusting environmental issues |to observe and be able to identify the conditions necessary for rusting | |
| |to understand how to prevent rusting | |
|3.4. Recycling environmental issues |to explain the advantages of recycling | |
| |to give examples of materials which can be recycled | |
| |to describe the factors that influence whether a materials is recycled | |
|Using materials |to explain why certain materials are suitable for uses, e.g. certain metals for construction purposes because they are strong | |
|everyday life examples |or light, electrical conductors & insulators, etc. | |
|4. More about physical & chemical changes | | |
|4.1. The kinetic theory of matter |to describe solids, liquids and gases in terms of particles | |
| |to describe the properties of solids, liquids and gases in terms of moving particles | |
| |to explain diffusion in terms of the kinetic theory of matter | |
|4.2. Changing state |to explain changes of state in terms of the kinetic theory of matter | |
|4.3. Combustion and oxidation |to understand that combustion and respiration are chemical changes that involve the addition of oxygen | |
|4.4. Thermal decomposition |to know that some substances break down with heat into 2 or more simpler substances | |
| |Demonstrations, e.g. heating of CuSO4.5H2O, CuCO3, Cu(NO3)2, ZnCO3, etc. | |
|4.5. Equations |to write word equations for familiar reactions | |
|4.6. Rates of reaction |to understand that reactions can take place at different speeds |Observation, handling |
| |to observe some of the factors that can affect the speed of a reaction (temperature, concentration, surface area, catalysts) |equipment, |
| |Simple test-tube based practical to illustrate this, e.g. Mg + HCl of various concentrations, action of heat on Fe + HCl, etc. |graphs |
|5. Acids and Bases | | |
|5.1. Introduction to acids |to identify some everyday substances as acids | |
|5.2. Acids and indicators |to use indicators to classify solutions as acidic, neutral or alkaline | |
| |to know that pH is a measure of the acidity of a solution | |
| |Demonstation of various indicators | |
|5.3. Properties of acids |to know the properties of acids |Observation, handling |
| |to observe and explain the reactions of acids with metals and carbonates |equipment, |
| |perform simple practical test-tube exercises to show these properties |interpretaion |
|5.4. Neutralisation |to give a simple definition of neutralisation in terms of a reaction between and acid and alkali | |
| |to observe a neutralisation reaction done as a teacher demonstration. | |
|5.5. Properties of bases and alkalis |to give a definition of a base and an alkali |Observation, handling |
| |to know the properties of bases and alkalis |equipment |
| |perform simple practical test-tube exercises to show these properties | |
Form II
|Topic |Learning Outcomes, the student will be able to:- |Skills |
|1. More about matter | | |
|1.1. Pure substances |to explain the properties of solids, liquids and gases in terms of kinetic theory | |
| |to know that the melting point and boiling point of a substance depends on the particles in it and the presence of | |
| |impurities can affect the melting and boiling points | |
|1.2. Gases |to explain how the pressure of a gas changes with volume and temperature | |
| |to explain how the volume of a gas changes with temperature | |
|1.3. Solutions and solubility |to understand and be able to use the terms ‘solution’, ‘solute’, ‘solvent’ and suspension |Graph inter-pretation |
| |to understand the terms ‘miscible’ and ‘immiscible’ | |
| |to know the difference between a soluble substance and an insoluble substance | |
| |to know that substances have different solubilities and that solubility increases with temperature | |
| |to interpret solubility curves | |
|2. Using the periodic table | | |
|2.1. More about the atom |to know the three fundamental particles, protons, neutrons and electrons and their relative charges and masses | |
| |to know that every atom has equal numbers of protons and electrons | |
| |to use atomic and mass numbers to determine the structure of an atom | |
| |to know that isotopes are atoms of the same element with different numbers of neutrons | |
|2.2. Trends within a group |to describe the physical and chemical properties of Groups I, II, VII and 0 | |
| |to understand that elements within one group have similar properties and show gradual changes in physical and chemical | |
| |properties through the group | |
|2.3. Trends across a period |to use Period 3 to discuss the trends across a period |Skills |
| | | |
|3. Bonding | | |
|3.1. Compounds |to understand why elements form compounds | |
| |to know what an ion is and be able to write the formula of an ion | |
|3.2. Ionic bonding and ionic compounds |to understand that ionic bonds are formed as result of a transfer of electrons |Deduction |
| |to represent the formation of ionic bonds using diagrams | |
| |to write the formula of ionic compounds | |
|3.3. Covalent bonding and covalent compounds |to understand that covalent bonds are formed as a result of sharing of electrons |Drawing |
| |to represent the formation of covalent bonds using diagrams |Deduction |
| |to write the formula of covalent compounds | |
| | | |
|4. Air, Earth and Water | | |
|4.1. Air and its uses |to know how the composition of the atmosphere and how it is maintained | |
| |to describe how to measure the percentage composition of oxygen in the air | |
| |to describe some uses of air | |
|4.2. Air pollution environmental issues |to describe the causes of air pollution | |
| |to know some ways to reduce air pollution | |
|4.3. Water and the water cycle environmental |to know the importance of water to living things | |
|issues |to understand how water is recycled in the water cycle | |
| |to describe the process of water treatment to ensure a safe supply of drinking water | |
| |to describe how sewage can be treated | |
|4.4. Hard and soft water environmental issues |to explain the difference between hard and soft water and the difference between permanent and temporary hardness | |
| |to know the advantages and disadvantages of hard and soft water | |
| |to describe methods of softening water | |
| | | |
| | | |
|5. The mole | | |
|5.1. Masses of atoms |to understand and be able to use Relative Atomic Masses (RAM) and Relative Molecular Masses (RMM) |Skills |
|5.2. The mole |to understand what a mole is in terms of Avogadro’s number | |
| |to calculate the mass of 1 mole a substance | |
| |to calculate the number of moles of a substance | |
|5.3. Formula |to understand the formulae of compounds in terms of how many moles of the different atoms combine together and how many | |
| |grams of the different elements combine together | |
| |to know the difference between empirical and molecular formula | |
| |to calculate empirical and molecular formula | |
|5.4. Concentration of solutions |to understand the concentration of a solution in terms of the number of grams of a solute dissolved in 1 dm3 of solution | |
| |Practical demonstration by preparing various solutions of different concentrations | |
|5.5. Molar gas volume |to know the molar gas volume of any gas at r.t.p. is 24 dm3 |Calculation |
| |to calculate the volume of any gas given the mass of gas or number of moles | |
| | | |
|6. Chemical reactions and equations | | |
|6.1. Symbol equations and calculations |to write balanced molecular equations for a large sample of familiar reactions | |
| |to use equations to calculate the number of moles, the mass and the volume (for gases) of substances taking part in a | |
| |reaction |Calculation |
|6.2. Making and breaking compounds |to know that there are reactions which can be used to break down compounds (decomposition, electrolysis, fermentation and | |
| |cracking) | |
| |to know that there are combination reactions which can be used to make compounds | |
|6.3. Oxidation and reduction |to explain oxidation and reduction reactions in terms of gaining and losing oxygen and hydrogen | |
|6.4. Precipitation |to describe what a precipitate is and how it is formed and perform simple practical test-tube exercises to show a range of |Observationhandling equipment|
| |precipitation reactions | |
| |to describe some uses of precipitation reactions | |
| |Solubility rules | |
|6.5. Neutralisation reducing stomsch acidity |to describe neutralisation as a type of chemical reaction in which an acid reacts with a base to form a salt and water |Observationhandling equipment|
|6.6. Energy changes |to identify reactions as exothermic or endothermic |Observation |
| |to calculate the energy change in a reaction |handling equipment |
| |to explain the energy changes that take place in a reaction in terms of bond energies |Interpretation, |
| |Simple experiment to calculate the heat given out by methylated spirit in a spirit lamp |Calculation |
|7. Introduction to Carbon and organic compounds | | |
|7.1. Carbon and its compounds |to understand the importance of carbon and its compounds (carbon dioxide, carbonates, organic compounds) | |
|7.2. The carbon cycle |to describe and explain the importance of the carbon cycle | |
|7.3. Fossil fuels environmental issues |to describe the formation of coal, oil and natural gases | |
| |to describe the problems associated with fossil fuels, pollution increases with more cars on the road | |
|7.4. Chemicals from oil |to know a hydrocarbon is formed from hydrogen and carbon only | |
| |to explain how compounds can be obtained from oil by fractional distillation | |
|7.5. Plastics environmental issues |to know that plastics are polymers formed from chemicals obtained from oil | |
| |to know some uses of plastics | |
| |to recognise the advantages and disadvantages of using plastics, non-biodegradable plastic bags from Khat as a pollution | |
| |hazard | |
FORM 3
|Main Topic |Learning Outcomes, the student will be able:- |
|1. Acids, bases and salts | |
|1.1. Acids |to use the pH scale to measure the strength of acids, use pH = -log[H+(aq)] |
| |to classify acids according to their strength |
| |to write equations for the reactions of acids with carbonates, metals, alkalis and metal oxides |
| |to understand that acids contain hydrogen ions when dissolved in water |
| |to construct ionic equations from molecular equations |
| |to understand why acids can be strong or weak in terms of dissociation |
|1.2. Alkalis |to understand that alkalis contain hydroxide ions |
| |to understand why bases can be called proton acceptors |
| |to classify alkalis according to their strength |
| |to write equations for the reactions of alkalis with ammonium compounds |
| |to understand why bases can be strong or weak in terms of dissociation |
|1.3. Neutralisation everyday life stomache |to explain that neutralisation reactions involve the reaction between hydrogen ions and hydroxide ions to form water |
|indigestion |to describe some everyday neutralisation reactions, e.g. stomache pH increase |
|1.4. Making salts |to know that a salt is formed when an acid reacts with a base |
| |to prepare a soluble salt from a suitable acid and an insoluble salt by precipitation |
| |to describe methods of preparing a soluble salt (acid and metal, acid and insoluble base or acid and alkali) |
| |to describe how to prepare an insoluble salt by precipitation |
| |to know some example of salt preparation in industry |
| |Simple practical exercise to prepare a solid sample of a salt |
|2. Metals | |
|2.1. Properties of metals & non-metals |to describe the physical and chemical properties of metals |
| |to compare the properties of metals and non-metals |
|Reactivity and the reactivity series |to describe the reactions of some metals with oxygen, water and acids |
| |to rank metals in order of reactivity according to their reactions with oxygen, water and acids |
| |to understand that metals can act as reducing agents |
| |to understand that carbon can reduce some metals to their ores |
| |to understand that a more reactive metal will displace a less reactive metal from solutions of its compounds |
| |to explain and be able to apply the reactivity series |
| |to describe a chemical cell and the importance of the reactivity series to choosing the two metals in a chemical cell |
|Using metals |to relate the uses of a metal to its properties |
|everyday life examples |to explain what an alloy is and give some uses of common alloys |
|aluminium sheet production, local crafts to|to describe in detail the extraction, properties, uses and corrosion of aluminium and iron |
|make axes, knives etc. from Fe | |
|3. Electrolysis | |
|3.1. Redox reactions |Valency tables and Oxidation numbers |
| |to know that oxidation and reduction ocuur simultaneously and that these reactions are called redox reactions |
| |to be able to describe redox reactions in terms of electron transfer, based on electrode potential tables, and oxidation numbers. |
|Electrolysis |to identify substances as conductors or insulators |
|everyday life examples |to describe electrolysis as the breaking down of a compound by the passage of a direct electric current |
|car batteries, dry cells |to describe the apparatus required for electrolysis and be able to identify the anode and cathode |
| |to know that an electrolyte is a liquid which allows a current to pass through it |
| |to explain what happens during the electrolysis of a given electrolyte (molten and solutions), including writing half equations for the |
| |reactions at the cathode and anode |
| |to describe electrolysis in terms of oxidation and reduction |
| |to describe the factors that affect the products of electrolysis (selective discharge, concentration) |
|3.3. Uses of electrolysis |to describe some uses of electrolysis (extracting metals, purifying metals, electroplating, anodizing) |
|3.4. Electrolysis calculations |to understand that the amount of substance formed during electrolysis is directly proportional to the sixe of the current and how long it flows |
| |to calculate the amount of a substance deposited during electrolysis |
|4. Non-metals | |
|4.1. Hydrogen |to describe the properties and uses of hydrogen |
| |to explain how and why hydrogen could be used as a fuel in the future |
|Nitrogen |to describe the properties and uses of nitrogen |
| |to describe the nitrogen cycle |
| |to describe the properties and uses of ammonia |
| |to describe the manufacture of ammonia in industry by the Haber Process |
|everyday life fertilizers |to understand some of the problems associated with fertilisers |
|Oxygen |to describe the laboratory preparation and of oxygen |
|everyday life, respiration, rusting |to describe the properties of oxygen and a test for oxygen |
| |to know when basic oxides, acidic oxides and neutral oxides are produced |
|4.4. Sulphur |to describe the extraction of sulphur |
| |to know that sulphur has two allotropes, monoclinic and rhombic sulphur |
| |to describe the properties and uses of sulphur |
| |to describe the properties and uses of sulphur dioxide |
| |describe the manufacture of sulphuric acid by the Contact process |
| |to describe the properties and uses of sulphuric acid |
|Chlorine, bromine and iodine everyday life,|to describe the manufacture of chlorine in industry and the laboratory preparation |
|OCl- ion for bleachin , Iodine for wounds |to describe the properties and uses of chlorine |
|Antisceptic. |to know some common compounds of chlorine |
| |to describe the properties and uses of bromine and iodine and their compounds |
| |to describe the extraction of bromine from sea water |
|5. More organic chemistry | |
|Alkanes |to classify hydrocarbons as alkanes |
|everyday life, burning of kerosene, |to name simple alkanes |
|candles, butane and petrol as a fuel or to |to understand that members of a homologous series have the same general formula, similar chemical properties and show a gradual change in |
|produce light. Cigarette lighters. |physical properties |
| |to know hydrocarbons burn in air to produce water and carbon dioxide (with excess oxygen) and water and carbon monoxide (with limited oxygen) |
| |to describe some properties of alkanes |
| |to know that isomers are compounds with the same formula but different structures |
|Alkenes |to classify hydrocarbons containing a double bond as alkenes |
|everyday life, source of plastics through |to name simple alkenes |
|polymers PVC, polythene, etc. |to describe some properties of alkenes |
| |to know that saturated hydrocarbons are less reactive than unsaturated |
| |to describe a test to identify between alkenes and alkanes using bromine water |
|Alcohols |to identify alcohols as organic compounds containing the –OH functional group |
| |to name simple alcohols |
| |to identify alcohols as primary, secondary or tertiary |
| |to know that alcohols exhibit isomerism |
|everyday life drinking of alcohol as drug |to describe the properties of ethanol |
|abuse against Islamic values. |to explain the importance of ethanol |
| |to describe two methods of producing ethanol, by fermentation and from ethene |
|5.4. Carboxylic acids everyday life lemon |to identify caroboxylic acids as organic compounds containing the –COOH functional group |
|juice, vinegar, fruits |to name simple carboxylic acids |
| |to describe some properties of carboxylic acids |
| |to know that esters are produced from a reaction between a carboxylic acid and an alcohol |
|6. Rates and Equilibria | |
|6.1. Rates of reaction and measuring rates |to understand that reactions take place at different rates |
| |to measure quantitatively the rate of a reaction |
| |to interpret graphs relating to the rate of a reaction |
|Changing the rate of a reaction |to know that the rate of a given reaction can be changed by changing the conditions of the reaction |
|Everyday life, slow rusting and corrosion, |to understand the effects of temperature, concentration of a solution, and surface area of a solid, on the rate of a reaction |
|temperture affects fermentation of dough. |to understand that a catalyst increases the rate of a reaction without itself being changed chemically |
| |Practical exercises to show how temperature, concentration, surface area and catalysts affect reaction rate |
|6.3. Collision theory |to understand that reactions can only occur when particles collide |
| |to use the collision theory to explain why changing the temperature/concentration/surface area can change the rate of a reaction |
|Catalysts |to explain how catalysts work |
|everyday life, biochemical reactions of |to give some example of the use of catalysts |
|plants & animals need enzymes |to understand that enzymes are biological catalysts |
| |to explain how enzymes work |
| |to give some examples of the uses of enzymes |
|Reversible reactions |to understand that some reactions are reversible |
|Everyday life, photo chromatic lenses in |to understand that reversible reactions can reach a state of dynamic equilibrium in a closed system |
|spectacles. |to know that certain reactions can be reversed if the conditions are changed |
| |to use Le Chatelier’s principle to increase the yield of products for reversible reactions |
FORM 4
|Main Topic |Learning Outcomes, the student will be able to:- |
|1. Atomic Structure | |
|1.1. Composition of matter |to describe the distribution of mass and charge within an atom |
| |to use atomic and mass numbers to deduce the numbers of protons, electrons and neutrons in atoms, ions and isotopes |
| |to define and identify isotopes of an element |
|1.2. Electrons in atoms |to explain the terms first ionisation energy and successive ionisation energies of an element |
| |to explain how ionisation energies are influenced by nuclear charge, atomic radius and electron shielding |
| |to use successive ionisation energies to identify the number of electrons in the outer shell of an atom |
| |to explain the terms prinicpal quantum number, sub-shells (s, p, d, and f) and orbitals |
| |to describe the shapes of s and p orbitals |
| |to explain the order in which electrons fill up the shells and orbitals |
| |to deduce and write the electronic configuration of atoms up to Z = 36 and ions given the atomic number and charge |
|1.3. Periodic patterns |to classify the elements into s, p and d blocks |
| |to describe the periodic patterns of electronic configurations, atomic size (radii), electrical conductivities, melting point and |
| |boiling point |
| |to describe the periodic patterns of first ionisation energies including interpreting graphs of atomic number and ionisation energy |
|2. Bonding and Structure | |
|2.1. Ionic and covalent bonding |to describe ionic bonding in terms of the electrostatic attraction between oppositely charged ions |
| |to describe covalent bonding in terms of a pair of electrons shared between two atoms |
| |to know that in molecules atomic orbitals combine to produce ( and ( molecular orbitals |
| |to use dot and cross diagrams to describe the formation of ionic bonds, covalent bonds and dative covalent (co-ordinate) bonds |
|2.2. Electronegativity |to describe ionic bonds and covalent bonds in terms of polarisation |
| |to know that electronegativity is the ability of a bonded atom to attract electron charge |
| |to describe changes in electronegativity across the periodic table |
| |to use Pauling’s electronegativity tables to explain bond polarity and to deduce the type of bonding present in a substance. |
|2.3. Shapes and Structures |to describe and explain the structures and properties of ionic and covalent compounds |
| |to describe the lattice structure of sodium chloride |
| |to describe and explain the shapes of simple molecules using the electron-pair repulsion theory |
|2.4. Metallic bonding |to know the atoms in a metal are held together by metallic bonds which are the forces between delocalised electrons and positive ions |
| |to explain the properties of metals in terms of metallic bonds |
|Intermolecular forces |to describe intermolecular forces (van der Waals’ forces), based on instantaneous and permanent dipoles |
|everyday life, water is a liquid and not|to describe the giant molecular structures of diamond and graphite |
|a gas |to describe hydrogen bonding between molecules containing –OH, -NH and F-H |
| |to use hydrogen bonding to describe and explain the properties of water |
| |to use kinetic theory and bonding to describe the physical properties and structures of elements and compounds |
|3. Moles & stoichiometry | |
|3.1. Reacting masses |to define the terms relative atomic mass, relative isotopic mass, relative molecular mass and relative formula mass, based on the 12C |
| |scale |
| |to define the mole in terms of Avogadro’s constant and molar mass as the mass of 1 mole of a substance |
| |to perform calculations involving reacting masses and use those calculations to deduce stoichiometric relationships |
| |to calculate percentage composition |
| |to calculate empirical and molecular formula using composition by mass |
|3.2. Volumetric calculations |to express concentrations of solutions in mol dm-3 or molarities |
| |to use titrations to determine the reacting volumes of two solutions using an indicator to show the end-point of the reaction |
| |to use titrations to determine an unknown concentration of one of the reactants |
| |to perform calculations involving volumes and concentrations of solutions in simple acid-base titrations, and use those calculations to|
| |deduce stoichiometric relationships |
| |do Practical exercise – Acid base titration |
|3.3. Gas volumes |to know that equal volumes of all gases contain the same number of molecules under the same conditions |
| |to know that at room temperature and pressure one mole of any gas occupies approximately 24.0 dm3 |
| |to use reacting volumes of gases to determine the stoichiometry of a reaction |
|4. Energy in Chemistry | |
|4.1. Enthalpy changes |to know all chemical reactions involve a transfer of energy, usually in the form of heat energy, which can be described as an enthalpy |
| |change |
| |to define and identify enthalpy changes as exothermic ((H +ve) or endothermic ((H -ve) |
| |to construct enthalpy profiles for a reaction |
| |to define and use the terms standard enthalpy changes, standard enthalpy change of reaction ((H(r ) standard enthalpy of combustion |
| |((H(c ) and standard enthalpy of formation ((H(f ) |
|4.2. Bond enthalpies |to describe reactions in terms of the bonds being broken and the bonds being formed |
| |to define and use the terms bond energy and bond enthalpy |
| |to use bond energies to calculate enthalpy changes for chemical reactions by considering the enthalpy of the bonds broken and the |
| |enthalpy of the bonds formed |
|4.3. Measuring and calculating enthalpy|to perform and describe experiments to calculate enthalpy changes |
|changes |to use experimental data to calculate enthalpy changes |
| |to state and use Hess’s Law to calculate enthalpy changes |
| |do Practical exercise – Heat of Neutralisation and Heat of Solution |
|5. Organic Chemistry | |
|5.1. Basic concepts |to interpret and use the terms nomenclature, molecular formula, general formula, structural formula, displayed formula, skeletal |
| |formula, homologous series, and functional group |
| |to construct molecular models of organic compounds given the name/formula |
| |to apply the international rules for the systematic naming of organic compounds |
| |to know that alkanes are ‘saturated’ hydrocarbons and alkenes are ‘unsaturated’ hydrocarbons |
| |to describe and explain different types of isomerism (see practical exercise) |
| |do Practical exercise – Making Organic models to show Isomerism |
| |recall that different isomers of an alcohol (primary, secondary) can give different products (aldehydes, ketones) on oxidation with |
| |acidified dichromate ions. |
| |to describe the practical techniques used in preparing organic cmpds (reflux, distillation, vacuum filtration, separation of |
| |immiscible liquids in a separating funnel & recrystallisation) |
| |to calculate the percentage yield of a reaction |
|6.2. Reaction mechanisms |to explain the two ways in which a bond can be broken (homolytic fission and heterolytic fission) |
| |to explain the terms free radical, electrophile and nucleophile and be able to identify each one |
| |to describe how homolytic fission leads to the mechanism of free radical substitution in alkanes, typified by methane and chlorine in |
| |terms of initiation, propagation and termination reactions |
| |to describe simply how heterolytic fission leads to the mechanism of electrophillic addition, typified by bromine and ethene to form 1,|
| |2 dibromoethane |
|6.3. Polymers |to give examples of synthetic and natural polymers |
| |to explain the influences of chain length, intermolecular forces, branching and cross-linking on the properties of polymers |
| |to describe addition polymerisation of alkenes, for example ethene and propene |
| |to identify in a given section of polymer, the monomer from which it was obtained |
| |to describe condensation polymerisation as involving a condensation reaction between two monomers |
|6.4. Halogenoalkanes |to classify the halogenoalkanes as primary, secondary and tertiary halogenoalkanes |
| |to explain the rates of hydrolysis of primary halogenoalkanes in terms of relative bond enthalpies of the C-Hal bond |
| |to describe the uses of halogen compounds |
| |to describe the environmental impact of the use of CFCs and the measures being taken to reduce the damage caused by CFCs |
ENGLISH
YEARS 1 AND 2
Overall Aims:
• To enable students to use English as a medium of education and as a means of access to knowledge in their Secondary Schools.
• To be able to express views and respond to views expressed by others in a wide variety of topics relevant too their life and to the development of Somalia including:
o Peace and stability
o protection of the environment
o health issues
o respect for others in society.
Learning Outcomes
Students will have sufficient English to be able to
• Read their textbooks to find out necessary information
• Use their textbooks to answer questions set by their subject teachers
• Use the school library to access information
• Read silently and access information without help
• Understand simple explanations and definitions given in English and match these to diagrams, pictures, and to the words defined
• Take simple notes from textbook passages and from listening to teachers
• Ask questions in order to elicit, clarifications, explanations and information
• Recognise and use the simple mechanics of writing including punctuation and capitalization accurately
• Be able to use the simple present, past and future tenses to express appropriate time.
• Use a vocabulary range of approximately 1000 active words when writing or speaking and understand and respond to texts using a vocabulary range of some 2500 words
• Give and understand and respond to simple instructions, especially classroom language and instructions
• Use appropriate adjectives and pronouns to form simple descriptions of objects , people and processes.
• Read, enjoy and express an opinion on a range of simplified readers at the level of JAWS level 3, and 4.
• To be able to read and discuss in English a range of issues relevant to their daily life and to their survival including such areas as Health Education, Conflict resolution, Environment and their own cultural values.
YEARS 3 AND 4
Overall Aims:
• To enable students to use English as a medium of education and as a means of access to knowledge in higher education after they leave school.
• To make it possible for students to operate in English internationally
• To develop an awareness of the society’s values including valuing peace and stability, protection of the environment and respect for others in society.
Learning Outcomes:
By the end of form four students should:
• have sufficient English to be able to follow further studies in school and after leaving school
• be confidant using English with strangers, visitors and other non-Somali speakers
• be confidant using English with Somali speakers when required by circumstance
• be able to use English as the language of communication in any study or academic situation
• reach the level of proficiency in all four skills required by overseas universities and other institutions of higher education for study purposes (e.g.IELTS level 6 or First Certificate pass C)
• develop a critical and analytic approach to issues and to things they read or hear
• appreciate and differentiate a variety of different literary works
As an Outcome of Learning to Read students will be able
a. read texts silently, extensively and intensively both within and outside the classroom independently of any teacher or teaching aids.
b. understand information and transfer it to other forms e.g. notes, pictures, charts, tables
b. understand order, specific facts and distinguish these from ideas and opinions
c. read using different strategies to match different purposes e.g. scan, skim and read intensively and extensively
d. read and understand a variety of different types of texts including public notices, advertisements, instructions, stories and newspapers
e. evaluate what is read and select what is relevant to a particular reading purpose
f. read and take notes or summarise what they have read
g. read and enjoy a range of different novels, stories and plays that have not been simplified and are set in familiar cultures. E.g. African Writers Series
As an Outcome of Learning to Write students will be able
a. present information logically
b. write at several different levels of formality appropriately
c. complete forms, write postcards, advertisements, instructions and short letters
d. express views and opinions logically in writing
e. reorder ideas appropriately within an essay format
f. narrate stories and clearly indicate chronological order
g. communicate ideas effectively and clearly in written form
h. describe common scenes, people, activities and processes in clear simple language making comparisons as necessary
i. write about themselves, their life and their environment
j. write brief but clear instructions and give directions
h. report events that they have seen or heard about with reasonable accuracy
i. write a variety of compositions of one or two pages in length expressing opinions on a range of issues including peace, conflict resolution, gender, respect for others and for hard work, environment and health issues.
In Listening students should be able to
a. understand spoken information and convey it in other forms
b. select information from a speech or lecture that is relevant to their purpose
c. listen and take notes or summarise what they hear
d. recognise attitudes and opinions of the speaker
e. distinguish facts from opinions
f. recognise a appreciate a range of literary forms such as plays, dialogues, poems and oratory when listening.
In Speaking students should be able to
a. maintain appropriate social dialogues
b. ask for information, give information and present opinions clearly
c. express feelings appropriately
d. use language at several levels of formality
e. give short presentations and lectures orally from notes
f. present a longer speech from prepared notes
g. describe common scenes, people, activities and processes in clear simple language
h. write about themselves, their life and their environment
i. write brief but clear instructions and give directions
h. ask and answer higher order questions
Levels of vocabulary and structures
Students will be expected to understand and operate with the main structures of English including accurate ways of expressing past, present and future, modality and conditionality. They will be expected to understand a range of formal and complex language structures in the context of longer texts but they will not be expected to produce very formal language or more advanced combined structures such as future perfect continuous, past perfect continuous or complex reported speech.
On leaving Secondary School students should be able to operate with a basic vocabulary using between two and three thousand words in writing and speaking related to common topics in their subject areas and daily life.
They should have a considerably expanded recognition vocabulary of very five thousand words including vocabulary specific to the subjects they study in English.
They should also have the ability to infer the meaning of new words they meet in context and the ability to read and understand texts that include a number of words they do not know.
Assessment of language skills
1. At present there are no national assessment of the listening and speaking skills. Such assessment should however be carried out at the school level.
2. The national exam will test students on their reading and writing skills and on their general level understanding and use of basic vocabulary and structures. Assessment of reading and writing should be based on the learning outcomes listed above and thus the reading and writing outcomes become the primary assessment objectives against which the form four national school-leaving exam will be set.
Thus the exam will include reading comprehension of passages that have not been seen by the students (unseen texts), vocabulary that should be known to them and vocabulary that may be new to (thus testing their ability to infer meaning from context and word formation), and writing tasks that expect them to produce written essays and paragraphs using simple but reasonably accurate English.
Marks will be deducted for basic grammatical and vocabulary errors that affect the ease of comprehension of their writing.
However, each school is free to select appropriate textbooks from the recommended list that can deliver the learning outcomes specified..
GEOGRAPHY
AIMS
To enable students to:
• acquire a basic knowledge of physical geography
• explain the elements and control of weather and climate by understanding the dry climate
• read and interpret maps in different physical features.
• be aware of the major economic and human activities of the region
• appreciate the regional geography of the region
• acquire basic knowledge of mathematical geography such as: use of parallels and meridians and the effect and results of movements
• describe the internal and external forces that shape the earth
• more about weather and climate
• the appreciate the importance of physical setting in determining human and economic activities
• explain population geography
FORM ONE
|TOPIC |SUB-TOPIC |OJECTIVES: .At the end of the topic, the learner should be able to: |
| |Definition of geography |Explain the terms geo, and graph |
|INTRODUCTION TO GEOGRAPHY. |Main branches of geography. |Describe the branches of geography |
| |Relation ship between geography and other subjects. |Explain the relationship between Geography and other disciplines. |
| |Importance of studying geography. |Explain the importance of studying Geography. |
| |The composition of the solar system |Describe the composition of the universe. |
|THE EARTH AND THE SOLAR SYSTEM |The earth’s structure. (Size, shape and position in the| |
| |solar system.). |Describe the structure of the atmosphere. |
| |Rotation and the movement of the earth. |Explain the effects of the rotation of the earth. |
| |Solar and Lunar eclipses |Describe how solar and lunar eclipses occur. |
| | |Distinguish between solar and lunar calendars |
| |Solar and Lunar calendar | |
| | | |
| | | |
|MAPS AND MAP WORK |Maps, pictures and plans |Explain the difference between pictures, plans and maps. |
| | |Discuss the uses of different types of maps. |
| |Types of maps and their uses. |Identify the types and uses of scales. |
| | | |
| |Map scales :( types, conversions and sizes.) |Explain how to measure distance on a map |
| |Measuring ground distance |Calculate the size of a given area on a map. |
| | |State direction both by compass and bearing between given points on a|
| |Calculation of areas on a map |map. |
| | | |
| |Directions: (Compass and Bearing directions) | |
|WEATHER |Definition of the term Weather |Explain the term Weather |
| |Factors affecting weather |Explain the factors influencing weather. |
| |Structure and composition of atmosphere. |Describe the structure and the composition of the atmosphere. |
| |. Elements of Weather and their measurements (sun |Explain how instruments for measuring weather elements are used. |
| |shine, temp, humidity, precipitation, pressure wind |Analyze and interpret data on Weather conditions. |
| |etc) |Describe the general pressure and wind circulation systems. |
| |General atmospheric pressure and wind circulations. |Explain the processes involved in formation of different types of |
| |Evaporation, condensation and precipitation. |rainfall. |
| |Weather and Climate. |Distinguish between weather and climate. |
|CLIMATE |Factors influencing climate |Explain factors that influence climate. |
|CLIMATE |Human activities and climate |Explain how human activities are affected by climate. |
| |Temperature variation with latitudes |Explain temperature variation away from the equator. |
| |Distribution of land and water masses |Describe the distribution of land and water bodies on the earth’s |
|HYDROSPHERE |Water cycle |surface. |
| | |Explain the processes involved in the hydrological cycle. |
| |Water on land |Distinguish between lakes, oceans and seas. |
| | |Understand the processes involved water in infiltration in different |
| |Infiltration and soil moisture |soils. |
| |Under ground water and its uses. |Identify the sources of underground water and its uses. |
| | | |
| |Definition of natural vegetation |Explain the term vegetation |
|NATURAL VEGETATION TYPES OF THE | | |
|WORLD. |Factors affecting the distribution of natural |Discus the factors influencing the distribution of vegetation |
| |vegetation | |
| | |Identify and describe the characteristics of major vegetation types |
| |Forests |of the world. |
| | | |
| | |Evaluate the importance of grasslands. |
| |Grasslands | |
| | |Explain how to manage desert vegetation |
| |Desert vegetation. | |
| | |Recognize the importance of conservation and management of vegetation|
| |Conservation and management |(What is being done in Somaliland?) |
| | | |
| |Definition of soil |Explain the terms: soil, soil profile, and soil catena and soil |
|SOILS. | |erosion. |
| |Factors affecting soil development. |Discuss the factors responsible for soil formation. |
| | |Classify soils according to their formation. |
| |Types of soils |Discuss the composition of soil. |
| | |Discuss the importance of soils. |
| |Properties of soil |Explain the causes of soil erosion |
| |Significance of soils |Discuss ways and means of managing and conserving soils in |
| |Soil erosion |Somaliland. |
| |Management and conservation of soils in Somaliland. | |
FORM TWO
|TOPIC |SUB-TOPIC |OBJECTIVES: At the end of the topic, the learner should be able |
| | |to: |
| |The lithosphere. |Explain the term Lithosphere. |
|LITHOSPHERE |Structure of the earth |Identify and describe the three layers that make up the earth. |
| |Plate tectonics theory and movement |Explain the Plate tectonics theory |
| |Continental drift theory. |Discuss the Continental Drift theory. |
|ROCKS |Define rocks |Explain the term rock |
| |Classification of rocks according to mode of formation. |Classify rocks according to mode of formation. |
| |Characteristics of rocks |State and describe characteristics of rocks |
| | |Account for the distribution of major rock types in Somaliland. |
| |Distribution of major rock types in Somaliland. |Identify major types of rocks and their uses within the local |
| |Significance of rocks |environment. |
| |Definition of folding |Explain the term folding. |
| |Processes involved in folding. |Explain the processes of folding. |
| |Types of folds and resultant features. |Describe the types of folds and the resultant landforms. |
|FOLDING |Significance of folding to man |Evaluate the importance of folding to man. |
| | | |
| | | |
| |Definition of faulting: |Explain the term Faulting |
|FAULTING |Processes involved in faulting. |Explain how faulting takes place. |
| |Types of faults and resultant features. |Describe different types of faults, and the resultant landforms. |
| |significance of faulting to human activities |Explain the significance of faulting to man. |
| | | |
| |Definition of the term volcanism. |Explain the term volcanism. |
| |Features as a result of volcanism. |Explain formation of intrusive and extrusive landforms. |
|VOLCANICITY | |Account for the world distribution of active volcanic zones. |
| |World distribution of volcanic belts. | |
| | |Explain the significance of volcanicity to man. |
| | | |
| |Significance of volcanicity to human activities | |
| |Definition of the term Earthquake. |Explain the term Earthquake. |
| | | |
|EARTHQUAKES |Causes of earthquakes. | |
| | |Explain the causes of earthquakes. |
| | | |
| |Measurement of earthquakes. | |
| | |Describe how earthquakes are measured. |
| |Distribution of major earthquake zones of the world. | |
| | |Account for the distribution of the world earthquake belts. |
| |Effects of earthquakes. | |
| | |Explain the effects associated with earthquakes. |
| |Definition of the term weathering |Explain the term weathering. |
| |Agents of weathering | |
| |Types of weathering |Explain the factors affecting weathering. |
|WEATHERING | | |
| |Significance of weathering. (to man and the physical |Explain the different types of weathering. |
|AND |environment) |Discuss the importance of weathering to man. |
| |Definition of the term mass wasting. |Explain the term mass wasting. |
|MASSWASTING | | |
| |Factors influencing mass wasting. |Discuss the factors affecting the nature and speed of mass |
| |Types of mass wasting. |wasting. |
| |Effects of mass wasting to man and the environment | |
| | |Distinguish between different types of mass wasting. |
| | |Evaluate the effects of mass wasting to man and the environment. |
| | |Describe the processes involved in river erosion, transportation |
| |Action of rivers: (Erosion, transportation and deposition) |and deposition. |
| | | |
| |Drainage patterns |Distinguish between different river patterns |
|RIVERS | | |
| |Features due to river action (Eros ional and depositional) |Describe the landforms resulting from river action on the earth’s |
| | |surface. |
| |The significance of rivers | |
| | |Explain the significance of rivers to man. |
| | | |
| | | |
| | | |
| | | |
| | | |
| |Definition of population. |Explain the term population. |
| | | |
| |Factors affecting population growth. (fertility, mortality and |Explain the factors influencing population growth. |
|POPULATION |migration) | |
|(Introduction) | |Explain the factors influencing population distribution in |
| |Factors affecting population distribution in Somaliland. |Somaliland. |
FORM THREE
|TOPIC |SUB-TOPIC |OBJECTIVES: At the end of the topic, the learner should be|
| | |able to: |
| | | |
|MANAGEMENT AND CONSERVATION OF THE |Definition of management and conservation |Explain the terms conservation and management |
|ENVIRONMENT | | |
| |The need for conservation |Explain why it is necessary to conserve and manage the |
| | |environment |
| | | |
| | |Assess the impact of selected environmental hazards on the|
| |Environmental problems in Somaliland (Gulley erosion sheet |environment and human beings. |
| |erosion, deforestation, overgrazing garbage and plastic bags) | |
| | | |
| | | |
| |Environmental management and conservation in Somaliland. |Discuss measures taken in managing and conserving the |
| | |environment in Somaliland. |
| |Definition of Settlement and urbanization. |Explain the terms settlement and urbanization. |
| |Factors affecting the location of settlements. |Explain the factors influencing settlements and settlement|
| | |patterns. |
| |Functions of settlements. |Explain the different types of settlements and their |
| | |functions. |
|SETTLEMENT |Urbanization. |Account for the growth of major urban centers in |
| | |Somaliland. |
| |Problems of urbanization |Discuss the effects of urbanization. |
| |Rural settlements |Explain the functions of rural settlements |
|CLIMATIC TYPES (REGIONS) OF THE WORLD |Hot climates of the world |Describe the climatic and vegetation characteristics of |
| |Equatorial rainforest |the selected climatic types. |
| |Tropical Monsoon |Account for the causes of aridity and desertification. |
| |Tropical desert |Explain the effects and possible solutions to aridity and |
| | |desertification. |
| | |Describe the climatic and vegetation characteristics of |
| | |warm temperate Western type of climate. |
| | | |
| |Warm temperate climates. |Name warm temperate interior and Eastern as the other two |
| |Western type (Mediterranean) to be studied in detail |types of Warm temperate climates. |
| | |Describe the climatic characteristics of the cool |
| |Temperate interior and Eastern Margin-mention as the other two|temperate western type. |
| |in this category. |Name the other two cool temperate types of climates. |
| |Cool temperate climates |(Interior and Eastern). |
| |Western type-(to be studied in detail) | |
| |Cool temperate interior and Eastern –mention as the other two |Analyse and know the problems of and set- backs of the |
| |in this category. |harsh climates of the polar region |
| | |Explain the vertical zoning of climatic belts in mountain |
| |Tundra region |regions |
| | | |
| |Mountain region | |
| |(Vertical zoning ) | |
|MAPS AND MAP WORK. |Interpretation of human activities on topographical |Identify and describe human activities on topographical |
| |maps.(economic activities, settlements) |maps |
| |Enlargement and reduction of maps | |
| | |Enlarge and reduce parts of topographical maps. |
| |Drawing of cross-sections. | |
| | |Construct cross-sections from topographical maps |
| | | |
| |Calculation and interpretation of vertical exaggeration and |Calculate and interpret exaggeration and gradient |
| |gradient | |
| | |State position of places on a map by use of latitudes and |
| |Position of places by use of latitudes and longitudes. |longitudes. |
| LAKES |Definition of lake. |Explain the term lake |
| | | |
| |Formation and classification of different types of lakes. |Describe the processes involved in the formation of |
| | |different types of lakes |
| |Importance of lakes | |
| | |Explain the importance of lakes to man. |
| |Distinction between oceans and seas |Explain the difference between oceans and seas. |
| | | |
|OCEANS ,SEAS & THEIR COASTS |Horizontal water movements (ocean currents,Tides,Waves) |Discuss the causes of water movements |
| | | |
| |Wave action and the resultant landforms (Erosional and |Describe landforms as a result of wave erosion and |
| |depositional) |deposition. |
| |Types of coasts (submerged, emerged and coral coasts) |Describe the characteristics of the types of coasts. |
| | |Outline and explain the importance of coastal areas to |
| |Significance of oceans coasts and coastal features. |human beings. |
| | | |
FORM 4
|TOPIC |SUB-TOPIC |OBJECTIVES: At the end of the topic, the learner should be|
| | |able to: |
| |Definition of the term agriculture. |Explain the meaning of the word agriculture. |
|AGRICULTURE | | |
| |Factors influencing agriculture. | |
| | |Discuss factors affecting agriculture. |
| |Types of agriculture | |
| | |Describe the salient features of different types of |
| |Crop farming |agriculture. |
| |Cereals | |
| |Maize |Describe the necessary growing conditions for the selected|
| |Rice |crops. |
| |Sorghum | |
| |Wheat | |
| |Beverage crops | |
| |Sugar | |
| |Tea | |
| |Coffee | |
| | |Describe the necessary growing conditions for oil crops. |
| |Oil crops |. |
| | |Explain the growing conditions for each of the named |
| |Groundnuts |fruit. |
| |Sesame | |
| | | |
| |Horticulture |Explain problems facing fruit and Horticulture farming in |
| |Mango |developing countries. |
| |Guava | |
| |Lemon |Explain characteristics of pastoralism |
| |grapes | |
| | |Describe problems facing pastoral communities in |
| |Pastoralism in Somaliland |Somaliland. |
| | | |
| |Problems facing pastoralism in Somaliland | |
| |Definition of forest and forestry |Explain the meaning of the terms forest and forestry |
| | | |
|FORESTY |Factors affecting the distribution of natural |Discuss the factors influencing the distribution of |
| |forests. |natural forests. |
| | | |
| |Importance of forests and forest products. |Evaluate the significance of forest and forest products. |
| | | |
| |Problems affecting forestry in Africa |Analyse the problems facing forests and forests in Africa.|
| | | |
| |Management and conservation of forests (Refer to |Discuss ways and means of conserving forests. |
| |any African country ) | |
| |. | |
| | | |
|MINING AND MINERALS. |Definition of mineral, mining and Rocks. |Explain the meaning of the terms mineral, mining and |
| | |Rocks. |
| | | |
| |Characteristics of minerals. |State the characteristics of minerals. |
| | |Describe and explain the factors affecting occurrence of |
| | |minerals. |
| |Factors affecting occurrence of minerals and |Explain the factors affecting mining. |
| |mining. | |
| | |Understand different types of minerals and how they are |
| | |mined and utilized |
| |Mining methods | |
| | | |
| | |Explain the effects of mining on the environment. |
| | | |
| |Effects of mining on the environment. . | |
| | |Explain the significance of mining to a country |
| | |Explain the contribution made by mining to national |
| |Significance of mining to a country |economy of one of the selected countries. |
| |A case study of mining Gold in South Africa or | |
| |Petroleum in Saudi Arabia | |
| | | |
|MANUFACTURING INDUSTRIES |Definition of industry and Industrialization. |Explain the meaning of the terms industry and |
| |Types of industries. |industrialization. |
| |Factors that affect location and development of|Classify and describe types of industries. |
| |industries. |Explain the factors that influence the location and |
| |Distribution of factories in Somaliland |development of industries. |
| |Significance of Industrialization. |Account for the distribution of factories in Somaliland. |
| |Problems of industrialization and their |Explain the role played by industries and factories. |
| |possible solutions. |Discuss the problems of industrialization and suggest |
| |Case study on: |their possible solutions. |
| |Car and electronics industry in Japan | |
| | |Compare and contrast aspects of industrialization in the |
| | |selected country. |
| |Population structure (Age-sex pyramid) | |
| |Consequences of population growth and |Describe population structure. |
| |structure. | |
| | |Analyze the consequences of population growth and |
| |Population problems of under population. |structure. |
| | | |
| |Family planning methods vs. Islamic/Somali | |
|POPULATION |culture. Family planning methods. |Explain the problems faced in countries experiencing under|
| | |population. |
|(continued from form 2) | |.Analyze the demographic trends in Somaliland with regard |
| |A case study on population: Somaliland and |to the Somali culture and the Islamic law. |
| |Sweden |Compare and contrast population trends between Somaliland |
| | |and the selected developed country. |
| | | |
| |Definition of fishing and fisheries. | |
| |Factors influencing fishing |Study the methods of collecting population statistics |
| | | |
| |Distribution of world fishing grounds |Explain the term fishing and fisheries |
| | |Explain factors influencing fishing. |
| |Types and methods of fishing |Account for the location of the major fishing grounds of |
| | |the world |
| |Fishing industry in Somaliland | |
| | |Describe types and methods of fishing. |
| |Significance of fishing industry in Somaliland.| |
|STATISTICAL METHODS | |Discus the marine fisheries in Somaliland. |
| |Problems facing fishing industry in Somaliland | |
|FISHING |and their possible solutions. |Explain the importance of fishing in Somaliland. |
| | | |
| |Management and conservation of fishing grounds.|Discuss the problems facing fishing industry in Somaliland|
| | |and suggest possible solutions. |
| | | |
| | |Explain ways and means of managing and conserving marine |
| | |fisheries of the world. |
HISTORY
Introduction
The History teachers when teaching the revised History syllabus should enhance the development of skills that will harmonise classroom teaching with real life situations. The teacher should encourage student-involvement in their own learning process by way of collecting data and information particularly through oral history and traditions- a very rich legacy in Somaliland. Topics on Somali History should therefore be taught to develop such skills.
The revised syllabus when taught also aims to sharpen the students critical and analytical skills through class debates on historical issues and concerns such as Khat, HIV/AIDS and environmental degradation.
In addition the teachers should encourage the students’ research skills and analysis of data through projects related to local historical issues such as environmental change and degradation, and histories of local landmarks and towns.
The syllabus incorporates topics that encourage students to view first hand the operations of local government, historical sites, parliament and other institutions.
Teachers are advised to adopt a practical approach by using real-life examples for topics and use any locally available materials
General Objectives
By the end of the course the student learner should be able to:-
• Recognize and appreciate the importance of studying History.
• Acquire knowledge, ability and show appreciation for critical historical analysis of socio-economic and political organizations of African societies.
• Promote a sense of nationalism, patriotism and national unity.
• Encourage and sustain moral and mutual social responsibility.
• Identify, assess and appreciate the rich and varied cultures of Somali people and other people.
• Promote a sense of awareness and need for a functional democracy of the Somaliland people and other nations.
• Promote an understanding and appreciation of intra-national and international consciousness and relationships.
• Derive through the study of History an interest in further learning.
• Appreciate the importance of interdependence among people and among nations.
• Identify, assess and have respect for different ways of life influencing development at local, national and international levels.
• Demonstrate the acquisition of positive attitudes, values, and skills for self-reliance.
• Acquire appropriate knowledge, skills and attitudes.
• Value history as a basis for technological and industrial development.
FORM ONE
|Main Topic |Sub. Topic |Skills and Objectives |
|An Introduction to History |What is History |Explain the term History. |
| |The sources of African History eg oral traditions, written sources, |Identify sources of information on History |
| |languages, archaeology and anthropology |Appreciate the importance of studying History |
| | |Equip learner with the basic skills of data collection to recreate History |
|African Traditional economies |Hunting and |Appreciate important modes of production and their impact on early African societies beginnings of |
| |Gathering communities |agriculture - many causes and important consequences |
| |Pastoralism | |
| |Agriculture; indigenous industries and trade | |
|Somali History |Emergence of the Somali people-traditions of origin |Encourage a critical and analytical approach to histories of origin. |
| |Movement and expansions and the final settlement |Understand the classifications of peoples |
| |language, culture and religion |Weigh differences and similarities of past traditions, customs, and beliefs to those of the present. |
|Ancient African civilizations |1. Ancient Egypt |Of ancient civilizations: |
| |The pharaohs, |Identify the main features and great achievements. |
| |Mummification |Understand the factors that account for the origins. |
| |Farming |Use a comparative approach in understanding these. |
| |Writing development |Appreciate the role of the riverNile |
| | |Appreciate the correlation the correlation between History and Geography. |
| |2. The Golden Age of Egypt |Understand the role and significance of the pharaohs and the pyramids. |
| |The Middle Kingdom |Appreciate the links in the growth and development of these civilisations |
| |The New Kingdom |Highlight the political phenomena of empire building |
| |Egypt under threat | |
| |3. Kush Axum Meroe | |
|Other World Ancient Civilizations |Mesopotamia (the Sumerians) |Understand how civilisation began, developed and spread in Mesopotamia. |
| |Persia |Appreciate why civilisations began near river valleys. |
| |The Indus valley |To appreciate the contributions and achievements. |
| | |Understand the linkages and cultural contributions of other world civilizations |
|The Classical Civilization of Greece |The Dark Ages of Greece. |Appreciate the political evolution in Greece. |
| |The Evolution of the City States |Understand and appreciate the contribution of the great philosophers. |
| |Sparta |Evaluate the Greek contribution to Art and Culture. |
| |Greek Thought and Culture | |
| |Greek Art | |
| |Athens in the Golden Age | |
| |The Greek achievement and its present day significance | |
|The Rise of Macedonia |Macedonia becomes powerful | |
| |King Phillip and the spread of Macedonian influence | |
| | |Understand how Alexander introduced Hellenistic culture from his empire to the rest of the world. |
| |Conquest of Persia and Egypt |Explain why Alexander’s successors could not hold Egypt together. |
| | |Show how language unified the Mediterranean world |
|Alexander the Great |The discovery of Aikhanun | |
| | | |
| |Alexandria and the lighthouse | |
| | | |
| |New lands and an international age. | |
|An Introduction to Government |Meaning and importance of ‘Government’ |Promote a sense of patriotism, nationalism, and integration through awareness of governance, national |
| |The function and political structures of the Somaliland Government. |unity and successes. |
| | | |
FORM TWO
|Main Topic |Sub-Topic |Skill and objectives |
|The rise of Islam |Prophet Mohamed and his followers |Understand causes and consequences of the development of the Islamic religion |
| |The prophet’s Holy wars |Explain how Islam affected the history of the Arab people |
| |His death and the era of the caliphs |Identify the Muslim countries of the world today as a result of the conquest of the seventh century |
| | |Describe the biography of the prophet as well as those of his own caliphs who succeeded him |
|The expansion of Islam |The AD 611Umayad dynasty |Understand the causes and consequences of Muslim -Arab conquest |
| |The Abbasid caliphate |Identify and discuss the significance Muslim expansion in Asia and Africa and the relationship between the Islamic |
| | |law and Muslim conquests |
| | | |
|Islamization of Somaliland people |Introduction of Islamic religion to the Somali people |Understand historical trading links with the outside word and the impact in the Somali people |
| |Arab settlements along the coast of Somali |Analyse the causes of Arab settlements |
| |The rise of Muslim Emirates along the northern coast of | |
| |Somalia | |
|Enlightenment and Revolutions |The philosophies embraced in the enlightenment |Understand the power of ideas in shaping political and economic changes |
| | |Understand the causes and consequences of the Industrial Revolution |
| | | |
| |The Industrial Revolution | |
| |The French Revolution | |
|African before colonial rule |West African before the colonial period (1800-1875) |A comparative approach before and after the partition of Africa |
| |East Africa (1800-1885) | |
| | | |
|European |Reasons for the scramble |Identify and describe reasons for the scramble of Africa |
|invasion of Africa and the process |The Berlin Conference and the Partition of Africa |Understand factors that helped Europeans colonize Africa |
|of colonisation |European conquest and |Chart Europeans possessions after 1884-1885 |
| |Establishment of administration. |Analyse events that led to the Berlin conference of 1884-1885 and evaluate its results. |
| |Resistance and Collaboration |Assess colonial resistance and collaboration and weigh its consequences |
| |Christianity and the impact on African societies | |
|Somaliland since independence |Colonial legacy |Understand political social and economic factors that have shaped Somalia since independence |
| |Referendum the abortive coup |Understand the problems of unification |
| |The military coup of 1969 | |
| |The establishment of northern movements | |
| |S/land since 1991 | |
|National integration |Factors promoting national unity |Be aware of factors that promote and those that limit national unity |
| |Factors limiting national unity |Identify factors that cause conflicts and offer possible solutions |
| |Conflict resolutions | |
| |Methods of resolving conflicts | |
| |Processes of resolving conflicts | |
FORM 3
|Main topic |Sub-topic |Skills & objectives |
|Three Muslim Empires: |The rise of the Ottomans |Understand the rise and expansion of the Ottomans in the C 15 and C 16 |
|The Ottoman Empire |The Conquest of Constantinople |Interpret events and explain the long term effects of the Turkish failure to conquer Vienna. |
| |The Govt and the army |Enumerate factors that led to the empire’s decline |
| |The siege of Vienna | |
| |Trouble in the empire | |
|The Safavid Empire |Iran’s Shi’ite empire |Understand the role of the Safavid empire in the Muslim world. |
| |Conflict with the Ottomans |Explore how the Shi’ism affects its relations with other countries today. |
| |Reign of Abbas the Great. |Explain the reasons behind the downfall. |
| |Trade and Culture | |
| |The downfall | |
|The Mogul empire |Foundation |Appreciate the contribution to history by the empire in India |
| |Baber the tiger |Give suggestions on how to promote the prosperity of a country |
| |Prosperity and Decline |Discuss the importance of effective administration. |
| |Islamic Empires in decline | |
| |Contrast the 3 different empires. | |
|Europe in the Middle Ages |Rise of the nobles and control of the countryside |Understand the causes and consequences of the development of European civilisation in the Middle Ages. |
| |Divine Right of Kings |Learn the consequences of the introduction of the plough |
| |Feudalism in England |Know about Education in the Middle Ages |
| |William the Conqueror | |
| |The Age of Chivalry | |
| |The Minor system | |
| |The growth of towns and trade | |
| |The spread of knowledge | |
|Rise and Spread of Christianity |The message of Jesus Christ |Understand the impact of the spread. |
| |The first Christmas | |
| |Letters of Pliny the Younger | |
| |Monasticism | |
| |The spread of Christianity throughout and outside the Roman | |
| |Empire | |
|The Christian Church in the |Growth of Papal Power |Write a report on one of the major Christian Crusades and describe their intermediate and longer term |
|Middle Ages |Expansion to Spain and Germany |effects. |
| |Papal appeal for a crusade. | |
| Africa |Ghana, Mali and Songhai |Understand the causes and consequences of the development of the states. |
|The Sudanic States in West Africa|Kanem, Borna and Hausa |Analyse the influence of trade on the development of the kingdoms and the spread of new religious ideas. |
|The Forest States of West Africa |Akan, Asante, Dahomey, Yoruba, Oyo and Benin |Understand the consequences of the rise and fall of these states. |
|South-West and South Africa |The rise and growth of the Zimbabwean kingdom |Describe the role of trade and its development and decline |
| |San, Khoikhoi, etc | |
|Expansion of European power |The birth of modern society |Explain factors leading to the development of science and technology, the inter-relations of new inventions |
| |Europe’s scientific and technological advances |that led to the scientific revolution in Europe. |
| |Advances in agriculture and manufacturing |Know of the advances in agriculture and manufacturing leading to a higher standard of living. |
| |Effects of scientific revolution | |
|The unification of Italy & |A Unified Italy |Know the causes and consequences of the unification. |
|Germany |The Unification of Germany |Weigh the problems that arose from the unification and the impact on the rest of Europe. |
| |War with Denmark and Austria | |
| |The Franco Prussian War | |
| |The German Empire | |
|The First World War |The Great Powers |Understand the causes of the First World War. |
| |The pre-war Alliance |Analyse the events; evaluate the consequences of the war. |
| |The Balkan Wars 1912 | |
| |The world at war | |
| |Results of the world war. | |
|Nationalism in Africa |Factors that led to the rise of African nationalism |Understand the causes and consequences of growing nationalism in Africa, especially after the Second World |
| |Factors that strengthened nationalism |War. |
| |Nationalism in Ghana, Algeria, in Kenya, Somalia (the wars of| |
| |Mohamed Abdillahi Hassan against colonialism) | |
|Democracy and human rights |Definition, types and principles of Democracy |Understand the terms: Human Rights and Democracy |
| |Definition of human rights |Identify types of Democracy |
| |The Bill of Rights |Discuss the principles of democracy |
| |UN Charter on Human Rights |Identify the Rights of child |
| |The Rights of the child |Classify and discuss Human Rights |
| |Classification of Human Rights | |
FORM FOUR
| 1. Somalia and Somaliland between the two World Wars to |Nationalist Organizations eg. SNS, SNL, NUF and USP, and SYL in the South |Understand influence of wars on people’s thinking and its effects on the birth of |
|1960 |Personalities, eg. Farah Omaar |nationalism |
| |The effects of the world wars on the rise of Somali Nationalism | |
| |Italian rule over Somalia | |
|2. Independence and Union with Somalia |Results of two colonial legacies |Understand the Pan Somali issues and the isolation of the Republic within a |
| |Referendum of 1961 and the abortive coup |historical context. |
| |Strains between the North and South | |
| |The role of SYL |Understand national feelings. Recognition of the role of administration and |
| | |mal-administration within the Republic |
|3. The Military coup of 1969 |Dictatorship and Scientific Socialism |Understand the causes and consequences of military coup and dictatorship |
| |Suppression of the North | |
| |The war of 1977 against Ethiopia | |
| |The attempted Revolution of 1978 | |
|4. The Establishment of SNM |Formation |Understand the mass struggle and consequences of a dictatorial rule |
| |Armed Struggle | |
|5. Somaliland and Somalia since 1991 | |Analyse the problems faced by a newly proclaimed independent state |
|6. Pan-Africanism |Pan-Africanist activities |Understand principles of Pan-Africanism and their effects on the African people |
| |Pan-Africanism in Africa | |
| |Pan-Africanism after 1945 | |
| |The achievements of Pan-Africanism | |
|7. The Organisation of African Unity (OAU) |The formation of the (OAU) |Understand the principles of Pan-Africanism and the creation of the OAU |
| |The Charter of the OAU |Make an an assessment of OAU |
| |The Structure of the OAU | |
|8. Post-Independence and political ideas |The challenges |Compare militarism and democracy, socialism and capitalism in Africa after |
| |The developments |independence |
|Post-Independence challenges and development |Military coup, socialism and capitalism | |
|9. The aftermath of the First World War |The problems of making a peace settlement |Analyse causes and consequences of treaty signed at Versailles, and the problems |
| |Versailles settlement |of war and its effects on social order and the effects on one’s enemy |
| |Self-determination | |
| |The new map of Europe | |
| |The league of Nations | |
| |Germany’s war guilt reparation | |
|10. The post-war shifts in power and the great depression |Europe’s decline |Understand causes and the consequences of the colonial independence movements |
| |Europe’s recovery and USA economic power | |
| |Efforts to maintain peace |Recognise the post-war shifts in power away from Europe and its impact |
| |Japanese Industrial power | |
| | |Recognise the effects of economic events including the global depression of the |
| | |1930s |
| | | |
| | |Recall select, organise and apply this knowledge to other events |
|11. Causes of The Second World War |Rivalry and competition |Understand the causes and consequences of international hostility in the 1930’s |
| |The rise of dictators |and the causes of the 2nd WW |
| |Muslim’s programme | |
| |Hitler’s foreign policy aims |Analyse critically policy trends between the two wars |
| |Hitler violates the Versailles Treaty | |
| |The Spanish civil war |Analyse fascism and communism as political ideas, recogising their effects on |
| |Japan’s aggressions and the weakness of the League of Nations |history |
| |Italy’s annexation of Ethiopia | |
|12. The war spreads around the World |The lightning war |Understand events and consequences of the 2nd WW |
| |The Japanese surrender |Use oral history as a source (eg. Interviewing Somali Soldiers who remember the |
| |Effects of the war on Eastern Africa |2nd World War |
|13. The Troubled Peace and The Cold War |Post-war agreements |Understand the cost of the 2nd World War and the causes and consequences: |
| | |Learn about the rise of two Super Powers |
| |Problems of international relations after the 2nd WW |Understand spread of communism |
| |What caused the Cold War? |Recognize factors that led to the collapse of communism in Eastern Europe |
| |Spread of communism, Cuba, Chile, Détente. | |
| |The collapse of Communism in Eastern Europe | |
|14. The United Nations Organization (UNO) |Structure-responsibility |Interpret events of the 2nd WW |
| |Successes and Failures |Identifying its trends |
| | |(In so doing students will compare and develop writing skills, weigh causes and |
| | |consequences) |
|15. Conflict in the Middle East |Arab unity and interference from the outside world |Understand the causes and consequences of the UN in the Middle East |
| |The creation of Israel and Arab Israel wars | |
| |Arab-Israel peace negotiations | |
|16. Trade |Methods of Trade |Identify, define, and explain the methods of, trade |
| |Local and International Trade |Discuss the origin, development, impact of and organization of different types of |
| |Origins and development of KHAT trade. |trade. |
|17. Local Authorities in Somaliland |Types and functions of local authorities |Discuss relationship between local authorities and government |
| |Challenges | |
MATHEMATICS
Preamble
This Mathematics Syllabus is a product of two curriculum review workshops held by Ministry of Education in collaboration with UNESCO and AET in March and November 2006. It addresses the recommendations of the review workshops by:
Restructuring the syllabus into two cycles of forms 1 & 2 and 3 & 4. It hopes to address some terminal objectives for forms 1 & 2 and forms 3 & 4. It has been restructured to enable the Ministry of Education, through the Somaliland National Examination and Certification Board, to examine Secondary Mathematics at form two and form four levels as independent entities of the school cycle.
Introducing the Core and Extended sections in Mathematics. The core sections will be compulsory for all students while the extended sections will be optional. The core section concentrates on the basic mathematical skills that are essential to general applications in life and as a continuity to other tertiary courses like Nursing, Banking, Cashiers, Businesses, Teaching, Building, Electronics, Telecommunications, Industrial Processing, Mechanics, Plumbers, Carpenters, Artisans, Fitters, Agriculture, Forestry, Fisheries and General trade. Extended mathematics is suitable for students aspiring for Engineering courses at degree level etc.
Infusing some cross – cutting issues in society including Health education (HIV / AIDS), Khat Chewing, Environmental Education, Gender Issues and others in the teaching of Mathematics. To this end, teachers should introduce these issues in their teaching to impart knowledge to students on the effects of these crosscutting issues in society. These issues can be infused in Mathematics topics like Probability, Statistics, Ratio, Percentages, Financial Mathematics, Matrices and Similarity in Geometry, among others.
AIMS AND LEARNING OUTCOMES FOR FORMS 1 & 2
|Aims for form 1 & 2 |Learning Outcome |
|The learners should be able to: |Learners equipped with knowledge and skills of: |
|Carry out calculations based on the four operations of numbers. |Manipulating numbers and identifying relationships among numbers. |
|Examine patterns, make abstractions and generalize |Applying mathematics in familiar and unfamiliar contexts |
|Identify shapes by their usual and abstract properties, calculate area and volume of solids |Problem solving skills |
|Demonstrate plotting skills on the Cartesian plane and solve geometrical problems through plotting graphs. |Calculating skills |
|Demonstrate statistical skills in organization and manipulation of data. |Deductive skills |
|Illustrate problem-solving skills in financial mathematics |Interpretation of discrete and grouped data |
|Obtain geometrical and trigonometrical solutions through drawing and calculations. |Logical reasoning in mathematical modeling |
| |Communicating mathematically using symbols |
| |Skills of measurement and estimation |
AIMS AND LEARNING OUTCOMES FOR FORMS 3 AND 4
|Aims for form 3 & 4 |Learning Outcomes |
|The learners should be able to: |The learners equipped with knowledge and skills to: |
|Demonstrate a knowledge and understanding of the basic concepts related to number theory |Handle mathematical equipment in geometry and trigonometry |
|Demonstrate the skills of differentiation and integration of elementary functions and their various |Organise, present and interpret statistical data in graphical and tabular form. |
|applications. |Estimate, measure and calculate to a given degree of accuracy. |
|Illustrate the skills of graphing linear and non-linear graphs and their applications |Interpret, discuss and synthesise geometrical information presented in a variety of forms |
|Carry out operations on matrices and solve real life problems using matrices |Think critically in three dimensions and in abstract ways. |
|Demonstrate statistical skills in a variety of situations |Solve and apply differential calculus in practical problems |
|Formulate and solve problems in trigonometry |Formulate and solve linear programming equations in daily life situations. |
|Apply laws of probability in solving probability problems | |
EXAMPLES OF SPECIFIC ACTIVITIES DURING MATHEMATICS LESSONS
HIV / AIDS in Statistics: - Relate to rate of spread / death within the community, compare the ratio of affected men to women and draw graphs to compare the trends. Actual figures from the hospitals can change behaviour among the youth.
Khat Chewing in Ratio, Financial Mathematics and Statistics:- Cost chewing on the domestic and national economy, Health issues like lack of sleep, loss of appetite, and restlessness, Family issues like divorce i.e discuss the rate of divorce among the chewing population, working culture of the chewing population and the percentage of families supported by women within the population due to bad chewing habits of husbands.
Environmental Education in Rates and Proportions- Discuss the rate of deforestation, desertification and afforestation, rate of reduction of pasture lands and water catchments areas’.
Gender Issues in Statistics, Proportions, Percentages, and Rates of Work:- Compare the ratio of boys to girls in class, maleto female in white colour jobs other work areas and in politics.
Mathematics topics have been sub-divided as follows:
|S/No |FORMS 1 & 2 TOPICS |S /No. |FORMS 3 & 4 TOPICS |
|1 |Numbers |1 |Numbers |
|2 |Algebra |2 |Algebra |
|3 |Trigonometry |3 |Statistics & Probability |
|4 |Geometry |4 |Geometry |
|5 |Financial Mathematics |5 |Trigonometry |
|6 |Statistics |6 |Financial Mathematics |
|7 |Mensuration |7 |Transformation Geometry |
|8 |Analytical Geometry |8 |Calculus |
Forms I – IV
| |Form I |Form II |Form III |Form IV |
| | | | |1. Calculus |
| |1. Number 1 |1. Number 2 |1. Number 4 | |
| |1.1. Directed Numbers |1.1. Rational and irrational numbers |1.1. Limits of accuracy | |
| |Indices and standard form |1.2. Arithmetic and geometric progressions |1.2. Ratio, proportion and measures of rate | |
| |Percentages | | | |
| |1.4. Patterns in mathematics |2. Algebra 2 |2. Algebra 4 |2. Statistics |
| |1.5 Ratio, rate and proportion |2.1. Factorisation and fractions |2.1. Algebraic representation and | |
| |2. Algebra 1 |2.2. Solving equations |manipulation | |
| |2.1. Solving equations |2.3. Inequalities |2.2. Equations and inequalities | |
| |2.2 Simultaneous equations |2.4. Quadratic equations |2.3. Functions |3. Trigonometry |
| |3. Trigonometry 1 | |Graphs of functions | |
|T |3.1. Measurement Solids |3. Mensuration |Linear programming | |
|E |3.2. Pythagoras theorem |3.1. Plane shapes | | |
|R |3.3. Angles between lines |3.2. Solid shapes |3. Statistics 2 | |
|M | | |3.1. Handling data |4..Probability |
| |4. Geometry 1 |4. Analytical geometry |3.2. Probability | |
|1 |4.1. Plane shapes |4.1. Vectors 1 | | |
| |4.2. Solids |4.2. Coordinate geometry | | |
| |4.3. Volume, capacity and surface area |4.3. Vectors 2 | | |
| |4.5. Scale drawing | | | |
| |4.6. Analytical geometry | | | |
| |4.7. Geometry | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| |FORM 1 | | | |
| | |FORM 2 | | |
| | | |FORM 3 | |
| | | | | |
| | | | | |
| | | | |FORM 4 |
| |5. Financial mathematics 1 |5. Number 3 |4. Geometry 3 | |
| | |5.1. Sets |4.1. Loci | |
| | | |4.2. Geometric relationships | |
| |6. Statistics 1 |6. Algebra 3 |4.3. Mensuration | |
| |6.1. Collections and presentation of data |6.1. Graphs in practical situations | | |
| |6.2. Averages |6.2. Straight line graphs |5. Trigonometry 3 | |
| | |6.3. Indices |5.1. Angle properties | |
| |7. Trigonometry 2 |6.4. Matrices |5.2. Trigonometry | |
|T |7.1. Solving triangles | | | |
|E |7.2. Sine and cosine | |Financial Mathematics 2 | |
|R |7.3. Right-angled triangles | | | |
|M | | |7. Transformation geometry | |
| |8. Geometry 2 | |7.1. Vectors | |
| |8.1. Similarity | |7.2. Symmetry | |
|2 |8.2 Plane shapes | |7.3. Transformations | |
| |8.3. Circle geometry | | | |
| |8.4. Geometrical constructions | | | |
| |8.5. Areas and volumes of similar figures | | | |
| | | | | |
Somaliland Mathematics Syllabus Form I
January 2006
|Topic |Expected Outcomes: |
| |Students should be able: |
|1. Numbers 1 | |
|1.1. Directed numbers |to add, subtract, multiply and divide by directed numbers |
|1.2. Indices, standard form, and logarithms |to use laws of indices |
| |to round off numbers to nearest 10, 100 or 1000 |
| |to express numbers and decimal fractions in standard form |
| |to apply significant figures in everyday life |
| |to express logarithms of numbers in base 10 |
| |to use the theory of logarithms |
|1.3. Percentages |to calculate a given percentage of a quantity |
| |to calculate percentage increase or decrease |
| |to carry out calculations involving reverse percentages |
|1.4. Patterns in mathematics |to identify number patterns in a row or sequence |
| |to draw the graphs of number patterns |
| |to write expressions of patterns in algebra |
| |to recognise patterns with shapes |
|1.5. Ratio, rate, proportion, and percentages |to compare two ratios |
| |to solve problems involving rates and rate of exchange |
| |to divide quantities into given ratios |
|2. Algebra 1 |to define the terms equation and unknown |
|2.1. Solving equations |to solve linear equations with one unknown |
| |to write equations |
| |to substitute numbers for letters or words in equations |
| |to draw graphs to represent equations |
|2.2. Simultaneous equations |to plot the graph of a given equation |
| |to choose an appropriate scale to draw a graph |
| |to solve simultaneous linear equations graphically, by substitution, or by elimination |
| |to solve the word problems using simultaneous equations |
|3.1 Trigonometry |to recognise, name and measure angles |
| |to construct angles |
|3.2. Pythagoras theorem |to use Pythagoras theorem |
| |to recognise Pythagorean triples |
| |to use square root tables |
| |to calculate square roots using calculators |
|3.3. Angles between lines |to define vertical opposite angles and angles meeting at a point |
| |to calculate the size of angles |
| |to define parallel lines |
| |to recognise alternate angles, corresponding angles |
| |to calculate the interior and exterior angles in triangles, quadrilaterals, polygons |
|4. Geometry |to define and recognise triangle, quadrilaterals, parallelograms, polygons, circle, |
| |rhombus |
| |to describe the properties of triangle, quadrilaterals, parallelograms, polygons, circle, |
|4.1. Plane shapes |rhombus |
| |to define and recognise the sector and segment of a circle |
|4.2. Solids |to differentiate between regular and irregular shapes |
| |to recognise and draw cuboids, cube, cylinder, prism, cone and pyramid, sphere |
| |to identify a cuboids, cube, cylinder, prism, cone and pyramid, face, edge and vertex and |
| |planes of symmetry |
| |to draw and assemble the net of a cuboid and other shapes |
|4.3. Volume, capacity and surface area |to define and calculate the volume, capacity and surface area of cuboids, prisms, |
| |cylinders |
|4.4. Scale drawing |to draw scale drawings |
| |to know the points of a compass |
| |to use compass bearings |
| |to define surveying |
|4.5. Analytical geometry |to define Cartesian coordinates |
| |to understand how to plot points on a graph |
| |to draw the line graph of a given equation |
|4.6. Geometry |to draw lines without measuring instruments |
| |to construct triangles and parallel lines |
| |to define perpendicular lines |
| |to draw the perpendicular distance of a point from a line |
| |to bisect a given angle |
| |to construct angles of 90o, 45o, 60o, 30o |
| | |
|5. Financial mathematics 1 |to calculate profit and loss in Somaliland Shillings and other currencies |
| |to define and calculate commission and interest in Somaliland Shillings and other |
| |currencies |
| |to calculate price reductions and installment payments in Somaliland Shillings and other |
| |currencies |
| |to use exchange rates to convert currencies |
|6. ` Statistics | |
|6.1. |Collection and presentation of data |
|6.2. Averages |to understand the difference between averages and mean |
| |to find the average, mean, median and the mode |
| |to construct a grouped frequency table and use it to find the mean of the grouped data |
| |to identify the modal class of given data |
|7. Trigonometry 2 |to define and use the tangent of an angle |
| |to find the tangent of an angle by measurement |
|7.1. Solving triangles |to describe the complement of an angle |
| |to use degrees and minutes of an angle |
| |to use tangent tables |
|7.2. Sine and cosine |to define and use sine and cosine of an angle |
| |to use sine and cosine by using sine and cosine tables |
| |to solve right angled triangles using Pythagoras’ rule and trigonometrical ratios |
|7.3. Right angled triangles |to prove Pythagoras’ theorem |
| |to use tan, sin and cos of angles 45o, 60o, and 30o to solve problems |
|8. Geometry 2 |to define similarity and identify similar figures |
| |to know the ratio of the corresponding sides in similar figures is the same |
|8.1. Similarity |to calculate the missing sides or angles in two similar figures |
| |to apply the similarity concept to plane shapes and solids |
| |to define enlargement and scale factor |
| |to calculate the scale factor of an enlargement |
|8.2. Plane shapes |to recognise line symmetry and summarise the properties of symmetrical shapes |
| |to recognise and explain the properties of point symmetry |
| |to show that the transformed figures (images) are congruent |
| |to identify the three basic congruencies: translations, reflections and rotations |
| |to differentiate between direct and indirect congruencies |
|8.3. Circle geometry |to recognise chords, arcs and segments |
| |to use the theorem of angles in the same segment of a circle and theorem of angles in a |
| |semi-circle |
| |to define a cyclic quadrilateral |
| |to use the theorem of opposite angles of a cyclic quadrilateral |
|8.4. Geometrical constructions |to define concurrent lines, circumscribed circles, inscribed circles and escribed circles |
| |to construct a circumscribed circle, inscribed circle and escribed circle |
|8.5. Area and volumes of similar figures |to recognise scale factor of similar figures |
| |to find the ratio of two similar figures |
| |to find the ratio of the volumes of two similar shapes |
Somaliland Mathematics Syllabus Form II
FORM 2 January 2006
|Topic |Expected Outcomes: |
| |Students should be able to: |
|1. Number 2 | |
|1.1. Rational and irrational numbers |to define rational and irrational numbers |
| |to find square roots |
| |to add, subtract, multiply, divide and evaluate surds |
|1.2. Arithmetic and geometric progressions |to define sequence and series |
| |to find the sum of arithmetic and geometric progressions |
| |to solve problems involving arithmetic and geometric progressions |
|2. Algebra 2 | |
|2.1. Factorisation and fractions |to perform factorising by taking out the common factors |
| |to simplify calculations by factorisation |
| |to find equivalent fractions |
| |to add and subtract algebraic fractions |
|2.2. Solving equations |to solve equations with brackets and word problems involving fractions |
|2.3. Inequalities |to recognise and use greater than (>), less than ( 900) |Rsin(x±α) or Rcos(x±α) in proofs and equations |
| | |Use the principal values of inverse trig.functions, sin-1, cos-1, tan-1. |
|4. Binomial and | |Use the Binomial Theorem and Pascal’s triangle in expansions eg (a ± bx)n where n is an |
|Probability | |integer. Use of Combinations in the Binomial Theorem. The probability tree and associated|
| | |examples |
PHYSICS
Aims of Somaliland Physics Syllabus 2000/3
• To develop the scientific language and physics terminology required to enable students to study physics effectively in English.
• To develop abilities and skills relevant to physics.
• To develop students ability to use experimental physics and to enable students to use experimental techniques as a means to acquire scientific knowledge, understanding and skills.
• To enable students to communicate their ideas effectively through appropriate means (including diagrams, tables, graphs, charts) and using appropriate scientific and mathematical conventions.
• To enable students to relate and apply their scientific knowledge and skills so as to increase their understanding of the environment and their everyday life.
• To provide a broad academic as well as practical and pre-vocaional skills.
• To provide the student with general ideas of all the below mentioned topics in order to equip students with sufficient knowledge to use in the real world of work.
From September 2006 the latest revised syllabus lead to two examinations, at the end of form II and at the end of form IV. The amendments, although not extensive, reflect this fundamental change.
In the future to comply with a secondary education system split into science, vocational and arts streams it was proposed that the sciences are offered as 3 separate subjects (chemistry, physics and biology), as at present, for the science stream, 2 subjects for the vocational stream (physical science and biology), and 1 subject (general science) for the arts stream, summarized as follows:-
|Stream |Subject No. |Subject |
|Science |3 |Chemistry |Physics |Biology |
|Vocational |2 |Physical science |Biology |
|Art |1 |General science |
The Aims and Objectives of the Physics syllabus follow Numbers 2, 3 and 4 exactly of the Somaliland ‘National Education Policy “Objectives of Secondary Education”
Crucial Cross Cutting Issues:
In general the revised general curriculum of 2006 addresses the following issues:-
• Health Education (e.g. HIV/AIDS awareness)
• Khat chewing
• Environmental Education
• Gender issues
In Physics the syllabus emphasizes environmental issues such as:-
• Combating pollution eg using alternative energy sources, paying attention to:
• Using wind, solar, sea, geothermal energies instead of burning fossil fuels
• Stopping dumping radioactive waste and
• Stop Global warming
Concentrating on female activities related to Physics:
• Instead of always quoting male names, use female names also:
• In the theory and practical and questioning in the classroom,
• In the exams and textbooks,
• More examples of females and males doing activities related tp Physics not only in the kitchen but using machines, driving and repairing cars etc and stress examples of using heat transfer and electricity in the home.
• Role models and examples of female pilots, engineers, nurses, doctors, and eg electricians.
The teachers should
o Use Practical examples from real life used in teaching and written into the syllabus
o Use practical equipment/apparatus for experiments in the lab or the teacher demonstrating experiments.
o Take Field trips made by the school to places where examples from Physics are used.
o Increase the number of specific practical exercises to:-
➢ Improve estimating, measuring, recording,drawing, and graph drawing skills
➢ Improve observational and manipulative skills
➢ Make deductions which develop critical thinking when interpreting results to deduce conclusions.
➢ Improve calculating skills from experimental results
➢ Creative thinking using the discovery method: starting the lesson with practical examples and deducing, instead of learning definitions.
| |Somaliland Physics |Syllabus Forms I – IV | | |
| | | |FORM 3 |FORM 4 |
| |FORM 1 |FORM 2 |1. Quantity of heat |1. Forces and Motion |
| |1. Measurement and Units |1.Properties of matter |1.1. Heat capacity |1.1. Kinematics |
| |1.1. Length, time,scales and volume |1.1 The particular nature of matter |1.2. Latent heat |1.2. Dynamics |
| |1.2. Mass |1.2 Properties of a material |1.3. Gas laws |1.3. Projectiles Using vectors |
| |1.3. Density | | |1.4. Motion in a circle |
| |1.4. Temperature |2. Heat and temperature |2. Electrostatics |1.5. Motion and energy |
| | |2.1 Heat |2.1. Electric charge |1.6. Forces and solids |
| |2. Force |2.2 Thermal expansion |2.2. Electric fields | |
| |2.1. Effects of force |2.3 Heat transfer |2.3. Applications of electrostatics |2. Waves |
|T |2.2. Weight |2.4 Temperature |2.4. Capacitors |2.1. Behaviour of waves |
|E | | | |2.2. Electromagnetic |
|R |3. Motion |3.Magnetism |3. Electrical circuits |spectrum |
|M |3.1. Measuring speed |3.1 Magnetic Effect |3.1. Series and parallel circuits | |
| |3.3. Changing speed and direction |3.2 Temporary and permanent magnets |3.2. Direct current |3. Radioactivity |
|1 |3.4. Friction and air resistance |3.3 Magnetic fields |3.3. Safety |3.1..The nature of radioactivity |
| | |3.4 Making magnets |3.4. Power |3.2. Effects of nuclear radiation |
| |4. Energy |3.5 Domain theory |3.5 basic electronics | |
| |4.1. Types of energy | | | |
| |4.2. Sources of energy | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| |Form I |Form II |Form III |Form IV |
| | | | | |
| |5. Electrostatics and simple circuits:treated|4.Oscillations and Waves |4. Light |4.. Electromagnetic Induction |
| |practically . |4.1. Oscillations |4.1. Light |4.1. Electromagnetic induction |
| |5.1. Theory of electrostatics |4.2. Sound |4.2. Reflection |4.2. Applications of electromagnetic |
| |5.2. Simple circuits |4.3. Light |4.3. Refraction |induction |
| |5.3. Current | |4.4. Colours |Mutual induction |
| |5.4. Voltage | | | |
| |5.5. Resistance |5. More about forces |5. Sound |5 REVISION |
| |5.6. Electricity in the home |5.1 Newton’s Laws of Motion |5.1. Transmission of sound | |
| | |5.2 Turning effects |5.2. Properties of sound | |
| | |5.3 Equilibrium and stability |5.3. Musical instruments | |
| | |5.4 Pressure | | |
|T | |6. Work, power and machines | | |
|E | |6.1 Work done | | |
|R | |6.2 Power | | |
|M | |6.3 Simple machines | | |
| | |6.4 KE and PE | | |
| | |7. Solar System | | |
|2 | |The solar system | | |
| | |The motion of the Earth | | |
| | |The motion of the Moon | | |
| | |Relate the theory of gravity to the planets | | |
| | |and artificial satellites. | | |
| | |8. REVISION | | |
| | | | | |
Form I
You can use ANY Physics textbook which provides topics from the syllabus and can be used in teaching or for reference.
|Topic |Objectives |Real Life Examples |
| |At the end of each topic the learner should be able |Always ask for examples from students |
|1. Measurement and units | | |
|1.1.Length, time, volume, Scales |to use rulers, measuring cylinders and stopwatches or digital hand watches |Scales of Measuring cylinders, |
| |to be familiar with the S.I. units of measurement for length, time and volume |rulers,ammeters,voltmeters,galvanometers,micrometers, |
| |to learn how to read and understand many examples of scales used in different apparatus (this must be |bealers, thermometers.Measure heights of students;use |
| |taught thoroughly before instruments and apparatus are used) |stopwatches,syringes for volume or petrol litres,coke |
| | |bottles |
|1.2. Mass |to show familiarity with the idea of the mass of a body |Kg mass NOT kg weight,eg in rice,sugar in market and |
| |to use a balance to measure the mass of a body |shops. |
| |to be familiar with the units of measurement of mass kg, gram | |
|1.3. Density |to calculate the density of a solid and liquid |Air, water, iron. Why wood floats on water. |
| |to find the density of an irregular object, for example a stone |Displacement.Flour or tea greater volume than sugar. |
|1.4. Temperature |to appreciate how physical temperature varies |Temperature underground and on a mountain and 10km above |
| |to use a mercury and alcohol thermometer to measure temperature |and below where you are standing. Body and Room |
| |to be familiar with the units of measurement of temperature, 0F, 0C,0K to understand the difference |temperatures.Boiling and ice |
| |between heat and temperature | |
|2. Force | | |
|2.1. Effects of force |to describe a force as a push or pull that may produce a change in the size and shape of a body |Find many examples of forces in real life. Get the |
| |to define a force and that it is measured in Newtons |students to give examples.collapse of weak building,forces|
| |to use a newton- meter balance to measure force |in vehicles, plants |
|2.2. Weight |to state that weight is the force due to gravity and is measured in Newtons. |Difference between the mass and weight of a man on the |
| | |Moon or Jupiter and on the Earth.Newton. Your own weight |
| | |in Newtons;weight limit |
|3. Motion | | |
|3.1. Measuring speed |to define and calculate speed of a bullet, of a tortoise, of light, athlete, watching a speedometer |Speed of walking, Bicycle,car,ship,plane, rocket |
|3.2. Distance-time graphs |to state how distance, time and show that it can be determined and represented graphically and that the|Students journeys by foot, bus, Mark 2 etc. |
| |slope of dist-time graph is speed | |
|3.3. Changing speed and direction |to explain that an object in motion will change its speed or direction when pulled by a force which is |Newton’s first Law in simple language and examples of an |
| |not balanced by other forces |object sliding on glass.Observe cars going round a bend |
| |to state that changing the speed of an object results in acceleration or deceleration of the object | |
|3.4. Friction and air resistance |to state the ways in which force of friction can affect motion |Walking, shoes soles and car tyres made from rubber; heat |
| |to describe the effects of air resistance (friction of air)on a feather or a stone |from friction, sliding objects, car engines and |
| | |lubrication, |
| | |Shapes of vehicles especially cars and planes |
|4. Energy |to explain how and where we use energy |Cooking, Heat in a home, Generator, hydroelectric power,|
|4.1 Types of energy |to identify different types of energy (potential, kinetic, elastic, chemical, electrical, gravitational,|dynamo, torch alternator, human body, pulley, car engine |
| |sound, heat,light,solar,and wind) | |
| |to state the units of energy, joules, kilojoules,Nm | |
| |to describe energy transformations such that one type of energy can be converted from one form to | |
| |another | |
|4.2. Sources of energy |to identify some common fuels |Charcoal used in the kitchen, electricity from where? |
| |to state that energy is released when fuels are burnt | |
| |to describe the formation of coal, oil and gas | |
| |to discuss some problems associated with the use of fossil fuels(non-renewable) | |
| |to emphasize environmental issues such as:- | |
| |Combating pollution eg using alternative energy sources, and to identify and discuss some sources of | |
| |energy other than fossil fuels |Plastic bags in HARGEISA |
| |Dumping plastic bags | |
| |Using wind, solar, sea, geothermal energies instead of burning fossil fuels | |
| |Stop dumping radioactive waste | |
| |Stop Global warming | |
|5.1 Electrostatics treated practically|to state the difference between a conductor and an insulator |Nylon materials eg sparks when removing clothes, combing |
| |to show that an insulating material can be charged by friction |hair, plastic comb or ruler near water, rubber balloon |
| |to state that there are forces of attraction between positive and negative charges, and forces of |Conductors: most metals, water |
| |repulsion between like charges |Insulators: wood,, plastic, paper, rubber |
|5.2. Simple circuits |to assemble simple circuits eg torch (bulb, battery, switch) |Torch, car lights, compare with water flow, current thru |
| |to draw simple circuit diagrams using appropriate symbols |thick and thin conductors |
| |to show that a circuit must be complete for an electric current to flow | |
|5.3 Current |to state that current is related to the flow of charge |Show by doing practical: |
| |to define an ampere |electric circuits. Compare circuits with water pressure. |
| |to use an ammeter to measure current | |
| |to construct series and parallel circuits | |
| |to measure and explain the current flow in series and parallel circuits | |
|5.4. Voltage |to introduce the idea of voltage or potential difference |Show by doing practical: electric circuits |
| |to use a voltmeter to measure potential difference | |
|5.5. Resistance |to relate resistance to potential difference and current by Ohm’s Law |Show by doing practical: electric circuits |
| |to relate (without calculation) the resistance of a wire to its length and its diameter | |
| |to measure the resistance of a bulb or similar using Ohm’s Law | |
|5.6. Electricity in the home |to recognise the difference between supplying electricity using a battery and a mains supply |fridge, ironing and ask students to research this in those|
| |to recognise some dangers of electricity in the home |homes with electricity. |
FORM 2 Any textbook can be used in teaching or for reference.
|Topic |Objectives |Real Life examples |
|1. Properties of Matter |to explain that matter is composed of particles in order to describe the three states of matter (solids, liquids and |Small stones, beans, maize, |
|1.1. The particular |gases) in terms of particles (molecules) |Air, water, coca cola, stone. |
|nature of matter |to state the kinetic theory of matter (with appropriate models) |Ice melting, water boiling, steam condensing, |
| |to use the kinetic theory of matter to describe the processes of changing state, diffusion and give an idea of Brownian|clouds,bad smells and perfume,incense, at a distance|
| |motion (theory only-this will NOT be examined) | |
| |To explain that solids have a definite shape wheras gases take the shape of the container. | |
|1.2.Properties of a |to give examples of surface tension and give an explanation in terms of intermolecular forces |water insects, needle or razor on water, small seeds |
|material |to explain the difference between cohesion and adhesion forces |on water, straw for capillary action |
| |to describe and explain the effect of capillarity using water and mercury thermometer as examples | |
| |to show that the use of a material for a particular job depends on the properties of a material (strength, ductility, | |
| |elasticity, brittleness, and stiffness) | |
|Heat and temperature |to discuss heat and its effects (heat sources eg sun, fire, gas, nuclear, geothermal |Examples of a match (high temp little heat)and a |
|2.1 Heat |to state that Joules are the units of heat |large container of hot water (low temp much heat) to|
| | |show the difference between heat and temp. |
|2.2.Thermal expansion |to describe the thermal expansion of solids, liquids and gases and its applications ;boiling water overflows; |Metals, heat rods, railway lines thermometer, blown |
| | |tyres due to expansion; cold glass container breaks |
| | |if hot water is poured onto it; |
|2.3. Heat transfer |to describe conduction, convection and radiation as processes of heat transfer |Kitchen and cooking; metal cutlery heat by |
| |to describe the properties of, and know which are, good and bad conductors of heat |conduction; heat of classroom, wooden or plastic |
| |to identify and explain some of the everyday applications and results of conduction, convection and radiation especially|handles; |
| |a vacuum flask |Copper and insulators |
|2.4.Temperature |to state that temperature is a measure of the degree of hotness or coldness of an object |Thermometer |
| |to show that temperature can be measured using alcohol, mercury and a thermocouple, | |
| |and a bi metallic strip | |
| |to be familiar with the Celsius and Kelvin scales | |
| |to state the fixed points for a thermometer (Celsius and Kelvin scales) | |
| |to describe the structure and action of liquid-in-glass thermometers | |
|3.Magnetism | | |
|3.1.Magnetic effects |to show what a magnet is and observe its effects |Iron filings, attraction and repulsion with magnetic |
| |to state and observe that like poles repel and unlike poles attract |compasses and materials; |
| | |shoemaker uses a magnet to store nails |
|3.2.Temporary and |to show the difference between a temporary (eg soft iron) and a permanent magnet (eg steel) and an electromagnet |Use practical examples. collecting scrap iron by |
|permanent magnets |to describe an electromagnet and some uses (electric bell, telephone, moving-coil loudspeaker) |large electormagnet |
| |to describe some simple uses of electromagnets | |
| | | |
|3.3. Magnetic fields |to understand that a magnetic field is regions of space where magnetic material experience forces |Suspending magnet by a string.; iron filings paper on|
| |to show the field pattern produced by a bar magnet and proper use of the terms ‘magnetic flux or lines of force ’, |top of magnet or using a compass |
| |‘neutral points’, magnetic induction, and ‘magnetic shields’ | |
| |to show that the earth possess a magnetic field | |
| |to describe the magnetic field surrounding a current-carrying conductor or wire using the corkscrew rule | |
| |to state and use Fleming’s Left Hand rule | |
| |to state that the interaction of magnetic fields to produce motion is called the motor effect | |
| |to explain and show how a simple D.C. motor works | |
|3.4. Making magnets |to show how to make magnets and remove magnetism |Use practical examples. Refer to textbook |
|3.5. Domain theory |to have a basic idea of the ‘domain theory’ of magnetism | |
|4.1 Oscillations and |to state that an ‘oscillation’ (or vibration) is a forward and backwards movement |Stone hung on stand; ruler vibrating on desk spring |
|Waves |to use pendulums (grandfather clock in mosque)and springs to illustrate amplitude and frequency and period |vibrating back and forth, childrens swings; |
| |to give a simple explanation of a wave and some examples, e.g. ripples on water, using a slinky spring |Sea, water in a pond,or in a washing bowl |
| |to state the two types of waves (longitudinal (a rope) and transverse) | |
|4.2 Sound |to state that sound is a longitudinal wave |Loudspeaker, tuning forks, guitar, kaman |
| |to show there is a link between the loudness of sound and the amplitude of the vibration causing it |Echo: practice against a wall; drum |
| |to show that sound waves cause the eardrum to vibrate and that different people have different audible ranges | |
| |to show that vibrating strings/wires can produce sounds of different pitch depending on the length of the string/wire | |
| |to state that an echo is a reflection of sound | |
|4.3 Light |to state that light enters our eyes from rays from luminous sources |Practical eg sunbeams, go behind a door; or go round |
| |to show that in a uniform medium, light travels in a straight line using a ray or a beam and to state that light |a corner, torch at night , 3 pieces of cardboard in |
| |travels at a finite speed(this you cannot show) |line with a beam of light.; pinhole camera |
| |to show how shadows are formed (at night from a lamp or torch) ) opaque substances form shadows |Make a loud banging sound with two pieces of wood |
| |to show that light travels faster than sound (lightning and thunder) |100m away and see the bang first before hearing the |
| |to name sources of light and recognise luminous and opaque objects (lamps,fire etc) |sound |
| |to explain that non-luminous objects are seen because the light scattered from them enters the eye | |
| |to show how light is reflected at plane surfaces (in the light and in the dark!) | |
| |to use lenses to produce images | |
| |to describe the use of lenses in some simple instruments (e.g.spectacles, binoculars, telescope) | |
|5.More about forces |to describe simply Newton’s three Laws of Motion in simple language (NO definitions) |seat belts, acceleration in a vehicle and braking; |
|5.1. Newton’s Laws of |to give simple examples of ‘inertia’ and as ‘reluctance to change its state of motion’ see also form 4 |baseball bat; bouncing /kicking a ball; car |
|Motion |to state that zero acceleration =constant velocity= no resultant force. |accidents; |
| |to know that the impulse of a force is equal to the change of momentum produced by the forceand see form 4 |parachute, planes, cars; razor blade on water; smooth|
| |to explain further (see form 1) what is meant by friction, air resistance and surface tension |objects –no friction |
| |to state that acceleration is caused by a resultant force acting on the accelerating object | |
|5.2. Turning effects |to state that the moment of a force is a measure of its turning effect |Give many practical examples eg |
| |to use the principle of moments |Lever , Arm, wheelbarrow, door, spanner, hammer, |
| |to define and calculate the Centre of Gravity for an object |using stones to balance load on camels, loading ships|
|5.3. Equilibrium and |to explain the conditions for an object to be in equilibrium |Unstable and stable objects |
|stability |to state the conditions required for an object to float or sink (include density and specific gravity) |Ships, wood on water. |
| |to state Archimede’s principle and use it in real life exmples | |
|5.4. Pressure |to calculate pressure |An elephant and a camels feet and a lady wearing high|
| |to state the units of pressure |heel shoes, syringe; wind caused by high and low |
| |to show how to measure pressure of a gas and air (e.g. manometer, barometer) |pressure; |
| |to state Pascal’s Principle | |
| |to explain high and low pressure and the results of each related to weather | |
| |to explain that pressure in liquids increases with depth (divers; mine; mountain) | |
| |to show how hydraulic machines are able to use a small effort to lift a heavy load | |
|6.Work, power and |to state that work done on an object is equal to the change in the energy of the object |Lifting, pulling, pulleys,, pushing , piston in a |
|machines |to show examples of the work done against gravity and friction |motor vehicle: any movement and a force applied. |
|6.1 Work done |to state that the magnitude of a force and distance moved is work done. | |
|6.2. Power |to relate power to work done divided by time taken using appropriate examples |Students running upstairs and calculate the power |
| |to state the units of power are watts (W) or joules per second (J/s) | |
|6.3. Simple machines |to describe simple machines (levers, pulleys, inclined plane, wheel and axle) |Many practical examples |
| |to understand mechanical advantage and efficiency | |
|6.4 KE and PE |To describe examples of Kinetic energy and Potential energy and relation to work done | |
|7. Solar System |Describe: |Use fruit, balls, and spherical objects to |
| |The solar system broadly and particularly the motions of the planets. |demonstrate. |
| |The motion of the Earth: (i) day and night (ii) the seasons (iii) the rising and setting of the Sun. |Get students to talk about experiences of observing |
| |The motion of the Moon; (i) eclipses (ii) rising and setting.(iii) tides |the sky at night |
| |Relate the theory of gravity to the planets and artificial satellites. | |
|8.. REVISION |Revision of form 1 and form 2 work and using past question papers:questions and answers; discuss and study students |Get students to talk about their revision |
| |content difficulties; sample tests and exams. | |
Form III
Any Physics textbook can be used in teaching or for reference.
|Topic |Objectives |Real Life Examples |
|1.Quantity of Heat | | |
|1.1.Heat capacity |to state that heat is a form of energy and can be measured in joules |Water, sand, aluminium and sea water, less heat |
| |to explain what is meant by ‘heat capacity’ and ‘specific heat capacity’ |needed to heat up sand than water. |
| |to solve problems involving heat capacity and specific heat capacity | |
| |to give examples of the importance of the high specific heat capacity of water | |
|1.2.Latent heat |to explain the cooling curves of a substance changing state |Heating, Melting, , boiling, vaporisation |
| |to define the word ‘latent’ (of heat) | |
| |to explain what is meant by specific latent heat of fusion (melting) and vaporisation | |
| |to describe how to measure specific latent heat | |
| |to describe some applications of latent heat (e.g. fridge, sweating) | |
| |to describe what is meant by condensing, freezing or solidifying, | |
|1.3.Gas laws |to explain how the volume of a gas at constant temperature is affected by changes in pressure (Boyle’s Law) |Tyres, balloons, |
| |to explain how the volume of a gas at constant temperature is affected by changes in temperature (Charles’s Law) |bicycle pump, sealed box of air decreasing in |
| |to explain how the pressure of a gas at constant volume is affected by changes in temperature (Pressure Law) |volume,air will increase in pressure. |
| |to use the general gas equation and the ideal gas law to solve problems | |
|2. Electrostatics |to describe how to detect and show ‘electric charge’, charged objects, and ‘electric fields’ |Suspened rods charged postively and negatively, |
|2.1.Electric charge |to state the unit of quantity of electric charge is the couloumb and one couloumb is the charge on 6.25 x 1018 |using an |
| |electrons |Electroscope, charged rod near hair, water, |
| |to describe what happens when two like charges or two unlike charges are brought close together and when a charged|balloon; a magnet has no attraction to charged |
| |object is brought close to an uncharged object |object, comb picking up paper |
| |to state Coulomb’s Law and use it to determine the force between two charges F=k q1 q2/r2 | |
| |to show electrostatic induction | |
|2.2.Electric fields |to state that there are electric fields around charged objects | |
| |to calculate electric field strength and know that electric field becomes weaker as the distance from a charge | |
| |increases., using V=W/Q | |
|2.3.Applications of |to describe some applications of static electricity (paint spraying, electrostatic precipitations, photocopying | |
|electrostatics |etc.) | |
|2.4.Capacitors |to describe a capacitor (condenser) and where and why they are used. |Examples-used in most integrated electronic |
| |to describe what happens when a capacitor is charged and discharged (see graph) |circuits in almost all hi-tech electrical |
| |to calculate the capacitance of capacitors connected in parallel and series |equipment. |
| |to show that dielectrics can affect the amount of charge stored | |
|3. Electrical circuits |to define and calculate resistivity |Simple electric circuits |
|3.1.Series and parallel circuits |to use Ohm’s Law to solve electrical problems | |
| |to state and show experimentally Kirchoff’s First and Second laws | |
| |to calculate the combined resistance of resistors in series and parallel | |
|3.2.Direct current |to describe how a simple cell works |Use batteries, galvanometer ammeter, voltmeter, |
| |to distinguish between primary and secondary cells | |
| |to describe the function of a galvonmeter and how it can be converted to an ammeter and a voltmeter | |
| |to explain what is meant by direct DC and alternating voltage AC and current | |
|3.3.Safety |to position a switch correctly in a circuit |Home, offices, school electrical equipment and |
| |to show what is meant by short-circuit |wiring |
| |to show how safety devices in electrical circuits function (including fuses, earthing) | |
| |to explain the wiring in a domestic plug including symbols/codes used | |
|3.4.Power |to define and calculate electrical power |Home, offices, school electrical equipment and |
| |to calculate the cost of electrical energy |wiring |
|3.5. Basic introductory |to see the importance of electronics (not examinable) |All hi tech electronic circuits |
|electronics |to state the function of semiconductors and transistors | |
| |to describe the function and symbols of basic electronic components - diode, reeds, thermistor, LDR | |
|4.1.Light |to state that a beam is a collection of light rays | |
| |to state light is a wave |Light rays shining thru Small holes in a ‘bul’;go |
| |to give evidence to illustrate that light travels in a straight line (pin-hole camera, shadows, eclipses) revise |round a corner |
| |form 2 work | |
|4.2.Reflection |to state and use the law of reflection |Use a ray or beam of light and Plane and curved |
| |to observe and be able to describe the images formed in curved and plane mirrors |mirrors to show the laws of light; in water, in |
| |to show the positions of virtual images of plane mirrors using ray diagrams |mirrors, in shiny surfaces. |
| |to identify the radius of curvature, centre of curvature, centre of the mirror, principal axis, and focal length | |
| |of curved mirrors | |
| |to locate the position of images of curved mirrors with ray diagrams | |
| |to use and solve problems with the mirror formula | |
| |to describe some uses of plane and curved mirrors | |
|4.3.Refraction |to describe an experimental demonstration of refraction of light |Use a ray or beam of light and blocks and lenses; |
| |to state and apply the Snell’s Law |a long stick in water; apparent depth of a pool |
| |to use diagrams and experiments to show the passage of light through rectangular blocks, semicircular blocks and a|and diving into it and finding it is deeper. |
| |prism |Rainbows, mirages. |
| |to describe some examples of refraction of light (prism, real and apparent depth, etc.) | |
| |to explain total internal reflection and some uses of total internal reflection (e.g. optical fibres, binoculars) | |
| |to observe and to be able to describe the images formed by concave and convex lenses | |
| |to locate and calculate the positions of images of concave and convex lenses | |
| |to calculate the power of a lens | |
| |to describe how the eye works | |
| |to describe some uses of lenses (e.g. camera, microscope, telescope) | |
|4.4. Colours |to show what a visual spectrum is and how it is formed |Rainbow, examples in glass. |
| |to state the primary colours, secondary colours and complementary colours | |
| |to describe how colours can be produced | |
| | | |
|5.0 SOUND | | |
|5.1.Transmission of sound |to explain/demonstrate how sound is produced and transmitted |Any objects which makes sound |
|5.2.Properties of sound |to give examples of sound being reflected, refracted and diffracted |Practical example |
| |to demonstrate how to measure the speed of sound in air |The khat car racing past (‘kabem’) |
| |to explain simply what is meant by ‘resonance’ and an echo | |
| |to describe and explain the Doppler effect | |
|5.3.Musical instruments |to describe how sound is produced in musical instruments (stringed, percussion and wind) |Guitar, flute, |
| |to define pitch, loudness and quality of sound; |Drums etc |
| |to give some uses of ultrasonic waves | |
Form IV
Any PHYSICS textbook can be used in teaching or for reference.
|Topic |Objectives |Real life examples |
|1. Forces and Motion | | |
|1.1. Kinematics |to explain clearly and show practically the difference between scalars (magnitude or size only) and vectors |5cm is a scalar and 5cm drawn as a line at a |
| |(size and direction) |bearing is 0780 is a vector |
| |to describe motion in terms of distance, displacement, speed, velocity and acceleration and understand the |.mass, time, distance. Speed ,pressure length, |
| |difference. |volume, density etc are all scalars. |
| |to draw and interpret dist-time, speed-time, displacement- time, velocity-time graphs in order to find distance |Weight, displacement, velocity, force, |
| |travelled, displacement, speed, velocity and acceleration |acceleration (can be both!) are all vectors |
| |to use gradients pf line graphs to calculate speed, velocity and acceleration |Practical examples of movement of vehicles, |
| |to use the equations of motion for uniform accelerated motion in a straight line, v = u + at, s = ut + at2, |running, walking,etc to explain use of all these |
| |v2=u2 +2as and any combination (s = distance/displacement) u = initial velocity and v = final velocity |terms |
|1.2. Dynamics |to describe motion in terms of forces |Real life Practical examples see form 2 syllabus: |
| |to describe and use Newton’s laws of motion in practical examples |cars and ‘pool’ balls hitting each other, |
| |to define the Newton as 1 kilogram ‘force’ is equivalent to 10 Newtons | |
| |to explain mass as a measure of the object’s ‘inertia’ | |
| |to define and use momentum in examples | |
| |to show by formulae that the impulse of a force is equal to the change of momentum produced by the force | |
| |to explain that the weight of an object is a result of the pull of gravity on it | |
| |to describe the motion of an object falling under gravity in air | |
|1.3. Projectiles |to use vectors to solve problems involving more than one force |Practical examples, use students pushing and |
|Using vectors |to resolve vectors into components and solve problems by resolving forces and velocities |pulling each other, pulling a camel or a donkey |
| |to describe the motion of an object under gravity |etc. stones in the air, pool balls, football |
| |to describe quantitatively the motion of a projectile given data | |
|1.4. Motion in a circle |to explain what is meant by centripetal force |NOT EXAMINABLE |
| |to explain why a cyclist or aeroplane banks over when turning | |
| |to state Newton’s law of universal gravitation and G, the universal gravitational constant | |
| |to explain satellite motion around the Earth | |
|1.5. Motion and energy |to explain the concept of work and energy |Practical examples, moving objects: on the |
| |to calculate work done and define the joule in terms of work done |horizontal, vertically, on a slope, moving up and |
| |to explain and calculate gravitational potential energy and kinetic energy (PE and KE) |down. |
| |to define and calculate power as work done/time | |
|1.6. Forces and solids |to explain the forces which can affect a material (compression, tension, bending, torsion and shear) |Experiment to show Hooke’s Law |
| |to describe the behaviour of springs and wires in terms of load, extension, the spring constant and Hooke’s Law |Forces acting in buildings and vehicles especially|
| |to explain what is meant by elastic limit and to identify the elastic limit of a material using a graph |in trucks. |
| |to calculate the stress and strain acting on a material |Springs, elastic material, |
| |to understand how Young’s Modulus is related to the stress and strain of a material | |
| |to relate the properties of a material to its use in constructio | |
|2. Waves |to describe what is meant by wave motion |Give many practical examples |
|2.1. Behaviour of waves |to explain what is meant by progressive waves |See sound notes etc |
| |to distinguish between transverse and longitudinal waves | |
| |to use a model to explain and show the nature and behaviour of waves (transverse and longitudinal) | |
| |to define and identify the wavelength, frequency, amplitude and period of a wave | |
| |to define the speed of a wave and use the wave equation | |
| |to observe and explain the effects of reflection, refraction, polarisation, resonance, interference and | |
| |diffraction of waves | |
|2.2. Electromagnetic spectrum |to describe and learn the main regions of the electromagnetic spectrum |Relate to everyday life eg Xray, gamma rays from |
| |to describe the effects of waves in each region of the spectrum and their uses |the atomic bomb, microwave oven, radio waves, |
| | |light waves, infra red heating, dangerous ultra |
| | |violet radiation etc |
|3. Radioactivity |To be examined by simple questions only eg graph of half life but not the chemistry | |
|3.1. The nature of radioactivity |to explain what is meant by ‘radioactivity’ |–NO experiment should be performed with |
| |to distinguish between alpha, beta and gamma radiation by using their properties |radioactive material. Half life can be |
| |to describe the effects on a nucleus when alpha, beta or gamma radiation is emitted (including writing equations) |demonstrated by lots of small stones; radioactive|
| |to explain and use the idea of half life |emission from the ground |
| |to explain what is meant by a radioactive decay series | |
| |to describe the detection of radiation using photographic plates, a GM tube and a cloud chamber | |
|3.2. Effects of nuclear radiation |to describe some uses of radioactivity | |
| |to discuss the dangers of radioactivity and the safety precautions necessary | |
|4. Electromagnetic Induction |to explain the conditions necessary for electromagnetic induction to produce electricity |Movement of a strong bar magnet inside a coil, or|
|4.1 Electromagnetic induction |to state and use Fleming’s Right Hand rule |vice versa a coil moving inside a strong U magnet |
| |to state and use Lenz’s Law and Faraday’s Law |to produce electricity. |
|4.2. Applications of |to explain some large scale applications (generators) and some small scale applications (microphone, tape |Practical example.in daily life in generators, |
|electromagnetic induction |recorder) of electromagnetic induction |mobile phone,and many high tech equipment |
|4.3. Mutual induction |to explain what is meant by mutual induction especially in transformers | |
| |to state the principle of the transformer and solve problems involving transformers | |
| |to show how power is transmitted to houses etc using transformers | |
|REVISION: |Revision of form 1 to form 4 work and using past question papers: questions and answers; discuss and study | |
|VERY IMPORTANT |students difficulties; sample tests and exams. Let students see the syllabus and exam papers. | |
SOME REAL LIFE EXAMPLES (You try to find more)
A. EXPANSION Of SOLIDS
1) Metals are heated so that they expand and can be deformed easily into any shape
2) furniture may crack at night after a warm day
3) cool down a metal to contract to a smaller volume
B. EXPANSION of GASES
Car tyres are inflated with air to allow the expansion of heated air
Car or bicycle pump
C. TRANSFER of HEAT
In a mercury thermometer expansion varies directly as the temperature rise.
In cold countries windows have double glazing to insulate the building and prevent heat loss.
When you stand on a cold floor the heat from your feet travels by conduction to the cold floor and your feet feel cold
On a carpet there is little heat transfer and so your feet feels warm.
By convection: sea winds;cooking Somali tea
By Radiation: white clothes are cooler (reflection) ;vacuum flasks are silvered (reflection); solar panels at the top of houses;
white reflects;black absorbs abut gives out heat quicker.
Heat Capacity: Cooking with metal pots needs less heat then clay pots-metal has lower specific heat
Sand has much lower specific heat than water and heats up quicker since it needs less heat.
Latent Heat : Ice at 0 degrees Celsius takes the latent heat out of a drink, cools the liquid down but maintains 0 degrees C but loses volume and shape.
Evaporation: Ahmed sweats and loses heat due to hot molecules joining the air, leaving the cols molecules behnd.
D. LIST of EXAMINABLE PRACTICAL EXPERIMENTS
Measurement
Know how to use/operate on decimals and fractions of decimals.
Scales: Know how to read simple and more difficult scales (eg on a ruler, thermometer,metre ruler, voltmeter,ammeter, measuring cylinders,digital clocks etc
Length: Using a ruler and tape measure for all different lengths and height in mm,cm,and m and imperial units
Time: Using a stopwatch (digital and analogue) correctly.(in sec,mins, and hours)
Volume: Using a measuring cylinder, eureka can and beaker etc correctly,(in cc,cm3,ml,cl and litres;find the volume of regular and irregulat objects.
Mass and Weight : Using weighing scales to measure mass in grams,mg,and kg;using a spring balance for kg (converted to Newtons) and Newton-metre; using bathroom scales to measure a person’s mass/weight in kg and Newtons
Temperature: Using a thermometer to show eg body and water temperatures.
Density: To calculate the density of different objects by finding the mass and the volume
Light
Travels in straight lines Recalling eg sunlight thru the clouds, the ‘bul’, thru holes in a dark in room; cant see round corners; pinhole camera, torch beam, cinema
Using property of no 1. above: Shadows: a shape in front of a bulb or light source;at night;investigations
Reflection of light: Exact drawing and calculation of laws of refection: using a ray of light, a protractor,a ruler, a pencil, a piece of paper,and a plane mirror. Reflection of sun from a shiny surface;total internal reflection in a glass block.
Refraction: Recalling in water,in the atmosphere; Exact drawing and calculation of laws of refraction : using a ray of light, a protractor,a ruler, a pencil, a piece of paper,and a glass block
Using convex and concave mirrors: Exact drawing and calculation of laws of reflection : using a ray of light, a protractor,a ruler, a pencil, a piece of paper,and a glass block
Using convex and concave lens: formation of real images on the wall or screen. Show spectacles,magnifying lens etc.
Use a ray of light to obtain a rainbow/spectrum on the wall or screen thru a glass block.
Heat and Temperature
a) Heat up a container of water and see and record the temperature changes. Strike match and explain the high temperature and the low amount of heat energy. Heat capacity: b) From a) Calculate the volume and mass(weigh it) of the water and the temperature change(in degree C) and use the specific heat capacity of water to calculate the amount of heat energy needed to heat the water in the container of water. Calculate also volume and mass loss at the end . This experiment demonstrates also conduction, evaporation and convection and radiation (stand near it!)
Why/How does the classroom get hot?
Expansion and contraction : Heat a metal rod and then cool it down with water (be careful!);of a liquid expanding in a thermometer; cold glass container breaks if hot water is poured onto it. In the kitchen and cooking; metal cutlery heat up by conduction use wooden or plastic handles to stop it
Show good heat conductors (eg metals especially Copper, iron,) or insulators (wood, plastic, cloth etc) in use everywhere.
Latent heat of fusion : Show a lump of ice at a constant 0 degrees C in a soda drink. Simple explanation of how a fridge works. Melting candle and then burning.Wax solidifying after being molten. Freezing of water and melting of ice
Latent heat of vaporisation Boiling water to steam.
Condensing: Water boiling and becoming steam falling onto a solid substance and condensing back to water.
Electricity
Torch: battery(cell), bulb,switch; Car battery and bulb and wire (switch on and off by disconnecting wire)
Sound, Magnetism, Electrostatics, Waves, Motion, Electromagnetic Induction, Mechanics
Muqararka Af-Soomaaliga ee Dugsiyada Sare ee Soomaaliland
|Fasalka |Dhuuxid |Naxwe |Maanso |Hawlqabadyo |
|Fasalka |Ka dib marka ardaydu akhrido ama dhegeysato |Waxa ay baranayaan codaynta sida Alifba’da |Waxa ay baranayaan qafiyadda maansada . |Muqararku waxa uu faraya ardeyda in ay u |
|Koowaad |sheeko ,curis ama maqaal kale,ama daawadan |Af soomaaliga ee cusub kana kooban 23 xaraf. |Waxa ay fahmayaan jaanta ama ridmada maansooyinka|shaqeeyaan kala ,laba,koox iyo wadarba. |
| |riwaayad filim iwm, waxa ay ka jawaabayaan |Tixraac naxwaha cusub ee Afsoomaalig .bogga |kala duwan. |Hawlqabadyada waxa ka mid ah:doodo,jilid |
| |laylisyo kala nooca sida: |Xaaji Raabi. |Waxa ay baranayaan oo isticmaalayaan |riwaayado[gaagaban]’ciyaarta |
| |Su’aalaha caadiga ah sida –maxaa? Yaa ama |Waxa ay baranayaana kala saaridda ama kala |maldaheyaasha fudud sida ekeye .shareere,qofayn |ereyada,yeedhis iwm. |
| |kuma/tuma?,sidee? Waayo? Xaggee? Iwm. |qoridda ereyada la isku raacin jirey sidan- |iwm. |Waxa kale oo ka mid ah hawlqabadyada |
| |Dooro jawaabta saxa ah buuxi meelaha banaan |Waxay –waxa ay waan- waa aan wuu –waa uu. |Waxa ay baranayaan erey bixint la xidhiidha |shaqda guriga. |
| |qor curis 15 sadar ah soo gaabi sheekadan ama |Erayada Afka soomaalig [eeg naxwaha cusub ee |qaybaha hadalka sida tix,tiraab,maanso, |Waxa ay fasalka hortiisa ama dibadiisa ku|
| |qoraalkan rogrog eraygan oo ka samee 10 eray |Af soomaaliga]. |murti,maahmaah,odhaah ,tuduc iwm. |ciyaarayaan hidaha iyo dhaqanka sida |
| |oo kale weedho gali erayadan isku beeg |Xubnaha hadalka si guud sida :magac,fal |Waxa ay fahmayaan noocyada maansada sida kuwa |batarka,saylicida iwm. |
| |erayadan isku macnaha ah kuwa isku lidka ah |,magac-uyaal ,tilmaan iwm. |gaagaban,kuwa dhexe iyo kuwa dhaadheer. |Kediska dugsiyada waa ay ka qayb |
| |iwm.weedho gali ereyadan. |Waxa ay barnayaan in ay tilmaameeyaan weedho |Tusaalooyin: |gelayaan. |
| | |fudud ,weedho culus,weedho dhafan,qoraal |Waxa ay kala garanayaan wixii loo isticmaali |Khudbado. |
| | |kooban iwm. |jirey maansooyinka iyo sida hadda loo adeegsado. | |
| | |Eray bixinta naxwaha :waxa ay baranayaan erey |Waxay xoogga saarayaan maansooyinka gaaban. |Maansooyin ay curiyeen |
| | |bixinta naxwaha . | | |
Guud mar Muqararka Cusub ee Af-Soomaaliga Dugsiga Sare
|Fasalka |Dhuuxid |Naxwe |Maanso |Hawlqabadyo |
|Fasalka |Kadib mark ay ardaydu akhrisato ama ay |Qeybta hadalka oo faahfaahsan. |Waxay naqtimayaan erey bixintii la xidhiidhay |Dood |
|Labaad |dhegaysato sheeko ama qoraal oo ay fahmaan |Magaca qeybihiisa oo faahfaahsan. |maansadii &murtidii sanadkii hore ,sida suugaanta |Jilidda |
| |,waxa ay ka jawaabayaan laylisyo kala nooc |Falka qeybihiisa oo faahfaahsan. |badaha maansada waxay xoogga saarayaan |a. Sheekooyin gaagaaban |
| |nooc ah , |Tilmaame qeybihiisa oo faahfaahsan. |maansooyinkaii dhexe sida |b. Riwaayo gaagaaban |
| |Sida; ayaa sameeyey? |Xidhiidhiye oo faaahfahsan. |jiiftada,batarka,geeraarka,koolkooliska & |c. Ciyaaro ah higaadda erayada |
| |Waayo ? |3- Astaameynta |dhaantada sidii hore loo isticmaali jirey iyo sida|Yeedhis |
| |Sidee u dhacday? |Waxay baranayaan dhammaan astaalaha hadalka oo|hadda loo isticmaalo. |Tartamo kadis suugaaneed ah. |
| |Dooro jawwbta saxa ah, |dhan waxay astaameynayaan weedh fudud weedh | | |
| |Buuxi meelaha banaan. |culus ilaa bog badhkii. | | |
| |Rogrog erayadan. | | | |
| |Weedh gali erayadan. | | | |
| |Isu beeg erayadan. | | | |
| |Qor curis,soo gaabiqoraalka ilaa labaatan | | | |
| |sadar. | | | |
Guud mar Muqararka Af-Soomaaliga Fasalka Saddexaad ee Dugsiga Sare
|Fasalka |Sheekoyin & Riwaayado |Naxwe |Maansooyin |Erey bixin iyo Layliyo |
|Fasalka Saddexaad |Marka ay ardaydu bixiyaan sheekada |Barashada naxwaha Afka soomaaliga ee |Qeybaha maansada iyo hab dhaca maansada |In ardeyda farsad loo siiyo in ay u sheegaan |
| |riwaayada,ama dhegeystaan,daawadaan,ha ka |dugsiga sare,tusaale |xidhiidhka iyo taariikhda maansada |keli keli , laba laba iyo koox koox. |
| |qoraan curisyo,kobcinta qoraalka afka |Qurubka ,weedhaynta,astaameynta iyo naxwe|soomaalida[I] maanso guri;buraanbur;heesaha | |
| |soomaliga ,korinta dareemayaasha |kale . |dhallaanka;hararka ;caanaha;salsalka;maqash |Hawlqabadka doodaha jilidda riwaayadaha |
| |tusaale,maqalka araga iwm. |Tixraac buugga naxwaha ee uu qoray Xaaji |iwm. |abaabulka cayaaraha hiddaha iyo dhaqanka, |
| |Sheekooyinka iyo riwaayadaha halkan galayaa|Raabbi bogga taariikhda Af soomaaliga |[ii]manso gole :-ciyaaraha hidaha iyo dhaqanka |bandhig suugaaneed, faallooyinka qudbadaha IWM.|
| |waa in ay noqdaan kuwo waafaqsan ujeedada |sharciga qoraalka xaquuqda qoraaga |[heesahooda];hees hawleed | |
| |barashada Af soomaaligaee Dugsiga Sare |adeegsiga qamuuska. |,xoolaha,subaasha,gamaank,beerah,[dibida],kaluu|Doodo |
| |Su’aalo dooro jawaabta saxa ah,buuxi |Naqtiin xubnaha hadalka. |meysiga,saarka,baarcadaha iwm. |Khudbado, sheekooyin gaagaaban, dhexe, hal |
| |meelaha banaaniwm. |Astaameynta oo dhan sheeko gaaban hal |[iii]manso geed: |jilid, laba jilitaan |
| |Ka jawaabayaan su;aalo la xidhiidha |bog. |gabayga,geeraarka,masafad,jiiftada,maahmaahaha,|Kediska dugsiyada sare |
| |sheekada ama qoraalka sida |Yeele iyo la yeele. |weedhaha,murtida:-hal jireed hal garaad,hal |Booqashada meelaha taariikhig a ah iyo goobaha|
| |maxaa,waayosheekooyin maqaalo iyo qoraalo |Weedhayn qurub weedheedyo. |milaal ,hal dhac,hal hays iwm. |dhaqanka iyo cilmiga sida: Madxafka, musiam , |
| |kale oo guud mar ah,mid dhexdhexaad ah ,ama| |Xidhiidhka iyo taariikhda maansada soomaalida |idaacadda, jaamacadda, tiifiiga, xeebaha iyo |
| |dhaadheer,dabadeed waxay ka jawaabayaan | |marxalad soo jireen ah,marxalad dhexe,marxalad |miyiga |
| |laylisyo kala nooc ah,su’aalo caadi ah . | |culus ama taa lagu jiro. | |
| |Kala dooro | |Miisaanka maansada soomaalida |Ardaydu waxay isku hagaajinayaan hadal la is |
| |Rog-rog | |Qafiyad |dhaafiyey |
| |Ka dhex qabo eryga aan la socon . | |Jaanta |Ardaydu waxa ay dhagaysanayaan cajalado oo |
| |Qor curis 20 sadar ah soo gaabi sheekada. | |Maansooyinka dhexe sida jiiftada,geeraarka |sheegayaan badaha maansada. |
| | | |,batarka | |
| | | |Dhaantada | |
| | | |Kuwa dhaadheer sida gabeyga iyo kebeda. | |
Manhajka Af-Soomaaliga Fasalka Afraad Dugsiga Sare
|Fasalka |Sheeko |Naxwaha |Maanso |Hawlqadab |
|Fasalka Afraad |Marka ardaygu akhriyo ama dhegeysto sheeko |Nakhtiin |Taariikhda maansada Soomaaliyeed |- Doodo |
| |maqaal,meel dhexaad ah ama dhaadheer,uuna |Falalka af soomaaliga |Gabayaagii horem gusbinta fariimaha |- Jillidda sheekooyinka |
| |fahmo waa inuu ka jawabo su’aalo kala duwan |Falka qofayneed |shiirigelinta qabyaalada. |Riwaayadaha |
| |sida:- |Tiro |Maanso hawleedkii |Tartanka qoridda erayo adag |
| |Waayo,xagee,goorma,kuma su’aalaha caadiga ah.|Derajo |Gabayaagii dhexe – Amaanta geela, fardaha, |Yeedhis |
| |Imtixaanka caadiga ah |Qodobka Af-Soomaaliga |dagaalada qabyaaladeed. |Shaqo guri |
| |Imtixaanka fudud |Xubnaha hadalka |Faanida reerba reerka uu ka badan yahay |Tartan fasaladda dugsiga |
| |Dooro ta saxa ah |Naxwaha sifaynayd mugga I M.X. Xuseeen |Gabayaagii ka horeeyey gumaysiga – Wiil waal, |Booqasho dugsiyo kale |
| |Is barbar dhigidda |Raabi |Salaan Carrabey, Raage Ugaas |Booqasho degmooyin |
| |Fikrado ku jira qoraal |Goorayn fudud |Gabayadii casriga ahaa |Booqasho gobolo |
| |Rogrog kana samee erayga [Nacas]15 eray. |Goorayn lamaan |Amaanta dumarka |Samaynta riwaayado gaagaaban fasalka hortiisa |
| |Kala dooro mida saxa ah |Goorayn dhafan |Xasan Ganay |Keenid dad xaafada oo maansooyin tiriya |
| |Goobaabin gali |Koobid |Fahmidda dhibaatada isticmaarka |Dhiirigelinta hablaha buraabur ka tiriyaan |
| |Sax erayadan | |Sayid Maxamed Cabdulle Xasan |fasalka hortiisa |
| |Su’aalah-Gorma,halkee,sharax erayga dan |Qurubka |Gabayadii xorriyada doonka |Gabay samayn gabdhaha |
| |shaxda hal xidhaale |Af-Somaaliga |Barkhad Cas, Timo-cadde, Cali Sugulle |U yeedhis koox qalabka muusiga heeso ku tumaysa|
| |Qor curis [40] sadar ah. |Qurub qodob |Gabaygii Calan helidda Timo-cadde - kaana siib|Dhegeysi moonsooyin, heeso IWM fasalka hortiisa|
| |Soo ggabi sheeko dheer |Qurub xidhiidhiye |kanna saar |Abaalmarin ardayda ku dhiiran hawl qabadka |
| | |Qorub meeleeye |Cali Sugulle – calankaan dhisnay sow ma soo |noocaas ah. |
| | |Qurub diidmo |dhicin | |
| | |Qurub jiho |Gabayadii Kacaanka | |
| | |Qodob aqoonsi |Gabayadii Jabhadda | |
| | |Qodob celcelin |Gabayadii Gobonimo soo celinta Soomaaliland | |
| | |Qodob su’aaleed |Hadalka maldahan | |
| | |Qodob tusmeed |Ekeeye | |
| | |Qodob lahaansho |Shareere | |
| | |Astaamayn | | |
| | |-Hal bog (sheeko dhexe) |Fasalka Koowaad | |
| | |- Shan bog (sheko dheer) | | |
| | | |Understatement (Dayro) | |
| | | |Overstatement (buunbuunin) | |
| | | | | |
| | | |Fasalka Labaad | |
| | | | | |
| | | |Sillan sugan | |
| | | |Qofayn | |
| | | | | |
| | | |Fasallada 3aad/4aad | |
| | | | | |
MUQARARKA AF-SOMALIGA DUGSIGA SARE EE FASLAKA 1 AAD
|Qaybta |U jeedada Guud |Tusmo |Habka wax dhigista iyo hawlqabadka |kaabayaal |
|Gogol dhig suugaanta |Dhammaadka qaybtan |Waa maxay suugaani? |Ardayddu waxa ay qeexi doonaan suugaanta qaybaheeda |Buugga 1aad ee suugaanta D/sare |
| |sharaxa suugaanta, ardaydu waxa ay aqoon u |Qaybaha suugaanta |Waxa ay ardaydu si koox kooxa ah u rogrogidoonaan |Abwaannada iyo dhaqan yaqaannda |
| |yeelandoonaan suugaaanta |Taariikhda |taariikhda suugaanta umada soomaaliyeed |Cajalado maqal iyo muuqal |
| |Qaybaheeda |Suugaanta Somalidda |Waxa ay ardaydu iyaga oo koox koox ah kala |Internetka sida |
| |waxa ay si tafatiran uga arki doonaan u | |saaridoonaan, heerarka ay soo martay suugaanta | |
| |jeeddayinka kala duwan ee suugaanta | |soomaalidu | |
| |laga leeyahay. | |Ardaydu waxa ay ka doodi doonaan faraqa u dhexeeya | |
| | | |suugaanta hore iyo tan maanta |Buuga 1aad ee suugaanta D/sare |
| | | |Ardaydu waxay ay qeexi doonaan maansada iyo |Buugga naxwaha Afsomaliga ee |
| | | |qaybaheeda, |X. Raabb |
|Maansada | |Allayl dumay ( Gabay) |Waxa ay si koox koox ah u falan qayn doonaan waxa u |Internet |
| | |Allahayow nin ii daran (Gabay) |dhaxeeya Gabay iyo Geeraar ama Buraanbur iyo Heeso |Dhaqan yaqaano iyo taariikhyaqaano |
| |Dhammaadka qaybtan ardaydu waxa si cad ay u |Go’aha noodoorsha (gabay) |Waxa ay ku loolamayaan maansada cida tirisay, sababta,| |
| |qeexi doonaan macnaha ereyga Maanso iyo |Xiinfiniin (Gabay) |goorta, qaybaheeda, dulucda ama figrada guud | |
| |qaybaheeda kala duwan |Ooggii horay nagu kaceen (Gabay) |Ardaydu waxay ay fahmi doonaan mawduucyada kala duwan | |
| | |Baroor-diiq (Gabay) |ee ay Maahmaahahu ku saabsan yihiin | |
| | |koofil (Gabay) |Dulucda macne ee Maahmaahkasta ku qarsoon |Buugga suugaanta fasalka 1aad |
| | |Arligaa la kala boobayaa (Gabay) |Sida loo adeegsado maahmaahaha iyo waxa loo cuskado |Buuga kale ee maahmaahda iyo murtida ah |
| | |Sange dhabarkii (Gabay) |In uu ardaygu dhowr maahmaahood mid ka doorto oo uu ka|Canalado hadii awood loo helo maqal iyo |
|3. Maahmaahda iyo Murtida | |Hedi hakaa raagto (Gabay) |diyaarin karo curus, maqaal ama sheeko |muuqaal ah |
| |Dhammaadka qaybtan ardaydu waxay ay awoodi |Qayaash maash (Gabay) |In uu ardaygu mawduucyadikala duwanaa ee maansooyinka |Dhaqan yaqaan |
| |doonaan |Sidii geel haraadoo (Gabay) |uu soo dhigtay mid kasta ka qori karo dhowr |Internet sida |
| |- Furturista |Ka sabaan ka sabaan (Geeraar) |Maahmaahood oo la xidhiidhi, sida Fardaha, Nabadda, | |
| |- Maahmaahaha iyo Murtida |Yarad diid (Geeraar) |IWM | |
| |Waxay awood u helayaan adeegsiga maahmaaha kala|Dhoomaha Sanaag ama dhool bari (Hees) |In ay ardaydu garan karaan soona saari karaan | |
| |duwan iyo murtida Afkooda hooyo | |Maahmaahyo ay ku jiraan waxyaabo isku lid ah, si | |
| |Waxay garasho buuxda u yeelanayaan madasha ay |Maahmaahyada ku qoran buugga |maahmaahahu ugu fududaato | |
| |ku baxday Maahmahkasta iyo Murti waliba iyo |Murtida ku qoran buugga |In ay ardaydu fahmi karaan maahmaah hab sarbeeba u | |
| |sida loogu kaabohadalka ee loo cuskado |Sida loo adeegsado Maahmaahaha iyo Murtida|dhacada iyo kuwo hab toos ah u fasirma. | |
| | |Maahmaahaha iyo murtida la hayo iyo | | |
| | |madashay ku baxeen iyo dhacdadiiba hadii | | |
| | |ay suurogashay | | |
|4. Hees howleedyada |Dhammaadka gaybtan heeso |Hees hawleedyada Geela |Koox koox ayaa ay u qaadayaan heesaha geela marka uu |Buugga Nabadshe ee Yusuf Shaacir |
| | |Hees hawleedyada Lo’da |sabada yimaado |Abwaanyada |
| |hawleedyoda, ardaydu waxa kala garasho u yeelan|Heeso hawleedyada Adhiga |Waxa ay ku luuqaynayaan heesta waraabka ee bilowga |Dhaqanyaqaanada |
| |doonaan heeso howleed waraabka xoolaha | |(shifo ku afsaar) |Canalado maqal iyo muuqaala |
| | | |Waxa ay jiibinayaan heesta Lo’da ee waraabka sida |Internetyada suugaanta ururiya |
| | | |“meel bur cowsa” | |
| | | |waxa ay matalidoonaan lo’ cabaysa iyo nin shubaaya | |
| | | |Heesaha waraabka | |
| | | | | |
Heeso howleedyo
|5. Xubnaha afka |Dhammaadka qaybtan ardaydu waxa ay ku waaya arki|Xubnaha afka maldahan |Ka dib ardaydu waxa ay falan qayn doonaan macnaha |Buugga 1aad ee suugaanta D/sare |
|maldahan |doonaan xubnaha afka maldahan gaar ahaan kuwa |sida |erayga maldahe |Abwaan |
| |fudud |Shareere |Waxa ay is barbar dhig ku samayn doonaan ereyada |Dhaqan yaqaan |
| |Ekeeye |Ekeeye |Ekeeye iyo shareere |Cajalado maqal iyo muuqaal |
| |Shareere |Qafayn |Waxa iyaga oo kooxo ah ka doodi doonaan ardaydu |Internet ka sida |
| |Qofeeyn | |ujeedada loo isticmaalo afka maldahan | |
| | | |Waxa ay ku baratami doonaan tusaalooyin, Shareere, | |
| | | |Eekeeye iyo Qofeeyn | |
| | | | | |
| | | | | |
| | | |Ka dib markay ardaydu akhrido ama dhagaysato, sheeko, | |
| | | |curis, ama maqaal, waxa ay si fahan iyo aftahanimo leh| |
|6. Sheekooyinka iyo |Dhammaadka qaybtan, | |jawaab uga celinayaan way diimaha la xidhiidha sida:-| |
|Curisyada |Ardaydu waxa ay awoodi doonaan | |Kuma, tuma, xagee, sidee, waayo, sababee IWM |Buugga 1aad ee suugaanta afka soomaaliga |
| |Nooyada sheekooyinka |Gurac madoobe iyo guurkiisii (sheeko) |Ardaydu waxay awood u helayaan kasmada la xidhiidha |Abwaan |
| |Qaabdhismoodkooda |Tafe dhiig (sheeko) |mawduuca, qaybaha sheekada, shaqsiyadaha iyo sida ay u|Dhaqan yaqaan |
| |Fikradda ay xanbaarsan tahay iyo u jedada laga |Deeqsi ma deego (sheeko) |kala muhiimsan yihiin |Cajalado maqal iyo muuqaal |
| |leeyahay |Sow talo iskuma kaa sheegto (sheeko) |In ay ardaydu awoodo soo gaabinta sheeko iyo ka |Buugaag sheekooyin ah oo loo qaybiyo sida |
| |Waxa ay ku waaayo arki doonaan curisyada iyo |Saadaasha Roobka (curis) |saadaalinta waxa gunaanad ku noqon doono |buuga Hagardaamo |
| |dhismahooda |Biyuhu waa halbowlaha nolosha (curis) |In ay ardaydu fahamto kana jawaab celiso waydiimaha la|Bare |
| | | |xidhiidha habka qorshaha dhismaha sheeko kasta oo uu |Buugga fasalka 1aad ee suugaanta |
| | | |dareemi karo sida ficiliyadu iskaga soo daba dhacayaan|Abwaan |
| | | |iyo ilaa figta sheekada, sidoo kale si talaabo talaabo|Dhaqan yaqaan |
| | | |ah ula socon karaa gunaanadka sheekada |Canalado |
| | | |Ardaydu waxay si fahamleh u kala saarayaan noocyada |Internet |
| | | |sheekooyinka gaagaban, iyaga oo isla markaasna ku | |
| | | |tartamaya habka curinta iyo qoraalka sheekooyinka |Buug 1aad ee suugaanta afka soomaaliga |
| | | |gaaban, abaalmarina ku mutaysanayaan |D/sare |
| | | | |Abwaan |
| | | | |Dhaqan yaqaan |
| | | |Waxay ardaydu si garasho iyo fahan firfircoon leh uga |Cajalado maqal iyo muuqaal |
| | | |baaraan degayaan furfurista Maansooyinka halxidhaalaha|Buugaag sheekooyin ah oo loo qaybiyo sida |
| | | |leh, iyaga oo si koox koox ah ugu tartamaaya qayb |buuga Hagardaamo |
| | | |kasta oo Maansada ka mid ah halxidhaalaha ku jira. | |
| | | |Waxa ay sidoo kale ku tartamayaan halxidhaalayaal |Buugga sheekooyinka “Ma huraan” |
| | | |cusub in ay curiyaan islamarkaasna kooxaha kale ku | |
| | | |xujeeyaan iyaga oo hab maanso u dhigaya | |
| | | | | |
| | | | | |
| | | |Ardaydu waxay si fahan iyo garasho leh koox koox u |Buugga fasalka 1aad ee suugaanta |
| | | |qodobaynayaan faraqa u dhexeeya warqad shaqiyeedda |Abwaan |
| | | |iyo warqadda ganacsi iyagoo ka eegaaya dhinacyada |Dhaqan yaqaan |
| | |Hal xidhaale |qaabka iyo nuxurka |Cajalado |
| | |Hal xidhaale Maanso |Waxa ay si koox koox ah u diyaarinayaan qoraalka |Internet |
| |Dhammaadka qaybtan ardaydu |Masalo |waraaqahaas iyaga oo raacaya nidaamka hab qoraal ee |Buugga ma Huraan |
|7. Halxidhaalah |Waxa ay awood u yeelandoonaan furfurida |Fariimeed |mid kasta. |Buugaagta kale ee sheekooyinka ah |
| |helxidhaalayaal kala duwan ama kala waji ah. |Jirrabaad | | |
| | |Xisaabeed | | |
| | | | | |
| | | |Waxa ay Isla falanqayndoonaan ereybixinta suugaanta | |
| | | |sida kuwa ku jira maansada Maahmaahaha iyo Murtida | |
| | | |hakadoodaan ereyoda adage e buugga, sida sheekooyinka | |
| | | |dhaqanka iyo jar iska xoorka. | |
| | | | | |
| | | | |Buugaagta luuqadda ingiriisiga ee D/sare |
| | | | |Kumbiyuutarada |
| | | | |Nuqulada baraha |
| |Dhammaadka qaybtan waxa ay ardaydu awoodi | | | |
| |doonaan qoraalka waraaqaha sida:- |Warqad qoraal | | |
|8. warqad Corista |Warqad shakhsiyeed |Shakhsiyeed | | |
| |Warqad ganacsi |Warqad shaqo | | |
| | |Warqad ganacsi | | |
| | | | | |
| |Dhammaadka qabtan. | | | |
| |Eray bixinta ardaydu waxay ay ogaan doonaan | | | |
| |micnaha eray bixinta suugaanta iyo ereyada adag | | | |
| |ee buugga, | | | |
| | | | | |
| | | | | |
| | | | |Buugga Suugaanta D/sare fasalka koowaad |
| | | | |Qaamuusyada Afka somaliga |
| | | | |Abwaanada |
| | | | |Dhaqan |
|9. Eraybixinta | | | | |
|Suugaanta iyo | | | | |
|Erayada culus ee | | | | |
|casharada | |Eeybixin | | |
| | |1. Suugaan | | |
| | |2. Maansada | | |
| | |3. Ereyada buugga ee adag | | |
MUQARARKA OF-SOMALIGA DUGSIYADA SARE EE FASALKA LABAAD
|Qaybta |U jeedada gaar |Tusmo |Habka wax dhigista iyo hawl qabadka |Kaabayaasha |
|1. Maansada |Dhammaadka qaybtan maansada ardaydu waxa ay |Guuranka la’aado (Gabay) |Ardaydu waxa ay u awood yeelanayaan hab akhriska iyo |Buugga suugaanta dugsiyada sare|
| |aqoon u yeelanayaan |Toddobaatan iyo toban (Gabay) |dhegaysiga maansooyinka kala duwan ee heerkan |fasalka labaad |
| |Mowduucyada ay maansooyinka qaybtani ku saabsan|Tolow halay dhoofsho (Gabay) |(F.labaad) |Abwaanada iyo dhaqan yaqaanada |
| |yihiin iyo siday ula xidhiidhaan dhinacyada |Geela (Gabay) |Waxa si ku celcelis leh u dhuuxayaan Gabayada, |Cajalado maqaliyo muuqaalba ah |
| |nolosha bulshada |Fiin (Gabay) |Geeraarada, Jiiftooyinkam Buraanburka IWM ee heerkooda|Internet sida iyo |
| |Xiliga la tiriyay maansooyinkan sida uu ahaa |Guuguule (Gabay) |isla markaana si koox koox ah uga baarandegayaan |kuwo kale |
| |waayaha nolosha bulshadu |Guubaabo iyo garnaqsi (Gabay) |Ardaydu waxay ay si koox koox ah ugu tartamayaan |Buugga Nolosha (yusuf Shaacir) |
| |Suugaanyahannada waqtigaas jiray iyo qodobada |Ma anaa (Gabay) |mawduuca ay maanso waliba ku saabsan tahay iyo |Buugga Halkaraan ee Abwaan |
| |xiisaha lahaa lahaa ee laga maansoon jiray |Sheekh Bashir (Gabay) |kaalinta uu mawduucaasi kaga jiro nolosha bulshada ay|Hadraawi |
| |Farqiga u dhexeeya isbedelka nolosha bulshada |Hammi (Gabay) |ka midka yihiin | |
| |ee hadda iyo xilliga. |Amaan faras (Geeraar) |Waxa ay ka fekerayaan hadday jirto noocyo suugaanmeed | |
| | |Laygu kaa dherer (Gabay) |kale oo isla mawduucaas ku lugleh sida Maahmaahyo | |
| | |Hooyo (ees) |Murti sheekooyin, Gabayo iyo Iwm | |
| | |Nabi Aman |Iyagoo hadday jiraan shaqo guri uga soo shaqaynaya, | |
| | |Adduun qaalla bixi waa (Gabay) |lana kaashanaya xeel dheeraasha dhaqanka iyo suugaanta| |
| | |Maxaa iiga gidhiish ah (Hees) |ama buugaaggta | |
| | |Nimankaan dukaamada lukiyan… (Gabay) |Ardaydu waxay si faham sare leh uga jawaab celinayaan | |
| | |Dhoomaha Sanaag ama Dhool bari (Gabay) |dhammaan waydiimaha la xidhiidha qaybtan maansada, | |
| | |Hablaha geeska Africa buugga (Halkaraan) ee Hadraawi |sida:- habka gabayga loo dhisay ama loo qorsheeyay | |
| | |Ama cajalada uu ku heesaayo hadalka khaliif Cismaan Cabdi |fikradaha isdaba yaal ee mowduucyada lagu horo | |
| | |Sayid khalifa |marinayo | |
| | | |Waxay sugayaaanj xaalada, iyo cidda, goorta iyo | |
| | | |waqtiga, sidoo kale waxay fahmayaan dulucda ujeeddo ee| |
| | | |maansada | |
| | | |Ardaydu waxay si koox koox ah isaga kaashanayaan | |
| | | |hellid fikradda guud ee maanso kasta iyo qaybaheedaba | |
| | | |Sidoo kale waxay si taxadir leh fahmayaan macnaha | |
| | | |erayada culus iyo lidka erayada | |
| | | |Ardaydu waxay si koox koox ah uga soo saarayaan maanso| |
| | | |kasta erayada falalka, ah, erayada magacayada yada | |
| | | |ah, kuwa magacuyaalada ah iyo sidoo kale kuwa | |
| | | |xidhiidhiyaaasha ah ee ku jira maanso kasta. | |
| | | |Waxay ardaydu ku tartamayaan fahanka tuducyadu | |
| | | |xambaarsan maldihidda iyo noocyada ay yihiin sida :- | |
| | | |Sarbeebta, Buunbuuninta, yamxeerada, duurxulka, | |
| | | |quusinta, xusida IWM. | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | |Ardaydu waxay awood u yeelanayaan fahmidda iyo kala | |
| | | |saaridda Murtida iyo Maahmaahyada | |
| | | |Waxay awood u yeelanayaan mawduucyada kala duwan ee ay| |
| | | |ku saabsan yihiin Maahmaahayada Marutida sida:- | |
| | | |Nabada, lexejeclada, waxbarashada, danta IWM | |
| | | |Waxay si koox koox ah ugu tartamayaan | |
| | | |Ardaydu isticmaalka maahmaahda iyo Murtida iyo waliba | |
| | | |sida hufan ee hadalka loogu kaabo. | |
| | | | | |
| | | |Ardaydu waxay awood u yeelanayaan | |
| | | |Adeegsiga hees hawleedyada iyo hawlaha dhaqan ee loo | |
| | | |adeegsado | |
| | | |Waxa ay kala saarayaan iyaga oo koox koox ah noocyada | |
|2. Maahmaah-da | | |agabka aqal-soomaliga sida:- |Buugga suugaanta dugsiga sare |
|iyo Murtida | | | |fasalka 2aad |
| |Dhammaadka qaybtan waxay ardaydu awoodi donaan | |Hararka |Buugaagta Af-Soomaliga ee |
| |Furfurista Maahmaahda iyo Murtida | |Kabadda |Maahmaada iyo Murtida |
| |Waxa ay si kasmo furan u awoodi donaan in ay | |Aloolka |Abwaanada |
| |kala saaraan Maahmaah iyo Murtida | |Hanta |Dhaqanyaqaanada |
| | | |Mooyaha |Cajalado maqal iyo muuqaal ah |
| | |Maahmaahyo halleyda ah |IWM |Internetka |
| | |Maahmaahyada labaalayda ah | | |
| | |Maahmaahyada saddexlayda ah |Aradaydu waxa ay iyaga oo koox koox ah ku tartamaaya | |
| | |Maahmaahyada tiraabta ah |hees howlaeedyada Badda la xidhiidha iyaga oo nooc |Buugga Nabadshe ee Yusuf |
| | |Maahmaahyada tixda ah |hawleed kasta ku jaan gaynaya heesta ku habboon ee |shaacir |
| | |Murtida iyo isticmaalkeeda |dhaqan ahaan loogu heeso ama loo adeegsado marka |Dhaqanyaqaan |
| | | |hawshiisa la hayo |Cajalado maqal iyo muuqaal ah |
| |Dhammaadka qabytan ardaydu waxay awood u | |Ardaydu waxa ay si faham qoto leh koox koox ugu | |
| |yeelanayaan | |tartamayaan isku beegidda heesta iyo howsha |Bare |
| |Noocyada heeso howleed iyo howlaha dhaqan ee | |Waxay u awood helayaan in ay jees-hawleed kasta |Abwaan Rag ama dumar |
| |loo adeegsado | |gartaan waxa loogu heeso iyo waliba waqtiga loogu | |
| | | |heeso | |
| | | | | |
| | | | | |
| | | | | |
| | | |Baruhu waxa uu tusaale buuxa ka siin doonaa ardayda | |
|3. Hees | | |ciyaaraha kala duwan ee dhaqanka ee gobollada dalka | |
|Howleedyada | | |Waxa ay ardaydu isku qaybin doonaan lix kooxood | |
| | |Hees-howleedyada agabka Aqal-Somaliga, sida:- |Koox kastaaba waxa ay jili doonaan ciyaar gobal u gaar|Buugga Nabadshhe ee yuusuf |
| | |Hararka |ah |shaacir |
| | |Aloolka |Waxay falanqayn doonaan tilmaaha ay ciyaarahu ku kala|Cajalado maqal iyo muuqaala |
| | |Haanta |duwan yihiin |Internet |
| | |Mooyaha |Waxa ay koox koox u qori doonaan munaaasabadaha loo | |
| |Dhammaadka qaybtan waxa ay ardaydu garasho |Kebedda |ciyaaro | |
| |dheeraad ah u yeelanayaaan heesaha dhaqan ee | |Waxa ay ku tartami doonaan codka iyo jiibta ciyaaraha | |
| |ciyaarkasta u gaarka ah iyo sida loogu dhawaaqo|Hees hawleedyada Badaha iyo noocyadooda |gobollada | |
| |Waxay awoodi donaan garashada iyo sooban |Hees-hawleedyada beeyada |Waxa ay mid mid wax ua qori doonaan fikradda ay ka | |
| |dhigidda ciyaaro kala duwan Fasalka debediisa | |qabaan ciyaaraha hiddaha | |
| |xafladaha dugsiga iyo weliba tartamuda ka | | | |
| |baxsan dugsiga | |Koox koox isugu xujayn doonaan xubnaha Afka Maldahan | |
| | | |sida:- | |
| | |Ciyaaraha hiddaha ee gobolada |Eekeeye | |
| |Dhammaadka qaybtan xubnaha afka maldahan |Sanaag |Shareere | |
|4.Ciyaaraha |ardaygu waxa ay awoodi donaan garasho xeel |Sool |Ardaybaa tusaale keeni doona ku saabsan qofaynta iyo | |
|hidaha iyo |dheer oo ay u yeeshaan xubnaha afka maldahan |Togdheer |buunbuuninta | |
|dhaqanka | |Saaxil |Baraha ayaa u sharxaaya sida loo isticmaalo xubnaha | |
| | |Hargeysa |afka maldahan | |
| | |Awdal |Waxa ay ka soo saarayaan Gabayada, Heesaha iyo | |
| | | |Sheekooyinka xubnaha afka maldahan | |
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|5. Xubnaha afka | | |Waxa ay fasal fasal, koox koox iyo laba laba isugu | |
|maldahan | | |diri donaan waraaqaha laysu diro sida:- | |
| | | |Warqad shakhsiyeed | |
| | | |Warqad shaqo | |
| | | |Waxa ay hubinayaan oo mid ba ka kale ka eegayaa | |
| |Dhammaadka qaybtan habka qoraalka waraaqaha | |astaamaynta sharuud ah kala ee waraaqaha | |
| |waxa ay dhaqan galin donaan si garasho leh sida| | | |
| |loo qoro waraaqaha | | | |
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| | | | |Buugga fasalka labaad |
| | | | |Abwaan |
| | |Ekeeye |Ka dib markay akhriyaan sheeko dhaqmeed ayaa ay ka |Dhaqan yaqaan |
| | |1. Shareere |shaqaynayaan haw qabadyada hoose sida:- |Cajalado |
| | |2. Qofeeyn |Shaqo kooxeed fasalka dhexdiisa ah |Internet sida:- |
| | |3. Buunbuunin |Waxa ay ka soo saarayaan sheeko, weedho, falal kala | |
| | |4. Yamxeero |duwan ay ku jiraan | |
| | |6. Sarbeeb |Waxa ay laba laba isu waydiinayaan xubnaha Afka | |
|6. Habka warqad | |7. Duurxul |maldahan | |
|qorista | |8. Silansugan | | |
| | |9. Quusin | | |
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| | | |Waraysi dad wakhtigoodii qaadku ka lumiyay | |
| | | |Dhegaysi xog waran lacagta qaadka ku baxda ee | |
| | |Warqad shakhsiyeed |sannadkii | |
| |Dhamaadka qaytan sheekooyin iyo curisyada waxa |Warqad shaqo |Maqa l iyo akhris qoraalo ka hadlaaya dad ku | |
| |ay u awood helayaan ardaydu garashada sheeko |Warqad wax bixineed(gaaban) |xanuunsaday cunida qaadka | |
| |dhaqmeedyada iyo curisyada | |Dad uu waalay qaadku | |
|7 Sheekooyinka |Waxay ka kasbanayaan aqoonta la xidhiidha habka| | |Buugga fasalka labaad |
|iyo curisyada |sheekooyinka iyo curisyada loo qoro | | |Buugaaggta luuqadaha |
| |Waxay u awood helayaan curinta iyo qorida | |Ilima bixinta erayada suugaanta |ingiriisida |
| |sheekooyinka gaagaaban iyoc curisyada | |Sida kuwa ku jira maansada | |
| | | |Gabayada | |
| | | |Geeraarada | |
| |Dhammaadka riwaayadu arday waxay ay nolol ahaan| |Heesaha | |
| |taaban doonaan dhibaatada qaadka u leeyahay | |Ereyada adag ee buugga waxa ay u baahann yihiin | |
|Riwayad |bulshada | |micnahooda | |
| | | |Gooraynta waxa ay ku qaadamayaan cutubkasta sida:- | |
| | | |Goorayn joogta | |
| | | |------------- socota | |
| | | |------------- tagto |Buugga fasalka labaad |
| | | |------------- iyo soo socoto |Abwaanada Afsoomaliga |
| | | |Xirfadaha luqada ku sii casharkasta |Dhaqan yaqaano |
| | | |Sida:- |Cajalado |
| | | |----xirfadda dhegeysi |Buuga sheekada Hagardaamo |
| | | |----hadalka |Bugga sheekooyinka “Ma huraan” |
| | | |----akhriska | |
| |Dhammaadka qaybtan eray bixinta ardaydu waxa ay| |----qoraalka | |
| |garasho dheeraad ah u yeelan donaan | | | |
|9. Ereybixinta |eraybixinta suugaanta iyo erayada adag ee |Sheekooyinka iyo curisyada | | |
|Suugaaneed iyo |buugga |Sida ban oogta cidla beegsaday (curis) | | |
|Erayada culculs |Dhammaadka qaybtan naxwaha ardaydu waxay |Cago la’aantay ciidu igu aragtay (curis) | | |
|ee casharada |xidhiidhin donaan qaybaha naxwaha ee ereynta, |Anigii roonaa bay i rogatay (curis) | |Dadwaawaynoo uu ka lumiyay |
| |weedhaynta hadal iyo qoraal iyo astaamaynta. |Calas iyo caduur (curis) | |mustaqbalkoodii qaadku |
| | |Geel badanow lagu sheeg (curis) | |Buugga nuqulka Baraha |
| | |Buugga sheekada “Hargardaamo” | |Dalxiis meelaha subax iyo |
| | | | |galabba lagu cuno |
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| | |Riwaayad | | |
| | |Qaadka iyo howlahiisa | |Qaamuuska SOOMAALIGA |
| | |Xagga caafimaad | |Abwaanada aftahmada ragga iyo |
| | |Dhaqalaha | |dumarka ah ee gobalada jooga |
| | |Wakhtiga | |Buugga suugaantee fasalka |
| | | | |labaad |
| | | | |Buuga naxwaha X. Raabi |
| | | | |IWM. |
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| | |Suuganta | | |
| | |Maansada | | |
| | |Ereyad adag | | |
| | |Naxwe | | |
| | |Ereyayn | | |
| | |Magacyo | | |
| | |Falal | | |
| | |Qurubyo | | |
| | |Weedhayn | | |
| | |Weedh fudud | | |
| | |Weedh culus | | |
| | |hodal iyo qoraal | | |
| | |astaamaynta | | |
| | |Noocyada | | |
| | |Astaamaynta | | |
MUQARARKA OF-SOMALIGA DUGSIYADA SARE EE FASALKA SADDEXAAD
|Qaybaha |U jeedada |Tusmo |Habka wax dhigista iyo hawl qabadka |Kaabayaasha |
|Maansada |Dhammaadka qaybtan maansoonyinka waxa uu |Maansoonyinka kala ah |Sharxidda iyo faahfaahinta baraha ka dib, ardaydu waxay si koox |Buugga suugaanta fasalka |
| |ardaygu awood yeelanayaa dhuuxida iyo fahamka|Maandeeq (gabay) |koox ah ugu tartamayaan ka jawaab celinta waydiimaha la |saddexaad |
| |maansooyinkii waayadii dagaalkii labaad ee |Xumaanta qabyaaladda (gabay) |xidhiidha:- |Abwaan |
| |dunida, waqtigii xoriyadda 1960kii iyo ka dib|Dayax (gabay) |Tiriyaha maansada, goorta, sababta, iyo dhacdada mawduuca qaybah,|Dhaqan yaqaan |
| |xoriyadda |Tallan baab qabaa (gabay) |sharaxa tuduc ka mid ah maansada |Cajalado maqal iyo muulaal ah |
| |Waxay ogaal buuxa u yeelanayaan taariikhda |Haddii dunida lagu waarayo (gabay) |Fikradda guud ama dulucda maansada iyo dhamaan waxyaabaha lagu | |
| |iyo waayaha nololeed ee bulshada |Túsale waalid (gabay) |gorfeeyay maansada dhexdeeda | |
| | |Gabay xifaaltan ah (nin reer miyi ah iyo nin reer |Ardaydu waxay si faham Leh koox koox uga soo saarayaan maansa | |
| | |magaal ah) |kasta wixii qalad af-maldahane la adeegsaday, | |
| | |Saadaal (gabay) |Sheegaye nooca af-maldahanaha | |
| | |Hubqaad (gabay) |Waxay si koox koox ah uga soo saarayaan wixii calamad ah ee u | |
| | |sinaan (gabay) |taagan wax laysla garanayo sida: Mandeeq oo u taagan xoriyadda | |
| | |Qodka gubanka soo kacay (gabay) |Waxay ardaydu si koox koox ah isula falanqaynayaan sheekooynka | |
| | |Gogosha hay gaynin (gabay) waxa uu ku jiraa sheekada|dhaqan ee maansayahanadu si dul mar ah ugu bixiyeen tusaalayaasha| |
| | |Qamaan iyo Barni ee muqararka loogu daray fasalkan |si ay humaagyada sawiradooda uga dhigaan taabagal | |
| | |Waar tolow colka jooja (geeraar) |Waxay si koox koox ah u naqdiyayaan dhammaan maansooyinka qaab | |
| | |Sidaad tahay gammaan faras (hees) |dhismeedkooda iyo afkaaraha suugaanyahanada | |
| | |Afku wuxuu la xoog yahay (gabay) | | |
| | |Habboon (hees) | | |
| | |Hud-Hud (hees) | | |
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| | | |Sharraxa iyo faahfaahinta ballaadhan ee dhinacyada badan uu ka | |
| | |Taariikhda maahmaahaha iyo murtida soomaalida |iftiimiyay ka dib, waxa ay ardaydu si koox koox ah uga jawaab | |
| | |Waxa laga dheehan karo ama laga akhrisan karo ee ay |celinayaan waydiimahan | |
| | |xambaarsan yihiin maahmaahaha iyo murtidu |Waa maxay maahmaah iyo mariti? |Buuga Nabadshe (yussuf Shaacir)|
| | |Faraqa u dhexeeya maahmaah iyo murtida |Maxay ku kala duwan yihiin? |Buugga suugaanta |
| |Dhammaadka qaybtan maahmaahaha iyo murtida, |Hababka kala duwan ee maahmaahda iyo murtidu loogala|Goorma ay bilowdeen? |fasalka saddexaad |
|2. Maahmaahda iyo Muritda |waxa ay ardaydu u awood yeelanayaan sida loo |soo baxo dulucda macne ee ku qorsoon |Maxay xambaarsan yihiin oo laga dheehankaraa? |Abwaan |
| |akhriyo maahmaahaha iyo murtida, taasi oo u | |Imisa hab ay u sidaan dulucda macne ee ku qarsoon? |Dhaqan yaqaan |
| |sahlaysa ardayda, in ay si fudud ula soo | |Mid kasta ka bixi dhowr túsale? |Buugaagta dheeraadka ah ee |
| |baxaan dulucda macne. | |Maahmaahah iyo murtidu ma run baa, waxa ay duluc u yihiin sheeko |suugaan ah |
| |Waxay ku dhiiranayaan inay raad raac iyo | |gaaban? |Cajalado maqal iyo muuqaal |
| |baadhis ku sameeyaan maahmaahaha iyo murtida | |Qor caddaymo jawaabtaada la xidhidha | |
| |dhaqankooda | |Ardaydu waxay si koox koox ah ugu tartamayaan maahmaahyo ku | |
| | | |saabsan mawduuyo kale duwan sida:- | |
| | | |Dhawr maahmaahood oo geela ku saabsan | |
| | | |Dhawr Adhiga ku saabsan | |
| | | |Dhowr noocyada ugaadha la xidhiidha | |
| | | |Dhawr noocyada dugaaga ku saabsan iyo sidoo kale dabeecadaha | |
| | | |dadka midkasta dhowr ku saabsan | |
| | | |Ardaydu waxay si koox koox ah u qorayaan maahmaahyo iyo murti | |
| | | |halxaraf ku socda sida:- b,t,j….....y, a,e,i,o,u. | |
| | | |Ardaydu waxay si koox koox ah baadhis qoraal ugu samaynayaan | |
| | | |mawduucyada ay maahmaahaha iyo murtida dhaqan ku kala abaaran | |
| | | |yihiin, sida:- | |
| | | |Garsoorka caddaaladeeda, iyaga oo tirada maahmaah iyo murti ee ay| |
| | | |soo heleen ku samaynaya baadhis tusaale buuxa iyo maragaba u ah. | |
| | | |Habdhaqankii garsoor ee ummaddu ku soo dhaqmi jirtay, kama | |
| | | |qoraya faallo sugan | |
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| | | |Sharrax iyo faahfaahinta dhinacyada, badan taabanaysa, ka dhib | |
| | | |waxay ardaydu si koox koox ah ugu tartamayaan hees-hawleed ku |Buugga |
| | | |kala aaddan noocyada hawlaha dhaqan ee kala duwan, fasalka |Nabadshe ee Yuusuf sharaacir |
| | | |dhexdiisa iyo shaqo guriba |Abwaanada |
| | | |Ardaydu iyaga oo u shaqaynaya qaab koox koox ah waxay ku |Dhaqan yaqaano |
| | | |tartamayaan iyaga oo kooxiba koox ku xujaynayso |Cajalado maqal iyo muuqaal |
| | | |Sheegidda hees-hawleedyo “maxaa loogu heesaa, goormaase loogu | |
| | | |heesaa”? |Nuqlada baaha |
| | | |Ardaydu markale waxay hees-hawleedyada u eegayaan hab baadhisi ay| |
| | |Taariikhda Hees-hawleedyada |la xidhiidho iyo iyaga oo hee-hawleedyada ka dhex baadhaaya | |
| | |Sida ay u abuurmaan |aqoonta laga dheehan karo ee ay xambaarsan yihiiin, taas waxa ay |Buugga Suugaanta F 3aaad |
| | |Noocyada hawlaha kala duwan ee loo adeegsado iyo |ka raad raaci ka rtaan iyagoo koox kooxa ah |Abwaan |
|3. Hees howleedyada |Dhammaadka qaybtan hees-hawleedyada waxa ay |sababta loo adeegsado |Sharaxa macne ee hees-hawleedyada |Cajalado maqal iyo muuqaala |
| |ardaydu si aftahanimo leh aqoon ugu |Hees howleedyada, xoolaha iyo qaybahooda |Ereyada muujinaya qalabka farsamo ee la xidhiidha hadba waxa ay |Qorallo kala duwan oo |
| |yeelanayaan |Hees-hawleedyada agabka aqal soomaliga |heestu ku saabsan tahay |xanbaarsan qaybaha hadalka |
| |Hees-hawleedyada dhaqan ee ummaddooda |Hees-hawleedyada beeraha |Ereyada magacyada ah ee ku jira heesta sida:- magacyo geel iyo |maldahan |
| |Waxay si garasho leh u kala ogaanayaan |Hees-hawleedyada badaha |wixii la mid ah |Nuqlada baraha maadaada |
| |sababta loo adeegsado iyo sida ay ku |Hees hawleedyada beeyada |Waxyaabaha tusaalayaasha lagu bixinayo | |
| |abuurmeen |Hees-hawleedyada dhismaha kuwa awrka geediga, |Ugu danbayn koox waliba falaanqadeeda baadhiseed bay ka soo | |
| |Waxa ay u awood yeelanayaan noocyada hawlaha |dhaanka IWM |jeedinayaan fasalka | |
| |dhaqan dhaqaale ee loo adeegsado | |Saxidda iyo abaal marintana waxa leh baraha maadada | |
| | |Sababta wax loo maldaho |Dulmarid cashardadii fasalka labaad ee af maldahanayaasha iyagoo | |
| |Dhammaadka qaytan xubnaha Af ka maldahan |Maxay ku kala duwan yihiin hadalka maldahan iyo ka |ka dib sharxida qeexan ee tusaalayaasha taaban karo xambaarsan,| |
| |waxa ay ardaydu ku awooodaysan doonaan |aan maldahnayn |kuna salaysan habdhigista casriga ah ee ay ardaydu u dub | |
| |aqoonsiga noocyada xubnaha Afka maldahan |Maldihida fudud |dhexaadka u tahay | |
| |Sidoo kale waxa ay awoodayaan ka soo saarida |Maldihidda maansada ama gabayada |Ardaydu waxa ay si koox koox ah uga aqoonsanayaan qoraalada | |
| |iyo fahanka afka maldahan noocyada suugaaneed|Qalabyada ama erayada hadalka lagu maldaho iyo |suugaaneed iyo hadalba meelaha afmaldahanayaasha loo adeegsado, | |
|4. Xubnaha Afka maldahan |qoraalada iyo hadalada Afka laga yidhaahdoba |siyaabaha loogu maldaha |iyaga oo isla markaana sheegaya nooca af maldahane ee uu yahay, | |
| | |Kuwa ugu adeesiga badan iyo sababta |shayga loo isticmaalay, ereyada la adeegsaday, dhaanka laga eeg | |
| | | |iyo sida ay suuragalka u tahay ama macquulka | |
| |Dhammaadka qaybtan warqad qoraalka, ardaydu | |Ardaydu iyaga oo koox-koox ah waxay ay soo diyaarinayaan qoraalo | |
| |waxa ay u awood helayaan, in ay hore uga | |ay curiyeen oo maldahan, ka dibna si hufan oo barahu daadahaynayo|Buugga qora habka loo qoro |
| |maraan dhinaca waraaq qorista oo leh |Warqad qorista |ayey fasalka dhexdiisa ugu tartamayaan, |waraaqha |
| |qaybaheeda |Dhacdo ka dhacday fasalka dhexdiisa |Go’aanka iyo abaal marinta waxa lehbaraha |Nuqulka baraha waraqaha |
| |Waxa ay kala aqoonsanayaan hababka qorista |Dhacdo meel ka dhacday oo wargayska loo gudbinaayo |Baadhis |Internetka iyo kumbuyuutarada |
| |kala duwan ee waraaqaha |Qof (C.V) diyaarinaaya si uu u shaqo tago (raadsi) |ardaydu iyagoo u sheegayaana si koox-koox, waxa ay baadhis ku soo|Buugga suugaanta fasalka |
| |Waxa ay garasho cilmiyeed u yeelanayaan habka|Nooca kala duwan ee waraaqaha caadiga ah |samaynayaan Haasaawihii dhaqan ee hore ee ku dhisnaa maldihidda |saddexaad |
| |mid kasta loo diyaario iyo xubna hoosaadka | |hadalka iyo halxidhaalaha iyo sidoo kale u jeedada laga lahaa ka |Buugga sheekooyinka |
| |dhisme ahaaneed | |dibna faslka ha soo jeediyeen, barahuna si loogu daro casharada |“Hagardaamo” |
|5. | | |muqararka ha u soo gudbiyo waaxda manaahijda, haka soo raaciyo |Buugga sheekooyinka “Ma huraan”|
|Warqad Qoraalka | | |magacyada ardayda soo qortay iyo dugsiyada ay ka tirsan yihiinh, |Buugaagta kale ee sheekooyinka |
| | | |waa wax qabad muhiim ah. |oo tusaale iyo kaabid ba loo |
| | | |Qoraal xog waran mushkilado ka dhacay fasalka in ardaydu u |isticmaali karo |
| |Dhammaadka qaybtan sheekooyinka iyo curisyada| |gudbiyan, maamulaha dugsiga | |
| | | |Warbixin koox koox ah oo loo gudbinaayo wargayska kooxda ugu |Garyaqaanada deegaanka |
| |Ardayda waxa ay ka awood siinaysaa | |fiican |Dhaqan yaqaanda deegaanka |
| |ogaaanshaha hab qoraalada sheekooyinka | |Arday kastaa ha diyaaro taxanihiisa wax barasho (C.V) |Xaakimada |
| |gaagaaban, sheekooyinka dhaadheer, curisyada | |Laba laba ha isugu diraan waraaqo shakhsiyeed wiilku ha u qro |Waayo aragga dhaqnka xoolaha |
| |iyo maqaalada IWM | |wiil, gabdhu ha u qorto warqadda gabadh |Buugga xeerkii hore ee |
| |Waxa ay ardaydu ku fahmayaan tabaha iyo | | |Soomalida |
| |farsamooyinka qoraal ee ay sheeko qorayaashu |Sheekooyinka fasalka koowaad iyo kuwa labaad oo | | |
| |adeegsadaan |naqtiin ah | |Buugga suuggaanta fasalka |
| |Waxay ardaydu ka korodhsanayaan awood sheeko |Curisyada buugga fasalka saddexaad ku qoran sida | |saddexaad |
| |curineed iyo mid ay ku naqdiyi karaan kagana |Magaaladii baabaday | |Baraha oo |
| |faaloon karaan sheekeeyinka qoran |Hawl iyo hogo kaliileed |Sharaxa xeel dheerida leh ee baraha ka dib, ardaydu waxay si |kaashanaya baadhis cilmiyeed |
|6. Sheekooyinka iyo | |Geed fadhiisi |koox-koox ah uga aqoon ogaansanayaan sheekada iyo curisyada |aqoonta riwaayadaha SOOMAALIda |
|Curisyada | |Jarabarka gammaanka |Xaladda iyo dejinta sida:- |la xidhiidha sida:- |
| | |Gef iyo guul darro |Meesha, wakhtiga, sababta |Buugga Masax faneedka ee uu |
| | |Sheekadii Qammaan Bulxan iyo Bari |Ardaydu waxa ay si fahan leh u ogaanayaan mawduucyada curisyada |qoray Afrax |
| | |(bilaw ilaa dhammaad) |iyo sheekooyika oo sidoo kale la soconayaan sida mawduuyada loo |Qoraalo qoraal uu barahu ee |
| | | |hurumariyey iyo tallaabooyinka la qaadan ama ficilada iska soo |siminaarad IWM |
| |Dhammaadka qaybtan doodda iyo baanista waxa | |daba dhacaya ee gaadhaaya figta sheekada ama curiska | |
| |ay ardayd ka kasbanayaan waxa ay tahay dooddu| |Waxay si feejignaan leh ula soconayaan xalka sheekada ama curiska| |
| |iyo sida loo baano | |ilaa laga soo gaadhaayo gabogabaha oo ah dulucda ama fikradda |Baraha |
| | | |guud |Qaamuska afka |
| | | |Taasi oo ah tan u digayso akhristaha |Abwaano |
| | | |Ardaydu waxay si buuxda u aqoonsanayaan shaqsiyadaha sheekada ama|Aftahannada |
| | | |curisyada ku jiraa iyo sida ay u |Buugga suugaanta Fasalka |
| | | |kal macquulsan yihiin iyo sida ay u kala muhiimsan yihiin ba iyo |sadexaad |
| | | |waliba sida ay u egyihiin oo ah tilmaanta laga bixiyay | |
| | | |Ardaydu waxay si koox-koox ah iyo keli keliba uga fekerayaan sida| |
| |Dhammaadka qaybtan riwaayadda waxa ay ardaydu| |ay ficilada isaga soo daba dhacayaan oo ah “qorshaha sheekada” | |
| |aqoon u yeelanayaan habka qorista | |waa halka laga ogaado qoraaga xariifka ah | |
| |riwaayadaha, iyo habdhimeedka qaybaheeda | |Ugu dambayn waxay koox-koox iyo keli keliba u cursan doonaan | |
| |Ardaydu waxa ay u awood helayaan in ay | |curisyo iyo sheekooyin gaagaaban baraha iyo abaal marintaba leh | |
| |gortaan taariikhda riwaayadaha soomaalida | | | |
| |Waxa ay awood u yeelanayaan faaqidaadda iyo |Dooda iyo Baanis |Fadlan qor arin qoys ka dhex dhacday | |
| |naqdiga riwaayadaha |- kiis dhiig |Eegis sidii loo xalililahaa khilaafka qoyska | |
| |Waxay baranayaan riwaayad qorayaasha |- kiis dhaqan |Ninka aniga waxa aan rabaa-------------- | |
|7. Doodda iyo Baanisada |soomaalida |- kiis Xoolo |Naagta anuga waxaan rabaa----------------- | |
| | |- neef Geela |Garyaqaan:- | |
| | |- neef Lo’a |Idinka doonistiinu waxa ay dhammaatay markii aad dhasheen ubedka!| |
| |Dhammaadka qaybtan eraybixinta suugaanta iyo |sida dhaqan ahaan garta loo qaadi jiray |Talada keliya ee soconaysaa waa :- | |
| |erayada adag waxa ay ardaydu u awood |mudduc, maddaacalay iyo xeerbeegti |Ubadka dantooda | |
| |yeelandoonaan dhaqan galinta eraybixin ay | |Waxbarashada ubadka | |
| |yaqaanaan | |Dhalaaleynta ubedka | |
| | |Riwaayad: |Caafimaadka ubedka | |
| | |Faraqa u dhexeEmma Gremley" |Mustaqbalka uabedka | |
|8. riwaayaddaha | |, "mike | | |
| | |brophy" , | | |
| | |"Jonathan Porter" , "John |Barahu isaga oo kaashanaya aqoontiisa iyo baadhis sugan oo | |
| | |Lowe" , "Richard Arden" |cilmiyeedba waxa uu ka hor riwaayadda | |
| | |, "Harvey Smith" |Shabeel naagood ardayad u dhigayaa casharada ku xusan tusma | |
| | |, [pic] "Malindi Auma" |muqararkan | |
| | |, "Terence Driscoll" |marka xigta baruhu waxa uu hordhac ballaadhanku bixinayaa | |
| | |eya riwaayad iyo maanso |riwaayadda buugga fasalka saddexaad ee suugaanta | |
| | |ama sheeko |ardaydu waxay iyaga oo kaashanaya baraha si koox ah uga jawaab | |
| | |Halka ay riwaayadu ka soo jeeddo |celinayaan su’aalahan sida:- | |
| | |Taariikhda riwaayadadha soo maalida |waa maxay faraqa u dhexeeya maanso iyo riwaayad | |
| | |Qorayaasha riwaayadaha soomalida iyo riwaayadaha ay |taariikhda riwaayadaha soomalida ka qor faallo? | |
| | |qoreen |Sheeg shan riwaayad qore oo soomaali ah, oo shaac baxay? Mid | |
| | |Riwaaddii shabeel naagood oo qoran |kasta na qor hal riwaayad oo shaac baxday oo uu alifay ama qoray?| |
| | | |Ardaydu iyaga oo kaashanaya baraha waxa ay soo diyaarinayaan | |
| | | |riwaayado gaagaaban oo ay ardaydu aliftay kano hadlays wacyi | |
| | | |galin sida:- | |
| | | |Dhibaatada uu qaadku leeyahay | |
| | | |Dhawrista deegaanka | |
|9. Eraybixinta suugaanta | | |Iyo dhibaatada aqoon la’aanta | |
|iyo erayada culus ee | | | | |
|casharada | | |Waxa ay wada jir u falanqaynayaan erey bixinta suugaanta sida:- | |
| | | |Suugaan | |
| | | |Maanro | |
| | | |Maahmaah | |
| | | |Murti | |
| | |Erey bixin |Baanso | |
| | |Eray bixinta suugaanta |Ereyada adeg ee buugga iyo kuwa la xidhiidha sida:- | |
| | |Cilmi ahaan |Ereyada adag ee | |
| | |Erey ahaan |Sheekooyinka | |
| | |Ereyada adag ee casharada buuga |Xubnaha afka meldahan | |
| | | |Hal xidhaalayaasha IWM | |
U jeeddooyinka guud muqararka af soomaaliga
Dheeftan waxbarashada ardayga D/sare.
Maadaama uu afka soomaaligu yahay luqadda rasmiga ah ee dalka waa in ardayga dugsiga sare u lahaado.
1. Aqoon buuxda oo afkiisa ah kana turjumeysa dhaqanka ummadiisa.
2. Waa in uu naqdiyi karaa isaga oo sababaynaya xallilina kara qodobo hor yaalla sida:-
- Sheekooyin
- Gabayo
- Riwaayado
- Maahmaaho
- Halxidhaalayaal iwm.
3. Waa in uu si buuxda u adeegsan karaa xirfadaha luqudaha sida:-
a. Dhegeysiga
b. Hadalka
c. Akhriska
d. Iyo qoraalka .
4. Waa in uu ardayga dugisga sare dhiganayo lahaado dareen, waddaninimo kana kobocsan yahay maskada, ruuxda, ladhaqanka bulshada, kuna niyad sanyahay dhaqankiisa, diintiisa oo faraysa in uu iskaashi buuxa la yeesho dadkiiisa iyo dadyawga caalmaka ba.
5. Waa in uu lahaado himilo iyo higsi ka fog heerka uu joogo hadda.
6. Waa in uu kalsooni buuxda ku qabo naftiisa cabbirina karaa rayigiisa.
Fasalka 1 aad iyo 2 aad.
|Xirfada |Ujeeddada Bartaha Laga Rabo |Waxqabadka |
|1. Dhegaysiga |Dhegaysi gabay si wacan loogu tiriyay oo gaaban in uu kala|Ka jawaabid suaalo laga waydiiy ogabayga yare ee ay |
| |soo bixi karo ujeedada gabayga. |dhagaysteen. Sida:- |
| |Dhegaysi Maah maah loo sheegay in uu weelayn karo, ama uu|Maxay ay ahayd qaafiyada gabayg? |
| |malayn |Maxaa looga jeeday gabayga? |
| |Dhegaysi cashar taariikh ah oo bare fiican dhigay weedhayn|Sidee ayuu ahaa gabaygu ? |
| |ahdaafta casharka iyo ujeedada loogu dhigayo. |Wax dhaliil ah malahaa? |
| | |-Waydiimo ku saabsan maahmaada loo sheegay in ay ka |
| | |jawaabaan sida:- |
| | |Furfurida xigmadda ku jirta |
| | |Sababaha maahmaahda loo cuskado iyo xaalada ay |
| | |wajihantay. |
| | |Xusuus wixii laga waydiiyo casharkii uu dhagaystay |
| | |satay sida:- |
| | |Goorama? Xaladee? Waayo sidee? Faahfaahi qodobka |
| | |labaad/sedexaad. |
|Hadalka |In uu si fiican oo habaysan u jeediyo hadal ama qudbad |Arin qasan oo hortaala in ay ka hadlaan iyaga oo si |
| |mawduuc uu fahamsan yahay /tahay |ay u xalilanto u sbabaynaaya. Kana qancinaaya |
| |Hadalo dhawr qof ku hadleen oo is dhaafdhaafsan in uu si |asbaabta wax u dhacaa. |
| |isugu duwi karo soona koobi karo isagoon micnaha iyo |Koox koox dood ah oo ku saabsan shayyo aad isugu dhaw|
| |ujeedada wax baka tagin |dhaw oo la kala caddaynaayo firqiga u dhexeeya. |
| |In uu sharax wacan ka bixin karo wax dhacay. |Hadalo kala saaraya farqiga u dhexeeya murti iyo |
| |Sida maskaxda furan ha u kala saaro, isaga/iyada oo sabab |maahmaah. |
| |u yeelaysa dhawr sheeko dhaqmeed oo loo dhigay sida ay |Dood ku saabsan kala saarista cododka xuruufta afka |
| |dhaqan ahaan u kala wacan yihiin . |Soomaliga meelaha ay ka kala baxaan ee afka qofka |
| |Si dadnimo leh ayaa u kala qiimaynayaan waxbrashada labada|sida B labada dabnood. |
| |fasal ee 8 aad iyo 9 aad farqiga u dhexeeya isag/iyada oo |Waxaaa ay fasal ahaan isku diyaarinayaan sidaii ay u |
| |ka hadlaaya. |jeedin lahayeen khudbad hadal ah oo toban tobana |
| | |daqiiqo ah. |
| | | |
|Akhriska |Maaqaal uu akhriyay oo fahmay. Waa in uu si fiican u |Maqaal ay akhriyeen oo ka hadlaaya HIV/AIDS ay |
| |gudbin karaa, si loo helo war buuxa |su’aalo ka samayn karaan sida:- |
| |Waxa ama qodobo isku jira sida Maahmaah iyo Murti waa in |-Side loo kala qaada? Waayo? |
| |ay kala saari karaan. |-Waa maxay HIV/AIDS? |
| |Waa in ay soo gaabin karaan sheeko ay akhriyeen |-I misa nooc aya look ala qaada? |
| |Marka ay akhirayaan ogaysiiso iidhe iyo wararka caalamka |-Waa in ay samayn karaan sababo u wado xaadhi kara |
| |waa in ay fami karaan waxa ka jira agagaarkooda iyo |sida loo ilalin laha deeganaka la kharibay. |
| |dunidiba |-Waxay ay dood ka bixin karaan ogaysiis ay akhriyeen |
| |Waxa ay kala sooci karaan sheekooyin ay akhriyeen sida ay |iyo iidhe xayaysiis ah sida:- |
| |ugu kala haboon yihiin dhaqanka iyo caadada |Maxaa loo xayaysiinayaa walax iib u taal? |
| | |Waayo sidee iyo wixii la mid ah. |
|Qoraalka |In uu si macquula ah ama habsan ugu gudbin karo war uu | |
| |maqlay qoraal ahaan. | |
| |In uu awoodi karo ardayga ardayada dhawr qoraal oo kala | |
| |hab duwan, kalana heer sareeya. | |
| |Waa in ay abuuri karaan qoraal ah (forms) sawiro waxa ku | |
| |qoran yihiin (post cards) | |
| |Xayaysiiska iyo qoraalada gaagaban | |
| |Waa in ay sharxi karaan dareen caan ah oo ku saabsan dad | |
| |ama hawlo la qabanayaayo oo dan guud ah. | |
| |In ay wax ka qori karan nadaafadda deegaankooda olole | |
| |caafimaad iyo wax lamid ah | |
| |In ay so diyaarin karaan dhaco ay u joogeen wixii war | |
| |looga baahnaa. | |
Xirfada qoraalka fasalada 3 aad iyo 4 aad
• Waa in ay samayn karaan qoraal maqaal ah oo ay ka soo xigteen ilo kala duwan.
• In ay xog ururin karaan ama warar, iyaga oo qoraalkooda adeegsanaya una gudbinaaya dad aan ka warqabin ama wargayska.
• In buug ay akhriyeen ama ay dhigteen si wacan ugala bixi karaan nuxurka ku jira cutubka iyo ka badan.
• In ay kordhin karaan iyaga oo raacaaya sharciyada qoraal hanaanka iyo fartaba.
• In ay samayn karaan warbixin arrin isku qasan iyaga oo u kala horaysiinayya habka ay u kal mudan yiniin una samayn kara hordhac la fahmi karo.
• In ay wax ka qori karaan xaalada cafimaad, dhaqan iyo dhaqaale ee deegaankooda inta heerkooda ah.
• Masuul ama caalin qudbad jeediyay in ay soo koobi karaan qodobada muhiimka ah ee ku jiray meelaha uu culayska saaraayay iyo habka shucuurtiisa hadalku dadka u saamaynaysay.
• In ay ku cabiri karaan, qoraalkooduna si macaquula u sharixi karo dareenka bulshada deegaankooda arrin gaar ah ama dhacdo markaas dhacaday.
Xirfada dhagaysiga
• In ay fahmaan ahmiyada dhegaysiga una dhaqan gelin karaan xaqiiq ahaan.
• In ay weelayn karaan nuxurka ku jira qoraal loo akhriyay oo ay dhegaysteen.
• In ay si wacan oo kobocsan uga jawaabi karaan qudbad uu jeediyay caalim diimeed ama maado kale o ku saabsan caafimaad bulsho.
• In ay cashar ama qudbad ka samayn karaan ama laga samayn karo war ay ka dhagayasteen raadyawga oo laga xigtay ardayga.
• Inay fahmi karaan nuxurka ku jira gabayga hees ay dhagaysteen. Iyagoo si cad u kala saaraya dhinacyada hadalku khusaya iyo nacfiga ku jira ama wax yeelada uu keeni karo.
• In ay kala xukumi karaan iyaga oo sababaynaya dood laba kooxood ka dhexaysa oo ay dhegaysanayeen waxa laysku hayo.
• In ay weelayn karaan iyaga oo dhaqan gelinaya sharciyo loo akhriyey oo ay dhegaysteen.
Xirfadaha hadalka
Marka ay hadal noqoto ardayga dugsiga sare waa in uu kara
• Si caadiya la sheekaysan karaa qof kale ama cid kale (bulsho).
• Kalsooni kugudbin karaa macluumad ama war cid warsan karaa, dareenka uu qabo.
• U adeegasan karaa luqudda af soomaaliga hadba munaasibadda laga hadlaayo
• Khudubad ama muxaadaro (lecture) ku gudbin karaa afkiisa.
• Kala bixin kara hadal gaaban ama kooban, soo koobi karaa hadal dheer ama fidsan
• U sharax karaa si fudud hadal cagligal ah hawl qabad iyo hadal dedan.
• Ka hadli karaa naftiis noloshiisa iyo deegaan kiisa.
• Jeedin karaa hadal kooban oo qeexan ama saafan(short and sharp), isla markaana ku qotoma u jeeddada.
• Jeedin karaa hadal ku salaysan dood cilmiyeed maanso af maldahan aragti gaarahaaneed ( personal view) waraysan karaa cid lama la waraysan karo (interview and interviewed)
• Bixin karaa amarro sax ah bulshana wacyigelin kara.
Xirfadda akhriska
U jeedo gaar ah:
❖ Marka ay akhris noqoto ardayga dugsiga sare ku jiraa waa in uu.:-
• Gartaa ama fahma macluumad, unab rogi karaa ama u beddeli karaa macluumad kaas wejiyo kale sidaa sawirro, khariidado sharax iyo xasuus qoraal (Notes).
• Ka bogan karaa dhacdooyin gaar ahaaneed iyo amarro isag ka soocaaya wixii ku dheeraad ah dulucda hadalka ee aan meesha ku habboonayn.
• Akhriskiisa u adeegsado tabo kale duduwan si uu u waafajiyo ujeeddooyin dhawr ah, isaga oo dulmar iyo dhakhsoba adeegsanayaa, isla markaana si balaadhan uga fakiray mawduuca.
• Waa in uu si dhakhso u akhriyaa una fahmi karaa qoraalo kale duwan oo is ugu jira ogaysiisoyo xayaysiisyo amarro sheekooyin iyo wargsysyo.
• Waa in uu quumayn karaa akhriskiisa oo ka dhex dooran kara wixii ku haboon mawduca hor yaala iyo dulucda laga leeyahay waa in uu soo koobi karaa ama soo uruin karaa hadal dheer oo uu soo akhryey.
APPENDIX
TEACHING
There are many methods applicable to teaching of secondary schools students. They include the following:
Learner-Centred
This is the most important way of teaching the syllabus. It involves all the students where the teacher is only a guide or a facilitator but not a lecturer.The pupils frequently ask questions and discuss the lesson, the female pupils are always involved equally with the males. Pupil activity throughout a lesson is paramount- completing exercises and reading from the textbooks, performing science experiments, not just copying from the board and tests are frequent.
Small group, large group and whole class discussion
Groups are very good in tapping knowledge and viewpoints from individuals and pooling information for general use.
The size and number of groups depend on the size of the class and the number of sub-topics per discussion topic and avail For very small classes, it may only be possible to divide the learners into a few groups. Some topics may have many subtopics and the teacher may want to have as many groups as the subtopics so that each group is allocated a task.
Use of pictures and picture strips: Learners are given pictures and instructed on what to look for or what to do with what they observe. Pictures could be used as introductions to lessons, in group discussions or to reinforce a point. Use of pictures reduce the need for verbal descriptions and are particularly useful in illustrating processes or are things which are inaccessible because of distance, location, size (microscopic) etc. A good picture is the next best alternative to the real thing and a motion picture ( film/video) very nearly the real thing.
Role play: This is used to emphasize certain point especially difficult and controversial ones. Role plays makes learning fun and leave a long lasting impression on the minds of children. In role play, learners take on roles and speak and perform as their imagination tells them the persons whose place they have taken and they need neither scripts nor dress.
Demonstration: When the teacher needs learners to learn a certain skill, he could demonstrate it or have an expert to do it. Most practical skills are first demonstrated then as learners observe before they are allowed to practice. During the demonstration, the learners should be arranged in a semi-circle so that all can see the instructor and the performance. After the demonstration, the learners are given the apparatus and step by step instructions on how to go about it. They should also be given warnings on probable dangers.
Practicals: Most times, practicals follow a demonstration. The learner tries to do what he/she has seen the teacher/demonstrator/instructor do. However, there are times that the teacher will allow the learner to do an experiment that has not been demonstrated so that the learner can find out results and make conclusion for him/herself. It is important that learners are given all necessary instruction and cautioned on likely dire occurrences before they start a practical lesson.
Field trip
Field trip refers to an educational visit to a place where teachers believe would give learners a better understanding of a topic, a subject or a combination of topics and or subjects. A field trip must be arranged well in advance so that the teacher has time to communicate with the people whom he expects to find at the place of visit. During the time of arrangement the teachers should do the following:
Write a letter or go personally to the place intended to be visited by class.
Communication before visit
Inform the authority/owner of the place your intentions, what you would want the students to learn and how you would want them to learn it e.g. by explanation, demonstration etc
Indicate how many learners you will take and number of staff to accompany them
Enquire about any special regulations to be followed by visitors
Tasks before visit
Inform head of school and get permission and arrange for travel
Meet with other teachers who will accompany you to discuss all matters of the trip and share responsibilities
Inform the students about the visit and what they need to carry /writing materials etc.
Instruct learners on timing and regulations to be followed on the route and at the place of visit the place
Give learners questioners on what to find out during the trip and give instructions on keeping records.
During the visit
Keep with you a record of all learners in the group, Be alert to note any disappearances/account for all at all times,
Be alert for misbehaviour and intervene immediately it is observed
After the visit
Undertake follow-up activities e.g. posing question, asking learners to write an essay on the trip, reading the note written by the learners during the trip
THE SCHEMES OF WORK
All teachers do not make the syllabus. It is developed by a panel of curriculum specialists including teachers and the Ministry of Education or other authorised agency. Teachers process the syllabus into lesson plans from which they teach their lessons and are therefore referred to as curriculum implementers.
What does the teacher do when s/he receives the syllabus?
The teacher reads the syllabus from one end to the other and tries to understand it thoroughly. S/He then starts to think on how best to implement it. The first step in implementation is sequencing the topics into some form of order.
The curriculum developer writes a syllabus for the whole country and not for a specific school or region. The way the syllabus topics are arranged may therefore not be the best or suit every school situation. Every teacher must therefore look through the topics to see which rearrangement patterns suits her needs best. The sequence can be determined by climatic conditions, availability of teaching resources during certain seasons, ordering the information from simple to complex.
The second important step is chunking. This is the act of breaking down each syllabus topics into small portions each of which can be covered within a single or double lesson. Each such chunk holds enough content for a single or double period lesson. Through chunking, one syllabus topic may then be taught piecemeal in several lessons. Normally, each of the syllabus content becomes a lesson topic. However, if the content is too large to be covered in a lesson, it may be further broken to form a number of lesson topics.
Lesson objectives: The syllabus topic objectives, if coverable within a lesson may be reproduced in the scheme of work without change. However, if the objective is too broad to be covered in a lesson, it may need to be broken down to be even more specific in terms of time, and the expected change in learner. So while the topic objective in the syllabus reads, “By the end of the topic…” the lesson objective in the scheme of work reads, “By the end of the lesson…..”
The objective in the scheme of work is measurable in that it specifies by use of an active verb what the learner should be able to do by the end of a specified period of time i.e. by end of the lesson within which it is taught. The proposed behavioural change must be realistic and achievable within the time limit, apparatus available and the way the lesson will be conducted.
Time given in an objective makes it time bound in that it tells by what time the expected behaviour change should be evident. For a lesson to be said to be properly stated, it should be specific, measurable, achievable, realistic and time bound. In short, it should be SMART.
S=Specific
M= measurable
A=Achievable
R=Realistic
T=Time bound
Specifying the learning/teaching activities: into teacher’s and learners’ activities.
▪ Teacher’s activities: What the teacher will be doing to facilitate learning during the lesson
▪ Learners’ activities: what the learners will be doing during the lesson so as to acquire knew knowledge, skills and/or attitudes
▪ References and other resources: The teacher will research on references from which he/she can get the information on the topic and think of the most appropriate resources including persons who can be enhance the teaching of the content hence the achievement of the objective.
Writing the Scheme of work
The scheme is a teacher’s preparatory document showing a plan, objectives, teacher’s activities and learners’ activities covering a period of time from a few weeks, term or year. It is best to scheme for the whole year so that the teacher can see how to fit all the topics to allocated time. Below is a sample format for a subject.
SAMPLE SCHEME OF WORK
|Week |
| |Time: | | |
|Date: 07/11/ 2006 |From 8.00-9: 30 am |Form: II |Roll: 52 |
|SUBJECT: EXAMPLE Agriculture |
|TOPIC: Introduction to agriculture |
|SUB-TOPIC: Definition and Branches of Agriculture |
|OBJECTIVE(S): By the end of the topic, the learner should be able to: |
|define agriculture |
|state the main branches of agriculture and describe what they involve |
|STEP |TIME |TEACHERS ACTIVITIES |LEARNERS ACTIVITIES |
|INTRODUCTION |5 Min. | |Answer teacher’s questions on previous lesson. |
| | |and ask learners to tell what they understand by it. |Give their definitions of agriculture |
|PRESENTATION | |Consolidate learners’ points and develop a definition. |Listen to the teacher’s description of various branches|
| | |Demonstrate that agriculture is a very wide subject by giving appropriate examples|of agriculture |
| | |and explaining what each involves: |Write down points on board |
| | | |Favourite branch of agriculture and read them loudly to|
| | |Write notes/main points on B/b |the class when asked to do so by teacher. |
| | |Ask learners which branches of agriculture they like/would like to have and why | |
|APPLICATION | |Give learners farm products/ pictures of different farming activities and products|Observe farm products and pictures given by the |
| | |and ask them to name the branch of agriculture shown or producing them |teacher. Decide the branch of agriculture shown in the |
| | | |pictures or from which the farm products come from. |
|CONCLUSION | |Tell learners to ask questions on the lesson. See whether there are some who can |Ask the teacher questions about the lesson which you |
| | |answer the question before giving your answer. Ask learners questions on the |did not understand. |
| | |lesson. Clarify any points not understood |Answer teacher’s questions. |
|EVALUATION | |Test or assessment | |
Syllabus review
The outcome of both the formative and summative evaluations evaluation should determine the need for syllabus review and the direction it should take.
SUGGESTED LEARNER ASSESSMENT AND EVALUATION OF TEACHING/ LEARNING PROCEDURE AND GRADING SYSTEM
It is important for the teacher to evaluate his/he own teaching and to assess his/her learners’ performance. By the end of any given topic, it should be possible to determine whether and or to what extent the intended objectives set out to be accomplished, have been achieved. The test that measures learner achievement is the same that measures the effectiveness of the teaching process. For example, when a learner gets a mark such as 95%, it can be seen that s/he has done well. If all learners have a mark above 80% then it may be said that they all perfumed well and it could be assumed that the teaching was well done. However, if learners who have been performing well all get a mark under 40% it may mean that there was a problem in the teaching processes
Objective Based Tests
In the syllabus, one or more objectives is/are stated at the beginning of each topic to indicate what needs to have been accomplished by learners by the end of the topic. Each objective starts with a stem; “By the end of the topic, the learner should be able to…” followed by a verb. When assessing the learners, the teacher is interested to know whether the stated objective was achieved. S/He will therefore set a test item using the same verbs in the topic/lesson objectives. Even where the teacher does not reproduce the objective in question form, the verb describing the task set out to be achieved in the objective should be
used in the test item.
Objectives specify the task the learner should be able to accomplish and therefore what s/he should be tested on e.g. If the objective reads that the learner should be able to describe…, then, the test item should only require the candidate to describe but not demonstrate, classify etc. The teacher must therefore always use the verb that correctly tests either the task set in the objective or a lower level cognitive task than that set out in the objective but never higher.
Describe is a higher level cognitive operation than name and therefore, description is not called for.
Examples of other verbs used in topic/lesson objectives as indicators of tasks the learner should accomplish and which should be similarly used in test items to verify the learners acquired ability to perform the task are given here below:
List, name, explain, differentiate, compose, compare, identify, classify, translate, interpret, state, give a prediction on, quote, cite, recite, demonstrate, arrange/ rearrange according to.., give a judgement, recite, design, record, define, calculate, multiply, add, divide, subtract, match, order, rank, , describe, outline, distinguish, restructure, construct etc.
A good assessment determines whether by the end of the stated period, topic or lesson, the learner is able to perform the task(s) set out in the objective(s).
Objectives guide the teacher in determining what the learner is expected to do and under those conditions. There may be no conditions in an objective such as “By the end of the topic, the learner will be able to milk a cow”.
But an objective could stipulate conditions under which the task is to be undertaken .By such stipulation, it is not only the ability to perform that is at test, but also the proficiency level to which it is performed e.g. “By the end of the topic, the learner should be able to complete milking a cow within seven minutes.” The task to be accomplished is the milking to completion while the condition is the time within which it should be accomplished. A candidate may therefore not get full marks or may even fail if the degree of proficiency is not reached. Some tasks demand that a certain degree of proficiency be reached for a candidate to be said to have passed
Objectives guide the teacher on whether the test to be given to the learners should be theory or practical. For example, if the task is that the learner be able to explain something, then the teacher may only ask a theoretical question which will be answered on paper.
If the task is prepare then the test may be a practical.
The teacher is able to evaluate his/her teaching through assessment of learners. The number of learners able to perform the task(s) set out in the objective(s) to a certain extent by the end of the specified time i.e. end of topic, shows how effective the teaching has been. The results of such an evaluation can help the teacher to determine what changes are required in future teaching e.g. changes in:-
Teaching methods
Teaching resources
Time given per content areas, etc
Methods of Learner Assessment
1. Continuous assessment
It is recommended that the teacher carried out continuous assessment. Since, the specific objectives state that learners will be able to perform certain task(s) by the end of the topic. Therefore, through the teacher may need to test certain contents before the end of the topic, it is important that a test is done at the end of each topic. Mid-term, an term and end year examinations are also encouraged. Some methods of testing are:
i) Oral – e.g. for brainstorming on a topic, exploring learners knowledge of a new topic or as an indication to the teacher whether the learners are following the lesson.
ii) Short/written quizzes at the end of the lesson or topic-essays etc.
iii) Practical work- in class and field
iv) Observation- to assess psychomotor and affective domain objectives.
v) Practical projects for individuals or groups.
It is important for the teacher to understand that how a task is performed tells not only the competence gained but also the attitude with which it is done.
Mark award through observation for each task will therefore include the following points, for example:
|Marking point |% Mark of Total |
|Degree of exactness in performance of a task |40 |
|Creativity |10 |
|Timeliness in completing a task, reporting, etc |10 |
|Enthusiasm/keenness |5 |
|Care in handling materials |10 |
|Care of the environment |10 |
|Co-operation/teamwork spirit |10 |
|Leadership/planning/organizational abilities/responsibility etc |5 |
|Total |100 |
At least three tasks preterm should be assessed by continuous assessment tests (CATS) and marks recorded. Marks for the three (or more CATS) should be averaged and given a termly percentage out of 100. This should form 50% of the end of term test.
End term examinations
At the end of each term, learners should sit for the end term examination which should cover all the topics covered during that period. They should be marked out of 100. The end term marks should be added to the term’s CAT mark and averaged to give the final end term grade. All final term grades achieved during the course will be averaged to make the end of course CAT mark.
2. Project
During the last year of secondary school, each learner will be expected to carry out a crop growing project from land preparation to harvesting. This will be marked long the same points used for making CATs as in the table above. The marks obtained in this should be added to the end of course CAT mark and averaged to make the final overall CAT grade. The final overall CAT grade should be sent to the National Examination Board to make part of the End Course Examination grade.
3. End of course Examination
There should be one 2 Hour (at least) End of Course paper.
The teaching should become more practical and skills orientated.
Observational skills, data management, analysing historical cause and effects, and drawing comparisons from history
The teaching should make learning relevant to life outside the classroom:
.
o Hospitals, doctors, first aid etc
o local eating habits etc
o Health Education (e.g. HIV/AIDS awareness)
o Khat chewing
o Environmental Education
o Gender issues
o Environmental issues such as:-
o Combating pollution
o Concentrating on female activities related to Biology:
o Instead of always quoting male names, use female names also:
❖ In the theory and practical questioning in the classroom,
❖ In the exams and textbooks,
❖ More pictures of females and males doing activities related to the subject not only in the kitchen
❖ Role models and pictures of female: eg nurses, doctors,
❖ Learning made relevant to daily life. Practical real life skills development:
❖ Practical examples from real life used in teaching and written into the syllabus
❖ Using practical equipment.
❖ Field trips made by the school to places where examples from the subject are used.
Increase the number of specific practical exercises to:-
❖ Improve estimating, measuring, recording and graph drawing skills
❖ Improve observational and manipulative skills
❖ Make deductions which develop critical thinking when interpreting results to deduce conclusions.
❖ Improve calculating skills from experimental results
❖ Creative thinking using the discovery method: starting the lesson with practical examples and deducing, instead of learning definitions.[pic]
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