|FORM I||FORM II||FORM III||FORM IV||FORM V||FORM VI||QUIZ|
TANZANIA CERTIFICATE OF SECONDARY EDUCATION
A-LEVEL PHYSICS SYLLABUS
This new Physics syllabus for Form V and Form VI replaces the 1997 syllabus which has been phased out. The former syllabuses were not competence based and most teaching and learning strategies where not learner centred.
The revision process has observed a paradigm shift from that of content-based curriculum to a competence-based curriculum. The teaching and learning strategies used in this reviewed syllabus are learner-centred and activity oriented. Students are expected to be engaged in a variety of activities culminating to meaningful learning. Moreover the revision has also taken into consideration the requirements of the Secondary Education Development Plan (SEDP), and cross-cutting issues.
Physics in Advanced level secondary Education provides learners with a contemporary and coherent understanding of energy, matter and their interrelations. It focuses on investigating natural phenomena and then applying patterns, principles, theories and laws to explain the physical behaviour of the universe.
The study of physics relies on the understanding and application of a number of basic laws and principles that govern the microscopic and macroscopic holds. Physics provides students with an understanding of system that is the basis of the development of technological applications.
This syllabus is intended for advanced-level secondary schools students, using this syllabus teachers will be able to apply different methods and strategies in guiding students to perform activities related to the subject content of their level. Students are expected to be engaged in a variety of activities that will end to a meaningful learning.
The review of physics syllabus was based on the stakeholders' comments, which indicated four areas of improvement. It was reveled that some content were outdated, difficult, repetitive and irrelevant.
In this revised physics syllabus, mechanics was been splinted into three independent topics namely; mechanics, fluid dynamics and properties of matter in order to avoid repetitive of content. On the other hand to bring local now of topics, dimension and error have been treated under one topic known as measurement. Some content have been shifted to appropriate/topic/subtopics such as AC theory which shifted from electromagnetism to current electricity, kinetic theory from Heat to properties of matter, and electrolysis to chemistry subject. It should be noted that in this review topics like Geophysics and Maser were dropped out and new topic has been introduced such as environmental physics so as to include the crosscutting issues and give room for some content from Geophysics. Likewise new sub-topics have been introduced in various topics.
Difficult topics was been address by reorganizing content and subtopics as well as improving teaching and learning strategies.