CIVICS SYLLABUS FOR FORM 1
CIVICS
COURSE OBJECTIVES
The Civics Course hopes to achieve the following objectives.
- To promote greater intra and
international understanding, appreciation and presevation of culture,
environment and society of Tanzania and the world.
-
To promote the prople’s increased awareness about individual and civil
rights, duties, responsibilities and laws of Tanzania
-
To sensitize the people of Tanzania about
their roles in the care, protection and conservation of the environment
and about each citizen’s role in bringing about and sustaining improved living
and working conditions.
-
To develop civic responsibility
and active civic participation.
-
To give the young people the opportunity to obtain and analyse
information about events which have and continue to characterize and shape the
social, cultural, political, economic and technological mileau of the Tanzania
society and to influence the environment and life styles of the people.
-
To enable the youth to develop into
full human personalities and enable them to
respect human rights and fundamental freedoms, to enhance
understanding, tolerance and friendship among all nations, racial and
religious groups and to further the activities of the Organisation of African Unity and of the United Nations
for the Maintanance of peace.
-
To promote an understanding of the
ethical and moral principles and values which are desirable for full and
effective membership and participation, by every citizen, in the development and
maintanance of the Tanzanian Society.
As a result of this course, future
generations of Tanzania will be
ready and prepared to accept the challenges of working hard for their nation’s
socio-economic and technological development while at the same time accepting
responsibility and being accountable for mistakes made as well as being prepared
to correct those mistakes for a better future.
-
To inculcate in the Tanzania growing youth positive population / family
life attitudes, values and behaviour to enable her/him contribute effectively to
national selkf reliance and enhance community and family well-being.
Content
Selection and Organization
The topics and subtopics in this syllabus have been selected and organized so as
to promote the achievement of the objectives of education and those of this
subject. Particular importance has been directed at the need to
prepare and enable young people to understand their society, to appreciate
Tanzania’s cultural values and traditions, to care for the environment and
know how conditions and ways of life in Tanzania are influenced by the influence
those of other people in other parts of the
world.
Choice
and Use of Instructional and Study Materials
The
teacher of Civics is expected to be well informed and to be in constant
search for information about past, present and future issues which have and
continue to influence our society. This information will be available from
government and other press releases, trends in parliamentary debates, radio an
television broadcasts, discussions and documentaries. The
teacher will be expected to be well read about current affairs and issues
influencing the environment, lifestyles and modes of
thought in society. Daily news papers, journals, periodicals, almanacs,
yearbooks, encyclopedias, recommended and approved teacher resource books and
student study guides from various publishers will altogether make the Civics
teacher comfortable with his or her Civics lesson.
In
selecting instructional and study materials for this course the teacher is
expected to apply his or her academic and professional knowledge and a kills in
judging the suitability of a book. The guidelines given to authors and
publishers and the periodic issuance of lists of approved and recommended books
will be a great help to teachers when selecting books for their classes.
Teachers will also be expected to guide and advise students on how to use books
and other textual materials provided by the school or available in the market or
in the class, school or community libraries to obtain and improve their
education.
The
students can also achieve more from lessons, which allow them to make
observations and to do critical analysis of issues and events, if they are also
called upon to participate and help in community work, to recommend ways and
means of protecting the environment and in promoting improved living and working
conditions for all the people.
Assessment
of Student Progress and Performance
It is normal practice for teachers to assess students’ progress and
performance on continuous bases. It will be expected that every teacher will
periodically assess his or her students in order to identify their strengths and
weaknesses and so to help the weak and to encourage the good ones as
appropriate. Assessment of progress and achievement does not only target student
progress but also the effectiveness of the teacher’s method and teaching
styles. In this way the teacher will be alerted about his or her need to improve
the method in use or to replace or argument them with other methods and styles.
The teacher will also be enabled by assessment results to make recommendations,
which can be used to improve the design and content of the curriculum.
At
the end of Form IV the students will be expected to do an overall achievement
examination intended to determine the extent to which the objectives of
education and the civics course have been attained. This examination will also
serve as a means of identifying the themes, topics and sub-topic which need
further improvement in the syllabus. Improvements in this and similar syllabuses
can be achieved through participation by every teacher, publisher , parent and
citizen in recommending modifications with due consideration of available
instructional time for this subject.
Instructional
Time
Two periods per week have been set for Civic Education. The teacher is advised
to make maximum use of the allocated time. Lost instructional time should be
compensated through the teacher’s own arrangement with the school
administration.
TOPICS - FORM THREE
1.
ECONOMIC AND SOCIAL DEVELOPMENT
a.
Development Planning
b.
Promotion of National
Economy
c.
Social Services
i.
Health
ii.
Education
iii.
Environmental Education
iv.
Water
2.
PUBLIC LEGAL EDUCATION
a.
Law and Crime
b.
Reproductive laws and rights
c.
Civil and Criminal Justice Process
d.
Juvenile Justice Process
