REPUBLIC of SOMALILAND

SECONDARY SCHOOL SYLLABUSES

2007

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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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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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Agriculture

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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Agriculture

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

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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.

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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

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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

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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

42

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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Business Studies

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

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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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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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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

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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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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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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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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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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Mathematics

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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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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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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Physics

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" <e.gremley@africaeducationaltrust.org>, "mike brophy" <m.brophy@africaeducationaltrust.org>, "Jonathan Porter" <jdport89@hotmail.com>, "John Lowe" <edsjal@bath.ac.uk>, "Richard Arden" <r-arden@dfid.gov.uk>, "Harvey Smith" <hsmith@cfbtken.co.ke>,

 "Malindi Auma" <helen_auma@yahoo.co.uk>, "Terence Driscoll" <drisconsult@ntlworld.com>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

176

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:-

178

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

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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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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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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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