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TRANSCRIPT
REPUBLIC of SOMALILAND
SECONDARY SCHOOL SYLLABUSES
2007
1
CONTENTSGENERAL 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.
Introduction
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 SchoolsTo 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.”
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Introduction
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.
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Introduction
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 examinationsThere 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/CurriculumThe 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 SyllabusThe 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.
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Introduction
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 AssessmentThe 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:
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Introduction
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 amongohers. The examination should entail school based projects, national examinations.
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AGRICULTUREINTRODUCTIONAgriculture 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 OBJECTIVESThe 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 Somaliland3. Develop in the learner resourcefulness and problem solving abilities 4. Develop a foundation for higher learning and an occupational outlook in agriculture and related fields5. Promote health and environmental sustenance practices in all activities involving land utilization for agricultural production
TOPICS AND TOPIC DISTRIBUTIONThe 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
TopicMajor sector of Agriculture
Crop production
Livestock production
Agricultural economics
Agriculture engineering
FORM IIIIntroduction to Agriculture xxxxxxxxxx xxxxxxxxxx xxxxxxxxxx xxxxxxxxxxFactors Affecting Agriculture in Somaliland xxxxxxxxxx xxxxxxxxxx xxxxxxxxxxFarm Tools and Equipment xxxxxxxxxx xxxxxxxxxx xxxxxxxxxxLand Preparation for Crop Production xxxxxxxxxx xxxxxxxxxxEssential Plant Nutrients xxxxxxxxxxManures and Fertilizers xxxxxxxxxx xxxxxxxxxx xxxxxxxxxx
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Farm Records xxxxxxxxxx xxxxxxxxxx xxxxxxxxxx xxxxxxxxxxCrop Planting xxxxxxxxxxSources of Power for Agricultural Production
xxxxxxxxxx
Field Practices in Crop Production xxxxxxxxxx xxxxxxxxxxLivestock Selection and Breeding xxxxxxxxxx
FORM IVLivestock Parasites xxxxxxxxxx Livestock Health and Diseases xxxxxxxxxxPoultry Keeping xxxxxxxxxx Bee Keeping xxxxxxxxxxSoil and Water Conservation xxxxxxxxxx xxxxxxxxxxPastures and Forage crops xxxxxxxxxx xxxxxxxxxx xxxxxxxxxxProduction of Vegetable Crops xxxxxxxxxxProduction Economics xxxxxxxxxx xxxxxxxxxx xxxxxxxxxxFarm Accounts xxxxxxxxxx xxxxxxxxxx xxxxxxxxxx xxxxxxxxxxMarkets and Marketing xxxxxxxxxx xxxxxxxxxx xxxxxxxxxxAgroforestry xxxxxxxxxx xxxxxxxxxx xxxxxxxxxx
FORM III
TOPIC/SUB-TOPIC OBJECTIVES
CONTENT LEARNING/TEACHINGEXPERIENCE
LEARNING./TEACHING RESOURCES
1.0.0 INTRODUCTION TO AGRICULTURE
1.1.0 Specific objectives
By the end of the topic, the learner should be able to:
1. explain the meaning of agriculture
2. state, describe and classify the main
Definition of agriculture Branches of agriculture Crop-farming (Arable farming)
Field crops Horticulture- Floriculture (flower farming)- Olericulture (vegetable farming)- Pomology (fruit farming) Livestock farming- Pastoralism – mammalian
Brainstorming on what agriculture entails them make a summary of what agriculture isListing the various branches of agriculture and discussing what each of them is aboutLearners to narrate types of agriculture they have seen being practised
Agricultural productsPictures depicting various agricultural products, activities and farming systems
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branches of agriculture 3. describe farming
systems
livestock farming- Fish farming- Apicultural (Bee keeping)- Poultry keeping Agricultural economics Agricultural engineering Methods of farming- Mixed farming- Nomadic pastoralism- Shifting cultivation- Organic farming - AgroforestryNote:- 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.
Teacher to show various real of pictures agriculture products and learners tell which branch of agriculture they come from Learners to tell the branch of agriculture and the system of farming they prefer and why.
2.0.0 FACTORS AFFECTING AGRICULTURE IN SOMALILAND2.1.0 Specific objectives
By the end of the topic, the learner should be able to:1. list the various climatic factors
and explain how each influences agricultural production
2. explain the influence of various biotic factors on crop and livestock production in different regions of Somaliland.
3. explain how various Edaphic factors influences agricultural
Climatic factors: Rainfall -intensity, -reliability, -quantity -distribution Temperature as it relates to
topography and altitude Wind effect on humidity,
evapotranspiration, lodging, seed dispersal pollination and soil erosion
Light:-intensity, -duration i.e. long day and short day Biotic factors--Livestock pests/disease vectors,
Discuss the various climatic factors and their effect on AgricultureUsing the map of the Somaliland point out important Agricultural areas and classify the braches of agriculture and farming systems taking place thereDiscuss how each environmental and human related factor including politics and government policies influences agricultural production in the various regions and the country as a whole.Observe soils with different textures and give reasons why each is good or not good for agricultural production. Bring to class real specimen or pictures harmful and beneficial
Maps of Somaliland that show relief, soil, rainfall and vegetation Instruments used in weather measurementsGuest speakers (teacher to invite people such as farmers,Agriculture officers, veterinary officers, farmers etc to Talk to learners about their work and how it is Affected by environmental human factorsData on foreign exchange derived from various activities including agriculture Video/slides/Pictures of animals
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production4. List and explain the human and
political factors that influence agriculture
5. Name the important agricultural areas in Somaliland
6. state livestock characteristics that aid adaptation to environment
7. Explain economic importance of agriculture to Somaliland
8. List and explain ways of improving agricultural production in Somaliland.
vermin/predators and crop parasites -Livestock and crop diseases--Decomposers--Nitrogen fixing-Pollinators Edaphic factors( factors related
to soil)-Texture-Depth Human factors-Health and fitness-Level of education-Economic status-Technology-Cultural/religious beliefs Political factorsLaw and order/ stabilityInternational relationshipsAvailability of services: transport and
communication, Health, Extension, veterinary, marketing
Important agricultural areas in Somaliland
Livestock distributionCattle, 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 distributionSocial and economic crop farming -Importance to the country-Important crops and their distribution in the country.
organisms. Learners in groups to examine the specimen/picture, discuss and give the reason why they think each is beneficial or harmful..Visit a weather station/observe instruments used in weather measurements and discus use of various instrumentsListen to guest speakers, ask questions and write notes on various issues related to agricultural productionDiscuss the importance of agriculture to household and to the nation.Listing livestock species kept in Somaliland and stating the importance of eachTeacher to put learners in discussion groups and gives each an assignment to come up with suggestions on how the whole society, their community and individual persons can help to overcome the factors that negatively affect agriculture.Each group to report their findings to class and answer questions.
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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.
3.0.0 FARM TOOLS AND EQUIPMENT3.1.0 Specific objectives
By the end of the topic, the learner should be able to:1. identify various gardening,
livestock production and workshop tools and equipment and their uses.
2. name parts of various farm tools and equipment and their uses
3. carry out appropriate maintenance practices on tools.
Gardening tools and equipment Livestock production tools and
equipment Workshop tools and equipment
Study the above tools under the following headings:Name and usesParts and usesSimple maintenance practicesNote: (see Appendix for list of tools and equipment to be studied)
Observe a display of various tools and listen to a technician to describe the use and maintenance of their use and maintenanceWatch and discuss videos/slides/pictures on use and maintenance of tools and equipment.Discuss each tool and equipment including itsuse, advantage,disadvantage andmaintenancepractices 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 notesPractice tool and equipment maintenance activities
Tools and equipmentDraft animalsVideos/Slides/PictureGuest instructor
4.0.0 LAND PREPARATION FOR CROP PRODUCTION4.1.0 Specific objectivesBy the end of the topic, the learner should be able to:
Land preparationMeaning
importance
Drainage
Discuss methods and importance of land preparationVisit a piece of land which is not prepared for crop production e.g. a swamp or bush land and discuss land preparation activities that would need
Land preparation tools and equipmentFarm/Farmer/Guest instructor( technician to show use of tools and equipment in land preparation)
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1. explain the meaning and importance of land preparation.
2. explain drainage and its importance in land preparation
3. explain methods of drainage.
4. describe the primary, secondary cultivation and tertiary operations
5. describe minimum tillage and sub-soiling and explain the importance of each in crop production
MeaningImportance as a method of land
reclamationMethods of drainageLand clearingImportance as a method of land
reclamation and land preparationPrimary cultivationDefinition and importanceTimingChoice of tools and implementsSecondary cultivationDefinition and importance
Number of operations
Correct tools and implements for different operations
Tertiary operations:
-RidgingRollingLevelling Minimum tillage:- Definition- Importance- Equipment usedSub-soiling- Meaning
- Importance
Equipment used
to be undertaken on it.Visit a farmer during land preparation period and observe him/her at work Teacher to select an appropriate place to start a garden and allocate learners individually or in groups to prepareIt ready for planting’ the teacher should see that they use appropriate tool(s) for each activity
Draft animalVideos/Slides/Pictures of different types of land preparation
5.0.0 ESSENTIAL PLANT NUTRIENTS
Meaning and importance of Essential elements
Macro – nutrients
Discussion on meaning of soil fertility, essential elements their role in plant growth and deficiency symptoms of
Fertilizers,Video/Slides of Plants and/or real-with and without nutrient
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5.1.0 Specific ObjectivesBy the end of the topic, the
learner should be able to:1. list the essential elements
2. classify the essential elements
3. state the role of each macro-nutrient
4. describe the deficiency symptoms of the macro-nutrients
5. Explain soil pH (soil acidity/ alkalinity ) and explain its influence on crop production
6. explain the meaning and importance of soil fertility
7. Describe way in which soil fertility and how it can be prevented
8. State and explain how to improve soil fertility
-CHO-Fertilizer elements (N.P.K)-Liming elements (Ca, Mg, S)-Micronutrients-Role of essential elements in plants -Deficiency symptoms of macro-nutrients in plants Soil pH-Meaning-importance Soil fertility-Meaning-importance-causes and ways of loss-maintenance
macro-nutrients.Observing and discussion deficiency symptoms on real plants and picturesExperimenting on growth of crops on different soil fertility levelsObserve and discuss videos/slides/ pictures of Slides of Plants and/or real-with and without nutrient deficienciesSoil fertility
deficienciesLitmus paper or other pH indicatorsOrganic and inorganic fertilizers
6.0.0 MANURES AND FERTILIZERS6.1.0 Specific objectives
By the end of the topic, the learner should be able to:
1. define and distinguish organic matter, manure and humus.
Meaning of and differences between and importance of organic matter, manure, humus and fertilizer
Preparation of farm yard manures and compost manures
Inorganic fertilizersClassification of fertilizers
Observe manures for identification and classificationDiscuss the:Preparation of manureQuality of good manureImportance of manure in crop productionPreventing deterioration of manureAdvantages and disadvantagesCollect composting materials and
Vegetable materials for composting FarmAshes Yard Manure(FYM)CompostVariety of inorganic fertilizersTools for digging pit and forking manureMaterials for making manures.
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2. state the sources of soil organic matter
3. explain the importance of organic matter in the soil
4. describe the different organic manures
5. prepare compost manure.
6. identify and classify fertilizers
7. describe the properties of various fertilizers and relate them to method of application
8. Compare the advantages and disadvantages of organic and inorganic fertilizers
Identification of fertilizers
Properties of fertilizers and their relation to methods of application
Fertilizer application rates
Disadvantages of manures compared to organic fertilizers
Advantages of manures over inorganic fertilizers
prepare compost manure.Apply manure to land
7.0.0 FARM RECORDS7.1.0 Specific objectivesBy the end of the topic, the learner should be able to:1. explain the meaning of farm
records are
2. explain the importance of farm records.
3. describe the different types of farm records
4. keep simple farm records
Farm recordsTypes of farm records and their uses
(Breeding, Feeding,Production, HealthField operations,Inventory, LabourMarketing)
Importance of farm records
Examining sample farm recordsDiscussing purpose of farm recordsListening to a guest speaker, asking question and taking notes
Sample recordsGuest speaker (A farmer/farm manager or other person who is conversant with record keeping)
8.0.0 CROP PLANTING Types of planting materials Collecting planting materials Different planting materials
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8.1.0 Specific objectivesBy the end of the topic, the learner should be able to:1. identify the correct planting
materials for each of the various crops
2. describe good planting materials
3. determine the optimum time and depth of planting
4. describe the planting procedures for different crops
5. state the factors that determine seed rates and spacing
6. plant a crop using appropriate material, method and depth
Seeds-Description of good planting seeds (seed purity, germination percentage, certified seeds)-Advantages-Disadvantages Vegetative materialsPlant parts used for vegetative propagation with examples of crops planted using each : -Slips,--Bulbils,-Crowns,-Suckers,-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
Examining, identifying and discussing planting materialsDiscussing crop planting proceduresObserve and discuss videos/slides/ pictures of people planting using different methodsCarry out the above practicesDevelop a table showing spacing for different local crops
Fertilizers, manures and waterGarden toolsPictures of planting materialsVideos/slides/Pictures of people planting using different methods
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disadvantagesGive appropriate examples of crops for each.
9.0.0 SOURCES OF POWER FOR AGRICULTURAL PRODUCTION 9.1.0 Specific objectives By the end of the topic the learner should be able to:
1. Describe various sources of power in the farm.
2. describe uses of power in the farm
3. Explain the advantages and disadvantages of each type of power
Sources of power in the farm Devices used for power production, method of use, advantages and disadvantages of the following:-Animal -Wind -Biomass -Wood/charcoal -Biogas -Fossil fuel -Electricity-Solar energy
Discuss various sources of power , how they generate power, how it is used in the farm and its advantages and disadvantages Visit farms or other places where power is being generated and/or used e.g. wind vane driven water pumps, solar energy apparatus, electrical generators etc ask/instructors/buyers/ farmers/manufacturers/users etc about their energy sources, use advantages and disadvantages
Farm/farmerInstructors/buyers/ farmers/manufacturers/users etcPower generating/using equipmentPictures/slides/videos on power sources/ generation/ transmission/ use etc.
10.0.0 FIELD PRACTICES IN CROP PRODUCTION 10.1.0 Specific objectivesBy the end of the topic, the learner should be able to:
1. define crop rotation
2. state the importance of crop rotation
3. draw a crop rotation
4. distinguish terms used in crop farming
5. state the importance of mulching in crop production
6. describe the importance of various field practices in crop
7. state the correct stage for
Crop rotation-Definition-Importance -Factors influencing crop rotation-Rotational programmes
Mulching-Meaning-Importance-Types of mulching materials-Advantages and disadvantages of various mulching materials
Production of: Maize, Millet ,sorghum,Beans,
Harvesting-Stage and timing of harvesting-Methods of harvesting-Precautions during harvesting
Visit a farm to observe the various practices. Ask questions and record information in note bookObserve and discuss videos/slides/ pictures of various crop production practicesPrepare a plot of land. The class to grow one cereal and one legume from planting to harvesting peas undertaking all the appropriate routine field practicesNote: Learners should be reminded to refer to notes on planting done earlier.
Farm/plotVideo/slides/pictures of various crop production practices Seeds/planting materialsFertilizers/manuresGarden toolsCrop protection chemicals
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harvesting various crops
8. describe harvesting practices for various crops
9. carry out management practices on crops
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
11.1.0 Specific objectivesBy the end of the topic the learner should be able to:1. select breeding stock2. describe breeding systems3. identify signs of heat in livestock4. describe methods used in
serving livestock and state the advantage and disadvantage of each
5. demonstrate a caring attitude towards livestock
Selection- Meaning- Factors to consider in livestock
selection Methods of selection-Mass selection-Contemporary comparison-Progeny testing
Breeding-Meaning-Terms used in breeding-Dominant and recessive genes-Heterosis(hybrid vigour)Epitasis
Breeding systemsProcedure, aim, advantages And disadvantages of each of the following:-Cross-breeding-Up-grading-Inbreeding-Line breeding-Out-crossing Signs of heat in livestock
Listening to a livestock officer, asking questions and writing notes on livestock selection and breeding. Observe a demonstration/video on artificial insemination, and various routine management practicesDiscuss natural and artificial inseminationDiscuss advantages and disadvantages of natural and artificial inseminationObserve pure breeds and crosses and discuss their visible characteristicsTeacher to group learners and assign them one of the topics below to discuss and report to class: selection of livestock Artificial insemination Embryo transplant Cross breeding of local and exotic
breeds
Livestock officerCharts on various pure breeds and crossesVideos on breeding and insemination systemsLivestock production tools
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- cattle and camels Methods of service in livestockMeaning, advantages and disadvantages of each-Natural mating-Artificial insemination-Embryo transplant Signs of parturitionCattle 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.
Factors influencing fishing
Distribution of world fishing grounds
Types and methods of fishing
Fishing industry in Somaliland
Significance of fishing industry in Somaliland.
Problems facing fishing industry in Somaliland and their possible solutions.
Management and conservation
Explain the term fishing and fisheries
Explain factors influencing fishing.
Account for the location of the major fishing grounds of the world
Describe types and methods of fishing.
Discus the marine fisheries in Somaliland.
Explain the importance of fishing in Somaliland.
Discuss the problems facing fishing industry in Somaliland
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of fishing grounds.
and suggest possible solutions.
Explain ways and means of managing and conserving marine fisheries of the world.
FORM IV
12.0.0 LIVESTOCK PARASITES12.1.0 Specific objectivesBy the end of the topic, the learner should be able to:1. describe parasitism
2. classify
3. identify different parasites
4. describe the life-cycle of parasites
5. Describe signs of parasite infestation, damages caused to livestock and loss incurred by the farmer
6. Describe dangers posed by livestock parasites to people and how to avoid them
ParasitesDefinitions- parasite - host- Identification and
classification- Signs of parasite
infestation- Losses caused by
parasites- Dangers posed to human
beings and how to avoid them
- Life cycles of parasites- Ticks ( 1,2,3,host)- Tsetse fly- Tape worms- Liver flukes
Parasite control
Visit a farm or any other place where livestock are to be fond. Examine the livestock for external parasites and sign of parasite attack. Examine livestock dung for parasites and parasite eggs.Collect parasites and preserve them for studyIdentify common parasites and classify them according to livestock they attack and whether they are external or internalDiscuss signs of parasite infestation including damage they cause to
Farm/ farmer/instructor from ministry of livestockLivestockLivestock handling toolsJars and preservative (for preservation of parasites)Videos/ slides/ Pictures on livestock parasites, lifecycles, signs of infestation and methods of control.Charts on parasites and parasite life cycles
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7. explain methods of parasite control in livestock
- Spraying, dipping, hand-dressing
- Deworming- Hygiene in field, housing
and watering, handling- Drainage
livestock and loss to the farmerDiscuss life cycle, damage they cause, symptoms of infestation and control methods of ticks, tsetse fly, tape worms and flukes
13.0.0 LIVESTOCK HEALTH AND DISEASES13.1.0 Specific objectivesBy the end of the topic, the learner should be able to:1. define health and disease
2. describe signs of sickness in animals
3. explain dangers to humans by ill-heath in livestock
4. state the predisposing factors of livestock diseases
5. classify diseases6. Classify diseases 7. describe the signs of each
diseases8. carry out simple control
measures of livestock diseases.9. demonstrate a caring attitude
towards livestock10. describe disease control
practices
Health and disease -Definitions-Importance of keeping livestock healthy-Pre-disposing factors of livestock diseases-Signs of ill-health in livestockDangers posed to human beings Classification of
livestock diseases by cause and vector(where applicable), livestock attacked and signs and symptoms
Protozoan diseases- East cost fever - Anaplasmosis- Trypanosomiasis
(Nagana) Bacterial diseases- Fowl typhoid- Contagious abortion
(Brucellosis)- Scours- Black quarter- Mastitis- Anthrax
Discussion on signs of health in livestock. Identification of disease by signs’Discussion on risk to humans, how they come about and how they can be avoided.Listen to a veterinary officer discuss about livestock health and diseases and ask questions and write notes(Questions should include meanings of terms such as, Quarantine, Isolation, Vaccination, contagious, infectious notifiable epidemic etc)Visit to a farm to observe the various health practices. Watching and discussing videos/slides/ pictures on livestock healthDiscussion on various diseases, their causal organisms, signs of infection and control
Veterinary/livestock health officerFarmerLivestock and livestock handling/treatment toolsVideos/slides/ pictures of on livestock health, diseases anddiseases control and treatment
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Agriculture
Viral diseases- Rinderpest- Foot and mouth Nutritional diseases- Bloat- Mineral deficiencies
/effects, symptoms and control.
General methods of disease control
-Vaccination -Quarantine/Isolation-Housing-HygieneControlled breeding-Nutrition/classes of feeds/balanced rations proper for different categories and ages of livestockParasite control ( only mention, details to be handled in the next chapter)-Hoof trimming-Dehorning-Castration-Culling
measures (Simple treatment where applicable on the farm e.g. for bloat)Visit a farm/ or other place where there is a sick animal( if available) and observe symptoms or visit a place where control/treatment measures e.g. spraying, hoof trimming, vaccination etc is taking placeWatch a video on livestock diseases, their control and treatment.
14.0.0 POULTRY KEEPNG14.1.0 Specific Objectives
By the end of the topic, the learner should be able to:
1. Describe management of day old chicks to maturity
2. describe different poultry rearing systems and poultry management under each.
3. carry out various poultry
Brooder - brooder management Extensive systems of
poultry keeping- Free range Semi-intensive- Fold system Intensive systems- Deep litter- Battery cage system
Study a real brooder or watch pictures/ video on brooder management.List important features and equipment in the brooderDiscuss each poultry rearing system and the management practices involved
PoultryVideo/slides/pictures of poultry and poultry management practicesEggsCandling equipmentEquipment used in poultry managementPoultry feeds and supplements
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Agriculture
management practices Practise the following;Selection of eggs for incubationIdentifying broody hens Preparing nest for broody henManaging chicken during incubationCarry out management of chicken kept under intensive systemVisit chicken farm to observe management practices/watch video on chicken management practices
15.0.0 BEE KEEPING15.1.0 Specific objectivesBy the end of the topic the learner should be able to:1. describe the colony and the role
of each sector2. select an appropriate site for
bee keeping3. carry out routine management in
bee keeping4. harvest and process honey5. state the uses of honey and
beeswax
Importance Colony in the hive- Role and organisation of
colony members Siting of the apiary and
hive Management:- Stocking the bee hive- Feeding/ Flowering
trees/bushes/plants grown around apiaries
- Predator and pest control Honey- Harvesting- Processing- Uses of honey- Uses of beeswax
Discussion on:- Bee colony and role
of each sector- Appropriate site for
bee keeping- Bee management
practices- Trees/bushes and
other plants which are good for bee keeping
- Honey harvesting and processing
- how to start school/agriculture club/home bee-keeping projects
Watch a video on bee management and honey harvesting and processing
Chart showing members of the bee colonyHivesTools and equipment used, and items ofclothing worn during bee management and honey harvesting practicesVideo on bee management and honey harvesting and processing.Trees/bushes and other plants
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Agriculture
Teacher to assign learners a research project on the theme, “How Somaliland can produce ten times its current honey production.”
16.0.0 SOIL AND WATER CONSERVATION
16.1.0 Specific objectives By the end of the topic, the learner should be able to:1. Explain meaning, cause, types
and effect of soil erosion 2. explain the various factors that
influence erosion 3. list the agents of erosion 4. describe the various types of
erosion 5. describe various methods of
erosion control 6. carry out soil erosion control
measures 7. describe water harvesting and
conservation techniques Note: it is important that school have gutters attached to the edge of the roofs to harvest rain water and to direct it to a reservoir. Harvested water can be used for raising tree seedlings, watering transplanted seedlings and irrigating crops
Soil erosion - Meaning- Agents- Influencing factors- Types and effects Biological/cultural
control -Grass strips -Cover crops -Grassed water ways -Contour farming and strip cropping -Mulching (Refer to notes on field practices in crop production) -Afforestation/forestation Physical/structural
controls -Stone lines -Filters/strip -Trash lines -Terraces – level, graded, broad based narrow based. -Bench, Bunds -Cut-off drains/diversion ditches -Gabions /porous dams -Ridging
Visit eroded sites and discuss type and influencing factors.Listen and observe demonstration on soil and water conservation practices by farmer or an agriculture officerWatch video /slides /pictures of eroded sites, arid places and soil and water harvesting and conservation practicesCarry out soil and water conservation practices in school or in surrounding areas and farms.
Work tools and materials for erosion control and water conservationEroded sites Soil and water conservation officerFarm/farmerVideo/slides/pictures of eroded sites, arid places and soil and water harvesting and conservation practices.
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Agriculture
Water harvesting-Roof catchment -Rock catchment -Weirs and dams -Ponds -Retention ditches/level terraces Micro-catchments -Types -Laying out and construction methods -Uses
17.0.0 PASTURES AND FORAGE CROPS17.1.0 Specific objectivesBy the end of the topic, the learner should be able to:1. define and classify pastures2. identify forage crops3. describe the ecological
requirements of forage crops4. describe the establishment,
management and utilisation of pastures and fodder plants.
5. describe forage and conservation.
6. Classify and describe fodder and pasture supplements
Pastures- Definition- Classification Pasture Grass and
legume species- Establishment- Management- Utilisation Forage/Fodder cropsEstablishment, growth characteristics, management, harvesting and utilisation of:- Napier/bana grass- Guatemala grass- Sorghum- Lucerne- Clovers- Desmodium- Fodder trees/bushes Fodder conservationMeaning, reason, procedure, precautions and utilization of:- Hay
Discussion on pastures and pasture establishment and managementVisit to farm or any place where fodder crops are grownWatch video/slides/pictures on fodder types, management, conservation and utilization
Fresh and conserved fodder and pasture plants Feed concentrates and supplementsFarm/farmer/livestock officerVideo/slides/pictures
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Agriculture
- SilageOther feeds and supplements to top up field grazing/browsing- Reason for supplement- Types
18.0.0 PRODUCTION OF VEGETABLE CROPS18.1.0 Specific objectives
By the end of the topic, the learner should be able to By the end of the topic, the learner should be able to:describe each and distinguish between a nursery bed , seedling bed and seed bed
1. state the important vegetable production practices and explain the importance of each.
2. select a suitable site for a nursery
3. carry out routine management practices on a vegetable crops from nursery establishment to harvesting
4. Keep production records on a vegetable growing project
Nursery bed-Definition-Different between a nursery bed, seedling bed and a seed bed-Importance-Site selection Nursery establishment-Seed drilling-Mulching ( Refer to notes on field practices in crop production)-Watering -Shading-Pricking out-Hardening off-Weed control-Pest control-Disease controlTransplanting of vegetable seedling from nursery to seedbed
Growing a Vegetable Crop
*(Coriander or Radish)
Select a good nursery site in your school and establish a nurseryManage the nursery until the seedlings are ready for transplanting.Transplant seedling and carry out all management practices to harvestingObserve and discuss videos/slides/ pictures on vegetable productionNote: Learners should be advised to keep records of all occurrences, inputs and outputs to use later for writing report at the end of project and to draw simple profit and loss account)
A plot of land for nursery and for planting vegetablesSeeds, FertilizerGarden toolsWaterGardening toolsVegetable seeds,Manures and fertilisers,Plots of landVideos/slides/Pictures on vegetable management practices
26
Agriculture
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
19.0.0 PRODUCTION ECONOMICS 19.0.0 Specific objectives By the end of the topic, the learner should be able to: 1. State the factors of production
ad their sources.2. explain how each effects
production and how it can be made more efficient.
3. Describe risks and uncertainties in farming and adjusting to risks
Factors of production Land
- Definition - Methods of acquisition- Methods of increasing
productivity Labour
- Definition - Types - Measures of labour - Ways of increasing
Discuss factors of productionListen to a farm manager/Agricultural economist discuss various aspects of agricultural production, take notes and ask questions ( questions should include terminology used in
Farm manager/Agricultural economistFarm recordsFarm accounts
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Agriculture
and uncertainties. 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
economics)
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Agriculture
18720.0.0 FARM ACCOUNTS 20.1.0 Specific objectives By the end of the topic, the learner should be able to:1. State the importance of farm
accounts 2. Distinguish and describe the
various financial documents and their uses.
3. Prepare and analyse financial statements
4. Identify various books of accounts and their uses.
5. Prepare a simple balance sheet6. Prepare a simple profit and loss
account
Financial documents and books of accounts Financial documents - Invoices - Statements - Receipts - Delivery notes - Purchase orders Books of accounts - Ledger - Journal - Inventory - Cash book Balance sheet Profit and loss account
Examining and discussing the use of various financial documents Listening to a farm manager/agricultural economist/accountant explaining various financial documents, asking questions and taking notes(Learners to use records kept on vegetable production to do simple accounts)
Farm manager/Agricultural economist/ accountantFinancial documents
21.0.0 MARKET AND MARKETING
20.1.0 Specific objectives By the end of the topic, the learner should be able to:- 1. define market and marketing 2. describe the various types
markets 3. describe how the law of supply
and demand affects prices of agricultural products
4. state various marketing functions, agents and institutions.
5. Identify problems in marketing of agricultural products
6. Describe formation and
Market and marketing- Definition- Types of markets- Market functions- Problems of marketing
agricultural products and possible solutions
Price theory influence of demand and, supply on price Marketing cooperatives - Formation - Functions
Discussion on market and marketing of various farm productsListening to a farmer/businessman Discuss markets and marketing of the various farm productsListening to a marketing/ cooperative officer discuss formation and functions of a cooperativeIn each case, learners should ask questions and make notes. Watch and discuss video on markets and
Cooperative/Marketing officerData on markets and marketingVideo on markets and marketing
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Agriculture
functions of agricultural co-operatives
marketing.
22.0.0 AGROFORESTRY 22.1.0 Specific objectives By the end of the topic, the learners should be able to:- 1. define agroforestry 2. state the importance of
agroforestry 3. describe various forms of
agroforestry. 4. explain the importance of trees,
and motivate communities to plant them
5. identify and select appropriate trees for different uses
6. describe tree nursery management and transplanting
7. explain routine tree management
8. select appropriate sites for tress in the farm and other areas.
9. plant trees at appropriate sites and using proper planting methods
10. construct tree seedling protection structures
11. carry out roper tree management practices
12. describe various methods of tree harvesting.
Note: Every school should establish a tree nursery from which it will be getting a constant supply of
Definition of agroforestry Forms of agroforestryImportance of agroforestryImportance of trees and shrubs
Important trees and shrubs for particular purposes
Trees and shrubs to avoid at certain sites and reasons.
Types of nurseries Seed collection and
preparation Nursery management Site
selectionNursery establishment
-use of sleeves and other innovations for growing young plantsmaking and using seedling boxes for growing young plants-preparation of rooting mediumpreparation of cuttings
Routine management in raising Transplanting Grafting Budding Care and management of
trees
Discussion on meaning, practices/forms and importance of agroforestryIdentification of different trees that do or can grow in Somaliland and their uses Visit a nursery site and observe management practicesDiscuss the suitability of the site and how the nursery is constructed.Ask the attendantAsk questions about nursery establishment and management.Listening to forester/tree nursery manger discuss how to establish a tree nursery, transplanting seedlings and managing treesSelect and prepare sites for tree nurseries and tree plantingSelect trees for appropriate sites and uses.Note: Learners to be asked to tell how
Forester/Tree nursery managerTree seeds and seedlingsSleeves/nursery boxes/tins and other innovative devices for raising seedlings inWater and water dispensing equipment e.g. hoses, watering cans, buckets etcSoils/sand /manures and fertilisersGardening toolsVideo on forestry and agroforestry management practices.
30
Agriculture
seedlings. Students should be given seedlings and encouraged to plant them in their homes and surrounding areas. Each school should conduct at least one tree planting campaign per year in the immediate community.
Protection Pruning and training Agroforestry practices Alley cropping Multi-storey cropping Woodlots in farms Sites for agroforestry
trees 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
individually or in a group they can help increase trees in Somaliland Participating in tree nursery establishment, tree planting and tree managementParticipate in out of school tree planting campaigns among communities
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Agriculture
melons.
FISHING Fishing resources Describe FURTHER all the fishing activities of THE REGION ‘s coast and the future development of fishing industry
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Agriculture
APPENDIX
SUGGESTED WORK PLANTabulated 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.
Activity Year2007 2008 2009 2010
Quarter of Year 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 41. Setting up support services x x2. Equipping schools x x3. Training on use of syllabus x x4. Distribution of syllabus to
schoolsx
5. Formative project M & Evaluation
x x x x x x x x
6. Supply of books to schools x x7. In-service course x8. Book writing x x x x
Book publishing x x x x9. Decision on number of papers x x
Training of examiners in:SettingModerationMarking
x xx x
x x11. Marking (End course
examination)x
12. Summative Project evaluation x x13. Syllabus review x x
EQUIPMENT NEEDED
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Agriculture
A set of protective clothes/Overall Pangas Axes Mattocks/pick axes Jembes/hoes Fork jembes Spades WheelbarrowsWatering cans Spring balances Rakes Tape measures Knap-sack sprayers Sprinklers Hose pipes Pruning saws Secateurs Garden/Pitch forks Pruning – hooks
`Buckets Stir-up pump Milk churn Hives Strainer/sieve Weighing/spring balance Hot irons/ Dehorning wire Drenching gun Dosing gun/Bolus gun Overall and veil for honey harvesting Honey Burdizzo
Syringes and needles Thermometers Halters/ropes Hoof trimmers Strip cups Trocar and cannula Hard broom Ear notchers Bull ring and lead sticks Harvesting Cross cut saw Rip saw bow saw Elastrator and rubber rings tools Spirit level Mason’s square G-clamp Plumb bob Shovel Meter rule Mallet Claw hammer Brace and bits Jack plane Crow bar Bench clamp 4) TEACHING DEVICESHardware or showing video and slides and for audio cassettes e.g. DVD player with monitor/Computer and LCD projectorAGRICULTURAL CLUBIt is important that each of all schools offering agriculture as a subject come together and form an agricultural movement for young people. At school level, the movement will be in form of a club which will be affiliated to the National movement. Members will individually and in groups undertake agricultural ventures for additional practice to what they learn in school.
The National movement will from time to time bring the school clubs together for various conventions during which the members will display products of their school and/or home plots, discuss various matters of agricultural concerns ad their movement and compete in undertaking agriculture related tasks such as judging of livestock, tractor driving, ploughing using animals and machinery etc.
Both boys and girls should be encouraged to join the clubs/movement,
vie and take positions of leadership in the clubs/movement and to actively participate in all activities
The Agricultural Movement and Clubs should take the form of: 4H (as practiced in Canada), Young farmers Clubs (YFC)( as practiced in Kenya, England and Wales), Future farmers( as practiced in USA) etc
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Biology
BIOLOGY Introduction
The Somaliland Biology Syllabus 2000 was prepared in consultation with the Secondary School biology 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.
The syllabus outlines the learning objectives for each topic. . Teachers are encouraged to use textbooks to assist them achieve the learning objectives. They are also encouraged to use additional materials, books and particularly experimental work where appropriate. Aims of Somaliland Biology Syllabus
To develop the scientific language and biological terminology required to enable students to study biology effectively in English. To develop abilities and skills relevant to biology. To equip learners with appropriate knowledge, skills, attitudes and in sights that will empowered then to realize their full potential To develop students ability to use experimental biology 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. To enable students to understand how life and living things are inter-related and how they interact with the environment. To equip learners with appropriate skill and attitudes to enable then to achieve a better understanding of the world around them To lay the knowledge base for student’s a access to tertiary education with Somaliland and abroad.
PRACTICALS By the end of form 2 (and form 4) the student should be able to perform Biology practical experiments (see objectives and form 4 syllabus) and use the microscope effectively
Form I Form II Form III Form IV
1. Introduction to Biology1.1. Definition of Biology1.2. Characteristics of living thingsThe cellClassification of living thinGs Respiration Movement of substances across
1. Cells 1.1. Cells and tissues1.2. Chemicals and living cells1.3. Energy from respiration 1.4. Diffusion, osmosis and active transport, phagocytes pinocytes & oxocytes
1. Flowering plants1.1. Plant structure and function1.2. Transport in plants1.3. Reproduction1.4. Seed formation and germination
1. Cell Biology2.1. Cell structure2.2. Carbohydrates2.3. Lipids and proteins2.4. Water and inorganic ionsEnzymesCell membranes
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Biology
TERM
1
membraneOsmosis Diffusion 2. Introduction to Green Plants2.1. Structure and functions2.2. TransportationNutrition plantsPhotosynthesis 2.4. Tropism2.5. Reproduction in plants 3. The Human Machine 3.1. The skeleton3.2. Joints, muscles and movement(Unit 3 continued in Term 2)
2. Nutrition2.1. Photosynthesis and nutrition in plants 2.2. Nutrition in animals2.3. Digestion3. Sensitivity and Coordination 3.1. Skin and temperature control 3.2. The senses3.3. Coordination
2. Human physiology 2.1. Circulatory and lymphatic system2.2. Respiratory system2.3. Excretory system2.4. Skeleton and Muscular system2.5. Reproductive system
2. Nutrition and Respiration4.1. Autotrophic nutrition4.2. Heterotrophic nutritionRespiration and gaseous exchange3. Genetics and heredity3.1. DNA and RNA3.2. Genetic engineeringCell divisionInheritanceVariation, selection and evolution
TERM
2
FORM 1
Unit 3 continued fromTerm 1)3.3. Food and dietDigestion and Excretion Breathing3.6. Transport3.7. Reproduction in animal
4. Environmental education 4.1. Different types of environment4.2. Food chains and webs4.3. Populations4.4. Humans and their environment
5. Health Education
FORM 2
4. Introduction to Inheritance and Genetics4.1. Cell division, DNA & RNA inheritance 4.2. Variation4.3. Mutation4.4. Evolution
5. Classification of living things5.1. Classification5.2. Animal kingdom5.3. Plant kingdom5.4. Micro-organisms5.5. Bacteria5.6. Viruses
FORM 3
3. Diversity of organisms3.1. Characteristics of living things3.2. Feeding3.3. Breathing3.4. Reproduction3.5. Growth and change3.6. Movement and locomotion3.7. Sensitivity
4. Ecology and Ecosystems4.1. Interdependence 4.2. Human impact 4.3. Ecosystems
FORM 4
4. Micro-organisms and humans 1.1. Diseases1.2. Immunity1.2. Biotechnology
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Biology
5.1. Microbes and disease5.2. Drugs and health5.3. Personal Health
5.7. Fungi 4.4. Populations
38
Biology
FORM I
Topic Objectives
1.Introduction to Biology1.1.Definition of Biology
-To define Biology and appreciate the applications of biology in everyday life .
1.2.Characteristic of living things
To state the main characteristics of living things i.e (move, feed , grow, use their senses and reproduce difference between living and non living things
Project: collect various things , examine them and classify
Observation
1.3. The cell To state that animal and plants are made of cells
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).
Experiments
Classification living things
To show the difference among the living organisms & classify their characteristics To give a brief history of classification To explain the process of monoculture
Experiments
1.5 Respiration To explain that the process of respiration releases energy from food and that this process takes place in cellsTo distinguish between the process of aerobic and anaerobic respiration
Experimental measuring amount of food
39
Biology
1.6 Movement of substances across the member Diffusion Osmosis
To explain the mechanism of which substance accesses the cell membrane Practical i) Observe, draw, and state functions of light microscope.ii) Prepare and observe temporary slides of plant cells. 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
Experimental of movement of solutes/water
2.Introduction to Green Plants2.1.Structure and functions
To differentiate between the main parts of the green plants To describe the structure and functions of the main parts of a plant (root, stem, leaves)
Discovery
2.2.Transportation To show that plants take in water and mineral salts through the roots and then is transported To state that the phloem carries the food To show that there are green plants which have vascular tissues and those which have not
Demonstrate & activity
2.3 Nutrition in plants Photosynthesis
To show that plants need light, water and carbon dioxide to growTo test a leaf for starch
Practical activities
2.4. Tropism To explain that plants respond to external stimuli2.5.Reproduction in plants
To describe the process of sexual reproduction in plants including pollination and germination
3. The Human Machine 3.1 The skeleton and Joints
To describe the main parts of the skeletonTo show how the framework of the skeleton supports and protects the bodyTo describe the main types of joints (ball and socket, hinge, fixed) and their functions
Observation
3.2 Muscles and movement
To explain the meaning of antagonistic pair of muscles To explain the process in which muscles move bones
Demonstrate
3.3 Food and diet To identify the main types of food (carbohydrates, fats, proteins, vitamins and minerals, water and roughage/cellulose) and examples of foods containing each food typeTo test foods for the presence of starch, glucose, protein and fatTo explain the importance of food for the human bodyTo appreciate the advantages of a balanced diet for a healthy body
Practical work
3.4 Digestion and Excretion
To state the main parts of the digestion systemTo state the main parts of the excretory systemTo describe why food undergoes a process of digestion To explain how the body eliminates waste products
Observation
40
Biology
3.5 Breathing To state the main parts of the respiratory systemTo describe the process of breathing in and breathing outTo describe how the lungs enable gas exchange to take place
Experiment
3.6 Transport To state the main parts of the blood (plasma, red cells, white cells and platelets) and the function of each partTo state the main parts of the circulatory systemTo describe how blood transports substances throughout the body
Observation
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 gameteTo describe the process of birth
4.EnvironmentEducation 4.1 Different types of environment
To explain the meaning of the terms environment, habitat, population, community, ecosystemTo explain the living and non-living factors that surround living thing and their influence on each otherTo discuss the importance of environmental living things To discuss the impact of environmental pollutionTo discuss how to have control of environmental integrity (stop erosion)To discuss urban environmental health hazards: Garbage, industrial waste, water pollution
Practical (field visits)
4.2. Food chains and webs
To learn about food chains and webs and the energy flow through a food chainTo use the terms consumer, producer, herbivore, carnivore, omnivoreTo describe the function of scavengers and decomposers are essential in an ecosystems
4.3. Populations To show why animals and plants must compete for resourcesTo describe what animals and plants will compete for in their environmentTo describe the environmental pressures which can prevent a growth in populationTo explain that there can be a predator-prey relationship between populations
Practical work about counting population
4.4.Humans and their environment
To describe the impact of humans on their environment (population, using pesticides and fertilisers, natural resources, pollution) in your region.
5.Health Education5.1.Microbes and disease
To identify the different types of microbes that can cause disease (viruses, bacteria, fungi, protozoa)To describe how disease can be spread and preventedTo 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
Demonstrate by using chart, diagrams,
41
Biology
AIDS 5.2. Drugs and health To describe the affects of smoking on health
To show that drugs (non-medical) can affect a persons health To be aware of kat chewing effects among the population and its hazards to human being
Visits of hospitals & police stations
5.3. Personal health To learn the importance of a healthy diet, healthy teeth, personal hygiene and exercise in maintaining personal healthTo have a personal and community awareness of health issues in Somaliland
FORM II
Topic Objectives1. Cells 1.1. Cells and tissues To describe the structure and function of each part of a plant and animal cell
To prepare, observe and draw plant and animal cells To describe how the cells of an organism are organised (cell – tissue – organ)To define and give examples of tissues, organs and systemsTo recognise that cells are specialised to have different functionsTo give examples of different types of specialised cell
Experiments observations
1.2. Chemicals and living cells To describe the chemical composition of the cell in terms of water, proteins, lipids, carbohydrates, salts and vitamins To describe how enzymes work and the effects of temperature and pH on an enzymeTo recall what is meant by enzyme specificity
Practical
1.3. Energy from respiration To explain the process by which energy is derived from respirationTo differentiate between aerobic and anaerobic respiration
Experiment
Diffusion, osmosis and active transport Phagocyctosis pinocytosis exocytosis
To demonstrate how substances enter and leave cells through the cell membrane by diffusion and osmosis To explain the processes of diffusion and osmosis (more detailed) To explain what is meant by active transportTo explain how phagocyctosis pinocytsis and exocytosis take place
Experiment & observation
2. Nutrition2.1. Photosynthesis and nutrition in plants
To describe the process of photosynthesis and write the equationTo explore that the rate of photosynthesis may be limited by light intensity, carbon dioxide concentration or temperatureTo observe and describe experiments to test photosynthesisTo describe how leaves are adapted for photosynthesis To explain gaseous exchange in plants in terms of respiration and photosynthesis
Practical work
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Biology
To appreciate how the products of photosynthesis are utilised by the living plantTo 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 animalsTo describe the digestion and use of carbohydrates and proteinsTo discover the important minerals (iron, calcium, iodine, phosphorus) and vitamins required and their functionsTo explain the importance of dietary fibre and water in the dietTo discuss the need for a balanced diet and for special dietary requirements for some groups of peopleTo describe how food can be preserved and processedTo explain why food additives are added to food and why they can be harmful
Observation & practical work
2.3. Digestion To describe the structure of the human digestive systemTo describe the structure and function of the alimentary canalTo describe the structure and function of teethTo describe the process of digestion, including the role of enzymes, stomach acid and bileTo explain the process of absorption of digestive materialsTo describe the use and storage of digested foodTo state the functions of the liver
Practical & observation
3. Sensitivity and Coordination3.1. Skin and temperature control
To specify the structure and function of the skinTo explain how body temperature is regulated by the skin
Practical work
3.2. The senses To state the structures which detect stimuli are called sense receptors and where these are foundTo describe the sense organs (ear, nose, eye, skin, taste) and their functionsTo appreciate the importance of the ear in maintaining balance
Practical
3.3.Coordination Endocrine systemNervous System
To determine the structure & function of endocrine glands.To name the main glands of the endocrine system & the hormones they produce.To describe the function of some hormones (adrenaline, progesterone, estrogens, testosterone, insulin, throxine ADH)To recall the structure & function of nervous system To distinguish between the central nervous system & peripheral nervous system 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
Practical Demonstration about transmission of impulse Demonstration about knee-jerk
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Biology
4. Introduction to Inheritance and Genetics4.1. Variation To describe the types of variation (continuous and discontinuous), with examples
and their causesObservation
Cell division, DNA & RNAInheritance
To describe a chromosomeTo explain the behaviour of chromosomes during cell division and gamete formationTo 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 inheritanceTo describe the structure and functions of DNA & RNATo describe the process of DNA replicationsTo recite the triple codeTo describe transcription & translation during protein synthesis and that they are controlled by enzymes
Observation experiment
4.3. Mutation To show that mutation is a source of genetic variation and it has a number of causes4.4. Evolution To explain how new species can be formed
To explain what is meant by evolutionTo appreciate that fossils are evidence of evolution and that Natural Selection provides a mechanism for evolution
Observation
5. Classification of living things5.1. Classification To study the history of classification
To use the nomenclature of organismsTo study the 5 kingdoms (Monera, Protoctista, Fungi, Plants and Animals)To use keys to identify organisms
Observation
5.2. Animal Kingdom To identify and describe the main groups of the animal kingdom (annelids, arthropods, molluscs, vertebratesTo describe the characteristics of the structure of vertebrates (fish, amphibia, reptiles, birds, mammals)
Observation
5.3. Plant Kingdom To identify and describe main groups of the plant kingdom (algae, bryophytes, and vascular plants (ferns, conifers, flowering plants))
Practical
5.4. Micro-organisms To recite the term micro-organism includes viruses, bacteria, protoctista and some fungi and algae
Observation & practical
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Biology
To describe techniques for culturing micro-organisms5.5. Bacteria To describe the characteristics and structure of bacteria
To specify beneficial and non-beneficial affects of bacteriaPractical
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 Objectives1. Flowering plants1.1. 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 transpirationTo explain the function of the vascular bundles of a plant (xylem and phloem)To explain the mechanism of mineral uptakeTo 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 flowerTo understand the mechanism of pollination and fertilisationTo explain how plants are adapted to wind and insect pollinationTo describe how fruit and seeds are formedTo describe how fruit and seeds can be dispersed by wind, animal and explosive methods
1.4. Propagation To describe vegetative and artificial propogation1.5. Seed formation and germination
to distinguish between cotyledons and dicotyledonsto describe the structure of a seedto describe the process of germination including the factors which affect germination (water, oxygen, temperature)to explain phototropism and geotropismto show the advantages of tropic responses
2. Human physiology2.1. Circulatory and To describe the function of the blood
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Biology
lymphatic system To state the composition of the blood and the function of the different types of blood cellsTo explain the diagrammatic structure of the heart chambers and main blood vessels connected to the heartTo describe the mechanism of the circulation of blood (with a diagram)To explain the organs of the lymphatic system and their functionsTo describe how blood transfusions can be made safely
2.2. Respiratory system
To describe the structure of the lungsTo explain the processes of inhaling ad exhalingTo 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 skeletonto describe and understand the structure and function of musclesto name the different types of muscles in the human bodyto explain the mechanism of muscle contraction and relaxationto demonstrate how muscles aid in movement and the antagonistic action involved in it
2.5. Reproductive system
to describe the male and female reproductive systemsto explain how the male and female gametes are producedto explain the process of fertilisationto describe the development of the embryo from conception to birthto describe the changes that take place in boys and girls at puberty
3.Diversity of organisms3.1.Characteristics of living things
to state the basic activities of life which all living organisms carry out.
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 breatheto 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
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Biology
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 Ecosystems4.1 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 biomassto 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 environmentto describe how humans can affect food webs (hunting, agriculture, pesticides, eutrophicationto 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
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Biology
FORM IV
Topic ObjectivesMicro-organisms and humansDiseases to explain what is meant by the terms health and disease
to name the different categories of disease and to give one example of eachto explain the terms pandemic, epidemic and endemicto state that infectious diseases are caused by viruses, bacteria, fungi or protozoato 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 transmittedto discuss the roles of social, economic and biological factors in the prevention and control of cholera, malaria, AIDS and TBto 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 antigento describe the role of phagocytes and lymphocytes in defence against pathogensto distinguish between B lymphocytes and T lymphocytes in fighting infectionto distinguish between active, passive, natural and artificial immunityto 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 industryto 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 productionto describe the processes involved in producing fermentation products, antibiotics, single-cell proteins, enzymes and sludge digestion
Genetics and HeredityDNA and RNA to explain the terms chromosome, gene, genome
to describe the structure and function of DNA and RNAto describe the process of DNA replicationto state that a gene is part of a DNA molecule, made of a sequence of nucleotides which codes for the construction of a polypeptideto describe the way in which the nucleotide sequence codes for the amino acid sequence in the polypeptideto describe how transcription and translation take place during protein synthesisto appreciate that the synthesis of enzymes is controlled by DNA
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Biology
Genetic Engineering to outline the principles of genetic engineeringto 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 parentsto explain the meaning of the terms allele, single factor inheritance, dominant and recessive, genotype and phenotype, homozygous and heterozygousto describe inheritance patterns between parents of the same genotype and of different genotypes, including the occurrence of the 3:1 ratioto give some examples of hereditary diseasesto explain how sex in mammals is determined by X and Y chromosomesto 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 caseto describe how, during meiosis, the maternal and paternal chromosomes are randomly distributed between the gametesto explain how new combinations of genes can arise at fertilisationto explain the terms discontinuous and continuous variation and give examples of each
Cell BiologyCell structure to describe and interpret the structure of typical animal and plant cells as seen using the light micropscope and the
electron microscopeto describe the differences and similarities between animal and plant cellsto 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 cellto 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 polymerto describe the importance of and basic structure of carbohydrates (monosaccharides, disaccharides and polysaccharidesto describe the formation and breaking of a glycosidic bond by condensation and hydrolysis respectivelyto 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 triglycerideto relate the structures of triglycerides and phoshpolipids to their functions in living thingsto use and understand the terms hydrophobic and hydrophilic, unsaturated and polysaturated as they apply to lipidsto describe the basic structure of amino acids, the basic component of proteins
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Biology
to describe the formation and importance of the peptide bondto describe the primary structure of polypeptides and proteins and how it affects their secondary and tertiary structureto describe the importance of hydrogen bonds, disulphide bonds, ionic bonds and hydrophobic interactions in maintaining the three-dimensional structure of proteinsto 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 biologyto describe the functions of some inorganic ions required by living organisms e.g. Ca2+, Na+, K+, Mg2+, Cl-, NO3
-, PO4
3-, Fe2
Enzymes to explain that enzymes as globular proteins which act as catalyststo describe the significance of the active site in an enzymeto describe how enzymes catalyse a reaction by reducing the activation energyto give some examples of enzyme catalysed reactionsto 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 modelto explain the functions of the components of the cell membrane (phospholipids, cholesterol, proteins, glycolipids and glycoproteinsto outline the role of the plasma membrane and the roles of membranes within cellsto describe the four basic mechanisms of transport across the plasma membrane (diffusion, osmosis, active and bulk transportto describe the effects on animal and plant cells of immersion in solutions of different water potential
Nutrition and RespirationAutotrophic 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 airto outline the process of photosynthesis in terms of the process that takes place in the specialised organelles, the chloroplaststo 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 structureto describe, in detail, the mechanism of photosynthesis as a set of reactions in two stages - the light-dependent stage and the light-independent stageto 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
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Biology
Heterotrophic nutrition to define and use the terms heterotrophic, holozoic, saprotrophic and parasitic nutritionto describe holozoic nutrition of mammalsto describe the essential nutrients required by the body and their functionsto describe the structure and function of the human gut, including the structure and functions of the mouth, teeth, oesphagus, stomach, small intestine and large intestineto 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 surfaceto describe the process of gaseous exchange in plants, small animals and large organismsto explain the process of tissue respiration which involves reduction reactions in which sugar is typically oxidised to carbon dioxide, and oxygen is reduced to waterto describe the 3 major phases of respiration of glucose – glycolysis, the Krebs cycle, the electron-transport systemto 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 hospitalPractical activity 3 Demonstration activity- Dissect a small mammal to show reproductive organsPractical activity 4 Observe and draw the structure of kidney
Practical activity 5 Observe permanent slides of mammalian skinPractical 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.
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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
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Business Studies
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 OBJECTIVESThe 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.
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Topics/subtopics Objectives* By the end of the topic the learner should be able to:-
Concepts learning –teaching Experiences
Learning Resources
1. 1 Business in community*a) explain the meaning of business studiesb) explain the importance of business studies c) identify business activities in the communitye) explain how environment influence business1.2 Human needs*(a) Classify human wantsb) state meaning of goods and services
2 Entrepreneurshipa) explain the meaning of entrepreneurb) name the qualities of an entrepreneurc) explain the nature and rewards of risk takingd) identify business opportunities in their local areae) name government and other support for risk takingf) state reasons for success and failure of enterprises
g) explain local and central government taxes required for business operationh) describe factors that influence location of a business
2.2 Finance*a) Explain the meaning of finance in
1.1.1Meaning of business1.1.2 Importance of businessbusiness opportunities1.1.3 business environments (internal & external)
1.2.1 Satisfaction of human wants1.2.2 characteristics of human wants1.2.3 types of human wants1.2.4 meaning of goods and services 2.1.1 meaning of entrepreneurship2.1.3 Qualities of a good entrepreneur2.1.3 nature and rewards of risk taking2.1.4 starting a business/legal requirements 2.1.5 Government and other support for risk taking2.1.6 Factors that may hinder entrepreneurial development2.1.7 Factors that cause Business failure2.1.8 Local government taxes; central government taxes and zakat tax
2.1.9 factors considered when locating a business
2.2.1 meaning of finance2.2.2 sources of business finance
Discuss business in the locality
answer questions on business activities in the local area
classify human wants
Role play starting of a businessDiscuss qualities of a good entrepreneur; reasons for success and failure of businesses
out of class activity on businesses in the surrounding
discuss taxes required
discuss location of businesses
Discuss meaning of finance, sources of finance
Reference booksPictures of shops,Food stuffs, Pictures of buildingsPieces of cloth
Pictures of people from newspapers or charts associated with different businesses
Business people interviewed –sample questions for students to ask tax documents, central government tax certificatesMap of Somaliland
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b)describe sources of finance to a businessc) prepare a simple business pland) prepare a simple business budget
3. The ownership and control of Business3.1 Sole Proprietorship*a) Explain characteristics of sole proprietorship: formation, source of capital, advantages and disadvantages
3.2 Partnership*describe partnership business including set up, ownership, control, liability, types; partnership deed; dissolution advantages and disadvantages
3.3 Cooperatives*i) Explain meaning and formation of co-operatives societiesii) name cooperative principles and explain sources of capital iii) Describe types of co-operative societiesiv) Explain the role of ministry of cooperative development/ commerce
3.4 Companies*i) explain formation of companiesii) explain ways of raising capital- stocks and sharesiii) describe memorandum of understanding and articles of association
3.5 Public Corporations
2.2.3 business plan2.2.4 budget
3.1.1 -sole proprietorship:-formation,3.1.2 sources of capital, liability, 3.1.3 Advantages andDisadvantages.
3.2.1 Partnership- set up, 3.2.2 ownership and control,3.2.3 liability, 3.2.4 partnership deed and articles of association 3.2.5 dissolution, advantages and disadvantages
3.3.1 meaning of co-operatives3.3.2 principles of cooperatives3.3.3 Types of co-operatives3.3.4 Role of ministry of cooperatives/commerce
3.4.1 Types:-private companies, and public companies.3.4.2 sources of capital- shares and stocks 3.4.3 Formation-memorandum of understanding, articles of association, certificate of trading3.4.4 Dissolution
3.5.1 public corporations/
Prepare simple business plan and budgetassignments
answer questions about sole proprietors in the community discuss formation, source of capital
Students role play partnership businessPrepare partnership deed
Discuss people coming together to do businessGive local examples of cooperative societies
Discuss companies in the region, formation, sources of capital
Prepare simple memorandum of association and articles of association
Discuss meaning of meaning of
Products from sole proprietorship businesses –shops, markets
Pictures of banksMoneySamples of business plans and budgets
partnership business products and organization e.g Gaafane products
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*d) Describe characteristics of public corporation:- formation, source of capital
4 Home Trade4.1 Home Trade*a)Define tradeb) Explain the importance of home tradec) Describe the role of chain of distribution in trade
4.2 Retail trade*a) explain the functions of retailersb) Describe types of retailers
4.3 Wholesale Trade*a) Describe the functions of a wholesalerb) should explain services offered by wholesalers to retailers and consumers
c) Explain HIV/AIDs and STDS effects on business
5. Management of People within a Business5.1 management of people*a) define the term managementb) name the functions of managementc) recognize the need for effective office/personnel managementd) should describe the various methods of
3.5.2 features,3.5.3 formation and management3.5.4 sources of capital3.5.5 liability3.5.6 advantages and disadvantages
4.1.1 Trade4.1.2 importance of home trade4.1.3 chain of distribution
4.2 Functions of retailers4.3 Types of retailers in the country-small scale and large scale retailers
4.3.1 Functions of wholesalers4.3.2 services of wholesalers to consumers and to retailers
4.3.2 Effects of HIV/AIDs and STDS on businesses
5.1 meaning of management5.12 functions of management (planning, organizing, coordinating, controlling, staffing)5.1.3 methods of management- -leadership styles
public corporations, characteristics, formation
Discuss the importance of trade to the local societyExplain chain of distribution and its importance
Discuss functions of retailers, types of retailers in the community.assignment
Students dramatize chain of distribution
Discuss diseases and how to avoid
Discuss management in relation to school management
Explain functions of management
Traditional saving & loan (Hagbad),Hargesia charcoal Production
Posters of companies.Chart showing memorandum of understanding, Articles of association
Pictures showing public corporations e.g., Borama Water Project
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managemente) explain sources of problems facing management
5.2 Time managementBy the end of the topic the learner should be appreciate the importance of time management in business
6. Business Communication * a) define communicationb) describe characteristics of effective oral communicationc) write good business letters, memorandums, circulars, minutesd) Explain role of non- verbal communication in businessd) explain barriers to effective communication in business
7. The Office *a) describe the functions of the officeb) explain function of office staff (secretary, clerk, manager etc.)c) use various office equipmentd) demonstrate use of simple filing system
8 Auxiliary services in Business8.1 Money and Banking*a) define money
-delegation-teamworkmethods of motivation5.1.4 Sources of problems facing management
5.2.1 Time management5.2.2 Time tables/Diaries
6.1.1 Definition of communication6.1.2 Oral communication6.1.3 Written communication –business letters, memorandums, e-mail, minutes6.1.4 Nonverbal communication6.1.4 Barriers to effective communication in business
.1 Definition of the office7.2 Function of the office7.3 Office staff (secretary, clerks, manager etc.)7.4 office equipment (computer, fax machine, typewriter, franking machines, photocopier, calculators7.5 Simple filing for business
8.1.1 Money –types of money, origin, functions, 8.1.2 characteristics
Role play delegation, motivation in the classroom
Discuss the importance of time, use of diaries
Prepare time tables
Act types of communicationDiscuss factors that contribute to effective oral and written communication role play non-verbal communication
Discuss the meaning of office and functions of the various cadres of office staff.
Operate computer, use calculators etc.Visit office -seeuse various office equipment.file documentsDiscuss money and functions
Trade items, chart showing chain of distribution
Resource person from local business community
Chart showing chain of distributionPictures of local wholesalers
Photographs of people with HIV/AIDS
Organization chart
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b) explain the functions of moneyc) Describe characteristics of moneyd) Explain barter system and its application in present days businesses
8.2 Banking*a) Define bankingb) explain types of banksc) Describe the different functions of moneyd) Explain the different accounts one can operate in the banke) Describe the type of loans offered by banksf) appreciate the role of Central Bank in the country
8.3 Insurance*a) Define and explain the importance of insurance to business
b) Describe the principles of insurance
c) explain the types of insurance
8.4 Warehousing*a) Describe the functions of warehouse to businessesb) Explain the types of warehouses
8.5 Transport*a)explain the meaning of transportb) appreciate the role of transport in carrying out business operationsc) describe new trends in transport (pipelines,
8.1.3 Barter system
8.2.1 Meaning of banking8.2.2 Types of banks(commercial banks, finance institutions, non bank institutions, Islamic banking system)8.2.3 Functions of banks8.2.4 bank accounts8.2.5 cheques8.2.6 Loans (short term, long term, credit cards)8.2.7 Central Bank
8.3.1 definition of insurance, risk,8.3.2 importance of insurance
8.3.3 Principles of insurance –utmost good faith, indemnity etc.
8.3.4 Types of insurance (life assurance, fire, transport, accident, blood compensation Somali traditional insurance)
8.4.1 Functions of warehousing
8.4.2 Types of warehouses (sea port, inland terminals)
8.5.1 definition of transport
8.5.2 modes of transport
8.5.3 New trends in transport-containerization,
Role play exchange with money and barter systemAnswer questions on exchange of goods
Observation and interviewing of resource personVisit to financial institution around schoolparticipated in the writing of the syllabus and training for business education.Discuss role of Central bank
Discuss risks, business loss, compensation,
Discuss the principles
Interview insurance persons
Discussionfunctions of warehouses
Assignment
Discuss role of transport; new trends in transport
Pictures of peopleMoney to explain salaries
Oranges, sweets
Time tablesDiaries, clock face
Mobile phonesRadio calls Paging servicesComputerletters
Picture of OfficeChart showing office staffComputers,
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containerization)
8.6 Sales Promotion*a) explain the meaning of sales promotionb) describe the various methods of sales promotion (advertising, discounts, gifts, customer relation) that may use in their business
9.0 Pricing Determination*a)define priceb)Describe the various ways of determining price of a good or servicec)explain the meaning of demand and supplyd) use demand and supply curve to determine equilibrium pricee)explain other ways of determining price of goods and service
10 International Trade*a) explain the meaning of international trade b) describe documents used international tradec) explain international currencies and exchange ratesd) explain barriers to international trade e) name benefits of economic integration
11. Measuring business performance
11.1 Double entry system* a) describe the nature and purpose of accountingb) define business transactionc) use bookkeeping equation
pipeline
8.6.1 meaning of sales promotion
8.6.2 methods-advertising, discounts, customer relation,
9.1 definition of price
9.2 price determination-demand and supply forces
-government, supplier or producer fixing price
10.1 meaning of international trade
10.2 reasons for international trade
10.3 documents used in international trade
10.4 international currencies and exchange rates
10.5 barriers to international trade
10.6 Economic integration (COMESA, EU, AU)
role play good customer relationPrepare advertising slogans, pictures and broadcasting messagesVisit businesses Students construct demand curves and supply curves on graph Discuss other ways of price determination
Class discuss trade between countriesObserve and construct documents used in international tradeInterview resource personsConvert money from local currencies to other international currencies
Calculate problems using bookkeeping equation
StaplersTypewritersFax machinePaper punchCalculatorsFolders
Coins, notes, any goods available
Resource personCredit cards
Sample bank cheques, coins, notes
Pictures of buildings, accident scenes
Show persons compensated after
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d) demonstrate correct usage of double entry rulese) describe the different source documents in business recordingd) solve accounting problems
12.1 Types of ledgers*a) construct and label the divisions of the ledgerb) explain the purpose of each ledgerc) record transactions in each ledgerd) balance each ledgere) prepare a trial balance and correcting errors revealed by trial balance
12.2 Cash Booka) explain the purpose of the cash bookb) describe the types of the cash book c) prepare and balance the cash bookd) explain the purpose of the petty cash booke) record in the petty cash book and balance.
13 Business Final Statements *a) Describe the purposes of trading account, profit and loss account and balance sheet b) draw the formats of each of the statementsc) prepare a trading accountd) prepare a profit and loss accounte) Prepare a balance sheet
11.1.1 nature and purpose of accounting
11.1..2 Types of accounts
11.1.3 Rules of double entry
11.1.4 source documents
11.1.5 Types of books of original entry (sales day book, purchase day book
12.1.1 Types and format of a ledger
12.1.2 Purpose for each ledger
12.1.3 Balancing ledger accounts
12.1.4 Trial Balance
12.2.1 Purpose of cash book
12.2..2 types of cash books (one, column, three column cash books)
12.2.3 Balancing the cash book
12.2. 4 Petty cash book
13.1 purpose of trading, profit and loss account and balance sheet
13.2 Formats of each statements
Make records in the books of original entry from appropriate source documents.assignments
Construct ledgers accounts in their booksDemonstration of recording in ledger accounts
Record in ledger accounts and assignmentPreparing trial balance-assignments
demonstration and Students practice recording in cash book
Record in petty cash book
Discuss purpose of final accounts
Draw formats of the trading account, profit and loss account and balance sheetPreparation- final statements,
accidentResource persons
Pictures of warehouses, stored goods
Pictures of donkey carts, lorries aero planes, ships
Advert slogans, posters, newspapers, radio
Goods in the market and price tags
Maps, globes,
Currencies of different countries, news papers
Source documents- invoices, cash payment vouchers
Computers-peach tree accounting package
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13.3 Trading account
13.4 Profit and loss account
13.5 Balance sheet
Ledger books, charts, computers
Cash payment vouchers, bank cheques, petty cash vouchersChart showing final statements, computers, trial balance statements
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SUMMARY –Course code/unit Topic periods
Form Three Courses1.0 Business in community
Definition of business
Satisfaction of human wants
Importance of business
10
2.0 Entrepreneurship skills Meaning of enterprise
Meaning of entrepreneur
Qualities of a good entrepreneur
Risk taking
Business idea
Business opportunities
Location of a business
Government taxes
Causes of business failure
18
3.0 Ownership and control of
business
Sole proprietorship
Partnership
Private companies
Public companies
Co-operative societies
Government participation in business
18
4. 0 Home trade
Chain of distribution
Retail trade (small and large)
Wholesale trade
Trends and in trade – HIV/AIDS 12
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5.0 Management of people in a
business
Definition of management
Functions of management
Methods of management
Leadership styles-delegation, teamwork
Time management
16
6.0 Business Communication Purpose of communication
Types: verbal communication
Written communication
Non-verbal communication
Medium of communication
Barriers to effective communication
14
7.0 The Office
Form Four Courses8.0 Auxiliary services in business
Definition of office
Function of office
Office staff
Office equipments
Computers, photocopiers
Typewriters, adding machines, telephones,
etc.
Office Filing
Money
Characteristics of money functions of money
Barter system
8 96
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Banking
Functions
Types of banks
Loans by banks
Bank accounts
Insurance- importance
-Principles of insurance
-Types of insurance policies
Warehousing
-Functions
-Types of warehouses
Transport importance
-modes of transport
-Trends (containerization pipelines)
Product Promotion-
-methods of product promotion
(Discounts, advertising, customer relation)
7
4
2
2
3
Definition of price
Meaning of demand
Factors that influence demand
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Demand curve
Meaning of supply
Factors influence supply
Supply curve
Equilibrium price
Price fixing by government, suppliers, and
producers
6
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)
International Finance institutions (IMF, World
bank, ADB)
4
11.0 Measuring Business
performance- Bookkeeping
equation
Business transaction
Bookkeeping equation
Double entry
Rules for recording assets, liabilities, capital,
expenses, income
Ledger accounts
Source Documents
Purchase journal, sales journal
Returns in and out journals
General journal
10
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12.0 Types of ledgers
Cash Book
One column cashbook
Two column cashbook
Three column cashbook
Petty cash book
12
3
13.0 Final Statements
GRAND TOTAL
Trading, profit and loss account
Balance sheet
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APPENDIX1. .
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
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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 learningTeachers 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 EvaluationThe 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.
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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 WORKThe 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 objectives1. 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
2
1
2
3
Business
-Meaning
-functions
Human needs
- Definition of needs
Entrepreneurship skills
Qualities of entrepreneur
-Rewards of entrepreneur
Legal requirements
By the end of the courses: students should be able to: list functions of business
explain human
needs
describe qualities of a good entrepreneur
list taxes required
By end of lesson student be able to
Answer questions
Discuss topics
Role play the activities of
Observe and
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3
4
5
Sources of finance
-Meaning
-Sources of finance
explain sources of finance
describe licenses
Describe sources of finance
LESSON PLANLesson 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: BusinessLesson Topic Human NeedsLesson 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
II 15 min
III 15
Introduction
Business in the surrounding
Definition of needs
Anything that need to be satisfied in human beings
-food, clothes, shelter
Business and satisfaction of human needs
Students discuss what happens in the society
Students answer questions on their needs
Class discuss business in the surrounding and how they satisfy human needs
References books
Pens, soap, biscuits
Pictures of foods, vehicles, shoes
Pictures of business in the town/village
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IV 5min
V 5min
Pupil exercise
conclusion
Summary points1.
Students answer questions about topic in exercise books/teacher goes round checking and helping individual students
Review the lesson. Teacher corrects any misconception.
Gives assignment for further practiceExercise books
pens
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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. SubjectScience 3 Chemistry Physics BiologyVocational 2 Physical science BiologyArt 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.
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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 issuesEmphasize 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
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Form I Form II Form III Form IV
TERM
1
1. Introduction to Chemistry 1.1. Pure substances and mixtures 1.2. Matter 1.3. Physical and chemical changes 1.4. Separating mixtures
2. Mixtures, elements and compounds2.1. Mixtures, elements and compounds2.2. Structure of the atom2.3. Periodic table2.4. Combining elements
3. Materials 3.1. Metals and their ores3.2. Reactions of Metals3.3. Rusting3.4. Recycling 3.5. Using materials(to be completed in Term 2)
1. More about matter 1.1. Pure substances 1.2. Gases 1.3. Solutions and solubility
2. Using the periodic table 2.1. More about the atom 2.2. Trends within a group 2.3. Trends across a period
3. Bonding3.1. Compounds 3.2. Ionic bonding and ionic compounds 3.3. Covalent bonding and covalent compounds
4. Air, Earth and Water4.1. Air and its usesAir pollution4.3. Water and the water cycle4.4. Hard and soft water
1. Acids, bases and salts 1.1. Acids 1.2. Alkalis 1.3. Neutralisation 1.4. Making salts
2. Metals2.1. Properties of metals and non-metals2.2. Reactivity and the reactivity series2.3. Using metals
3. Electrolysis3.1. Redox reactions3.2. Electrolysis3.3. Uses of electrolysis3.4. Electrolysis calculations
1. Atomic Structure1.1. Composition of matter1.2. Electrons in atoms1.3. Periodic patterns
2. Bonding and structure2.1. Ionic and covalent bonding2.2. ElectronegativityShapes and structuresMetallic bondingIntermolecular forces
3. Moles and stoichiometry3.1. Reacting masses3.2. Volumetric calculations3.3. Gas volumes
Form I Form II Form III Form IV
(Unit 3 from Term 1 to be completed)
5. The mole5.1. Masses of atoms 5.2. The mole
4. Non-metals 4.1. Hydrogen 4.2. Nitrogen
4. Energy in Chemistry4.1. Enthalpy changes4.2. Bond enthalpies
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Chemistry
TERM
2
4. More about physical and chemical changes4.1. The kinetic theory of matter4.2. Changing state4.3. Combustion and oxidation4.4. Thermal decomposition4.5. Equations4.6. Rates of reaction
5. Acids and bases5.1. Introduction to acids5.2. Acids and indicators5.3. Properties of acids5.4. Neutralisation5.5. Properties of bases and alkalis
5.3. Formula 5.4. Concentration of solutions5.5. Molar gas volume
6. Chemical reactions and equations6.1. Molecular equations and calculations6.2. Making and breaking compounds6.3. Oxidation and reduction6.4. Precipitation6.5. Neutralisation6.6. Energy changes
7. Introduction to Carbon and organic compounds7.1. Carbon and its compounds7.2. The carbon cycle 7.3. Fossil fuels7.4. Chemicals from oil7.5. Plastics
4.3. Oxygen4.4. Sulphur4.5. Chlorine, bromine and iodine
5. More organic chemistry5.1. Alkanes5.2. Alkenes5.3. Alcohols5.4. Carboxylic acids
6. Rates and Equilibria6.1. Rates of reaction and measuring rates6.2. Changing the rate of a reaction6.3. Collision theory6.4. Catalysts6.5. Reversible reactions
4.3. Measuring and calculating bond enthalpies
5. Organic chemistry5.1. Basic concepts5.2. Reaction mechanisms5.3. Polymers5.4. Halogenalkanes
FORM 1
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Chemistry
Topic Learning Outcomes, the student will be able:- Skills1. 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 matterto 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 on simple practical exercises
Observation, handling 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 compoundsto 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 electronsto draw diagrams to represent simple atomsto 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
Drawing
2.3. Periodic table to understand the terms ‘group’ and ‘period’ as they relate to the periodic tableto 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 numbersto know the position of metals and non-metals in the periodic tableto 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 moleculeto give some examples of elements that consist of molecules (H2, O2, N2)to understand that elements can combine together to form compoundsto understand that compounds can be represented by formulae which indicate the elements that make up that compoundto 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, fuels3.1. 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 copper3.2. Reactions of Metals to know and observe the reactions of metals with acids, water and air
to be aware that some metals are more reactive than othersto know and observe that a more reactive metal will displace a less reactive one in solution
Observation, handling equipment
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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 theoryto 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 temperatureto 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 suspensionto understand the terms ‘miscible’ and ‘immiscible’to know the difference between a soluble substance and an insoluble substanceto know that substances have different solubilities and that solubility increases with temperatureto interpret solubility curves
Graph inter-pretation
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 massesto know that every atom has equal numbers of protons and electronsto use atomic and mass numbers to determine the structure of an atomto 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 0to 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. Bonding3.1. Compounds to understand why elements form compounds
to know what an ion is and be able to write the formula of an ion3.2. Ionic bonding and ionic compounds
to understand that ionic bonds are formed as result of a transfer of electronsto represent the formation of ionic bonds using diagramsto write the formula of ionic compounds
Deduction
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Chemistry
3.3. Covalent bonding and covalent compounds
to understand that covalent bonds are formed as a result of sharing of electronsto represent the formation of covalent bonds using diagramsto write the formula of covalent compounds
DrawingDeduction
4. Air, Earth and Water4.1. 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 airto describe some uses of air
4.2. Air pollution environmental issues
to describe the causes of air pollutionto know some ways to reduce air pollution
4.3. Water and the water cycle environmental issues
to know the importance of water to living thingsto understand how water is recycled in the water cycleto describe the process of water treatment to ensure a safe supply of drinking waterto 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 hardnessto know the advantages and disadvantages of hard and soft waterto describe methods of softening water
5. The mole5.1. 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 numberto calculate the mass of 1 mole a substanceto 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 togetherto know the difference between empirical and molecular formulato 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 solutionPractical 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 dm3to calculate the volume of any gas given the mass of gas or number of moles
Calculation
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Chemistry
6. Chemical reactions and equations6.1. Symbol equations and calculations
to write balanced molecular equations for a large sample of familiar reactionsto 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 precipitation reactionsto describe some uses of precipitation reactionsSolubility rules
Observationhandling equipment
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 endothermicto calculate the energy change in a reactionto explain the energy changes that take place in a reaction in terms of bond energiesSimple experiment to calculate the heat given out by methylated spirit in a spirit lamp
Observationhandling equipmentInterpretation,Calculation
7. Introduction to Carbon and organic compounds7.1. 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 cycle7.3. Fossil fuels environmental issues
to describe the formation of coal, oil and natural gasesto 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 onlyto 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 oilto know some uses of plasticsto recognise the advantages and disadvantages of using plastics, non-biodegradable plastic bags from Khat as a pollution hazard
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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 oxidesto understand that acids contain hydrogen ions when dissolved in water to construct ionic equations from molecular equationsto understand why acids can be strong or weak in terms of dissociation
1.2. Alkalis to understand that alkalis contain hydroxide ionsto understand why bases can be called proton acceptors to classify alkalis according to their strengthto write equations for the reactions of alkalis with ammonium compoundsto understand why bases can be strong or weak in terms of dissociation
1.3. Neutralisation everyday life stomache indigestion
to explain that neutralisation reactions involve the reaction between hydrogen ions and hydroxide ions to form waterto 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 baseto prepare a soluble salt from a suitable acid and an insoluble salt by precipitationto 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 industrySimple practical exercise to prepare a solid sample of a salt
2. Metals2.1. Properties of metals & non-metals
to describe the physical and chemical properties of metalsto compare the properties of metals and non-metals
Reactivity and the reactivity series
to describe the reactions of some metals with oxygen, water and acidsto rank metals in order of reactivity according to their reactions with oxygen, water and acidsto understand that metals can act as reducing agentsto understand that carbon can reduce some metals to their ores
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Chemistry
to understand that a more reactive metal will displace a less reactive metal from solutions of its compoundsto explain and be able to apply the reactivity seriesto describe a chemical cell and the importance of the reactivity series to choosing the two metals in a chemical cell
Using metalseveryday life examplesaluminium sheet production, local crafts to make axes, knives etc. from Fe
to relate the uses of a metal to its propertiesto explain what an alloy is and give some uses of common alloysto describe in detail the extraction, properties, uses and corrosion of aluminium and iron
3. Electrolysis3.1. 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.
Electrolysiseveryday life examplescar batteries, dry cells
to identify substances as conductors or insulatorsto describe electrolysis as the breaking down of a compound by the passage of a direct electric currentto describe the apparatus required for electrolysis and be able to identify the anode and cathodeto know that an electrolyte is a liquid which allows a current to pass through itto explain what happens during the electrolysis of a given electrolyte (molten and solutions), including writing half equations for the reactions at the cathode and anodeto describe electrolysis in terms of oxidation and reductionto 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 flowsto calculate the amount of a substance deposited during electrolysis
4. Non-metals4.1. Hydrogen to describe the properties and uses of hydrogen
to explain how and why hydrogen could be used as a fuel in the futureNitrogen
everyday life fertilizers
to describe the properties and uses of nitrogento describe the nitrogen cycleto describe the properties and uses of ammoniato describe the manufacture of ammonia in industry by the Haber Processto understand some of the problems associated with fertilisers
Oxygen to describe the laboratory preparation and of oxygen
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Chemistry
everyday life, respiration, rusting
to describe the properties of oxygen and a test for oxygento know when basic oxides, acidic oxides and neutral oxides are produced
4.4. Sulphur to describe the extraction of sulphurto know that sulphur has two allotropes, monoclinic and rhombic sulphurto describe the properties and uses of sulphurto describe the properties and uses of sulphur dioxidedescribe the manufacture of sulphuric acid by the Contact processto describe the properties and uses of sulphuric acid
Chlorine, bromine and iodine everyday life, OCl- ion for bleachin , Iodine for woundsAntisceptic.
to describe the manufacture of chlorine in industry and the laboratory preparationto describe the properties and uses of chlorineto know some common compounds of chlorineto describe the properties and uses of bromine and iodine and their compoundsto describe the extraction of bromine from sea water
5. More organic chemistryAlkaneseveryday life, burning of kerosene, candles, butane and petrol as a fuel or to produce light. Cigarette lighters.
to classify hydrocarbons as alkanesto name simple alkanesto understand that members of a homologous series have the same general formula, similar chemical properties and show a gradual change in physical propertiesto 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 alkanesto know that isomers are compounds with the same formula but different structures
Alkenes everyday life, source of plastics through polymers PVC, polythene, etc.
to classify hydrocarbons containing a double bond as alkenesto name simple alkenesto describe some properties of alkenesto know that saturated hydrocarbons are less reactive than unsaturatedto describe a test to identify between alkenes and alkanes using bromine water
Alcohols
everyday life drinking of alcohol as drug abuse against Islamic values.
to identify alcohols as organic compounds containing the –OH functional groupto name simple alcoholsto identify alcohols as primary, secondary or tertiaryto know that alcohols exhibit isomerismto describe the properties of ethanolto explain the importance of ethanolto describe two methods of producing ethanol, by fermentation and from ethene
5.4. Carboxylic acids everyday life lemon juice,
to identify caroboxylic acids as organic compounds containing the –COOH functional groupto name simple carboxylic acids
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Chemistry
vinegar, fruits to describe some properties of carboxylic acidsto know that esters are produced from a reaction between a carboxylic acid and an alcohol
6. Rates and Equilibria6.1. Rates of reaction and measuring rates
to understand that reactions take place at different ratesto measure quantitatively the rate of a reactionto interpret graphs relating to the rate of a reaction
Changing the rate of a reactionEveryday life, slow rusting and corrosion, temperture affects fermentation of dough.
to know that the rate of a given reaction can be changed by changing the conditions of the reactionto understand the effects of temperature, concentration of a solution, and surface area of a solid, on the rate of a reactionto understand that a catalyst increases the rate of a reaction without itself being changed chemicallyPractical 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 collideto use the collision theory to explain why changing the temperature/concentration/surface area can change the rate of a reaction
Catalystseveryday life, biochemical reactions of plants & animals need enzymes
to explain how catalysts workto give some example of the use of catalyststo understand that enzymes are biological catalyststo explain how enzymes workto give some examples of the uses of enzymes
Reversible reactions Everyday life, photo chromatic lenses in spectacles.
to understand that some reactions are reversibleto understand that reversible reactions can reach a state of dynamic equilibrium in a closed systemto know that certain reactions can be reversed if the conditions are changedto use Le Chatelier’s principle to increase the yield of products for reversible reactions
FORM 4
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Main Topic Learning Outcomes, the student will be able to:-1. Atomic Structure1.1. 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 isotopesto 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 atomto explain the terms prinicpal quantum number, sub-shells (s, p, d, and f) and orbitals to describe the shapes of s and p orbitalsto 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 blocksto describe the periodic patterns of electronic configurations, atomic size (radii), electrical conductivities, melting point and boiling pointto describe the periodic patterns of first ionisation energies including interpreting graphs of atomic number and ionisation energy
2. Bonding and Structure2.1. Ionic and covalent bonding
to describe ionic bonding in terms of the electrostatic attraction between oppositely charged ionsto describe covalent bonding in terms of a pair of electrons shared between two atomsto know that in molecules atomic orbitals combine to produce and molecular orbitalsto 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 polarisationto know that electronegativity is the ability of a bonded atom to attract electron chargeto describe changes in electronegativity across the periodic tableto 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 compoundsto describe the lattice structure of sodium chlorideto 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 ionsto explain the properties of metals in terms of metallic bonds
Intermolecular forceseveryday life, water is a liquid and not a gas
to describe intermolecular forces (van der Waals’ forces), based on instantaneous and permanent dipolesto describe the giant molecular structures of diamond and graphiteto describe hydrogen bonding between molecules containing –OH, -NH and F-Hto use hydrogen bonding to describe and explain the properties of waterto use kinetic theory and bonding to describe the physical properties and structures of elements and compounds
3. Moles & stoichiometry
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English
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 stabilityo protection of the environmento health issueso 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.
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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.
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b. understand information and transfer it to other forms e.g. notes, pictures, charts, tablesb. understand order, specific facts and distinguish these from ideas and opinionsc. read using different strategies to match different purposes e.g. scan, skim and read intensively and extensivelyd. read and understand a variety of different types of texts including public notices, advertisements, instructions, stories and newspaperse. evaluate what is read and select what is relevant to a particular reading purposef. read and take notes or summarise what they have readg. 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 logicallyb. write at several different levels of formality appropriatelyc. complete forms, write postcards, advertisements, instructions and short lettersd. express views and opinions logically in writinge. reorder ideas appropriately within an essay formatf. narrate stories and clearly indicate chronological orderg. communicate ideas effectively and clearly in written formh. describe common scenes, people, activities and processes in clear simple language making comparisons as necessaryi. write about themselves, their life and their environment j. write brief but clear instructions and give directionsh. report events that they have seen or heard about with reasonable accuracyi. 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 formsb. select information from a speech or lecture that is relevant to their purposec. listen and take notes or summarise what they hear
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d. recognise attitudes and opinions of the speakere. 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 dialoguesb. ask for information, give information and present opinions clearlyc. express feelings appropriatelyd. use language at several levels of formalitye. give short presentations and lectures orally from notesf. present a longer speech from prepared notes g. describe common scenes, people, activities and processes in clear simple languageh. write about themselves, their life and their environment i. write brief but clear instructions and give directionsh. 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
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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..
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Geography
GEOGRAPHYAIMS
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
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TOPIC SUB-TOPIC OJECTIVES: .At the end of the topic, the learner should be able to:
INTRODUCTION TO GEOGRAPHY.
Definition of geography Main branches of geography. Relation ship between
geography and other subjects. Importance of studying
geography.
Explain the terms geo, and graph Describe the branches of geography Explain the relationship between
Geography and other disciplines. Explain the importance of studying
Geography. THE EARTH AND THE SOLAR SYSTEM
The composition of the solar system
The earth’s structure. (Size, shape and position in the solar system.).
Rotation and the movement of the earth.
Solar and Lunar eclipses Solar and Lunar calendar
Describe the composition of the universe.
Describe the structure of the atmosphere. Explain the effects of the rotation of the
earth. Describe how solar and lunar eclipses
occur. Distinguish between solar and lunar
calendars
MAPS AND MAP WORK
Maps, pictures and plans
Types of maps and their uses.
Map scales :( types, conversions and sizes.)
Measuring ground distance
Calculation of areas on a map
Directions: (Compass and Bearing directions)
Explain the difference between pictures, plans and maps.
Discuss the uses of different types of maps.
Identify the types and uses of scales.
Explain how to measure distance on a map
Calculate the size of a given area on a map.
State direction both by compass and bearing between given points on a map.
WEATHER Definition of the term Weather Factors affecting weather Structure and composition of
atmosphere. . Elements of Weather and their measurements (sun shine, temp, humidity, precipitation, pressure wind etc) General atmospheric pressure
and wind circulations.
Explain the term Weather Explain the factors influencing weather. Describe the structure and the
composition of the atmosphere. Explain how instruments for measuring
weather elements are used. Analyze and interpret data on Weather
conditions. Describe the general pressure and wind
circulation systems. 93
Geography
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FORM TWO
TOPIC SUB-TOPIC OBJECTIVES: At the end of the topic, the learner should be able to:
LITHOSPHERE The lithosphere. Structure of the earth Plate tectonics theory and movement Continental drift theory.
Explain the term Lithosphere. Identify and describe the three layers
that make up the earth. Explain the Plate tectonics theory Discuss the Continental Drift theory.
ROCKS Define rocks Classification of rocks according
to mode of formation. Characteristics of rocks
Distribution of major rock types in Somaliland.
Significance of rocks
Explain the term rock Classify rocks according to mode of
formation. State and describe characteristics of
rocks Account for the distribution of major
rock types in Somaliland. Identify major types of rocks and
their uses within the local environment.
FOLDING
Definition of folding Processes involved in folding. Types of folds and resultant features. Significance of folding to man
Explain the term folding. Explain the processes of folding. Describe the types of folds and the
resultant landforms. Evaluate the importance of folding to
man.
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Geography
FAULTING
VOLCANICITY
Definition of faulting: Processes involved in faulting. Types of faults and resultant features. significance of faulting to human
activities
Definition of the term volcanism. Features as a result of volcanism.
World distribution of volcanic belts.
Significance of volcanicity to human activities
Explain the term Faulting Explain how faulting takes place. Describe different types of faults, and
the resultant landforms. Explain the significance of faulting to
man.
Explain the term volcanism. Explain formation of intrusive and
extrusive landforms. Account for the world distribution of
active volcanic zones.
Explain the significance of volcanicity to man.
EARTHQUAKES
Definition of the term Earthquake.
Causes of earthquakes.
Measurement of earthquakes.
Distribution of major earthquake zones of the world.
Effects of earthquakes.
Explain the term Earthquake.
Explain the causes of earthquakes.
Describe how earthquakes are measured.
Account for the distribution of the world earthquake belts.
Explain the effects associated with earthquakes.
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Geography
WEATHERING
AND
MASSWASTING
RIVERS
Definition of the term weathering Agents of weathering Types of weathering
Significance of weathering. (to man and the physical environment)
Definition of the term mass wasting.
Factors influencing mass wasting. Types of mass wasting. Effects of mass wasting to man and
the environment
Action of rivers: (Erosion, transportation and deposition)
Drainage patterns
Features due to river action (Eros ional and depositional)
The significance of rivers
Explain the term weathering.
Explain the factors affecting weathering.
Explain the different types of weathering.
Discuss the importance of weathering to man.
Explain the term mass wasting.
Discuss the factors affecting the nature and speed of mass wasting.
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 and deposition.
Distinguish between different river patterns
Describe the landforms resulting from
river action on the earth’s surface.
Explain the significance of rivers to man.
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Geography
POPULATION (Introduction)
Definition of population.
Factors affecting population growth. (fertility, mortality and migration)
Factors affecting population distribution in Somaliland.
Explain the term population.
Explain the factors influencing population growth.
Explain the factors influencing population distribution in Somaliland.
FORM THREE
TOPIC SUB-TOPICOBJECTIVES: At the end of the topic, the learner should be able to:
MANAGEMENT AND CONSERVATION OF THE ENVIRONMENT
Definition of management and conservation
The need for conservation
Environmental problems in Somaliland (Gulley erosion sheet erosion, deforestation, overgrazing garbage and plastic bags)
Environmental management and conservation in Somaliland.
Definition of Settlement and
Explain the terms conservation and management
Explain why it is necessary to conserve and manage the environment
Assess the impact of selected environmental hazards on the environment and human beings.
Discuss measures taken in managing and conserving the environment in Somaliland.
Explain the terms settlement and
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Geography
SETTLEMENTurbanization.
Factors affecting the location of settlements.
Functions of settlements.
Urbanization.
Problems of urbanization Rural settlements
urbanization. Explain the factors influencing
settlements and settlement patterns.
Explain the different types of settlements and their functions.
Account for the growth of major urban centers in Somaliland.
Discuss the effects of urbanization. Explain the functions of rural
settlements
CLIMATIC TYPES (REGIONS) OF THE WORLD
Hot climates of the world - Equatorial rainforest - Tropical Monsoon- Tropical desert
Warm temperate climates.Western type (Mediterranean) to be studied in detail
Temperate interior and Eastern Margin-mention as the other two in this category.
Cool temperate climates Western type-(to be studied in detail)Cool temperate interior and Eastern –mention as the other two in this category.
Tundra region
Describe the climatic and vegetation characteristics of the selected climatic types.
Account for the causes of aridity and desertification.
Explain the effects and possible solutions to aridity and desertification.
Describe the climatic and vegetation characteristics of warm temperate Western type of climate.
Name warm temperate interior and Eastern as the other two types of Warm temperate climates.
Describe the climatic characteristics of the cool temperate western type.
Name the other two cool temperate types of climates.
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Geography
Mountain region (Vertical zoning )
(Interior and Eastern).
Analyse and know the problems of and set- backs of the harsh climates of the polar region
Explain the vertical zoning of climatic belts in mountain regions
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Geography
MAPS AND MAP WORK.
Interpretation of human activities on topographical maps.(economic activities, settlements)
Enlargement and reduction of maps
Drawing of cross-sections.
Calculation and interpretation of vertical exaggeration and gradient
Position of places by use of latitudes and longitudes.
Identify and describe human activities on topographical maps
Enlarge and reduce parts of topographical maps.
Construct cross-sections from topographical maps
Calculate and interpret exaggeration and gradient
State position of places on a map by use of latitudes and longitudes.
LAKES Definition of lake.
Formation and classification of different types of lakes.
Importance of lakes
Explain the term lake
Describe the processes involved in the formation of different types of lakes
Explain the importance of lakes to man.
OCEANS ,SEAS & THEIR COASTS
Distinction between oceans and seas
Horizontal water movements (ocean currents,Tides,Waves)
Wave action and the resultant landforms (Erosional and
Explain the difference between oceans and seas.
Discuss the causes of water movements
Describe landforms as a result of wave erosion and
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Geography
depositional) Types of coasts (submerged,
emerged and coral coasts)
Significance of oceans coasts and coastal features.
deposition. Describe the
characteristics of the types of coasts.
Outline and explain the importance of coastal areas to human beings.
FORM 4
TOPIC SUB-TOPIC OBJECTIVES: At the end of the
topic, the learner should be able to:
AGRICULTURE
Definition of the term agriculture.
Factors influencing agriculture.
Types of agriculture
Crop farming Cereals
Maize Rice Sorghum Wheat Beverage crops Sugar Tea
Explain the meaning of the word agriculture.
Discuss factors affecting agriculture.
Describe the salient features of different types of agriculture.
Describe the necessary growing conditions for the selected crops.
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Geography
Coffee
Oil crops Groundnuts Sesame
Horticulture Mango Guava Lemon grapes
Pastoralism in Somaliland
Problems facing pastoralism in Somaliland
Describe the necessary growing conditions for oil crops.
. Explain the growing conditions
for each of the named fruit.
Explain problems facing fruit and Horticulture farming in developing countries.
Explain characteristics of pastoralism
Describe problems facing pastoral communities in Somaliland.
FORESTY
Definition of forest and forestry
Factors affecting the distribution of natural forests.
Importance of forests and forest products.
Problems affecting forestry in Africa
Management and conservation of forests
Explain the meaning of the terms forest and forestry
Discuss the factors influencing the distribution of natural forests.
Evaluate the significance of forest and forest products.
Analyse the problems facing forests and forests in Africa.
Discuss ways and means of conserving forests.
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Geography
(Refer to any African country )
.
MINING AND MINERALS.
Definition of mineral, mining and Rocks.
Characteristics of minerals.
Factors affecting occurrence of minerals and mining.
Mining methods
Effects of mining on the environment. .
Significance of mining to a country
A case study of mining Gold in South Africa or Petroleum in Saudi Arabia
Explain the meaning of the terms mineral, mining and Rocks.
State the characteristics of minerals.
Describe and explain the factors affecting occurrence of minerals.
Explain the factors affecting mining.
Understand different types of minerals and how they are mined and utilized
Explain the effects of mining on the environment.
Explain the significance of mining to a country
Explain the contribution made by mining to national economy of one of the selected countries.
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Geography
MANUFACTURING INDUSTRIES
POPULATION
(continued from form 2)
Definition of industry and Industrialization.
Types of industries. Factors that affect
location and development of industries.
Distribution of factories in Somaliland
Significance of Industrialization.
Problems of industrialization and their possible solutions.
Case study on:Car and electronics industry in Japan
Population structure (Age-sex pyramid)
Consequences of population growth and structure.
Population problems of under population.
Family planning methods vs. Islamic/Somali culture. Family planning methods.
Explain the meaning of the terms industry and industrialization.
Classify and describe types of industries.
Explain the factors that influence the location and development of industries.
Account for the distribution of factories in Somaliland.
Explain the role played by industries and factories.
Discuss the problems of industrialization and suggest their possible solutions.
Compare and contrast aspects of industrialization in the selected country.
Describe population structure.
Analyze the consequences of population growth and structure.
Explain the problems faced in countries experiencing under population.
.Analyze the demographic trends in Somaliland with regard to the Somali culture and the Islamic law. Compare and contrast population
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Geography
STATISTICAL METHODS
FISHING
A case study on population: Somaliland and Sweden
Definition of fishing and fisheries.
Factors influencing fishing
Distribution of world fishing grounds
Types and methods of fishing
Fishing industry in Somaliland
Significance of fishing industry in Somaliland.
Problems facing fishing industry in Somaliland and their possible solutions.
Management and conservation of fishing grounds.
trends between Somaliland and the selected developed country.
Study the methods of collecting population statistics Explain the term fishing and
fisheries Explain factors influencing
fishing. Account for the location of the
major fishing grounds of the world
Describe types and methods of fishing.
Discus the marine fisheries in Somaliland.
Explain the importance of fishing in Somaliland.
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.
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History
HISTORYIntroduction
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.
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History
FORM ONE
Main Topic Sub. Topic Skills and ObjectivesAn Introduction to History
What is History The sources of African History eg oral traditions, written sources, languages, archaeology and anthropology
Explain the term History. Identify sources of information on History Appreciate the importance of studying History Equip learner with the basic skills of data collection to recreate
HistoryAfrican Traditional economies
Hunting and Gathering communities Pastoralism Agriculture; indigenous industries and trade
Appreciate important modes of production and their impact on early African societies beginnings of agriculture - many causes and important consequences
Somali History Emergence of the Somali people-traditions of origin Movement and expansions and the final settlement language, culture and religion
Encourage a critical and analytical approach to histories of origin.
Understand the classifications of peoples Weigh differences and similarities of past traditions, customs,
and beliefs to those of the present.
Ancient African civilizations
1. Ancient EgyptThe pharaohs,MummificationFarming Writing development
2. The Golden Age of Egypt The Middle KingdomThe New KingdomEgypt under threat3. Kush Axum Meroe
Of ancient civilizations: Identify the main features and great achievements. Understand the factors that account for the origins. Use a comparative approach in understanding these. Appreciate the role of the riverNile Appreciate the correlation the correlation between History and
Geography. Understand the role and significance of the pharaohs and the
pyramids. Appreciate the links in the growth and development of these
civilisations Highlight the political phenomena of empire building
Other World Ancient Civilizations
Mesopotamia (the Sumerians)Persia The Indus valley
Understand how civilisation began, developed and spread in Mesopotamia.
Appreciate why civilisations began near river valleys.
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History
To appreciate the contributions and achievements. Understand the linkages and cultural contributions of other
world civilizationsThe Classical Civilization of Greece
The Dark Ages of Greece.The Evolution of the City StatesSpartaGreek Thought and CultureGreek ArtAthens in the Golden AgeThe Greek achievement and its present day significance
Appreciate the political evolution in Greece. Understand and appreciate the contribution of the great
philosophers. Evaluate the Greek contribution to Art and Culture.
The Rise of Macedonia
Alexander the Great
Macedonia becomes powerfulKing Phillip and the spread of Macedonian influence
Conquest of Persia and Egypt
The discovery of Aikhanun
Alexandria and the lighthouse
New lands and an international age.
Understand how Alexander introduced Hellenistic culture from his empire to the rest of the world.
Explain why Alexander’s successors could not hold Egypt together.
Show how language unified the Mediterranean world
An Introduction to Government
Meaning and importance of ‘Government’ The function and political structures of the Somaliland Government.
Promote a sense of patriotism, nationalism, and integration through awareness of governance, national unity and successes.
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History
FORM TWO
Main Topic Sub-Topic Skill and objectivesThe rise of Islam Prophet Mohamed and his followers
The prophet’s Holy warsHis death and the era of the caliphs
Understand causes and consequences of the development of the Islamic religion
Explain how Islam affected the history of the Arab people 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 The Abbasid caliphate
Understand the causes and consequences of Muslim -Arab conquest 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 peopleArab settlements along the coast of SomaliThe rise of Muslim Emirates along the northern coast of Somalia
Understand historical trading links with the outside word and the impact in the Somali people
Analyse the causes of Arab settlements
Enlightenment and Revolutions
The philosophies embraced in the enlightenment
The Industrial RevolutionThe French Revolution
Understand the power of ideas in shaping political and economic changes
Understand the causes and consequences of the Industrial Revolution
African before colonial rule
West African before the colonial period (1800-1875)East Africa (1800-1885)
A comparative approach before and after the partition of Africa
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History
European invasion of Africa and the process of colonisation
Reasons for the scramble The Berlin Conference and the Partition of AfricaEuropean conquest and Establishment of administration. Resistance and Collaboration Christianity and the impact on African societies
Identify and describe reasons for the scramble of Africa Understand factors that helped Europeans colonize Africa Chart Europeans possessions after 1884-1885 Analyse events that led to the Berlin conference of 1884-1885 and
evaluate its results. Assess colonial resistance and collaboration and weigh its consequences
Somaliland since independence
Colonial legacyReferendum the abortive coup The military coup of 1969The establishment of northern movements S/land since 1991
Understand political social and economic factors that have shaped Somalia since independence
Understand the problems of unification
National integration Factors promoting national unity Factors limiting national unity Conflict resolutions Methods of resolving conflictsProcesses of resolving conflicts
Be aware of factors that promote and those that limit national unity Identify factors that cause conflicts and offer possible solutions
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History
FORM 3
Main topic Sub-topic Skills & objectivesThree Muslim Empires:The Ottoman Empire
The rise of the OttomansThe Conquest of ConstantinopleThe Govt and the armyThe siege of ViennaTrouble in the empire
Understand the rise and expansion of the Ottomans in the C 15 and C 16
Interpret events and explain the long term effects of the Turkish failure to conquer Vienna.
Enumerate factors that led to the empire’s declineThe Safavid Empire Iran’s Shi’ite empire
Conflict with the OttomansReign of Abbas the Great. Trade and CultureThe downfall
Understand the role of the Safavid empire in the Muslim world. Explore how the Shi’ism affects its relations with other countries
today. Explain the reasons behind the downfall.
The Mogul empire FoundationBaber the tigerProsperity and Decline Islamic Empires in declineContrast the 3 different empires.
Appreciate the contribution to history by the empire in India Give suggestions on how to promote the prosperity of a country Discuss the importance of effective administration.
Europe in the Middle Ages
Rise of the nobles and control of the countrysideDivine Right of KingsFeudalism in EnglandWilliam the ConquerorThe Age of ChivalryThe Minor systemThe growth of towns and tradeThe spread of knowledge
Understand the causes and consequences of the development of European civilisation in the Middle Ages.
Learn the consequences of the introduction of the plough Know about Education in the Middle Ages
Rise and Spread of Christianity
The message of Jesus ChristThe first ChristmasLetters of Pliny the YoungerMonasticismThe spread of Christianity throughout and outside the Roman Empire
Understand the impact of the spread.
The Christian Growth of Papal Power Write a report on one of the major Christian Crusades and describe
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History
Church in the Middle Ages
Expansion to Spain and GermanyPapal appeal for a crusade.
their intermediate and longer term effects.
Africa The Sudanic States in West Africa
Ghana, Mali and SonghaiKanem, Borna and Hausa
Understand the causes and consequences of the development of the states.
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 kingdomSan, Khoikhoi, etc
Describe the role of trade and its development and decline
Expansion of European power
The birth of modern society Europe’s scientific and technological advances Advances in agriculture and manufacturing Effects of scientific revolution
Explain factors leading to the development of science and technology, the inter-relations of new inventions that led to the scientific revolution in Europe.
Know of the advances in agriculture and manufacturing leading to a higher standard of living.
The unification of Italy & Germany
A Unified ItalyThe Unification of GermanyWar with Denmark and AustriaThe Franco Prussian WarThe German Empire
Know the causes and consequences of the unification. Weigh the problems that arose from the unification and the impact
on the rest of Europe.
The First World War The Great PowersThe pre-war Alliance The Balkan Wars 1912The world at warResults of the world war.
Understand the causes of the First World War. Analyse the events; evaluate the consequences of the war.
Nationalism in Africa
Factors that led to the rise of African nationalismFactors that strengthened nationalism Nationalism in Ghana, Algeria, in Kenya, Somalia (the wars of Mohamed Abdillahi Hassan against colonialism)
Understand the causes and consequences of growing nationalism in Africa, especially after the Second World War.
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History
Democracy and human rights
Definition, types and principles of Democracy Definition of human rights The Bill of Rights UN Charter on Human Rights The Rights of the child Classification of Human Rights
Understand the terms: Human Rights and Democracy Identify types of Democracy Discuss the principles of democracy Identify the Rights of child Classify and discuss Human Rights
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History
FORM FOUR
1. Somalia and Somaliland between the two World Wars to 1960
Nationalist Organizations eg. SNS, SNL, NUF and USP, and SYL in the SouthPersonalities, eg. Farah OmaarThe effects of the world wars on the rise of Somali NationalismItalian rule over Somalia
Understand influence of wars on people’s thinking and its effects on the birth of nationalism
2. Independence and Union with Somalia
Results of two colonial legaciesReferendum of 1961 and the abortive coupStrains between the North and SouthThe role of SYL
Understand the Pan Somali issues and the isolation of the Republic within a historical context.
Understand national feelings. Recognition of the role of administration and mal-administration within the Republic
3. The Military coup of 1969 Dictatorship and Scientific SocialismSuppression of the NorthThe war of 1977 against EthiopiaThe attempted Revolution of 1978
Understand the causes and consequences of military coup and dictatorship
4. The Establishment of SNM Formation Armed Struggle
Understand the mass struggle and consequences of a dictatorial rule
5. Somaliland and Somalia since 1991 Analyse the problems faced by a newly proclaimed independent state
6. Pan-Africanism Pan-Africanist activitiesPan-Africanism in AfricaPan-Africanism after 1945The achievements of Pan-Africanism
Understand principles of Pan-Africanism and their effects on the African people
7. The Organisation of African Unity (OAU)
The formation of the (OAU)The Charter of the OAUThe Structure of the OAU
Understand the principles of Pan-Africanism and the creation of the OAU
Make an an assessment of OAU
8. Post-Independence and political ideas
The challengesThe developments
Compare militarism and democracy, socialism and capitalism in Africa after independence
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Post-Independence challenges and development
Military coup, socialism and capitalism
9. The aftermath of the First World War
The problems of making a peace settlementVersailles settlement Self-determination The new map of EuropeThe league of NationsGermany’s war guilt reparation
Analyse causes and consequences of treaty signed at Versailles, and the problems of war and its effects on social order and the effects on one’s enemy
10. The post-war shifts in power and the great depression
Europe’s declineEurope’s recovery and USA economic powerEfforts to maintain peaceJapanese Industrial power
Understand causes and the consequences of the colonial independence movements
Recognise the post-war shifts in power away from Europe and its impact
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 competitionThe rise of dictatorsMuslim’s programmeHitler’s foreign policy aimsHitler violates the Versailles TreatyThe Spanish civil warJapan’s aggressions and the weakness of the League of NationsItaly’s annexation of Ethiopia
Understand the causes and consequences of international hostility in the 1930’s and the causes of the 2nd WW
Analyse critically policy trends between the two wars
Analyse fascism and communism as political ideas, recogising their effects on history
12. The war spreads around the World The lightning warThe Japanese surrenderEffects of the war on Eastern Africa
Understand events and consequences of the 2nd WW
Use oral history as a source (eg. Interviewing Somali Soldiers who remember the 2nd World
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History
War13. The Troubled Peace and The Cold War
Post-war agreements
Problems of international relations after the 2nd WWWhat caused the Cold War?Spread of communism, Cuba, Chile, Détente.The collapse of Communism in Eastern Europe
Understand the cost of the 2nd World War and the causes and consequences:
Learn about the rise of two Super Powers Understand spread of communism Recognize factors that led to the collapse of
communism in Eastern Europe
14. The United Nations Organization (UNO)
Structure-responsibility Successes and Failures
Interpret events of the 2nd WW 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 The creation of Israel and Arab Israel warsArab-Israel peace negotiations
Understand the causes and consequences of the UN in the Middle East
16. Trade Methods of TradeLocal and International TradeOrigins and development of KHAT trade.
Identify, define, and explain the methods of, trade
Discuss the origin, development, impact of and organization of different types of trade.
17. Local Authorities in Somaliland Types and functions of local authorities Challenges
Discuss relationship between local authorities and government
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Mathematics
MATHEMATICSPreamble
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 OutcomeThe learners should be able to:Carry out calculations based on the four operations of numbers.Examine patterns, make abstractions and generalizeIdentify shapes by their usual and abstract properties, calculate area and volume of solidsDemonstrate plotting skills on the Cartesian plane and solve geometrical problems through plotting graphs.Demonstrate statistical skills in organization and manipulation of data. Illustrate problem-solving skills in financial mathematicsObtain geometrical and trigonometrical solutions through drawing and calculations.
Learners equipped with knowledge and skills of:Manipulating numbers and identifying relationships among numbers.Applying mathematics in familiar and unfamiliar contextsProblem solving skillsCalculating skillsDeductive skillsInterpretation of discrete and grouped dataLogical reasoning in mathematical modelingCommunicating mathematically using symbolsSkills of measurement and estimation
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AIMS AND LEARNING OUTCOMES FOR FORMS 3 AND 4
Aims for form 3 & 4 Learning Outcomes
The learners should be able to:Demonstrate a knowledge and understanding of the basic concepts related to number theoryDemonstrate the skills of differentiation and integration of elementary functions and their various applications.Illustrate the skills of graphing linear and non-linear graphs and their applicationsCarry out operations on matrices and solve real life problems using matricesDemonstrate statistical skills in a variety of situationsFormulate and solve problems in trigonometryApply laws of probability in solving probability problems
The learners equipped with knowledge and skills to:Handle mathematical equipment in geometry and trigonometryOrganise, present and interpret statistical data in graphical and tabular form.Estimate, measure and calculate to a given degree of accuracy.Interpret, discuss and synthesise geometrical information presented in a variety of formsThink critically in three dimensions and in abstract ways.Solve and apply differential calculus in practical problemsFormulate and solve linear programming equations in daily life situations.
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.
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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
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Forms I – IV
Form I Form II Form III Form IV
TERM
1
1. Number 11.1. Directed NumbersIndices and standard formPercentages1.4. Patterns in mathematics1.5 Ratio, rate and proportion2. Algebra 12.1. Solving equations2.2 Simultaneous equations3. Trigonometry 13.1. Measurement Solids 3.2. Pythagoras theorem3.3. Angles between lines
4. Geometry 14.1. Plane shapes4.2. Solids4.3. Volume, capacity and surface area4.5. Scale drawing4.6. Analytical geometry4.7. Geometry
FORM 1
1. Number 21.1. Rational and irrational numbers1.2. Arithmetic and geometric progressions
2. Algebra 22.1. Factorisation and fractions2.2. Solving equations2.3. Inequalities2.4. Quadratic equations
3. Mensuration3.1. Plane shapes3.2. Solid shapes
4. Analytical geometry4.1. Vectors 14.2. Coordinate geometry4.3. Vectors 2
1. Number 41.1. Limits of accuracy1.2. Ratio, proportion and measures of rate
2. Algebra 42.1. Algebraic representation and manipulation2.2. Equations and inequalities2.3. Functions Graphs of functionsLinear programming
3. Statistics 23.1. Handling data3.2. Probability
1. Calculus
2. Statistics
3. Trigonometry
4..Probability
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FORM 2FORM 3
FORM 4
TERM
2
5. Financial mathematics 1
6. Statistics 16.1. Collections and presentation of data6.2. Averages
7. Trigonometry 27.1. Solving triangles7.2. Sine and cosine7.3. Right-angled triangles
8. Geometry 28.1. Similarity8.2 Plane shapes8.3. Circle geometry8.4. Geometrical constructions8.5. Areas and volumes of similar figures
5. Number 35.1. Sets
6. Algebra 36.1. Graphs in practical situations6.2. Straight line graphs6.3. Indices6.4. Matrices
4. Geometry 34.1. Loci4.2. Geometric relationships4.3. Mensuration
5. Trigonometry 35.1. Angle properties5.2. Trigonometry
Financial Mathematics 2
7. Transformation geometry7.1. Vectors 7.2. Symmetry7.3. Transformations
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Somaliland Mathematics Syllabus Form I January 2006Topic Expected Outcomes:
Students should be able:1. Numbers 11.1. Directed numbers to add, subtract, multiply and divide by directed numbers1.2. Indices, standard form, and logarithms
to use laws of indicesto round off numbers to nearest 10, 100 or 1000to express numbers and decimal fractions in standard formto apply significant figures in everyday lifeto express logarithms of numbers in base 10to use the theory of logarithms
1.3. Percentages to calculate a given percentage of a quantityto calculate percentage increase or decreaseto carry out calculations involving reverse percentages
1.4. Patterns in mathematics to identify number patterns in a row or sequenceto draw the graphs of number patternsto write expressions of patterns in algebrato recognise patterns with shapes
1.5. Ratio, rate, proportion, and percentages
to compare two ratiosto solve problems involving rates and rate of exchangeto divide quantities into given ratios
2. Algebra 12.1. Solving equations
to define the terms equation and unknownto solve linear equations with one unknownto write equations to substitute numbers for letters or words in equationsto draw graphs to represent equations
2.2. Simultaneous equations to plot the graph of a given equationto choose an appropriate scale to draw a graphto solve simultaneous linear equations graphically, by substitution, or by eliminationto solve the word problems using simultaneous equations
3.1 Trigonometry to recognise, name and measure anglesto construct angles
3.2. Pythagoras theorem to use Pythagoras theoremto recognise Pythagorean triples
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Mathematics
to use square root tablesto calculate square roots using calculators
3.3. Angles between lines to define vertical opposite angles and angles meeting at a pointto calculate the size of anglesto define parallel linesto recognise alternate angles, corresponding anglesto calculate the interior and exterior angles in triangles, quadrilaterals, polygons
4. Geometry
4.1. Plane shapes
to define and recognise triangle, quadrilaterals, parallelograms, polygons, circle, rhombusto describe the properties of triangle, quadrilaterals, parallelograms, polygons, circle, rhombusto define and recognise the sector and segment of a circle
4.2. Solids to differentiate between regular and irregular shapesto recognise and draw cuboids, cube, cylinder, prism, cone and pyramid, sphereto identify a cuboids, cube, cylinder, prism, cone and pyramid, face, edge and vertex and planes of symmetryto 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 drawingsto know the points of a compassto use compass bearingsto define surveying
4.5. Analytical geometry to define Cartesian coordinatesto understand how to plot points on a graphto draw the line graph of a given equation
4.6. Geometry to draw lines without measuring instrumentsto construct triangles and parallel linesto define perpendicular linesto draw the perpendicular distance of a point from a lineto bisect a given angle
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Mathematics
to construct angles of 90o, 45o, 60o, 30o
5. Financial mathematics 1 to calculate profit and loss in Somaliland Shillings and other currenciesto define and calculate commission and interest in Somaliland Shillings and other currenciesto calculate price reductions and installment payments in Somaliland Shillings and other currenciesto use exchange rates to convert currencies
6. ` Statistics6.1. Collection and presentation of data6.2. 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 datato identify the modal class of given data
7. Trigonometry 2
7.1. Solving triangles
to define and use the tangent of an angleto find the tangent of an angle by measurementto describe the complement of an angleto use degrees and minutes of an angleto use tangent tables
7.2. Sine and cosine to define and use sine and cosine of an angleto use sine and cosine by using sine and cosine tablesto 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
8.1. Similarity
to define similarity and identify similar figuresto know the ratio of the corresponding sides in similar figures is the sameto calculate the missing sides or angles in two similar figures
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Mathematics
to apply the similarity concept to plane shapes and solidsto define enlargement and scale factorto 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 symmetryto show that the transformed figures (images) are congruentto identify the three basic congruencies: translations, reflections and rotationsto differentiate between direct and indirect congruencies
8.3. Circle geometry to recognise chords, arcs and segmentsto use the theorem of angles in the same segment of a circle and theorem of angles in a semi-circleto define a cyclic quadrilateralto use the theorem of opposite angles of a cyclic quadrilateral
8.4. Geometrical constructions to define concurrent lines, circumscribed circles, inscribed circles and escribed circlesto 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 figuresto find the ratio of the volumes of two similar shapes
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Mathematics
Somaliland Mathematics Syllabus Form II FORM 2 January 2006Topic Expected Outcomes:
Students should be able to:
1. Number 2
1.1. Rational and irrational numbers to define rational and irrational numbersto find square rootsto add, subtract, multiply, divide and evaluate surds
1.2. Arithmetic and geometric progressions
to define sequence and seriesto find the sum of arithmetic and geometric progressionsto solve problems involving arithmetic and geometric progressions
2. Algebra 2
2.1. Factorisation and fractions to perform factorising by taking out the common factorsto 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 (<) , greater than or equal to (≥) and less than or equal to (≤)to show inequalities on a number lineto sketch inequalities on the Cartesian graphsto solve inequalities and show the solution on a line graphto solve graphically simultaneous inequalities with one or two variablesto solve word problems involving inequalities
2.4. Quadratic equations to factorise quadratic expressionsto solve quadratic equations by factorisationto solve word problems and real life situations using quadratic equations
3. Mensuration 3.1. Plane shapes to use the trigonometry to calculate area
to know the meaning of arc and sector of circles
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find the length of an arc and the angle an arc subtends at the centre of a circleto find the area of a sector of a circle
3.2. Solid shapes to find the area and volume of common solids (cuboid, cylinder, pyramid, cone, and sphere)to add and subtract volumesto identify the frustrum of a cone or pyramid
4. Analytical geometry4.1. Vectors 1 to translate vectors
to add and subtract vectors and multiply by a scalar to identify difference of vectorsto define unit vectors and null vector
4.2. Coordinate geometry to define and find the gradient of a straight lineto recognise parallel and perpendicular lines using the gradient conceptto sketch graphs of straight linesto find the coordinate of mid-point and length of a straight lineto find the equation of a straight line
4.3. Vectors 2 to recognise position vectorsto describe properties of shapes by using vector method
5. Numbers 35.1. Sets to define and use the terms set, elements, subset
to use set language, notation and Venn diagrams to describe setsto represent relationships between sets appropriatelyto identify universal and complement sets
6. Algebra 3
6.2. Straight line graphs to calculate the gradient of a straight line from the coordinates of two points on the graphto calcuate the length of a straight line segment from the coordinates of its ends pointsto interpret and obtain the equation of a straight line graph in the form of y = mx + cto use graphs to solve simultaneous equations
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Mathematics
6.3. Indices to use and interpret positive, negative and zero indicesto use and interpret fractional indices
6.4. Matrices to display information in the form a of a matrix of any orderto calculate the sum and product of two matricesto calculate the product of a matrix and a scalar quantityto use the algebra of 2 x 2 matrices including the zero and identity 2 x 2 matricesto calculate the determinant and inverse of a non-singular matrix
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Mathematics
Form III
CORE MATHEMATICS EXTENDED MATHEMATICS
Topic Expected Outcomes.Students should be able to:
Expected Outcomes.Students should be able to:
1. Numbers 41.1. Limits of accuracy
to write numbers to different degrees of accuracyto identify the upper and lower bounds for data given to a specified accuracy
to obtain upper and lower bounds to solutions of simple problems for data to a specified accuracy
1.2. Ratio, proportion and measures of rate
to calculate direct proportion and inverse proportionto use the ratio method or unitary method to solve problemsto increase and decrease a quantity by a given ratio
to express direct and inverse variation in algebraic terms
2. Algebra 2.1. Algebraic representation and manipulation
to transform formulaeto manipulate algebraic fractions
to transform formulae
2.2. Equations and inequalities
to construct equations from given situationsto solve quadratic equations by factorisation and either by use of the formula to solve simple linear inequalities
to solve quadratic equations by factorisation and either by use of the formula or by completing the square
2.3. Functions to use function notation to describe simple functions to describe inverse functions using function notationto form composite functions
2.4. Graphs of functions to construct tables of values for quadratic functionsto draw and interpret graphs of quadratic functions
to solve linear and quadratic equations approximately by graphical methods
2.5. Linear programming to represent inequalities graphically to use graphs of inequalities to solve simple linear programming problems
3. Statistics 2 to understand and use mean, medium and modeto construct and read histograms with equal and unequal intervals.
to estimate the median, percentiles, quartiles and inter-quartile rangeto calculate an estimate of the mean for grouped and continuous
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3.1. Handling datato construct and use cumulative frequency diagramsto identify the modal class from a grouped frequency distribution
date
3.2. Probability to calculate the probability of an eventto calculate the probability of simple combined events using possibility diagrams and tree diagrams
4. Geometry 34.1. Loci
to use loci which are at a given distance from a given point; at a given distance from a given straight line; equidistant from two given pointsto use the method of intersection loci for sets of points in two dimensions
4.2 Geometricrelationships
to use the relationships between the areas of similar trianglesto calculate the scale factor and area factor for similar trianglesto use relationships between similar figuresto use relationships between volumes of similar solids
4.3.Mensuration to carry out calculations involving the circumference of a circleto carry out calculations involving the area of a parallelogram and a trapeziumto carry out calculations involving the surface area of a cuboid and a cylinder to carry out calculations involving the volume of a prism
to solve problems involving the arc length and sector area as fractions of the circumference and area of a circleto solve problems involving the arc length and sector area as fractions of the surface area and volume of a sphere, pyramid and cone
5.Trigonometry 35.1. Angle properties
to calculate unknown angles using the angle properties of regular polygonsto calculate unknown angles using the angle in a semi-circleto calculate unknown angles using the angle between tangent and radius of a circleto use the angle properties of irregular polygonsto use the angle properties at the centre of a circle is twice the angle of the circumferenceto use the angles in the same segment are equal
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Mathematics
to use the angles in opposite segments are supplementary5.2.Trigonometry to apply Pythagoras’ theorem
to use the sine, cosine and tangent ratios for acute angles to calculate the side or angle of right-angled triangleto solve two dimensional trigonometrical problems involving angles of elevation and depression
to extend the sine and cosine functions to angles between 90o and 360o
to solve problems using the sine and cosine rules and the area of a triangleto solve simple three dimensional trigonmetrical problems including angle between a line and a plane
Financial Mathematics 2 to prepare simple cash accountsto apply some types of taxation such as income tax and Value Added Tax
to calculate repayments for mortgages and hire purchasesto apply percentage depreciation and inflation to the values of goods
Transformation geometry
7.1 Vectors
to describe a translation using a column vectorto calculate the magnitude of a column vectorto represent vectors by directed line segments
to use the sum and difference to express given vectors in terms of two coplanar vectorsto use position vectors
7.2. Symmetry to identify lines of symmetry and planes of symmetry, to identify shapes which have reflective symmetry and rotational symmetry
to recognise symmetry properties of prisms, cylinders, pyramids and conesto use the symmetry properties of circles
7.3.Transformations to recognise and describe reflections, rotations, translations and enlargementsto use transformations of the plane (reflection, rotation, translation, enlargement, shear, stretching and their combinations)to identify and describe transformations connecting given figuresto describe transformations using coordinates and matrices
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Mathematics
Form IV
CORE MATHEMATICS EXTENDED MATHEMATICSTopic Expected Outcomes.
Students should be able to:Expected Outcomes.Students should be able to:
Revision of Forms 1,2 & 3 Revise of all work done in FORMS ONE, TWO AND THREE. especially those found by the pupils to be difficult to understand and remember “ learning only comes with understanding.” Give plenty of exercises and their solutions for all topics in form 1, 2& 3.Go over the past exam papers and their solutions thoroughly. Discuss the students methods of revision and advise how and help them to study for the exam.Let them make mistakes and show the pupils how to correct the mistakes.
1. Calculus Understand simple limits and the concept of gradient at a point, ie δy/δx tends to the limit dy/dx. Differentiation from first principles will NOT be examined but it may be shown (if time is available). Differentiate various simple algebraic functions and trigonometric functions.First and Second derivatives only.
Find the maximum and minimum coordinates of simple algebraic graphs. Use ‘change of sign’ and d2y/dx2.Know and use s, t, v = ds/dt, a = dv/dt = d2s/dt2 (displacement, time, velocity and acceleration in simple Mechanics problems.Use δy/δx ≈ dy/dx in examples of rates of change.Use dy/dx = dy/dt x dt/dx or similar variables in related examples
Show and use integration as the reverse of differentiation and as the area under a graph. NO PROOFS NEEDED.Integrate simple algebraic functions and trig functions and find the definite integral.
2. Statistics Understand why, how and where we use mean, median, Understand and use dispersion statistics ie mean deviation,
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Mathematics
and mode in discrete and continuous data.Draw and know how and where to use: pictograms, bar charts, pie charts, line charts, histograms with unequal intervals, frequency & cumulative frequency graphs.
standard deviation (in the normal distribution), and range, percentiles and quartiles in frequency and cumulative frequency distributions.
3. Trigonometry Know radian measure and be able to convert to degrees and vice versa.Sketch and use the graphs of sine, cosine, tangent graphs up to 4πc or 7200 Solve SIMPLE trigonometric equations in the range 00 ≤ x ≤ 3600.Use the exact values of the sine, cosine and tangent of 300,450 and 600 (eg. sin 150 = -√3/2 for angles > 900)
Sketch & use the graphs of sec, cosec and cotan.Use the identities sinx/cosx ≡ tanx, sin2x + cos2x ≡ 1, sec2x -tan2x ≡ 1 in proofs and equations.Use the expansions of sin (A±B), cos (A ± B) tan (A±B), sin 2A,cos2A,tan2A , asinx±bsinx ≡ Rsin(x±α) or Rcos(x±α) in proofs and equationsUse the principal values of inverse trig.functions, sin-1, cos-1, tan-1.
4. Binomial and Probability
Use the Binomial Theorem and Pascal’s triangle in expansions eg (a ± bx)n where n is an integer. Use of Combinations in the Binomial Theorem. The probability tree and associated examples
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Physics
PHYSICSAims 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. SubjectScience 3 Chemistry Physics BiologyVocational 2 Physical science BiologyArt 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)
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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.
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TERM
1
Somaliland Physics
FORM 1 1. Measurement and Units1.1. Length, time,scales and volume1.2. Mass1.3. Density1.4. Temperature
2. Force2.1. Effects of force2.2. Weight
3. Motion3.1. Measuring speed3.3. Changing speed and direction3.4. Friction and air resistance
4. Energy4.1. Types of energy4.2. Sources of energy
Syllabus Forms I – IV
FORM 21.Properties of matter 1.1 The particular nature of matter 1.2 Properties of a material
2. Heat and temperature2.1 Heat 2.2 Thermal expansion 2.3 Heat transfer 2.4 Temperature
3.Magnetism3.1 Magnetic Effect3.2 Temporary and permanent magnets3.3 Magnetic fields3.4 Making magnets3.5 Domain theory
FORM 3 1. Quantity of heat1.1. Heat capacity1.2. Latent heat1.3. Gas laws
2. Electrostatics2.1. Electric charge2.2. Electric fields2.3. Applications of electrostatics2.4. Capacitors
3. Electrical circuits3.1. Series and parallel circuits3.2. Direct current3.3. Safety3.4. Power3.5 basic electronics
FORM 41. Forces and Motion1.1. Kinematics1.2. Dynamics1.3. Projectiles Using vectors1.4. Motion in a circle1.5. Motion and energy1.6. Forces and solids
2. Waves2.1. Behaviour of waves2.2. Electromagnetic spectrum
3. Radioactivity3.1..The nature of radioactivity3.2. Effects of nuclear radiation
Form I Form II Form III Form IV
5. Electrostatics and simple circuits:treated
4.Oscillations and Waves 4. Light 4.. Electromagnetic
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TERM
2
practically .5.1. Theory of electrostatics5.2. Simple circuits5.3. Current5.4. Voltage5.5. Resistance5.6. Electricity in the home
4.1. Oscillations4.2. Sound 4.3. Light
5. More about forces 5.1 Newton’s Laws of Motion5.2 Turning effects5.3 Equilibrium and stability5.4 Pressure6. Work, power and machines6.1 Work done6.2 Power6.3 Simple machines6.4 KE and PE 7. Solar System The solar system The motion of the EarthThe motion of the MoonRelate the theory of gravity to the planets and artificial satellites. 8. REVISION
4.1. Light4.2. Reflection4.3. Refraction4.4. Colours
5. Sound5.1. Transmission of sound5.2. Properties of sound5.3. Musical instruments
Induction4.1. Electromagnetic induction4.2. Applications of electromagnetic inductionMutual induction
5 REVISION
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Form IYou can use ANY Physics textbook which provides topics from the syllabus and can be used in teaching or for reference.
Topic ObjectivesAt the end of each topic the learner should be able
Real Life ExamplesAlways ask for examples from students
1. Measurement and units1.1.Length, time, volume, Scales
to use rulers, measuring cylinders and stopwatches or digital hand watchesto be familiar with the S.I. units of measurement for length, time and volumeto learn how to read and understand many examples of scales used in different apparatus (this must be taught thoroughly before instruments and apparatus are used)
Scales of Measuring cylinders, rulers,ammeters,voltmeters,galvanometers,micrometers, bealers, thermometers.Measure heights of students;use stopwatches,syringes for volume or petrol litres,coke bottles
1.2. Mass to show familiarity with the idea of the mass of a bodyto use a balance to measure the mass of a bodyto be familiar with the units of measurement of mass kg, gram
Kg mass NOT kg weight,eg in rice,sugar in market and shops.
1.3. Density to calculate the density of a solid and liquidto find the density of an irregular object, for example a stone
Air, water, iron. Why wood floats on water. Displacement.Flour or tea greater volume than sugar.
1.4. Temperature to appreciate how physical temperature varies to use a mercury and alcohol thermometer to measure temperature to be familiar with the units of measurement of temperature, 0F, 0C,0K to understand the difference between heat and temperature
Temperature underground and on a mountain and 10km above and below where you are standing. Body and Room temperatures.Boiling and ice
2. Force2.1. 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 to define a force and that it is measured in Newtons to use a newton- meter balance to measure force
Find many examples of forces in real life. Get the students to give examples.collapse of weak building,forces 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. Motion3.1. Measuring speed to define and calculate speed of a bullet, of a tortoise, of light, athlete,
watching a speedometerSpeed of walking, Bicycle,car,ship,plane, rocket
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Physics3.2. Distance-time graphs
to state how distance, time and show that it can be determined and represented graphically and that the slope of dist-time graph is speed
Students journeys by foot, bus, Mark 2 etc.
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 not balanced by other forcesto state that changing the speed of an object results in acceleration or deceleration of the object
Newton’s first Law in simple language and examples of an object sliding on glass.Observe cars going round a bend
3.4. Friction and air resistance
to state the ways in which force of friction can affect motionto describe the effects of air resistance (friction of air)on a feather or a stone
Walking, shoes soles and car tyres made from rubber; heat from friction, sliding objects, car engines and lubrication,Shapes of vehicles especially cars and planes
4. Energy4.1 Types of energy
to explain how and where we use energyto identify different types of energy (potential, kinetic, elastic, chemical, electrical, gravitational, sound, heat,light,solar,and wind)to state the units of energy, joules, kilojoules,Nmto describe energy transformations such that one type of energy can be converted from one form to another
Cooking, Heat in a home, Generator, hydroelectric power, dynamo, torch alternator, human body, pulley, car engine
4.2. Sources of energy to identify some common fuels to state that energy is released when fuels are burntto describe the formation of coal, oil and gasto 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 Dumping plastic bagsUsing wind, solar, sea, geothermal energies instead of burning fossil fuelsStop dumping radioactive waste Stop Global warming
Charcoal used in the kitchen, electricity from where?
Plastic bags in HARGEISA
5.1 Electrostatics treated practically
to state the difference between a conductor and an insulatorto show that an insulating material can be charged by frictionto state that there are forces of attraction between positive and negative charges, and forces of repulsion between like charges
Nylon materials eg sparks when removing clothes, combing hair, plastic comb or ruler near water, rubber balloonConductors: most metals, water Insulators: wood,, plastic, paper, rubber
5.2. Simple circuits to assemble simple circuits eg torch (bulb, battery, switch)to draw simple circuit diagrams using appropriate symbols
Torch, car lights, compare with water flow, current thru thick and thin
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Physicsto show that a circuit must be complete for an electric current to flow conductors
5.3 Current to state that current is related to the flow of chargeto define an ampereto use an ammeter to measure currentto construct series and parallel circuitsto measure and explain the current flow in series and parallel circuits
Show by doing practical:electric circuits. Compare circuits with water pressure.
5.4. Voltage to introduce the idea of voltage or potential differenceto use a voltmeter to measure potential difference
Show by doing practical: electric circuits
5.5. Resistance to relate resistance to potential difference and current by Ohm’s Lawto relate (without calculation) the resistance of a wire to its length and its diameterto measure the resistance of a bulb or similar using Ohm’s Law
Show by doing practical: electric circuits
5.6. Electricity in the home
to recognise the difference between supplying electricity using a battery and a mains supply to recognise some dangers of electricity in the home
fridge, ironing and ask students to research this in those homes with electricity.
FORM 2 Any textbook can be used in teaching or for reference. Topic Objectives Real Life examples1. Properties of Matter1.1. The particular nature of matter
to explain that matter is composed of particles in order to describe the three states of matter (solids, liquids and gases) in terms of particles (molecules)to state the kinetic theory of matter (with appropriate models) to use the kinetic theory of matter to describe the processes of changing state, diffusion and give an idea of Brownian motion (theory only-this will NOT be examined) To explain that solids have a definite shape wheras gases take the shape of the container.
Small stones, beans, maize, Air, water, coca cola, stone.Ice melting, water boiling, steam condensing, clouds,bad smells and perfume,incense, at a distance
1.2.Properties of a material
to give examples of surface tension and give an explanation in terms of intermolecular forcesto explain the difference between cohesion and adhesion forcesto describe and explain the effect of capillarity using water and mercury thermometer as examplesto show that the use of a material for a particular job depends on the properties of a material (strength, ductility, elasticity, brittleness, and stiffness)
water insects, needle or razor on water, small seeds on water, straw for capillary action
Heat and temperature2.1 Heat
to discuss heat and its effects (heat sources eg sun, fire, gas, nuclear, geothermal to state that Joules are the units of heat
Examples of a match (high temp little heat)and a 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
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Physicsexpansion; 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 transferto describe the properties of, and know which are, good and bad conductors of heat to identify and explain some of the everyday applications and results of conduction, convection and radiation especially a vacuum flask
Kitchen and cooking; metal cutlery heat by conduction; heat of classroom, wooden or plastic handles;Copper and insulators
2.4.Temperature to state that temperature is a measure of the degree of hotness or coldness of an object to show that temperature can be measured using alcohol, mercury and a thermocouple,and a bi metallic stripto be familiar with the Celsius and Kelvin scalesto state the fixed points for a thermometer (Celsius and Kelvin scales)to describe the structure and action of liquid-in-glass thermometers
Thermometer
3.Magnetism3.1.Magnetic effects
to show what a magnet is and observe its effectsto state and observe that like poles repel and unlike poles attract
Iron filings, attraction and repulsion with magnetic compasses and materials;shoemaker uses a magnet to store nails
3.2.Temporary and permanent magnets
to show the difference between a temporary (eg soft iron) and a permanent magnet (eg steel) and an electromagnetto describe an electromagnet and some uses (electric bell, telephone, moving-coil loudspeaker)to describe some simple uses of electromagnets
Use practical examples. collecting scrap iron by large electormagnet
3.3.
Magnetic fields
to understand that a magnetic field is regions of space where magnetic material experience forcesto show the field pattern produced by a bar magnet and proper use of the terms ‘magnetic flux or lines of force ’, ‘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 ruleto state and use Fleming’s Left Hand ruleto state that the interaction of magnetic fields to produce motion is called the motor effectto explain and show how a simple D.C. motor works
Suspending magnet by a string.; iron filings paper on top of magnet or using a compass
3.4. Making to show how to make magnets and remove magnetism Use practical examples. Refer to
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Physicsmagnets textbook3.5. Domain theory
to have a basic idea of the ‘domain theory’ of magnetism
4.1
Oscillations and Waves
to state that an ‘oscillation’ (or vibration) is a forward and backwards movementto use pendulums (grandfather clock in mosque)and springs to illustrate amplitude and frequency and periodto give a simple explanation of a wave and some examples, e.g. ripples on water, using a slinky springto state the two types of waves (longitudinal (a rope) and transverse)
Stone hung on stand; ruler vibrating on desk spring vibrating back and forth, childrens swings; Sea, water in a pond,or in a washing bowl
4.2 Sound to state that sound is a longitudinal waveto show there is a link between the loudness of sound and the amplitude of the vibration causing it to show that sound waves cause the eardrum to vibrate and that different people have different audible rangesto show that vibrating strings/wires can produce sounds of different pitch depending on the length of the string/wireto state that an echo is a reflection of sound
Loudspeaker, tuning forks, guitar, kamanEcho: practice against a wall; drum
4.3 Light to state that light enters our eyes from rays from luminous sourcesto show that in a uniform medium, light travels in a straight line using a ray or a beam and to state that light travels at a finite speed(this you cannot show) to show how shadows are formed (at night from a lamp or torch) ) opaque substances form shadowsto show that light travels faster than sound (lightning and thunder) to name sources of light and recognise luminous and opaque objects (lamps,fire etc)to explain that non-luminous objects are seen because the light scattered from them enters the eyeto 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)
Practical eg sunbeams, go behind a door; or go round a corner, torch at night , 3 pieces of cardboard in line with a beam of light.; pinhole camera Make a loud banging sound with two pieces of wood 100m away and see the bang first before hearing the sound
5.More about forces5.1.
Newton’s Laws of Motion
to describe simply Newton’s three Laws of Motion in simple language (NO definitions) to give simple examples of ‘inertia’ and as ‘reluctance to change its state of motion’ see also form 4 to state that zero acceleration =constant velocity= no resultant force. to know that the impulse of a force is equal to the change of momentum produced by the forceand see form 4to explain further (see form 1) what is meant by friction, air resistance and surface
seat belts, acceleration in a vehicle and braking; baseball bat; bouncing /kicking a ball; car accidents; parachute, planes, cars; razor blade on water; smooth objects –no friction
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Physicstensionto 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 effectto use the principle of moments to define and calculate the Centre of Gravity for an object
Give many practical examples eg Lever , Arm, wheelbarrow, door, spanner, hammer, using stones to balance load on camels, loading ships
5.3.
Equilibrium and stability
to explain the conditions for an object to be in equilibriumto state the conditions required for an object to float or sink (include density and specific gravity) to state Archimede’s principle and use it in real life exmples
Unstable and stable objects Ships, wood on water.
5.4. Pressure to calculate pressureto state the units of pressureto show how to measure pressure of a gas and air (e.g. manometer, barometer)to state Pascal’s Principleto explain high and low pressure and the results of each related to weatherto 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
An elephant and a camels feet and a lady wearing high heel shoes, syringe; wind caused by high and low pressure;
6.Work, power and machines6.1 Work done
to state that work done on an object is equal to the change in the energy of the objectto show examples of the work done against gravity and frictionto state that the magnitude of a force and distance moved is work done.
Lifting, pulling, pulleys,, pushing , piston in a motor vehicle: any movement and a force applied.
6.2. Power to relate power to work done divided by time taken using appropriate examplesto state the units of power are watts (W) or joules per second (J/s)
Students running upstairs and calculate the power
6.3. Simple machines
to describe simple machines (levers, pulleys, inclined plane, wheel and axle)to understand mechanical advantage and efficiency
Many practical examples
6.4 KE and PE
To describe examples of Kinetic energy and Potential energy and relation to work done
7. Solar System
Describe:The solar system broadly and particularly the motions of the planets.The motion of the Earth: (i) day and night (ii) the seasons (iii) the rising and setting of the Sun.The motion of the Moon; (i) eclipses (ii) rising and setting.(iii) tidesRelate the theory of gravity to the planets and artificial satellites.
Use fruit, balls, and spherical objects to demonstrate.Get students to talk about experiences of observing the sky at night
8.. REVISION
Revision of form 1 and form 2 work and using past question papers:questions and answers; discuss and study students content difficulties; sample tests and exams.
Get students to talk about their revision
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PhysicsForm IIIAny Physics textbook can be used in teaching or for reference. Topic Objectives Real Life Examples 1.Quantity of Heat1.1.Heat capacity to state that heat is a form of energy and can be measured in joules
to explain what is meant by ‘heat capacity’ and ‘specific heat capacity’to solve problems involving heat capacity and specific heat capacityto give examples of the importance of the high specific heat capacity of water
Water, sand, aluminium and sea water, less heat needed to heat up sand than water.
1.2.Latent heat to explain the cooling curves of a substance changing stateto 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 heatto describe some applications of latent heat (e.g. fridge, sweating)to describe what is meant by condensing, freezing or solidifying,
Heating, Melting, , boiling, vaporisation
1.3.Gas laws to explain how the volume of a gas at constant temperature is affected by changes in pressure (Boyle’s Law)to explain how the volume of a gas at constant temperature is affected by changes in temperature (Charles’s Law)to explain how the pressure of a gas at constant volume is affected by changes in temperature (Pressure Law)to use the general gas equation and the ideal gas law to solve problems
Tyres, balloons,bicycle pump, sealed box of air decreasing in volume,air will increase in pressure.
2. Electrostatics 2.1.Electric charge
to describe how to detect and show ‘electric charge’, charged objects, and ‘electric fields’to state the unit of quantity of electric charge is the couloumb and one couloumb is the charge on 6.25 x 1018 electronsto describe what happens when two like charges or two unlike charges are brought close together and when a charged object is brought close to an uncharged objectto state Coulomb’s Law and use it to determine the force between two charges F=k q1 q2/r2
to show electrostatic induction
Suspened rods charged postively and negatively, using an Electroscope, charged rod near hair, water, balloon; a magnet has no attraction to charged object, comb picking up paper
2.2.Electric fields to state that there are electric fields around charged objectsto 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 electrostatics
to describe some applications of static electricity (paint spraying, electrostatic precipitations, photocopying etc.)
2.4.Capacitors to describe a capacitor (condenser) and where and why they are used. Examples-used in most integrated
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Physicsto describe what happens when a capacitor is charged and discharged (see graph) to calculate the capacitance of capacitors connected in parallel and seriesto show that dielectrics can affect the amount of charge stored
electronic circuits in almost all hi-tech electrical equipment.
3. Electrical circuits3.1.Series and parallel circuits
to define and calculate resistivity 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
Simple electric circuits
3.2.Direct current to describe how a simple cell works to distinguish between primary and secondary cellsto 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
Use batteries, galvanometer ammeter, voltmeter,
3.3.Safety to position a switch correctly in a circuitto show what is meant by short-circuitto show how safety devices in electrical circuits function (including fuses, earthing)to explain the wiring in a domestic plug including symbols/codes used
Home, offices, school electrical equipment and wiring
3.4.Power to define and calculate electrical powerto calculate the cost of electrical energy
Home, offices, school electrical equipment and wiring
3.5. Basic introductory electronics
to see the importance of electronics (not examinable) to state the function of semiconductors and transistorsto describe the function and symbols of basic electronic components - diode, reeds, thermistor, LDR
All hi tech electronic circuits
4.1.Light to state that a beam is a collection of light raysto state light is a waveto give evidence to illustrate that light travels in a straight line (pin-hole camera, shadows, eclipses) revise form 2 work
Light rays shining thru Small holes in a ‘bul’;go round a corner
4.2.Reflection to state and use the law of reflectionto observe and be able to describe the images formed in curved and plane mirrorsto show the positions of virtual images of plane mirrors using ray diagramsto identify the radius of curvature, centre of curvature, centre of the mirror, principal axis, and focal length of curved mirrorsto locate the position of images of curved mirrors with ray diagramsto use and solve problems with the mirror formulato describe some uses of plane and curved mirrors
Use a ray or beam of light and Plane and curved mirrors to show the laws of light; in water, in mirrors, in shiny surfaces.
4.3.Refraction to describe an experimental demonstration of refraction of lightto state and apply the Snell’s Law to use diagrams and experiments to show the passage of light through rectangular
Use a ray or beam of light and blocks and lenses; a long stick in water; apparent depth of a pool and
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Physicsblocks, semicircular blocks and a prismto 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 lensesto calculate the power of a lensto describe how the eye worksto describe some uses of lenses (e.g. camera, microscope, telescope)
diving into it and finding it is deeper.Rainbows, mirages.
4.4. Colours to show what a visual spectrum is and how it is formed to state the primary colours, secondary colours and complementary coloursto describe how colours can be produced
Rainbow, examples in glass.
5.0 SOUND5.1.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 diffractedto demonstrate how to measure the speed of sound in airto explain simply what is meant by ‘resonance’ and an echoto describe and explain the Doppler effect
Practical example The khat car racing past (‘kabem’)
5.3.Musical instruments
to describe how sound is produced in musical instruments (stringed, percussion and wind)to define pitch, loudness and quality of sound; to give some uses of ultrasonic waves
Guitar, flute,Drums etc
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Form IVAny PHYSICS textbook can be used in teaching or for reference.
Topic Objectives Real life examples 1. Forces and Motion1.1. Kinematics to explain clearly and show practically the difference between scalars
(magnitude or size only) and vectors (size and direction)to describe motion in terms of distance, displacement, speed, velocity and acceleration and understand the difference.to draw and interpret dist-time, speed-time, displacement- time, velocity-time graphs in order to find distance travelled, displacement, speed, velocity and accelerationto use gradients pf line graphs to calculate speed, velocity and accelerationto use the equations of motion for uniform accelerated motion in a straight line, v = u + at, s = ut + at2, v2=u2 +2as and any combination (s = distance/displacement) u = initial velocity and v = final velocity
5cm is a scalar and 5cm drawn as a line at a bearing is 0780 is a vector.mass, time, distance. Speed ,pressure length, volume, density etc are all scalars.Weight, displacement, velocity, force, acceleration (can be both!) are all vectors Practical examples of movement of vehicles, running, walking,etc to explain use of all these terms
1.2. Dynamics to describe motion in terms of forcesto describe and use Newton’s laws of motion in practical examplesto define the Newton as 1 kilogram ‘force’ is equivalent to 10 Newtonsto explain mass as a measure of the object’s ‘inertia’ to define and use momentum in examplesto show by formulae that the impulse of a force is equal to the change of momentum produced by the forceto explain that the weight of an object is a result of the pull of gravity on itto describe the motion of an object falling under gravity in air
Real life Practical examples see form 2 syllabus: cars and ‘pool’ balls hitting each other,
1.3. ProjectilesUsing vectors
to use vectors to solve problems involving more than one forceto resolve vectors into components and solve problems by resolving forces and velocitiesto describe the motion of an object under gravityto describe quantitatively the motion of a projectile given data
Practical examples, use students pushing and pulling each other, pulling a camel or a donkey etc. stones in the air, pool balls, football
1.4. Motion in a circle to explain what is meant by centripetal forceto explain why a cyclist or aeroplane banks over when turning
NOT EXAMINABLE
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Physicsto state Newton’s law of universal gravitation and G, the universal gravitational constantto explain satellite motion around the Earth
1.5. Motion and energy
to explain the concept of work and energy to calculate work done and define the joule in terms of work doneto explain and calculate gravitational potential energy and kinetic energy (PE and KE) to define and calculate power as work done/time
Practical examples, moving objects: on the horizontal, vertically, on a slope, moving up and down.
1.6. Forces and solids to explain the forces which can affect a material (compression, tension, bending, torsion and shear)to describe the behaviour of springs and wires in terms of load, extension, the spring constant and Hooke’s Lawto explain what is meant by elastic limit and to identify the elastic limit of a material using a graphto calculate the stress and strain acting on a materialto understand how Young’s Modulus is related to the stress and strain of a materialto relate the properties of a material to its use in constructio
Experiment to show Hooke’s LawForces acting in buildings and vehicles especially in trucks.Springs, elastic material,
2. Waves 2.1. Behaviour of waves
to describe what is meant by wave motionto explain what is meant by progressive waves to distinguish between transverse and longitudinal wavesto 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 equationto observe and explain the effects of reflection, refraction, polarisation, resonance, interference and diffraction of waves
Give many practical examplesSee sound notes etc
2.2. Electromagnetic spectrum
to describe and learn the main regions of the electromagnetic spectrumto describe the effects of waves in each region of the spectrum and their uses
Relate to everyday life eg Xray, gamma rays from 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’to distinguish between alpha, beta and gamma radiation by using their
–NO experiment should be performed with radioactive
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Physicspropertiesto describe the effects on a nucleus when alpha, beta or gamma radiation is emitted (including writing equations)to explain and use the idea of half lifeto explain what is meant by a radioactive decay seriesto describe the detection of radiation using photographic plates, a GM tube and a cloud chamber
material. Half life can be demonstrated by lots of small stones; radioactive emission from the ground
3.2. Effects of nuclear radiation
to describe some uses of radioactivityto discuss the dangers of radioactivity and the safety precautions necessary
4. Electromagnetic Induction 4.1 Electromagnetic induction
to explain the conditions necessary for electromagnetic induction to produce electricityto state and use Fleming’s Right Hand ruleto state and use Lenz’s Law and Faraday’s Law
Movement of a strong bar magnet inside a coil, or vice versa a coil moving inside a strong U magnet to produce electricity.
4.2. Applications of electromagnetic induction
to explain some large scale applications (generators) and some small scale applications (microphone, tape recorder) of electromagnetic induction
Practical example.in daily life in generators, mobile phone,and many high tech equipment
4.3. Mutual induction
to explain what is meant by mutual induction especially in transformersto state the principle of the transformer and solve problems involving transformersto show how power is transmitted to houses etc using transformers
REVISION: VERY IMPORTANT
Revision of form 1 to form 4 work and using past question papers: questions and answers; discuss and study 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 shape2) furniture may crack at night after a warm day3) cool down a metal to contract to a smaller volume
B. EXPANSION of GASESCar tyres are inflated with air to allow the expansion of heated airCar or bicycle pump
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PhysicsC. 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 coldOn a carpet there is little heat transfer and so your feet feels warm.By convection: sea winds;cooking Somali teaBy 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 heatSand 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
MeasurementKnow 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
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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 blockUsing 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.
ElectricityTorch: 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
153
Somali Language
Muqararka Af-Soomaaliga ee Dugsiyada Sare ee Soomaaliland
Fasalka
Dhuuxid Naxwe Maanso Hawlqabadyo
FasalkaKoowaad
Ka dib marka ardaydu akhrido ama dhegeysato sheeko ,curis ama maqaal kale,ama daawadan riwaayad filim iwm, waxa ay ka jawaabayaan laylisyo kala nooca sida:
Su’aalaha caadiga ah sida –maxaa? Yaa ama kuma/tuma?,sidee? Waayo? Xaggee? Iwm.Dooro jawaabta saxa ah buuxi meelaha banaan qor curis 15 sadar ah soo gaabi sheekadan ama qoraalkan rogrog eraygan oo ka samee 10 eray oo kale weedho gali erayadan isku beeg erayadan isku macnaha ah kuwa isku lidka ah iwm.weedho gali ereyadan.
Waxa ay baranayaan codaynta sida Alifba’da Af soomaaliga ee cusub kana kooban 23 xaraf.
Tixraac naxwaha cusub ee Afsoomaalig .bogga Xaaji Raabi. Waxa ay baranayaana kala
saaridda ama kala qoridda ereyada la isku raacin jirey sidan-
Waxay –waxa ay waan- waa aan wuu –waa uu. Erayada Afka soomaalig
[eeg naxwaha cusub ee Af soomaaliga].
Xubnaha hadalka si guud sida :magac,fal ,magac-uyaal ,tilmaan iwm. Waxa ay barnayaan in ay
tilmaameeyaan weedho fudud ,weedho culus,weedho dhafan,qoraal kooban iwm.
Eray bixinta naxwaha :waxa ay baranayaan erey bixinta naxwaha .
Waxa ay baranayaan qafiyadda maansada .
Waxa ay fahmayaan jaanta ama ridmada maansooyinka kala duwan.
Waxa ay baranayaan oo isticmaalayaan maldaheyaasha fudud sida ekeye .shareere,qofayn iwm.
Waxa ay baranayaan erey bixint la xidhiidha qaybaha hadalka sida tix,tiraab,maanso, murti,maahmaah,odhaah ,tuduc iwm.
Waxa ay fahmayaan noocyada maansada sida kuwa gaagaban,kuwa dhexe iyo kuwa dhaadheer.
Tusaalooyin:Waxa ay kala garanayaan wixii loo isticmaali jirey maansooyinka iyo sida hadda loo adeegsado. Waxay xoogga saarayaan
maansooyinka gaaban.
Muqararku waxa uu faraya ardeyda in ay u shaqeeyaan kala ,laba,koox iyo wadarba.
Hawlqabadyada waxa ka mid ah:doodo,jilid riwaayado[gaagaban]’ciyaarta ereyada,yeedhis iwm.
Waxa kale oo ka mid ah hawlqabadyada shaqda guriga.
Waxa ay fasalka hortiisa ama dibadiisa ku ciyaarayaan hidaha iyo dhaqanka sida batarka,saylicida iwm.
Kediska dugsiyada waa ay ka qayb gelayaan.
Khudbado. Maansooyin ay
curiyeen
154
Somali Language
Guud mar Muqararka Cusub ee Af-Soomaaliga Dugsiga Sare
Fasalka Dhuuxid Naxwe Maanso HawlqabadyoFasalka Labaad
Kadib mark ay ardaydu akhrisato ama ay dhegaysato sheeko ama qoraal oo ay fahmaan ,waxa ay ka jawaabayaan laylisyo kala nooc nooc ah ,Sida; ayaa sameeyey?Waayo ?Sidee u dhacday?Dooro jawwbta saxa ah,Buuxi meelaha banaan.Rogrog erayadan.Weedh gali erayadan.Isu beeg erayadan. Qor curis,soo
gaabiqoraalka ilaa labaatan sadar.
1. Qeybta hadalka oo faahfaahsan.
2. Magaca qeybihiisa oo faahfaahsan.
Falka qeybihiisa oo faahfaahsan.Tilmaame qeybihiisa oo faahfaahsan.Xidhiidhiye oo faaahfahsan.3- Astaameynta Waxay baranayaan dhammaan astaalaha hadalka oo dhan waxay astaameynayaan weedh fudud weedh culus ilaa bog badhkii.
1. Waxay naqtimayaan erey bixintii la xidhiidhay maansadii &murtidii sanadkii hore ,sida suugaanta badaha maansada waxay xoogga saarayaan maansooyinkaii dhexe sida jiiftada,batarka,geeraarka,koolkooliska & dhaantada sidii hore loo isticmaali jirey iyo sida hadda loo isticmaalo.
1. Dood2. Jiliddaa. Sheekooyin gaagaabanb. Riwaayo gaagaabanc. Ciyaaro ah higaadda erayada 3. Yeedhis4. Tartamo kadis
suugaaneed ah.
155
Somali Language
Guud mar Muqararka Af-Soomaaliga Fasalka Saddexaad ee Dugsiga SareFasalka Sheekoyin & Riwaayado Naxwe Maansooyin Erey bixin iyo Layliyo
Fasalka Saddexaad
Marka ay ardaydu bixiyaan sheekada riwaayada,ama dhegeystaan,daawadaan,ha ka qoraan curisyo,kobcinta qoraalka afka soomaliga ,korinta dareemayaasha tusaale,maqalka araga iwm.Sheekooyinka iyo riwaayadaha halkan galayaa waa in ay noqdaan kuwo waafaqsan ujeedada barashada Af soomaaligaee Dugsiga SareSu’aalo dooro jawaabta saxa ah,buuxi meelaha banaaniwm. Ka jawaabayaan su;aalo
la xidhiidha sheekada ama qoraalka sida maxaa,waayosheekooyin maqaalo iyo qoraalo kale oo guud mar ah,mid dhexdhexaad ah ,ama dhaadheer,dabadeed waxay ka jawaabayaan
Barashada naxwaha Afka soomaaliga ee dugsiga sare,tusaaleQurubka ,weedhaynta,astaameynta iyo naxwe kale .Tixraac buugga naxwaha ee uu qoray Xaaji Raabbi bogga taariikhda Af soomaaliga sharciga qoraalka xaquuqda qoraaga adeegsiga qamuuska.1. Naqtiin xubnaha
hadalka.2. Astaameynta oo dhan
sheeko gaaban hal bog.
3. Yeele iyo la yeele.4. Weedhayn qurub
weedheedyo.
Qeybaha maansada iyo hab dhaca maansada xidhiidhka iyo taariikhda maansada soomaalida[I] maanso guri;buraanbur;heesaha dhallaanka;hararka ;caanaha;salsalka;maqash iwm.[ii]manso gole :-ciyaaraha hidaha iyo dhaqanka [heesahooda];hees hawleed ,xoolaha,subaasha,gamaank,beerah,[dibida],kaluumeysiga,saarka,baarcadaha iwm.[iii]manso geed: gabayga,geeraarka,masafad,jiiftada,maahmaahaha,weedhaha,murtida:-hal jireed hal garaad,hal milaal ,hal dhac,hal hays iwm.Xidhiidhka iyo taariikhda maansada soomaalida marxalad soo jireen ah,marxalad dhexe,marxalad culus ama taa lagu jiro. Miisaanka maansada
In ardeyda farsad loo siiyo in ay u sheegaan keli keli , laba laba iyo koox koox.
Hawlqabadka doodaha jilidda riwaayadaha abaabulka cayaaraha hiddaha iyo dhaqanka, bandhig suugaaneed, faallooyinka qudbadaha IWM.
Doodo Khudbado, sheekooyin gaagaaban, dhexe, hal jilid, laba jilitaan Kediska dugsiyada sare Booqashada meelaha taariikhig a ah iyo goobaha dhaqanka iyo cilmiga sida: Madxafka, musiam , idaacadda, jaamacadda, tiifiiga, xeebaha iyo miyiga
Ardaydu waxay isku hagaajinayaan hadal la is dhaafiyey
156
Somali Language laylisyo kala nooc ah,su’aalo caadi ah .
Kala dooroRog-rogKa dhex qabo eryga aan la socon .Qor curis 20 sadar ah soo gaabi sheekada.
soomaalida Qafiyad Jaanta Maansooyinka dhexe sida
jiiftada,geeraarka ,batarka Dhaantada Kuwa dhaadheer sida
gabeyga iyo kebeda.
Ardaydu waxa ay dhagaysanayaan cajalado oo sheegayaan badaha maansada.
Manhajka Af-Soomaaliga Fasalka Afraad Dugsiga Sare
Fasalka Sheeko Naxwaha Maanso HawlqadabFasalka Afraad
Marka ardaygu akhriyo ama dhegeysto sheeko maqaal,meel dhexaad ah ama dhaadheer,uuna fahmo waa inuu ka jawabo su’aalo kala duwan sida:-Waayo,xagee,goorma,kuma su’aalaha caadiga ah.Imtixaanka caadiga ahImtixaanka fududDooro ta saxa ahIs barbar dhigidda Fikrado ku jira qoraalRogrog kana samee erayga [Nacas]15 eray.Kala dooro mida saxa ah Goobaabin galiSax erayadanSu’aalah-Gorma,halkee,sharax erayga dan shaxda hal xidhaaleQor curis [40] sadar ah.
NakhtiinFalalka af soomaaligaFalka qofayneedTiroDerajoQodobka Af-SoomaaligaXubnaha hadalkaNaxwaha sifaynayd mugga I M.X. Xuseeen RaabiGoorayn fududGoorayn lamaanGoorayn dhafanKoobid
Qurubka Af-SomaaligaQurub qodobQurub xidhiidhiyeQorub meeleeyeQurub diidmoQurub jiho
Taariikhda maansada Soomaaliyeed
- Gabayaagii horem gusbinta fariimaha shiirigelinta qabyaalada.
- Maanso hawleedkii- Gabayaagii dhexe –
Amaanta geela, fardaha, dagaalada qabyaaladeed.
- Faanida reerba reerka uu ka badan yahay
- Gabayaagii ka horeeyey gumaysiga – Wiil waal, Salaan Carrabey, Raage Ugaas
- Gabayadii casriga ahaa- Amaanta dumarka - Xasan Ganay- Fahmidda dhibaatada
isticmaarka- Sayid Maxamed Cabdulle
Xasan
- Doodo- Jillidda sheekooyinka- Riwaayadaha- Tartanka qoridda erayo
adag- Yeedhis- Shaqo guri- Tartan fasaladda dugsiga- Booqasho dugsiyo kale- Booqasho degmooyin- Booqasho gobolo- Samaynta riwaayado
gaagaaban fasalka hortiisa- Keenid dad xaafada oo
maansooyin tiriya- Dhiirigelinta hablaha
buraabur ka tiriyaan fasalka hortiisa
- Gabay samayn gabdhaha- U yeedhis koox qalabka
muusiga heeso ku tumaysa- Dhegeysi moonsooyin,
157
Somali Language Soo ggabi sheeko dheer Qodob aqoonsi
Qodob celcelinQodob su’aaleedQodob tusmeedQodob lahaansho Astaamayn-Hal bog (sheeko dhexe)- Shan bog (sheko dheer)
- Gabayadii xorriyada doonka
- Barkhad Cas, Timo-cadde, Cali Sugulle
- Gabaygii Calan helidda Timo-cadde - kaana siib kanna saar
- Cali Sugulle – calankaan dhisnay sow ma soo dhicin
- Gabayadii Kacaanka- Gabayadii Jabhadda- Gabayadii Gobonimo soo
celinta Soomaaliland Hadalka maldahan- Ekeeye- Shareere
Fasalka Koowaad
Understatement (Dayro)Overstatement (buunbuunin)
Fasalka Labaad
- Sillan sugan- Qofayn
Fasallada 3aad/4aad
heeso IWM fasalka hortiisa- Abaalmarin ardayda ku
dhiiran hawl qabadka noocaas ah.
158
Somali Language
MUQARARKA AF-SOMALIGA DUGSIGA SARE EE FASLAKA 1 AAD
Qaybta U jeedada Guud Tusmo Habka wax dhigista iyo hawlqabadka
kaabayaal
1. Gogol dhig suugaanta
2. Maansada
3. Maahmaahda iyo Murtida
Dhammaadka qaybtan sharaxa suugaanta, ardaydu
waxa ay aqoon u yeelandoonaan suugaaanta
Qaybaheeda waxa ay si tafatiran uga
arki doonaan u jeeddayinka kala duwan ee suugaanta
laga leeyahay.
Dhammaadka qaybtan ardaydu waxa si cad ay u qeexi doonaan macnaha ereyga Maanso iyo
qaybaheeda kala duwan
Dhammaadka qaybtan
Waa maxay suugaani? Qaybaha suugaanta Taariikhda Suugaanta Somalidda
Allayl dumay ( Gabay) Allahayow nin ii daran
(Gabay) Go’aha noodoorsha
(gabay) Xiinfiniin (Gabay) Ooggii horay nagu
kaceen (Gabay) Baroor-diiq (Gabay) koofil (Gabay) Arligaa la kala
boobayaa (Gabay) Sange dhabarkii
(Gabay) Hedi hakaa raagto
(Gabay) Qayaash maash
Ardayddu waxa ay qeexi doonaan suugaanta qaybaheeda
Waxa ay ardaydu si koox kooxa ah u rogrogidoonaan taariikhda suugaanta umada soomaaliyeed
Waxa ay ardaydu iyaga oo koox koox ah kala saaridoonaan, heerarka ay soo martay suugaanta soomaalidu
Ardaydu waxa ay ka doodi doonaan faraqa u dhexeeya suugaanta hore iyo tan maanta
Ardaydu waxay ay qeexi doonaan maansada iyo qaybaheeda,
Waxa ay si koox koox ah u falan qayn doonaan waxa u dhaxeeya Gabay iyo Geeraar ama Buraanbur iyo Heeso
Waxa ay ku loolamayaan maansada cida tirisay, sababta, goorta, qaybaheeda, dulucda ama figrada guud
Ardaydu waxay ay fahmi doonaan mawduucyada kala duwan ee ay Maahmaahahu ku saabsan yihiin
Buugga 1aad ee suugaanta D/sare
Abwaannada iyo dhaqan yaqaannda
Cajalado maqal iyo muuqal
Internetka sida www.Aftahan.com
Buuga 1aad ee suugaanta D/sare
Buugga naxwaha Afsomaliga ee
X. Raabb Internet Dhaqan yaqaano iyo
taariikhyaqaano
Buugga suugaanta fasalka 1aad Buuga kale ee
maahmaahda iyo
159
Somali Language ardaydu waxay ay awoodi doonaan - Furturista
- Maahmaahaha iyo Murtida Waxay awood u helayaan
adeegsiga maahmaaha kala duwan iyo murtida Afkooda hooyo
Waxay garasho buuxda u yeelanayaan madasha ay ku baxday Maahmahkasta iyo Murti waliba iyo sida loogu kaabohadalka ee loo cuskado
(Gabay) Sidii geel haraadoo
(Gabay) Ka sabaan ka sabaan
(Geeraar) Yarad diid (Geeraar) Dhoomaha Sanaag ama
dhool bari (Hees)
Maahmaahyada ku qoran buugga
Murtida ku qoran buugga
Sida loo adeegsado Maahmaahaha iyo Murtida
Maahmaahaha iyo murtida la hayo iyo madashay ku baxeen iyo dhacdadiiba hadii ay suurogashay
Dulucda macne ee Maahmaahkasta ku qarsoon
Sida loo adeegsado maahmaahaha iyo waxa loo cuskado
In uu ardaygu dhowr maahmaahood mid ka doorto oo uu ka diyaarin karo curus, maqaal ama sheeko
In uu ardaygu mawduucyadikala duwanaa ee maansooyinka uu soo dhigtay mid kasta ka qori karo dhowr Maahmaahood oo la xidhiidhi, sida Fardaha, Nabadda, IWM
In ay ardaydu garan karaan soona saari karaan Maahmaahyo ay ku jiraan waxyaabo isku lid ah, si maahmaahahu ugu fududaatoIn ay ardaydu fahmi karaan maahmaah hab sarbeeba u dhacada iyo kuwo hab toos ah u fasirma.
murtida ah Canalado hadii awood
loo helo maqal iyo muuqaal ah
Dhaqan yaqaan Internet sida
www.aftahan.com
Heeso howleedyo5. Xubnaha afka maldahan
Dhammaadka qaybtan ardaydu waxa ay ku waaya arki doonaan xubnaha afka maldahan gaar ahaan kuwa fudud Ekeeye Shareere Qofeeyn
Xubnaha afka maldahan
sida Shareere Ekeeye Qafayn
Ka dib ardaydu waxa ay falan qayn doonaan macnaha erayga maldahe
Waxa ay is barbar dhig ku samayn doonaan ereyada Ekeeye iyo shareere
Waxa iyaga oo kooxo ah ka doodi doonaan ardaydu ujeedada loo isticmaalo afka maldahan
Buugga 1aad ee suugaanta D/sare
Abwaan Dhaqan yaqaan Cajalado maqal iyo
muuqaal Internet ka sida www.aftahan.com
4. Hees howleedyada
Dhammaadka gaybtan heeso
hawleedyoda, ardaydu waxa kala garasho u yeelan doonaan heeso howleed waraabka xoolaha
Hees hawleedyada Geela
Hees hawleedyada Lo’da
Heeso hawleedyada Adhiga
Koox koox ayaa ay u qaadayaan heesaha geela marka uu sabada yimaado
Waxa ay ku luuqaynayaan heesta waraabka ee bilowga (shifo ku afsaar)
Waxa ay jiibinayaan heesta Lo’da ee waraabka sida “meel bur cowsa”
waxa ay matalidoonaan lo’ cabaysa iyo nin shubaaya
Heesaha waraabka
Buugga Nabadshe ee Yusuf Shaacir
Abwaanyada Dhaqanyaqaanada Canalado maqal iyo
muuqaala Internetyada suugaanta
ururiya
160
Somali Language
6. Sheekooyinka iyo Curisyada
Dhammaadka qaybtan, Ardaydu waxa ay awoodi
doonaan Nooyada sheekooyinka Qaabdhismoodkooda Fikradda ay xanbaarsan
tahay iyo u jedada laga leeyahay
Waxa ay ku waaayo arki doonaan curisyada iyo dhismahooda
Gurac madoobe iyo guurkiisii (sheeko)
Tafe dhiig (sheeko) Deeqsi ma deego
(sheeko) Sow talo iskuma kaa
sheegto (sheeko) Saadaasha Roobka
(curis) Biyuhu waa
halbowlaha nolosha (curis)
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 jawaab uga celinayaan way diimaha la xidhiidha sida:-
Kuma, tuma, xagee, sidee, waayo, sababee IWM
Ardaydu waxay awood u helayaan kasmada la xidhiidha mawduuca, qaybaha sheekada, shaqsiyadaha iyo sida ay u kala muhiimsan yihiin
In ay ardaydu awoodo soo gaabinta sheeko iyo ka saadaalinta waxa gunaanad ku noqon doono
In ay ardaydu fahamto kana jawaab celiso waydiimaha la xidhiidha habka qorshaha dhismaha sheeko kasta oo uu dareemi karo sida ficiliyadu iskaga soo daba dhacayaan iyo ilaa figta sheekada, sidoo kale si talaabo talaabo ah ula socon karaa gunaanadka sheekada
Ardaydu waxay si fahamleh u kala saarayaan noocyada sheekooyinka gaagaban, iyaga oo isla markaasna ku tartamaya
Buugga 1aad ee suugaanta afka soomaaliga
Abwaan Dhaqan yaqaan Cajalado maqal iyo
muuqaal Buugaag sheekooyin ah
oo loo qaybiyo sida buuga Hagardaamo
Bare Buugga fasalka 1aad ee
suugaanta Abwaan Dhaqan yaqaan Canalado Internet www.Aftahan.com Buug 1aad ee suugaanta
afka soomaaliga D/sare Abwaan Dhaqan yaqaan Cajalado maqal iyo
muuqaal Buugaag sheekooyin ah
oo loo qaybiyo sida buuga Hagardaamo
Buugga sheekooyinka “Ma huraan”
161
Somali Language
7. Halxidhaalah
8. warqad Corista
Dhammaadka qaybtan ardaydu
Waxa ay awood u yeelandoonaan furfurida helxidhaalayaal kala duwan ama kala waji ah.
Dhammaadka qaybtan waxa ay ardaydu awoodi doonaan qoraalka waraaqaha sida:-
Warqad shakhsiyeed Warqad ganacsi
Dhammaadka qabtan. Eray bixinta ardaydu waxay
ay ogaan doonaan micnaha eray bixinta suugaanta iyo ereyada adag ee buugga,
Hal xidhaale Hal xidhaale Maanso Masalo Fariimeed Jirrabaad Xisaabeed
Warqad qoraal Shakhsiyeed Warqad shaqo Warqad ganacsi
habka curinta iyo qoraalka sheekooyinka gaaban, abaalmarina ku mutaysanayaan
Waxay ardaydu si garasho iyo fahan firfircoon leh uga baaraan degayaan furfurista Maansooyinka halxidhaalaha leh, iyaga oo si koox koox ah ugu tartamaaya qayb kasta oo Maansada ka mid ah halxidhaalaha ku jira.
Waxa ay sidoo kale ku tartamayaan halxidhaalayaal 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 qodobaynayaan faraqa u dhexeeya warqad shaqiyeedda iyo warqadda ganacsi iyagoo ka eegaaya dhinacyada qaabka iyo nuxurka
Waxa ay si koox koox ah u diyaarinayaan qoraalka waraaqahaas iyaga oo raacaya nidaamka hab qoraal ee mid kasta.
Buugga fasalka 1aad ee suugaanta Abwaan Dhaqan yaqaan Cajalado Internet Buugga ma Huraan Buugaagta kale ee
sheekooyinka ah
Buugaagta luuqadda ingiriisiga ee D/sare
Kumbiyuutarada Nuqulada baraha
162
Somali Language
9. Eraybixinta Suugaanta iyo Erayada culus ee casharada
Eeybixin1. Suugaan2. Maansada3. Ereyada buugga ee adag
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.
Buugga Suugaanta D/sare fasalka koowaad
Qaamuusyada Afka somaliga
Abwaanada Dhaqan
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 aqoon u yeelanayaan
Mowduucyada ay maansooyinka qaybtani ku saabsan yihiin iyo siday ula xidhiidhaan dhinacyada nolosha bulshada
Guuranka la’aado (Gabay) Toddobaatan iyo toban (Gabay) Tolow halay dhoofsho (Gabay) Geela (Gabay) Fiin (Gabay) Guuguule (Gabay) Guubaabo iyo garnaqsi (Gabay) Ma anaa (Gabay)
Ardaydu waxa ay u awood yeelanayaan hab akhriska iyo dhegaysiga maansooyinka kala duwan ee heerkan (F.labaad)
Waxa si ku celcelis leh u dhuuxayaan Gabayada, Geeraarada, Jiiftooyinkam Buraanburka IWM ee
Buugga suugaanta dugsiyada sare fasalka labaad
Abwaanada iyo dhaqan yaqaanada
Cajalado
163
Somali Language Xiliga la tiriyay
maansooyinkan sida uu ahaa waayaha nolosha bulshadu
Suugaanyahannada waqtigaas jiray iyo qodobada xiisaha lahaa lahaa ee laga maansoon jiray
Farqiga u dhexeeya isbedelka nolosha bulshada ee hadda iyo xilliga.
Sheekh Bashir (Gabay) Hammi (Gabay) Amaan faras (Geeraar) Laygu kaa dherer (Gabay) Hooyo (ees) Nabi Aman Adduun qaalla bixi waa (Gabay) Maxaa iiga gidhiish ah (Hees) Nimankaan dukaamada lukiyan…
(Gabay) Dhoomaha Sanaag ama Dhool bari
(Gabay) Hablaha geeska Africa buugga
(Halkaraan) ee Hadraawi Ama cajalada uu ku heesaayo
hadalka khaliif Cismaan Cabdi Sayid khalifa
heerkooda isla markaana si koox koox ah uga baarandegayaan
Ardaydu waxay ay si koox koox ah ugu tartamayaan mawduuca ay maanso waliba ku saabsan tahay iyo kaalinta uu mawduucaasi kaga jiro nolosha bulshada ay ka midka yihiin
Waxa ay ka fekerayaan hadday jirto noocyo suugaanmeed kale oo isla mawduucaas ku lugleh sida Maahmaahyo Murti sheekooyin, Gabayo iyo Iwm
Iyagoo hadday jiraan shaqo guri uga soo shaqaynaya, lana kaashanaya xeel dheeraasha dhaqanka iyo suugaanta ama buugaaggta
Ardaydu waxay si faham sare leh uga jawaab celinayaan dhammaan waydiimaha la xidhiidha qaybtan maansada, sida:- habka gabayga loo dhisay ama loo qorsheeyay fikradaha isdaba yaal ee mowduucyada lagu horo 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
maqaliyo muuqaalba ah
Internet sida Aftahan.com iyo kuwo kale
Buugga Nolosha (yusuf Shaacir)
Buugga Halkaraan ee Abwaan Hadraawi
164
Somali Language
2. Maahmaah-da iyo Murtida
Dhammaadka qaybtan waxay ardaydu awoodi donaan
Furfurista Maahmaahda iyo Murtida
Waxa ay si kasmo furan u awoodi donaan in ay kala saaraan Maahmaah iyo Murtida
Maahmaahyo halleyda ah Maahmaahyada labaalayda ah Maahmaahyada saddexlayda ah Maahmaahyada tiraabta ah Maahmaahyada tixda ah Murtida iyo isticmaalkeeda
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
Buugga suugaanta dugsiga sare fasalka 2aad
Buugaagta Af-Soomaliga ee Maahmaada iyo Murtida
Abwaanada Dhaqanyaqaana
da Cajalado maqal
iyo muuqaal ah
165
Somali Language
3. Hees Howleedyada
Dhammaadka qabytan ardaydu waxay awood u yeelanayaan
Noocyada heeso howleed iyo howlaha dhaqan ee loo adeegsado
Dhammaadka qaybtan waxa ay ardaydu garasho dheeraad ah u yeelanayaaan heesaha dhaqan ee ciyaarkasta u gaarka ah iyo sida loogu dhawaaqo
Waxay awoodi donaan garashada iyo sooban dhigidda ciyaaro kala duwan Fasalka debediisa xafladaha dugsiga iyo weliba tartamuda ka
Hees-howleedyada agabka Aqal-Somaliga, sida:-
- Hararka - Aloolka - Haanta- Mooyaha- Kebedda
Hees hawleedyada Badaha iyo noocyadooda
Hees-hawleedyada beeyada
Ciyaaraha hiddaha ee gobolada - Sanaag- Sool- Togdheer- Saaxil- Hargeysa- Awdal
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 agabka aqal-soomaliga sida:-
- Hararka- Kabadda- Aloolka- Hanta- Mooyaha
IWM
Aradaydu waxa ay iyaga oo koox koox ah ku tartamaaya hees howlaeedyada Badda la xidhiidha iyaga oo nooc hawleed kasta ku jaan gaynaya heesta ku habboon ee dhaqan ahaan loogu heeso ama loo adeegsado marka hawshiisa la hayo
Ardaydu waxa ay si faham qoto leh koox koox ugu tartamayaan isku beegidda heesta iyo howsha
Waxay u awood helayaan in ay jees-hawleed kasta gartaan
Internetka www.Aftahan.c
om
Buugga Nabadshe ee Yusuf shaacir
Dhaqanyaqaan Cajalado maqal
iyo muuqaal ah Aftahan.com Bare Abwaan Rag
ama dumar
Buugga Nabadshhe ee yuusuf shaacir
Cajalado maqal iyo muuqaala
Internet Aftahan.com
166
Somali Language
4.Ciyaaraha hidaha iyo dhaqanka
5. Xubnaha afka maldahan
baxsan dugsiga
Dhammaadka qaybtan xubnaha afka maldahan ardaygu waxa ay awoodi donaan garasho xeel dheer oo ay u yeeshaan xubnaha afka maldahan
Dhammaadka qaybtan habka qoraalka waraaqaha waxa ay dhaqan galin donaan si garasho leh sida loo qoro waraaqaha
Ekeeye1. Shareere2. Qofeeyn3. Buunbuunin 4. Yamxeero6. Sarbeeb7. Duurxul8. Silansugan9. Quusin
Warqad shakhsiyeed Warqad shaqo Warqad wax bixineed(gaaban)
waxa loogu heeso iyo waliba waqtiga loogu heeso
Baruhu waxa uu tusaale buuxa ka siin doonaa ardayda ciyaaraha kala duwan ee dhaqanka ee gobollada dalka
Waxa ay ardaydu isku qaybin doonaan lix kooxood
Koox kastaaba waxa ay jili doonaan ciyaar gobal u gaar ah
Waxay falanqayn doonaan tilmaaha ay ciyaarahu ku kala duwan yihiin
Waxa ay koox koox u qori doonaan munaaasabadaha loo ciyaaro
Waxa ay ku tartami doonaan codka iyo jiibta ciyaaraha gobollada
Waxa ay mid mid wax ua qori doonaan fikradda ay ka qabaan ciyaaraha hiddaha
Koox koox isugu xujayn doonaan xubnaha Afka Maldahan sida:-
- Eekeeye- Shareere
Ardaybaa tusaale keeni doona ku saabsan qofaynta iyo buunbuuninta
Buugga fasalka labaad
Abwaan Dhaqan yaqaan Cajalado Internet sida:-
167
Somali Language
6. Habka warqad qorista
7 Sheekooyinka iyo curisyada
Dhamaadka qaytan sheekooyin iyo curisyada waxa ay u awood helayaan ardaydu garashada sheeko dhaqmeedyada iyo curisyada
Waxay ka kasbanayaan aqoonta la xidhiidha habka sheekooyinka iyo curisyada loo qoro
Waxay u awood helayaan curinta iyo qorida sheekooyinka gaagaaban iyoc curisyada
Dhammaadka riwaayadu arday waxay ay nolol ahaan taaban doonaan dhibaatada qaadka u leeyahay bulshada
Sheekooyinka iyo curisyada Sida ban oogta cidla beegsaday
(curis) Cago la’aantay ciidu igu aragtay
(curis) Anigii roonaa bay i rogatay (curis) Calas iyo caduur (curis) Geel badanow lagu sheeg (curis) Buugga sheekada “Hargardaamo”
Riwaayad Qaadka iyo howlahiisa Xagga caafimaad Dhaqalaha Wakhtiga
Baraha ayaa u sharxaaya sida loo isticmaalo xubnaha afka maldahan
Waxa ay ka soo saarayaan Gabayada, Heesaha iyo Sheekooyinka xubnaha afka maldahan
Waxa ay fasal fasal, koox koox iyo laba laba isugu diri donaan waraaqaha laysu diro sida:-
Warqad shakhsiyeed Warqad shaqo Waxa ay hubinayaan oo mid
ba ka kale ka eegayaa astaamaynta sharuud ah kala ee waraaqaha
Ka dib markay akhriyaan sheeko dhaqmeed ayaa ay ka shaqaynayaan haw qabadyada hoose sida:-
Shaqo kooxeed fasalka dhexdiisa ah
Waxa ay ka soo saarayaan sheeko, weedho, falal kala duwan ay ku jiraan
Waxa ay laba laba isu
Buugga fasalka labaad
Buugaaggta luuqadaha ingiriisida
www.aftahan.co m
Buugga fasalka labaad
Abwaanada Afsoomaliga
Dhaqan yaqaano
Cajalado Buuga sheekada
Hagardaamo Bugga
sheekooyinka
168
Somali Language
Riwayad
9. Ereybixinta Suugaaneed iyo Erayada culculs ee casharada
Dhammaadka qaybtan eray bixinta ardaydu waxa ay garasho dheeraad ah u yeelan donaan eraybixinta suugaanta iyo erayada adag ee buugga
Dhammaadka qaybtan naxwaha ardaydu waxay xidhiidhin donaan qaybaha naxwaha ee ereynta, weedhaynta hadal iyo qoraal iyo astaamaynta.
Suuganta Maansada Ereyad adag
1. Naxwe - Ereyayn- Magacyo- Falal - Qurubyo
2. Weedhayn - Weedh fudud- Weedh culus
3. hodal iyo qoraal 4. astaamaynta
- Noocyada - Astaamaynta
waydiinayaan xubnaha Afka maldahan
Waraysi dad wakhtigoodii qaadku ka lumiyay
Dhegaysi xog waran lacagta qaadka ku baxda ee sannadkii
Maqa l iyo akhris qoraalo ka hadlaaya dad ku xanuunsaday cunida qaadka
Dad uu waalay qaadku
Ilima bixinta erayada suugaanta
Sida kuwa ku jira maansada Gabayada Geeraarada Heesaha Ereyada adag ee buugga waxa
ay u baahann yihiin micnahooda
Gooraynta waxa ay ku qaadamayaan cutubkasta sida:-
Goorayn joogta ------------- socota------------- tagto------------- iyo soo socoto
Xirfadaha luqada ku sii casharkasta
“Ma huraan”
Dadwaawaynoo uu ka lumiyay mustaqbalkoodii qaadku
Buugga nuqulka Baraha
Dalxiis meelaha subax iyo galabba lagu cuno
Qaamuuska SOOMAALIGA
Abwaanada aftahmada ragga iyo dumarka ah ee gobalada jooga
Buugga suugaantee fasalka labaad
Buuga naxwaha
169
Somali Language Sida:-
1. ----xirfadda dhegeysi2. ----hadalka 3. ----akhriska 4. ----qoraalka
X. Raabi IWM.
MUQARARKA OF-SOMALIGA DUGSIYADA SARE EE FASALKA SADDEXAAD
Qaybaha U jeedada Tusmo Habka wax dhigista iyo hawl qabadka
Kaabayaasha
1. Maansada Dhammaadka qaybtan maansoonyinka waxa uu ardaygu awood yeelanayaa dhuuxida iyo fahamka maansooyinkii waayadii dagaalkii labaad ee dunida, waqtigii xoriyadda 1960kii iyo ka dib xoriyadda
Waxay ogaal buuxa u yeelanayaan taariikhda iyo waayaha nololeed ee bulshada
Maansoonyinka kala ah Maandeeq (gabay) Xumaanta qabyaaladda
(gabay) Dayax (gabay) Tallan baab qabaa (gabay) Haddii dunida lagu waarayo
(gabay) Túsale waalid (gabay) Gabay xifaaltan ah (nin reer
miyi ah iyo nin reer magaal ah)
Saadaal (gabay) Hubqaad (gabay) sinaan (gabay) Qodka gubanka soo kacay
(gabay) Gogosha hay gaynin (gabay)
waxa uu ku jiraa sheekada Qamaan iyo Barni ee muqararka loogu daray
Sharxidda iyo faahfaahinta baraha ka dib, ardaydu waxay si koox koox ah ugu tartamayaan ka jawaab celinta waydiimaha la xidhiidha:-
Tiriyaha maansada, goorta, sababta, iyo dhacdada mawduuca qaybah, sharaxa tuduc ka mid ah maansada
Fikradda guud ama dulucda maansada iyo dhamaan waxyaabaha lagu gorfeeyay maansada dhexdeeda
Ardaydu waxay si faham Leh koox koox uga soo saarayaan maansa kasta wixii qalad af-maldahane la adeegsaday,
Sheegaye nooca af-maldahanaha Waxay si koox koox ah uga soo
saarayaan wixii calamad ah ee u taagan wax laysla garanayo sida: Mandeeq oo u taagan xoriyadda
Waxay ardaydu si koox koox ah isula falanqaynayaan sheekooynka dhaqan ee
Buugga suugaanta fasalka saddexaad
Abwaan Dhaqan
yaqaan Cajalado
maqal iyo muulaal ah
170
Somali Language
2. Maahmaahda iyo Muritda
Dhammaadka qaybtan maahmaahaha iyo murtida, waxa ay ardaydu u awood yeelanayaan sida loo akhriyo maahmaahaha iyo murtida, taasi oo u sahlaysa ardayda, in ay si fudud ula soo baxaan dulucda macne.
Waxay ku dhiiranayaan inay raad raac iyo baadhis ku sameeyaan maahmaahaha iyo murtida dhaqankooda
fasalkan Waar tolow colka jooja
(geeraar) Sidaad tahay gammaan faras
(hees) Afku wuxuu la xoog yahay
(gabay) Habboon (hees) Hud-Hud (hees)
Taariikhda maahmaahaha iyo murtida soomaalida
Waxa laga dheehan karo ama laga akhrisan karo ee ay xambaarsan yihiin maahmaahaha iyo murtidu
Faraqa u dhexeeya maahmaah iyo murtida
Hababka kala duwan ee maahmaahda iyo murtidu loogala soo baxo dulucda macne ee ku qorsoon
maansayahanadu si dul mar ah ugu bixiyeen tusaalayaasha si ay humaagyada sawiradooda uga dhigaan taabagal
Waxay si koox koox ah u naqdiyayaan dhammaan maansooyinka qaab dhismeedkooda iyo afkaaraha suugaanyahanada
Sharraxa iyo faahfaahinta ballaadhan ee dhinacyada badan uu ka iftiimiyay ka dib, waxa ay ardaydu si koox koox ah uga jawaab celinayaan waydiimahan
Waa maxay maahmaah iyo mariti? Maxay ku kala duwan yihiin? Goorma ay bilowdeen? Maxay xambaarsan yihiin oo laga
dheehankaraa? Imisa hab ay u sidaan dulucda macne ee
ku qarsoon? Mid kasta ka bixi dhowr túsale? Maahmaahah iyo murtidu ma run baa,
waxa ay duluc u yihiin sheeko gaaban? Qor caddaymo jawaabtaada la xidhidha Ardaydu waxay si koox koox ah ugu
tartamayaan maahmaahyo ku saabsan mawduuyo kale duwan sida:-
Dhawr maahmaahood oo geela ku saabsan
Buuga Nabadshe (yussuf Shaacir)
Buugga suugaanta
fasalka saddexaad
Abwaan Dhaqan
yaqaan Buugaagta
dheeraadka ah ee suugaan ah
Cajalado maqal iyo
171
Somali Language
3. Hees
howleedyada Dhammaadka qaybtan
hees-hawleedyada waxa ay ardaydu si aftahanimo leh aqoon ugu yeelanayaan
Hees-hawleedyada dhaqan ee ummaddooda
Waxay si garasho leh u kala ogaanayaan sababta loo adeegsado iyo sida ay ku abuurmeen
Taariikhda Hees-hawleedyada Sida ay u abuurmaan Noocyada hawlaha kala duwan
ee loo adeegsado iyo sababta loo adeegsado
Hees howleedyada, xoolaha iyo qaybahooda
Hees-hawleedyada agabka aqal soomaliga
Hees-hawleedyada beeraha Hees-hawleedyada badaha Hees hawleedyada beeyada
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
Sharrax iyo faahfaahinta dhinacyada, badan taabanaysa, ka dhib waxay ardaydu si koox koox ah ugu tartamayaan hees-hawleed ku kala aaddan noocyada hawlaha dhaqan ee kala duwan, fasalka dhexdiisa iyo shaqo guriba
Ardaydu iyaga oo u shaqaynaya qaab koox koox ah waxay ku tartamayaan iyaga oo kooxiba koox ku xujaynaysoSheegidda hees-hawleedyo “maxaa
muuqaal
Buugga Nabadshe ee
Yuusuf sharaacir
Abwaanada Dhaqan
yaqaano Cajalado
maqal iyo
172
Somali Language
4. Xubnaha Afka maldahan
5. Warqad
Qoraalka
Waxa ay u awood yeelanayaan noocyada hawlaha dhaqan dhaqaale ee loo adeegsado
Dhammaadka qaytan xubnaha Af ka maldahan waxa ay ardaydu ku awooodaysan doonaan aqoonsiga noocyada xubnaha Afka maldahan
Sidoo kale waxa ay awoodayaan ka soo saarida iyo fahanka afka maldahan noocyada suugaaneed qoraalada iyo hadalada Afka laga yidhaahdoba
Dhammaadka qaybtan warqad qoraalka, ardaydu waxa ay u awood helayaan, in ay hore uga maraan dhinaca waraaq qorista oo leh qaybaheeda
Waxa ay kala aqoonsanayaan hababka qorista kala duwan ee waraaqaha
Waxa ay garasho
Hees-hawleedyada dhismaha kuwa awrka geediga, dhaanka IWM
Sababta wax loo maldaho Maxay ku kala duwan yihiin
hadalka maldahan iyo ka aan maldahnayn
Maldihida fudud Maldihidda maansada ama
gabayada Qalabyada ama erayada
hadalka lagu maldaho iyo siyaabaha loogu maldaha
Kuwa ugu adeesiga badan iyo sababta
Warqad qorista Dhacdo ka dhacday fasalka
dhexdiisa Dhacdo meel ka dhacday oo
wargayska loo gudbinaayo Qof (C.V) diyaarinaaya si uu u
shaqo tago (raadsi) Nooca kala duwan ee
waraaqaha caadiga ah
loogu heesaa, goormaase loogu heesaa”?
Ardaydu markale waxay hees-hawleedyada u eegayaan hab baadhisi ay la xidhiidho iyo iyaga oo hee-hawleedyada ka dhex baadhaaya aqoonta laga dheehan karo ee ay xambaarsan yihiiin, taas waxa ay ka raad raaci ka rtaan iyagoo koox kooxa ah
Sharaxa macne ee hees-hawleedyada Ereyada muujinaya qalabka farsamo ee
la xidhiidha hadba waxa ay heestu ku saabsan tahay
Ereyada magacyada ah ee ku jira heesta sida:- magacyo geel iyo wixii la mid ah
Waxyaabaha tusaalayaasha lagu bixinayo
Ugu danbayn koox waliba falaanqadeeda baadhiseed bay ka soo jeedinayaan fasalka
Saxidda iyo abaal marintana waxa leh baraha maadada
Dulmarid cashardadii fasalka labaad ee af maldahanayaasha iyagoo ka dib sharxida qeexan ee tusaalayaasha taaban karo xambaarsan, kuna salaysan habdhigista casriga ah ee ay ardaydu u dub dhexaadka u tahay
Ardaydu waxa ay si koox koox ah uga aqoonsanayaan qoraalada suugaaneed iyo hadalba meelaha afmaldahanayaasha loo adeegsado, iyaga oo isla markaana sheegaya nooca
muuqaal Aftahan.com Nuqlada
baaha
Buugga Suugaanta F 3aaad
Abwaan Cajalado
maqal iyo muuqaala
Qorallo kala duwan oo xanbaarsan qaybaha hadalka maldahan
Nuqlada baraha maadaada
173
Somali Language
6. Sheekooyinka iyo Curisyada
cilmiyeed u yeelanayaan habka mid kasta loo diyaario iyo xubna hoosaadka dhisme ahaaneed
Dhammaadka qaybtan sheekooyinka iyo curisyada
Ardayda waxa ay ka awood siinaysaa ogaaanshaha hab qoraalada sheekooyinka gaagaaban, sheekooyinka dhaadheer, curisyada iyo maqaalada IWM
Waxa ay ardaydu ku fahmayaan tabaha iyo farsamooyinka qoraal ee ay sheeko qorayaashu adeegsadaan
Waxay ardaydu ka korodhsanayaan awood sheeko curineed iyo mid ay ku naqdiyi karaan kagana faaloon karaan sheekeeyinka qoran
Sheekooyinka fasalka koowaad iyo kuwa labaad oo naqtiin ah
Curisyada buugga fasalka saddexaad ku qoran sida
Magaaladii baabaday Hawl iyo hogo kaliileed Geed fadhiisi Jarabarka gammaanka Gef iyo guul darro Sheekadii Qammaan Bulxan
iyo Bari (bilaw ilaa dhammaad)
af maldahane ee uu yahay, shayga loo isticmaalay, ereyada la adeegsaday, dhaanka laga eeg iyo sida ay suuragalka u tahay ama macquulka
Ardaydu iyaga oo koox-koox ah waxay ay soo diyaarinayaan qoraalo ay curiyeen oo maldahan, ka dibna si hufan oo barahu daadahaynayo ayey fasalka dhexdiisa ugu tartamayaan,
Go’aanka iyo abaal marinta waxa lehbaraha
Baadhis ardaydu iyagoo u sheegayaana si koox-
koox, waxa ay baadhis ku soo samaynayaan Haasaawihii dhaqan ee hore ee ku dhisnaa maldihidda hadalka iyo halxidhaalaha iyo sidoo kale u jeedada laga lahaa ka dibna faslka ha soo jeediyeen, barahuna si loogu daro casharada muqararka ha u soo gudbiyo waaxda manaahijda, haka soo raaciyo magacyada ardayda soo qortay iyo dugsiyada ay ka tirsan yihiinh, waa wax qabad muhiim ah.
Qoraal xog waran mushkilado ka dhacay fasalka in ardaydu u gudbiyan, maamulaha dugsiga
Warbixin koox koox ah oo loo gudbinaayo wargayska kooxda ugu fiican
Arday kastaa ha diyaaro taxanihiisa wax barasho (C.V)
Laba laba ha isugu diraan waraaqo shakhsiyeed wiilku ha u qro wiil, gabdhu ha u qorto warqadda gabadh
Buugga qora habka loo qoro waraaqha
Nuqulka baraha waraqaha
Internetka iyo kumbuyuutarada
Buugga suugaanta fasalka saddexaad
Buugga sheekooyinka “Hagardaamo”
Buugga sheekooyinka “Ma huraan”
Buugaagta kale ee sheekooyinka
174
Somali Language
7. Doodda iyo Baanisada
8. riwaayaddaha
Dhammaadka qaybtan doodda iyo baanista waxa ay ardayd ka kasbanayaan waxa ay tahay dooddu iyo sida loo baano
Dhammaadka qaybtan riwaayadda waxa ay ardaydu aqoon u yeelanayaan habka qorista riwaayadaha, iyo habdhimeedka qaybaheeda
Ardaydu waxa ay u awood helayaan in ay gortaan taariikhda riwaayadaha soomaalida
Waxa ay awood u yeelanayaan faaqidaadda iyo naqdiga riwaayadaha
Waxay baranayaan riwaayad qorayaasha soomaalida
Dooda iyo Baanis- kiis dhiig
- kiis dhaqan - kiis Xoolo - neef Geela - neef Lo’a sida dhaqan ahaan garta loo
qaadi jiray mudduc, maddaacalay iyo
xeerbeegti
Riwaayad:Faraqa u dhexeEmma Gremley" <[email protected]>, "mike brophy" <[email protected]>, "Jonathan Porter" <[email protected]>, "John Lowe" <[email protected]>, "Richard Arden" <[email protected]>, "Harvey Smith" <[email protected]>,
"Malindi Auma" <[email protected]>, "Terence Driscoll" <[email protected]>eya riwaayad iyo maanso ama sheeko Halka ay riwaayadu ka soo jeeddo Taariikhda riwaayadadha soo
maalida Qorayaasha riwaayadaha
soomalida iyo riwaayadaha ay
Sharaxa xeel dheerida leh ee baraha ka dib, ardaydu waxay si koox-koox ah uga aqoon ogaansanayaan sheekada iyo curisyada
Xaladda iyo dejinta sida:- Meesha, wakhtiga, sababta Ardaydu waxa ay si fahan leh u
ogaanayaan mawduucyada curisyada iyo sheekooyika oo sidoo kale la soconayaan sida mawduuyada loo hurumariyey iyo tallaabooyinka la qaadan ama ficilada iska soo daba dhacaya ee gaadhaaya figta sheekada ama curiska
Waxay si feejignaan leh ula soconayaan xalka sheekada ama curiska ilaa laga soo gaadhaayo gabogabaha oo ah dulucda ama fikradda guud
Taasi oo ah tan u digayso akhristaha Ardaydu waxay si buuxda u
aqoonsanayaan shaqsiyadaha sheekada ama curisyada ku jiraa iyo sida ay u
kal macquulsan yihiin iyo sida ay u kala muhiimsan yihiin ba iyo waliba sida ay u egyihiin oo ah tilmaanta laga bixiyay
Ardaydu waxay si koox-koox ah iyo keli keliba uga fekerayaan sida ay ficilada isaga soo daba dhacayaan oo ah “qorshaha sheekada” waa halka laga
oo tusaale iyo kaabid ba loo isticmaali karo
Garyaqaanada deegaanka
Dhaqan yaqaanda deegaanka
Xaakimada Waayo
aragga dhaqnka xoolaha
Buugga xeerkii hore ee Soomalida
Buugga suuggaanta fasalka saddexaad
Baraha oo kaashanaya
baadhis cilmiyeed aqoonta riwaayadaha SOOMAALI
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Somali Language
9. Eraybixinta suugaanta iyo erayada culus ee casharada
Dhammaadka qaybtan eraybixinta suugaanta iyo erayada adag waxa ay ardaydu u awood yeelandoonaan dhaqan galinta eraybixin ay yaqaanaan
qoreen Riwaaddii shabeel naagood oo
qoran
Erey bixin Eray bixinta suugaanta Cilmi ahaan Erey ahaan Ereyada adag ee casharada
buuga
ogaado qoraaga xariifka ah Ugu dambayn waxay koox-koox iyo
keli keliba u cursan doonaan curisyo iyo sheekooyin gaagaaban baraha iyo abaal marintaba leh
Fadlan qor arin qoys ka dhex dhacday Eegis sidii loo xalililahaa khilaafka
qoyska Ninka aniga waxa aan rabaa-------------- Naagta anuga waxaan
rabaa----------------- Garyaqaan:- Idinka doonistiinu waxa ay dhammaatay markii aad dhasheen ubedka! Talada keliya ee soconaysaa waa :- Ubadka dantooda Waxbarashada ubadka Dhalaaleynta ubedka Caafimaadka ubedka Mustaqbalka uabedka
Barahu isaga oo kaashanaya aqoontiisa iyo baadhis sugan oo cilmiyeedba waxa uu ka hor riwaayadda
Shabeel naagood ardayad u dhigayaa casharada ku xusan tusma muqararkan
marka xigta baruhu waxa uu hordhac ballaadhanku bixinayaa riwaayadda buugga fasalka saddexaad ee suugaanta
ardaydu waxay iyaga oo kaashanaya
da la xidhiidha sida:-
Buugga Masax faneedka ee uu qoray Afrax
Qoraalo qoraal uu barahu ee siminaarad IWM
Baraha Qaamuska
afka Abwaano Aftahannada Buugga
suugaanta Fasalka sadexaad
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Somali Language baraha si koox ah uga jawaab celinayaan su’aalahan sida:-
waa maxay faraqa u dhexeeya maanso iyo riwaayad
taariikhda riwaayadaha soomalida ka qor faallo?
Sheeg shan riwaayad qore oo soomaali ah, oo shaac baxay? Mid 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 Iyo dhibaatada aqoon la’aanta
Waxa ay wada jir u falanqaynayaan erey bixinta suugaanta sida:-
- Suugaan- Maanro- Maahmaah- Murti- Baanso
Ereyada adeg ee buugga iyo kuwa la xidhiidha sida:-
Ereyada adag ee Sheekooyinka Xubnaha afka meldahan Hal xidhaalayaasha IWM
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Somali Language
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. Dhegeysigab. Hadalkac. 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 Waxqabadka1. Dhegaysiga
a) Dhegaysi gabay si wacan loogu tiriyay oo gaaban in uu kala soo bixi karo ujeedada
Ka jawaabid suaalo laga waydiiy ogabayga yare ee ay dhagaysteen. Sida:-
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Somali Language gabayga.
b) Dhegaysi Maah maah loo sheegay in uu weelayn karo, ama uu malayn
c) Dhegaysi cashar taariikh ah oo bare fiican dhigay weedhayn ahdaafta casharka iyo ujeedada loogu dhigayo.
1. Maxay ay ahayd qaafiyada gabayg?
2. Maxaa looga jeeday gabayga?
3. Sidee ayuu ahaa gabaygu ?
4. Wax dhaliil ah malahaa?
-Waydiimo ku saabsan maahmaada loo sheegay in ay ka jawaabaan sida:-
1. Furfurida xigmadda ku jirta2. 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 d) In uu si fiican oo habaysan u jeediyo hadal ama qudbad mawduuc uu fahamsan yahay /tahay
e) Hadalo dhawr qof ku hadleen oo is dhaafdhaafsan in uu si isugu duwi karo soona koobi karo isagoon micnaha iyo ujeedada wax baka tagin
f) In uu sharax wacan ka bixin karo wax dhacay.
g) Sida maskaxda furan ha u kala saaro, isaga/iyada oo sabab u
Arin qasan oo hortaala in ay ka hadlaan iyaga oo si ay u xalilanto u sbabaynaaya. Kana qancinaaya asbaabta wax u dhacaa.
Koox koox dood ah oo ku saabsan shayyo aad isugu dhaw dhaw oo la kala caddaynaayo firqiga u dhexeeya.
Hadalo kala saaraya farqiga u dhexeeya murti
179
Somali Language yeelaysa dhawr sheeko dhaqmeed oo loo dhigay sida ay dhaqan ahaan u kala wacan yihiin .
h) Si dadnimo leh ayaa u kala qiimaynayaan waxbrashada labada fasal ee 8 aad iyo 9 aad farqiga u dhexeeya isag/iyada oo ka hadlaaya.
iyo maahmaah. Dood ku saabsan kala
saarista cododka xuruufta afka Soomaliga meelaha ay ka kala baxaan ee afka qofka sida B labada dabnood.
Waxaaa ay fasal ahaan isku diyaarinayaan sidaii ay u jeedin lahayeen khudbad hadal ah oo toban tobana daqiiqo ah.
Akhriska Maaqaal uu akhriyay oo fahmay. Waa in uu si fiican u gudbin karaa, si loo helo war buuxa
Waxa ama qodobo isku jira sida Maahmaah iyo Murti waa in ay kala saari karaan.
Waa in ay soo gaabin karaan sheeko ay akhriyeen
Marka ay akhirayaan ogaysiiso iidhe iyo wararka caalamka waa in ay fami karaan waxa ka jira agagaarkooda iyo dunidiba
Waxa ay kala sooci karaan sheekooyin ay akhriyeen sida ay ugu kala haboon yihiin dhaqanka iyo caadada
Maqaal ay akhriyeen oo ka hadlaaya HIV/AIDS ay su’aalo ka samayn karaan sida:-
-Side loo kala qaada? Waayo? -Waa maxay HIV/AIDS?-I misa nooc aya look ala qaada?-Waa in ay samayn karaan sababo u wado xaadhi kara sida loo ilalin laha deeganaka la kharibay.-Waxay ay dood ka bixin karaan ogaysiis ay akhriyeen iyo iidhe xayaysiis ah sida:-
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
180
Somali Language 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.
181
Somali Language 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 akhriskaU 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.
182
Somali Language 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.
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Teaching
APPENDIX
TEACHING
There are many methods applicable to teaching of secondary schools students. They include the following:Learner-CentredThis 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 discussionGroups 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 tripField 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 etcIndicate how many learners you will take and number of staff to accompany themEnquire about any special regulations to be followed by visitors Tasks before visitInform 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 responsibilitiesInform 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 placeGive learners questioners on what to find out during the trip and give instructions on keeping records.
During the visitKeep 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 observedAfter 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
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Teaching
THE SCHEMES OF WORKAll 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=SpecificM= measurable A=AchievableR=RealisticT=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 workThe 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.
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Teaching
SAMPLE SCHEME OF WORK
Week Lesson
Topic and specificobjectives
Contents Teachers activities Learners activities
Teaching resources& References
1 1&2
Introduction to subject By the end of the topic, the learner should be able to:4. define subject5. state the main branches of
subject and describe what they involve
subjectBranches of subject
Introduce the term subject and ask learners to tell what they understand by it.Consolidate learners’ points and develop a definition.Demonstrate that subject is a very wide subject by giving appropriate examples and explaining what each involvesAsk learners which branches of subject they would like to have and why
Answer teacher’s questions. Listen to the teachers description of various branches of subject Write down points on Favourite branch of subject and read them loudly to the class.Observe pictures and decide the branch of subject involved
ResourcesReferencesBooks Internet etc
THE LESSON PLAN
A scheme of work contains lessons to be taught over a period of time. The teacher therefore needs to extract from it what is to be taught for each specific period. Below is a sample format of a lesson plan.
SAMPLE LESSON PLANLESSON PLAN
NAME OF SCHOOL: Eid Mbarak Secondary SchoolTEACHER’S NAME: Ahmed Mohamoud Sultan
Date: 07/11/ 2006Time: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:a) define agriculture
1. state the main branches of agriculture and describe what they involve2.
STEP TIME TEACHERS ACTIVITIES LEARNERS ACTIVITIESINTRODUCTION 5 Min.
and ask learners to tell what they understand by it.Answer teacher’s questions on previous lesson. Give their definitions of agriculture
PRESENTATION Consolidate learners’ points and develop a definition.Demonstrate that agriculture is a very wide subject by giving appropriate examples and explaining what each involves: Write notes/main points on B/bAsk learners which branches of agriculture they like/would like to have and why
Listen to the teacher’s description of various branches of agricultureWrite down points on board Favourite branch of agriculture and read them loudly to the class when asked to do so by teacher.
APPLICATION Give learners farm products/ pictures of different farming activities and products and ask them to name the branch of agriculture shown or producing them
Observe farm products and pictures given by the teacher. Decide the branch of agriculture shown in the pictures or from
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which the farm products come from.CONCLUSION Tell learners to ask questions on the lesson. See whether there are
some who can answer the question before giving your answer. Ask learners questions on the lesson. Clarify any points not understood
Ask the teacher questions about the lesson which you did not understand.Answer teacher’s questions.
EVALUATION Test or assessment
Syllabus reviewThe 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 TestsIn 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 passedObjectives 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.
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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 assessmentIt 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 a) Degree of exactness in performance of a task 40b) Creativity 10c) Timeliness in completing a task, reporting, etc 10d) Enthusiasm/keenness 5e) Care in handling materials 10f) Care of the environment 10g) Co-operation/teamwork spirit 10h) 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 examinationsAt 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 ExaminationThere 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
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The teaching should make learning relevant to life outside the classroom: .o Hospitals, doctors, first aid etc o local eating habits etco Health Education (e.g. HIV/AIDS awareness)o Khat chewingo Environmental Educationo Gender issueso Environmental issues such as:-o Combating pollutiono 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.
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