THE UNITED REPUBLIC OF TANZANIA

MINISTRY OF EDUCATION, SCIENCE AND TECHNOLOGY

PHYSICS SYLLABUS FOR ORDINARY SECONDARY EDUCATION

FORM I-IV
2023
© Tanzania Institute of Education, 2023

Published 2023

ISBN: 978-9987-09-829-3

Tanzania Institute of Education

P.O. Box 35094
Dar es Salaam, Tanzania

Tel. +255 735 041 168 / 735 041 170

E-mail: [email protected]
Website: www.tie.go.tz

This document should be cited as: Ministry of Education, Science and Technology. (2023). Physics Syllabus for Ordinary
Secondary Education Form I-IV. Tanzania Institute of Education.

All rights reserved. No part of this syllabus may be reproduced, stored in any retrieval system or transmitted in any form or
by any means whether electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of
the Tanzania Institute of Education.

ii
 Table of Contents

List of Tables.....................................................................................................................................................................iv
Abbreviations and Acronyms.............................................................................................................................................v
Acknowledgements...........................................................................................................................................................vi
1.0 Introduction...........................................................................................................................................................1
2.0 The Main Objectives of Education.........................................................................................................................1
3.0 Objectives of Ordinary Secondary Education.......................................................................................................2
4.0 General Competences for Ordinary Secondary Education...................................................................................3
5.0 Main and Specific Competences...........................................................................................................................4
6.0 Roles of Teachers, Students, and Parents in Teaching and Learning Process.......................................................5
6.1 The Teacher...........................................................................................................................................................5
6.2 The Student...........................................................................................................................................................6
6.3 The Parent.............................................................................................................................................................6
7.0 Teaching and Learning Methods...........................................................................................................................7
8.0 Teaching and Learning Resources.........................................................................................................................7
9.0 Assessment of the Learning Process.....................................................................................................................7
10.0 Number of Periods................................................................................................................................................8
11.0 Teaching and Learning Contents...........................................................................................................................8
Form I...................................................................................................................................................................9
Form II................................................................................................................................................................25
Form III...............................................................................................................................................................37
Form IV..............................................................................................................................................................46
Bibliography...................................................................................................................................................................55

iii
 List of Tables

Table 1: Main and Specific Competences for Form I-IV......................................................................................................4

Table 2: Contribution of Continuous Assessment and National Examination in the final score..........................................8
Table 3: Main and Specific Competences for Form I...........................................................................................................9
Table 4: Main and Specific Competences for Form II........................................................................................................25
Table 5: Main and Specific Competences for Form III.......................................................................................................37
Table 6: Main and Specific Competences for Form IV......................................................................................................46

iv
 Abbreviations and Acronyms
ICT Information Computer Technology
TIE Tanzania Institute of Education
PhET Physics Education Technology

v
 Acknowledgements

The writing of the Physics Syllabus for Ordinary Secondary Education Form I-IV involved various experts from Government
and non-government institutions. Therefore, the Tanzania Institute of Education (TIE) would like to thank all the experts who
participated in writing of this syllabus, namely, lecturers, tutors, school quality assurance officers, teachers, experts from civil
society organisations and curriculum developers from TIE. The Institute is also grateful to the National Technical Committee
that was formed by the Minister for Education, Science and Technology for coordinating the curriculum review process for
pre- primary, primary, secondary and teacher education. The Committee discharged its responsibilities professionally by
ensuring that the contents of this syllabus are in line with the main objective of the 2023 curricular review, which is to ensure
that the graduates acquire skills, knowledge and attitudes that will enable them to create self-employment, employ others, be
employed and able to sustain themselves.

Finally, TIE thanks the Ministry of Education, Science and Technology in a special way for facilitating the preparation and
distribution of this syllabus.

Dr Aneth A. Komba
Director General
Tanzania Institute of Education

vi
1.0 Introduction
Physics is a compulsory subject for Form I–IV students in General Education pathway who choose to join the Science,
Agriculture or ICT streams at Ordinary Secondary Education. However, it is an elective subject to other streams. The
purpose of learning Physics is to provide students with a contemporary and coherent understanding of matter, energy
and their interrelations by focusing on investigating natural phenomena and then applying concepts, theories, principles,
and laws to explain the physical behaviour of the universe. Furthermore, the subject aims to promote students with
scientific skills and other skills related to critical thinking, creativity and innovation, communication and collaboration.
It also serves as a bridge to enable students appreciate the values of resources present in Tanzania and develop the
ability to create works for self-employment.

This syllabus is designed to guide the teaching and learning of Physics for Ordinary Secondary Education Form I–IV
in the United Republic of Tanzania. The syllabus interprets the competences indicated in the 2023 Ordinary Secondary
Education Curriculum. It provides information that will enable teachers to plan their teaching process effectively.
It also provides teaching and learning opportunities that guide teachers to apply different methods and strategies to
promote students’ scientific and ICT skills and develop 21st century skills which include critical thinking, creativity,
communication, collaboration and problem solving.

2.0 Main Objectives of Education in Tanzania

The main objectives of education in Tanzania are to enable every Tanzanian to:
(a) Develop and improve his or her personality so that he or she values himself or herself and develops self-
confidence;
(b) Respect the culture, traditions and customs of Tanzania; cultural differences; dignity; human rights; attitudes
and inclusive actions;
1
 (c) Advance knowledge and apply science and technology, creativity, critical thinking, innovation, cooperation,
communication and positive attitudes for his or her own development and the sustainable development of the
nation and the world at large;
(d) Understand and protect national values, including dignity, patriotism, integrity, unity, transparency, honesty,
accountability and the national language;
(e) Develop life and work-related skills to increase efficiency in everyday life;
(f) Develop a habit of loving and valuing work to increase productivity and efficiency in production and service
provision;
(g) Identify and consider cross-cutting issues, including the health and well-being of the society, gender equality,
as well as the management and sustainable conservation of the environment; and
(h) Develop national and international cooperation, peace and justice per the constitution of the United Republic
of Tanzania and international conventions.

3.0 Objectives of Ordinary Secondary Education

The objectives of Ordinary Secondary Education-General Education are to:
(a) Strengthen, broaden and develop a deeper understanding of the knowledge, skills and attitudes developed at
the Primary Education;
(b) Safeguard customs and traditions, national unity, national values, democracy, respect for human and civil
rights, duties and responsibilities associated with such rights;
(c) Develop self-confidence and the ability to learn in various fields, including science and technology as well as
theoretical and technical knowledge;

2
 (d) Improve communication using Tanzanian Sign Language (TSL), tactile communication, Kiswahili and English.
The student should be encouraged to develop competence in at least one other foreign language, depending on
the school situation;
(e) Strengthen accountability for cross-cutting social issues, including health, security, gender equality and
sustainable environmental conservation;
(f) Develop competence and various skills which will enable the student to employ himself or herself, to be
employed and to manage his or her life by exploiting his or her environment well; and
(g) Develop readiness to continue to Advanced secondary and tertiary education.

4.0 General Competences for Ordinary Secondary Education

The general competences Ordinary Secondary Education are to:
(a) Use the knowledge and skills developed in Primary Education to strengthen and expand academic understanding;
(b) Value citizenship and national customs;
(c) Demonstrate confidence in learning various professions, including Science and Technology, theoretical and
technical knowledge;
(d) Use language skills, including Tanzania Sign Language (TSL), Kiswahili language, English and at least one
other foreign language to communicate;
(e) Use knowledge of cross-cutting issues to manage his or her environment around them; and
(f) Use knowledge and skills to enable him or her to be self-employed, employable; and manage life and environment.

3
5.0 Main and Specific Competences
The main and specific competences to be developed are presented in Table 1.

Table 1: Main and Specific Competences for Form I-IV

Main competences Specific competences
1.0 Apply knowledge of Physics in various contexts 1.1 Demonstrate mastery of basic concepts, theories and
principles of Physics
1.2 Demonstrate mastery of basic terminologies,
measurements and symbols in Physics
1.3 Use mathematics to explain physical principles and
phenomena
2.0 Conduct experiments in Physics 2.1 Demonstrate mastery of basic experimental skills in
Physics
2.2 Demonstrate mastery of data analysis, presentation
and report writing in Physics
3.0 Evaluate and use information in Physics 3.1 Collect, describe and relate physical data
3.2 Carry out a project in Physics

4
6.0 Roles of Teachers, Students, and Parents in Teaching and Learning Process
A good relationship between a teacher, student and parent or guardian is fundamental in ensuring essential learning.
This section outlines the roles of each participant in facilitating effective teaching and learning of Islamic Knowledge.

6.1 The teacher

The teacher is expected to:
(a) Help the student to learn and acquire the intended competences in Physics;
(b) Use teaching and learning approaches that will allow students with different needs and abilities:
(i) Develop the competences needed in the 21st century;
(ii) Actively participate in the teaching and learning process.
(c) Use student centred instructional strategies that make the student a centre of learning which allow them to
think, reflect and search for information from various sources.
(d) Create a friendly teaching and learning environment;
(e) Prepare and improvise teaching and learning resources.
(f) Conduct formative assessment regularly by using tools and methods which assess theory and practice.
(g) Treat all the students equally irrespective of their differences;
(h) Protect the student while at school;
(i) Keep track of the student’s daily progress;
(j) Identify the student’s needs and provide the right intervention;
(k) Involve parents/guardians and the society at large in the student’s learning process; and
(l) Integrate cross-cutting issues and ICT in the teaching and learning process.
5
6.2 The student
The student is expected to:
(a) Develop the intended competencies by participating actively in various activities inside and outside the classroom; and
(b) Participate in the search for knowledge from various sources, including textbooks, reference books and other
publications in online libraries.

6.3 The parent

The parent / guardian is expected to:
(a) Monitor the child’s academic progress in school;
(b) Where possible, provide the child with the needed academic support;
(c) Provide the child with a safe and friendly home environment which is conducive for learning;
(d) Keep track of the child’s progress in behaviour;
(e) Provide the child any necessary materials required in the learning process; and
(f) Instil in the child a sense of commitment and positive value towards education and work.

7.0 Teaching and Learning Methods

The teaching and learning methods are instrumental in developing student’s competences. This syllabus suggests
teaching and learning methods for each activity which includes but not limited to discussions, presentations, field visits,
practical work, research, scientific experiments, and project works. However, a teacher is advised to plan and use other
appropriate methods based on the environment or context. All the teaching and learning methods should be integrated
with the everyday lives of students.

6
8.0 Teaching and Learning Resources
The process of teaching and learning requires different resources. In that regard, both the teacher and students should
work together to collect or improvise alternative resources available in the school and home environment when needed.
The teacher is expected to constantly seek for information from various sources to effectively facilitate teaching and
learning. The list of approved textbooks and reference books shall be provided by the TIE.

9.0 Assessment
Assessment is important in teaching and learning of Physics subject. It is divided into formative and summative
assessments. Formative assessment informs both the teacher and students on the progress of teaching and learning,
and in making decisions on improving the teaching and learning process. Teachers are, therefore, expected to apply a
wide range of formative assessment methods which include but not limited to discussions, presentations, oral questions,
experiments, observations, practical and projects.

Summative assessment, on the other hand, will focus on determining student’s achievement of learning. Teachers
are expected to use a variety of summative assessments including mid-term tests, terminal, mock examinations and
projects. The scores obtained from these assessments will be used as Continuous Assessment (CA). Therefore, the
continuous assessments shall contribute 30% and the National Form IV Examination shall be 70% of the student’s final
achievement, as indicated in Table 2.

7
 Table 2: Contribution of Continuous Assessment and National Examination in the final score
Assessment measures Weight (%)
Standard VI National Assessment 7.5
Form II National Assessment 7.5
Form III Final Assessment 5
Form III Project 5
Form IV Mock Examination 5
Form IV National Examination 70
Total 100

10.0 Number of Periods

The Physics Syllabus for Ordinary Secondary Education provides estimates of the time that will be spent in teaching and
learning taking into consideration of the complexity of the specific competences and the learning activities. Therefore,
three periods per week for Form I-II and four periods per week for Form III-IV of 40 minutes have been allocated for
this subject.

11.0 Teaching and Learning Contents

The contents of this syllabus are presented in matrix form with seven columns which include Main competences,
specific competences, learning activities, suggested methods, assessment criteria, suggested resources, and number of
periods as presented in Table 3-6.

8
 Form I
Table 3: Detailed Contents for Form I

Main Specific Learning Suggested teaching and Assessment Suggested Number of

competences competences activities learning methods criteria resources periods

1.0 Apply 1.1 Demonstrate (a) Explain Brainstorming: Guide Concept Online 22
knowledge mastery the concept students to brainstorm of Physics resources,
of Physics of basic of Physics different physical multimedia
is clearly
in various concepts, (Meaning, phenomena (natural sources
explained
contexts theories and branches and man-made) in their
principles of and environment in relation to
Physics
Physics connection
with other Group discussion: Guide
disciplines) students in manageable
groups through the use of
ICT to come up with the
meaning and branches of
Physics
Field trip: Organise field
trips to help students to
explore the applications
of Physics in real life
experience

9
 Main Specific Learning Suggested teaching Assessment Suggested Number of
competences competences activities and learning methods criteria resources periods

(b) Discuss the Brainstorming: Guide Contributions Balls, conical

contribution students to brainstorm of Physics pendulum,
of Physics on the contributions to the banked road,
to the of Physics in the development whirling water
development development of of modern in bucket,
of modern modern society society telescope,
society solid object,
ICT-based learning: are clearly
Earth globe,
Guide the students discussed
calipers
through different or rulers,
Online sources jug, F1-10
and web-based hydraulics
information to bench and
explore contributions stopwatch
of Physics in the
development of
modern society

10
 Main Specific Learning Suggested teaching and Assessment Suggested Number of
competences competences activities learning methods criteria resources periods

(c) Explain Brainstorming: Guide The concepts Tape

concepts students to brainstorm of physical measure,
of physical on measurable quantities vernier
quantities objects found in their are clearly caliper,
(fundamental environment explained stopwatch,
and derived protractor,
Jigsaw: Guide students beam
quantities)
through Jigsaw method balance,
and their, SI
to measure the size of magnetic
units
various objects assign compass and
the SI Unit of the force gauge
measured quantities

11
 Main Specific Learning activities Suggested teaching and Assessment Suggested Number of
competences competences learning methods criteria resources periods

(d) Describe Circle the sage: Guide The concepts String, bob,
concepts of students through circle- of linear fixed point,
linear motion the-sage to explore the motion smooth
(speed, concept of linear motion are clearly table
velocity, described surface,
Questions and answers:
acceleration, single
Facilitate the students
distance, and pulley,
through questions and
displacement) springs,
answers on the real-life masses
applications of linear and online
motion resources
ICT based learning:
Guide students through
the use of interactive
simulations to visualize
the concept of linear
motion

12
 Main Specific Learning Suggested teaching and Assessment Suggested Number of
competences competences activities learning methods criteria resources periods
(e) Explain the Brainstorming: Guide The Water
concepts and students to brainstorm concepts tank,
principles on the concepts and and basin,
related principles related to force, principles different
to force, density, pressure work, related liquids,
density, power and energy to force, different
pressure, density, solid
ICT based learning:
work, power, pressure, materials,
Guide students through
energy the use of interactive work, worksheet,
simulations to visualize power and online
the concepts and energy are resources,
principles related to force, explained spring
density, pressure, work, clearly balance
power, energy and video
Questions and answers:
Use questions and
answers to guide students
explaining the principle
related to force, density,
pressure, power and
energy

13
 Main Specific Learning Suggested teaching and Assessment Suggested Number of
competences competences activities learning methods criteria resources periods

(f) Deduce the Experimentation: Guide The Water tank,

relationship the students to perform relationship sinking
between an experiment to deduce between objects,
density, the relationship between density, worksheets,
sinking and density, sinking and sinking and stone, dry
floating floating floating is wood,
correctly picture of
ICT-based learning: deduced floating
Guide student through and sinking
the use of different online objects
sources and web-based and online
resources
information to explore
principles related to
density, sinking and
floating

14
 Main Specific Learning Suggested teaching and Assessment Suggested Number
competences competences activities learning methods criteria resources of periods
(g) Describe Think-ink pair share: The Metal rod,
the Guide the concepts and wooeden
mechanical students through principles rod, spring
properties Think ink pair share to related and masses,
of matter explore the mechanical to force, liquid
in relation properties of matter in density, (water),
to force relation to force and pressure, different
and energy energy power and shapes
energy are and sizes
Group discussion: explained conatiner,
Organize students in clearly glass jar
manageable groups to with cork
discuss different terms
and rubber
related to mechanical
band
properties of matter

Experimentation: Guide
the students through
experiment to investigate
the relationship between
various mechanical
properties of matter

15
 Main Specific Learning Suggested teaching Assessment Suggested Number
competences competences activities and learning methods criteria resources of periods

1.2 Demonstrate (a) Describe Circle-the-sage: Measuring Online 11

mastery various Guide students instruments resources,
of basic instruments through circle-the- used in flow-tube,
terminologies, sage strategy to
used for Physics
describe various thermometers,
measurements measurement measurements
and symbols instruments used stopwatch,
in Physics for measurements in are correctly
in Physics retort stand,
Physics described
vernier
Project work: calliper and
Facilitate the students
steel balls
to describe various
instruments used in of varying
Physics measurement diameters
Virtual lab
experiment:
Facilitate the students
through the use
of Virtual lab to
perform experiments
to measure various
objects

16
 Main Specific Learning Suggested teaching and Assessment Suggested Number
competences competences activities learning methods criteria resources of periods

(b) Relate Practical work and Precision and Data and

measuring experimentation: Guide accuracy of online
instruments the students through measurements resources
to physical practical work and are clearly
quantities experiment to measure related
different physical
quantities by using
appropriate instruments
1.3 Use (a) Use Group discussion: The Online 14
mathematics mathematical Organize students mathematical resources
knowledge in manageable knowledge and
to explain to describe groups through the is used to Physics
physical relationship use of mathematical describe the reference
principles between knowledge to describe
various relationship books
and the relationship between
physical between
phenomena various physical quantities
quantities various
(force, Problem solving: Guide physical
velocity, the students to use quantities
acceleration, physical principles to
density,
solve real life problems
pressure)

17
 Main Specific Learning Suggested teaching Assessment Suggested Number of
competences competences activities and learning methods criteria resources periods

2.0 Conduct 2.1 Demonstrate (a) Conduct Experimentation: Experiments Online 16

experiments mastery experiments Guide students are properly resources,
in Physics of basic related to through experiments conducted Small masses,
to investigate the
experimental linear motion, following meter rule,
relationship between
skills in density, force, various parameters the scientific stop watch,
Physics pressure, related to linear method trolley model
work, energy, motion, density, calipers,
power and force, pressure, work, wooden and
mechanical energy, power and metal rods,
properties of mechanical properties balances,
of matter
matter string and
ICT based learning: pulley
Facilitate the
students through the
use of virtual lab,
to investigate the
principles related to
linear motion, density,
force, pressure, work,
energy, power and
mechanical properties
of matter

18
 Main Specific Learning Suggested teaching and Assessment Suggested Number
competences competences activities learning methods criteria resources of periods

2.2 Demonstrate (a) Explain the Group discussion: The methods Data and 15
mastery of methods of Guide students in groups of analysing Online
analysing to investigate various experimental resources,
data analysis,
experimental methods used to analyse data are Physics
presentation experimental data in
data in explained reference
and report physics (statistical correctly
physics books
writing in analysis)
(statistical
Physics analysis) ICT based approach:
Guide students through
the use of ICT to
investigate the best
methods for analysing
experimental data in
Physics (statistical
analysis)

19
 Main Specific Learning Suggested teaching and Assessment Suggested Number
competences competences activities learning methods criteria resources of periods

(b) Use Brainstorming: Analytical Data and

analytical Facilitate the students methods to Online
methods to to brainstorm on the resources,
manipulate
manipulate analytical methods Physics
experimental
experimental used to manipulate reference
data in data in physics
experimental data in books
physics physics are correctly
performed
ICT based approach:
Guide students in
utilizing interactive
digital simulations to
explore the hands-on
activities for analytical
methods to manipulate
experimental data in
physics

20
 Main Specific Learning Suggested teaching and Assessment Suggested Number
competences competences activities learning methods criteria resources of periods

(c) Use Group discussion: The graphical Data and

graphical Facilitate students method online
method through the use of to present resources,
to present graphical method to experimental Physics
experimental present experimental results in reference
results in results in physics physics is books and
physics clearly used different
Use of ICT facility: graph
Guide students in papers
utilizing interactive
digital simulations
and other software to
present the experimental
results using graphs

21
Main competences Specific Learning Suggested teaching Assessment Suggested Number of
competences activities and learning methods criteria resources periods

3.0 Evaluate 3.1 Collect, (a) Collect Cooperative learning The data Text books 15
and use describe and strategy: Guide used to and Online
information and relate analyse students to share their explain resources
in Physics data to understanding on how various
physical
explain to collect and analyse physical
data
various data to explain various parameters
physical physical parameters are collected
quantities (density, force, and analysed
(density, pressure) appropriately
force,
Project work:
pressure)
Facilitate students
to do projects to
collect, analyse data
and explain various
physical parameters
(density, force,
pressure)

22
 Main Specific Learning activities Suggested teaching and Assessment Suggested Number of
competences competences learning methods criteria resources periods

(b) Collect and ICT based approach: The physical Online

analyse data Guide students in data to resources
to explain utilizing interactive explain
experimental digital simulations to experimental
observations collect analyse data and observations
related to explain experimental related
linear motion, observations related to to given
force, density, linear motion, force, concepts are
pressure and density, pressure and appropriately
mechanical mechanical properties of collected and
properties of matter analysed
matter
Experimentation:
Guide students in
manageable groups to
conduct experiments and
analyse collected data

23
 Main Specific Learning activities Suggested teaching and Assessment Suggested Number of
competences competences learning methods criteria resources periods

3.2 Carry (a) Develop Group discussion: Prototypes 16

out a prototype Organize students in are
project in devices manageable groups to developed
based on the discuss the procedure
Physics based on
concepts, for the development
Physics
theories, of prototype devices
principles based on the concepts,
and laws theories, principles and
gained from laws gained from the
the field of field of linear motion,
linear motion, force, density, pressure
force, density, and mechanical
pressure and properties of matter
mechanical
Problem based
properties of
approach: Guide
matter
students to relate the
designed prototypes
and real life.

24
 Form II
Table 4: Detailed Contents for Form II

Main Specific Learning Suggested teaching and Assessment Suggested Number of

competences competences activities learning methods criteria resources periods
1.0 Apply 1.1 Demonstrate (a) Describe the Brainstorming: The Torch, 30
knowledge mastery concept and Guide students to concepts candle,
of Physics of basic principles of brainstorm on the and cardboard
in various concepts, light (sources concepts and principles principles with slit,
contexts theories and of light, of light (sources of of light are light
principles of propagation light, propagation and described emitting
transmission, image correctly
Physics and diodes and
formation, colours,
transmission, fluorescent
optical instruments)
image tube
formation, Group discussion:
colours, Guide students in
optical manageable groups to
instruments) explore the concepts and
principles of light
Field trip: Organise
field trips help students
to explore applications
of light

25
 Main Specific Learning activities Suggested teaching and Assessment Suggested Number of
competences competences learning methods criteria resources periods

(b) Describe the Group discussion: The concepts Different

concept and Guide students to and principles types of
principles of discuss the concepts and of magnetism magnets,
magnetism principles of magnetism are described iron
(magnetization through hands-on correctly fillings,
and activities card
demagnetization, ICT based learning: board,
magnetic fields) Guide the students connecting
through the use of wires and
interactive simulations batteries
and animations to
visualise magnetic field
patterns
Project work:
Guide students in
groups to work on
different projects on
magnetization and
demagnetization of
different materials

26
 Main Specific Learning Suggested teaching and Assessment Suggested Number of
competences competences activities learning methods criteria resources periods

(c) Explain the Practical Work and The concepts Small pieces
concept and Experiment: Guide and principles of paper,
principles learners to explore the of static plastic
of static concepts and principles electricity comb,
electricity of static electricity are clearly polythene
(detection through hands-on explained rod,
of static activities. capacitor
charges, types Interactive and lighting
of materials, simulations conductor,
capacitors, Facilitate students rod and
charge to visualize and wires
distributions understand the concepts
and lightning and principles of static
conductor) electricity
Brainstorming: Guide
students to explore the
application of static
electricity in their
environment

27
 Main Specific Learning activities Suggested teaching Assessment Suggested Number of
competences competences and learning methods criteria resources periods

(d) Describe Group discussion: The concept Ammeter,

the concept Guide students in and laws Voltmeter,
and laws groups to discuss the of current switch.
of current concept of current
electricity Meter bridge,
electricity electricity
are described resistors,
(electromotive
Hands-on activity: correctly connecting
force,
Guide learners to wire and
potential
explore the concept
difference, batteries
and laws of current
resistance,
electricity through
effect of
hands-on activities.
electric
current,
Interactive
domestic
simulations: Facilitate
electrical
students to visualize
installation)
the flow of charges

28
 Main Specific Learning Suggested teaching and Assessment Suggested Number of
competences competences activities learning methods criteria resources periods

1.2 Use (a) Apply Group discussion: Mathematical Text 9

mathematics mathematical Guide students through knowledge books
to explain knowledge manageable groups to is applied
physical to describe apply mathematical correctly
principles various knowledge to describe to describe
and relations various relations related various
to light and current
phenomena related to relations
electricity
light and related to
Think ink pair share:
current light and
Guide students through
electricity current
think ink pair share to
apply mathematical electricity
knowledge to describe
various relations related
to light and current
electricity
Problem based
learning: Guide students
to relate the principles
related to light and
current electricity with
real-life situation.

29
 Main Specific Learning Suggested teaching Assessment Suggested Number of
competences competences activities and learning methods criteria resources periods

2.0 Conduct 2.1 Demonstrate (a) Carry out Practical works: Experiments Ammeter, 20
experiments mastery experiments Guide students through related Voltmeter,
of basic hands-on activities to to light, switch.
in Physics experimental related
investigate relationship magnetism, Meter
skills in to light,
between different static bridge,
Physics magnetism, resistor,
parameters related to electricity
static connecting
light, magnetism, static and current
electricity wire,
electricity and current electricity
and current electricity are carried Torch,
electricity out correctly card board
ICT based approach: with slits,
Guide students through triangular
interactive simulations prism,
to visualize and carry plane
out experiments related mirrors
to light, magnetism, and curved
static electricity, and mirrors
current electricity

30
 Main Specific Learning Suggested teaching and Assessment Suggested Number
competences competences activities learning methods criteria resources of
periods
2.2 Demonstrate (a) Use ICT based approach: Experimental 28
mastery spreadsheet Guide students through data are
of data to process the use of ICT-programs correctily
analysis, experimental such as spreadsheet to processed
presentation data in process experimental using various
and report physics data in Physics spread sheet
writing in Experimentation: programs
Physics Guide students through
experiments to deduce
the relationship
between various
parameters related to
light, magnetism, static
electricity and current
electricity

31
 Main Specific Learning Suggested teaching and Assessment Suggested Number of
competences competences activities learning methods criteria resources periods
(b) Use graphs to ICT based approach: The graphs Online
analyse and Guide students through are used resources,
determine interactive simulations appropriately graph
to collect and analyse to analyse paper,
mathematical
the experimental data and protractor,
relationships
using graphs and use the determine ruler,
between graphs to establish the mathematical manila,
various mathematical relationships relationships chart other
variables in between various variables between resources
Physics in Physics various
Group discussion: variables in
Facilitate the students Physics
through manageable groups
to discuss the use of graphs
to analyse the experimental
data and use it to establish
the relationship between
the variables in Physics

32
 Main Specific Learning Suggested teaching and Assessment Suggested Number
competences competences activities learning methods criteria resources of periods
(c) Communicate Cooperative learning: The Variuos
experimental Guide students to work experimental graphs
in pairs or small groups results are based on
results orally
to analyse and interpret communicate experimental
graphs orally data and
Problem-based correctly Online
learning: Guide students resources
with real-world problems
that require them to
analyse and interpret
graphs to determine the
mathematical relationship
between variables

Guided practice
approach: Facilitate
students with guided
practice in analysing and
interpreting graphs

33
 Main Specific Learning Suggested teaching and Assessment Suggested Number
competences competences activities learning methods criteria resources of periods

3.0 Evaluate 3.1 Collect, (a) Collect and Problem-solving Collected Online 8
and use describe analyse data approach: Guide students physics data resources,
information and relate to explain with real-world problems are correctly other
that require them to analysed relevant
in Physics physical various
analyse collected physics to explain materials
data physical various
quantities data to explain various
physical
(light, physical quantities quantities
magnetism, Collaborative learning:
static Guide the students to work
electricity in pairs or small groups
and current to analyse and interpret
electricity) collected Physics data
ICT-based approach:
Guide students through the
use of technology such as
computer software, online
tools, and simulations
to analyse and interpret
collected data to explain
various physical quantities

34
 Main Specific Learning Suggested teaching Assessment Suggested Number
competences competences activities and learning methods criteria resources of periods

(b) Collect and Experimentation: Collected Online

analyse data Guide students to use physics data resources,
to explain electrical equipment are correctly watch, trolley
experimental and light locally analysed and model
observations available materials to to explain
related design experiments experimental
to light, to investigate the observations
magnetism, properties of light, related
static magnetism, static to light,
electricity electricity and current magnetism,
and current electricity static
electricity ICT-based approach: electricity
Guide students through and current
the use of technology electricity
such as computer
software, online tools,
and simulations to
analyse and interpret
collected data to
explain various physical
quantities

35
 Main Specific Learning Suggested teaching Assessment Suggested Number
competences competences activities and learning methods criteria resources of periods
3.2 Carry out (a) Develop Inquiry-based Appropriate Online 6
a project in prototype approach: Guide the prototype resources
Physics devices students to develop devices are
based on the prototype devices developed
concepts, based on the concepts, based
theories, theories, principles, on the
principles, and and laws gained from concepts,
laws gained theories,
the field of light,
from the principles,
magnetism, static
field of light, and laws
electricity and current
magnetism, gained
static electricity from given
electricity Problem-based Physics
and current approach: Guide the concepts
electricity students in discussion
to present the way the
developed prototypes
real world problems
related to light and
electricity

36
 Form III
Table 5: Detailed Content for Form III

Main Specific Learning Suggested teaching and Assessment Suggested Number

competences competences activities learning methods criteria resources of periods

1.0 Apply 1.1 Demonstrate (a) Describe Digital interactive Concepts Text books, 30
knowledge mastery the concept simulations: Facilitate of waves inclined
of Physics of basic of waves students through and laws of plane and
in various concepts, and laws interactive simulations motion are roller
contexts theories and of motion to visualize different correctly
concepts, theories and described Strings,
principles of (Waves, ripple
laws related to waves and
Physics Newton’s tank, ICT-
motion
laws of facilities,
motion Practical Work: Guide
stroboscope,
and linear students through hands-
tuning
on activities to explore
momentum) forks, pipes,
the concepts of waves and
sonometer,
motion
resonance
Brainstorming: Guide tube
students to brainstorm
on the application of the
concepts of waves and
motion in real life

37
 Main Specific Learning Suggested teaching Assessment Suggested Number
competences competences activities and learning methods criteria resources of periods
(b) Describe the Group discussion: Concepts Text books,
concept and Facilitate students and other relevant
through manageable principles materials and
principles of
groups to discuss the of knife edge
equilibrium
concept and principles equilibrium
(moment of are
of equilibrium
force, centre described
of gravity Practical Work: correctly
and types of Facilitate the students
through hands-on
equilibrium)
activities to explore the
concept and principles
of equilibrium

38
 Main Specific Learning Suggested teaching Assessment Suggested Number
competences competences activities and learning methods criteria resources of periods

(c) Explain Practical work: Concepts Wooden block,

the concept Provide students with and laws of rough surface,
and laws of hands-on activities that friction are spring balance
friction (types allow them to explore explained and standard
of friction, the concepts and laws clearly masses
laws of of friction
friction)
Interactive
simulations: Guide
students through PhET
interactive simulations
to demonstrate the
concept and the laws of
friction

39
 Main Specific Learning activities Suggested teaching and Assessment Suggested Number
competences competences learning methods criteria resources of periods
(d) Explain the Brainstorming: Guide Concepts Pulleys,
principles of students to brainstorm on and pair of
simple machines different types of simple principles scissors,
(lever, pulley, machines available in of simple wheel
inclined plane, their environment machines barrow,
screw jack, Group discussion: are Spade
wheel and axle, Guide students through explained and bottle
hydraulic press) manageable groups, to correctly opener
discuss the principles of
simple machines

Practical Work: Provide

students with hands-
on activities to explore
the principles of simple
machines

40
 Main Specific Learning Suggested teaching Assessment Suggested Number
competences competences activities and learning methods criteria resources of periods
1.3 Use (a) Apply Think-ink-pair-share: Mathematical Meter 10
mathematics mathematical Facilitate Students knowledge rule, stop
to explain knowledge through think-ink to describe watch,
physical to describe pair share strategy to various spring
principles various apply mathematical principles balance,
and principles knowledge to describe and physical wooden
phenomena and physical various principles and phenomena bar and
phenomena are correctly
physical phenomena knife edge
related to applied
related to Newton’s
waves,
laws of motion,
Newton’s
laws of equilibrium, friction
motion, force, simple machines
equilibrium,
friction
and simple
machines)

41
 Main Specific Learning Suggested teaching Assessment Suggested Number
competences competences activities and learning methods criteria resources of periods
2.0 Conduct 2.1 Demonstrate (a) Describe Cooperative Experimental Physics 14
experiments mastery types of learning: Facilitate variables are Textbook,
in Physics of basic experimental students to work in described Online
variables groups to describe
experimental clearly resources
in physics types of experimental
skills in related to variables in Physics
Physics motion
(b) Carry out ICT based approach: Scientific Text
scientific Guide students in investigations books and
investigations using multimedia related to charts
resources such as
related to waves, laws
videos, animations,
waves, laws and interactive of motion,
of motion, simulations to equilibrium,
equilibrium, carry out scientific friction
friction investigations related and simple
and simple to waves, laws of machines are
machines motion, equilibrium, carried out
friction and simple
machines

42
Main Specific Learning activities Suggested teaching Assessment Suggested Number
competences competences and learning methods criteria resources of periods

2.2 Demonstrate (a) Use scientific ICT based learning: A scientific Charts 40
mastery of report to Guide students report is and
data analysis, the proper use of correctly
communicate online
used to
presentation experimental online resources in communicate resources
and report results in Physics presenting the scientific experimental
writing in investigation report results in
Physics Physics
3.0 Evaluate 3.1 Collect, (a) Collect and Collaborative Collected Online 30
and use describe analyse data learning: Guide physical data resources
information and relate to explain students to work in are correctly and other
various physical pairs or small groups analysed relevant
in Physics physical data
parameters to analyse and interpret to explain materials
(Waves, Newton’s collected physics data various
laws of motion, Multimedia approach: physical
equilibrium, Guide students in parameters
friction and simple utilizing technology
machines) such as computer
software, online tools,
and simulations to
analyze collected data
explaining various
physical quantities

43
 Main Specific Learning Suggested teaching Assessment Suggested Number
competences competences activities and learning methods criteria resources of periods
(b) Collect and Collaborative Collected Online
analyse data learning: Guide physics data resources
to explain students to work in are correctly and other
experimental pairs or small groups analysed to relevant
observations to analyze collected explain various materials
related to physics data physical stop watch
and trolley
Newton’s laws quantities
ICT based learning: model
of motion,
Guide students through
equilibrium,
the use of technology
friction
such as computer
and simple
software, online tools,
machines
and simulations to
analyze collected data
explaining various
physical quantities

44
 Main Specific Learning Suggested teaching and Assessment Suggested Number
competences competences activities learning methods criteria resources of periods
3.2 Carry out (a) Develop Group discussion: A research Online 20
a project and carry Guide students through project in resources
in Physics out a manageable groups to Physics is and other
discuss various procedure developed
research relevant
for carrying out a project and carried
project in materials
out correctly
Physics Digital interactive
simulation: Facilitate
students to use virtual labs
to analyse the collected
data

Experimentation: Guide
the students using real lab
instruments to perform
scientific investigations

45
 Form IV
Table 6: Detailed Contents for Form IV

Main Specific Learning Suggested teaching Assessment Suggested Number

competences competences activities and learning methods criteria resources of periods
1.0 Apply 1.1 Demonstrate (a) Explore the Brainstorming: Guide Concepts Thermometer, 40
knowledge mastery basic tenets students to brainstorm of heat are calorimeter,
of heat on the concept of heat explored ball and
of Physics of basic
(measurement Experimentation: ring, heat
in various concepts, appropriately
of temperature, Guide students in source, metal
contexts theories and thermal manageable groups rods and
principles of expansion, to investigate melting hygrometer
Physics thermal and boiling point of
energy, different liquids
transfer
of thermal Demostrations: Guide
energy, students to show the
measurement expansion of solid and
of thermal transfer of heat
energy, ICT based learning:
vapour and Guide students to
humidity in use of interactive
relation to air simulations on the
temperature ) concept of heat

46
 Main Specific Learning Suggested teaching Assessment Suggested Number
competences competences activities and learning methods criteria resources of periods

(b) Explore the Brainstorming: The concepts GM counter,

basic tenets Guide students to and principles Periodic
of the physics brainstorm on the related to Table
of the atom concepts of nuclear the Physics and chart
(structure physics, radioactivity, of the atom showing
of atom and nuclear radiation and are explored radioactive
thermionic emission
structure appropriately elements
nuclear, Field trip: Organized
radioactivity, a field trip to the
nuclear nearby industry/
radiations, hospital/ airport for
nuclear student recognize the
processes and application of nuclear
thermionic physics
emission) ICT-based learning:
Use different Online
sources to guide
students to analyse
concepts related to the
physics of the atom

47
 Main Specific Learning activities Suggested teaching and Assessment Suggested Number
competences competences learning methods criteria resources of periods
(c) Describe the Brainstorming: Guide The concepts Periodic
basic principles students to brainstorm on of electronics Table, online
electronic components in are described resources,
of electronics their environment correctly Text books,
(semiconductors, Scenario: Organise CRO, Diode,
diode, transistor, students in manageable
Transistor,
amplifier) groups and provide
a scenario for them AC Voltage
to investigate the Generator and
conduction of different connecting
materials wires
ICT based learning:
Guide students with the
help of ICT to visualize
various electronic
components and their
functions
Experiment: Guide
students in manageable
groups to investigate
the conduction of a
semiconductor diode

48
 Main Specific Learning Suggested teaching Assessment Suggested Number
competences competences activities and learning methods criteria resources of periods
(d) Describe the Brainstorming: Guide The concepts Solar panel,
concept of students to brainstorm of renewable online
renewable on the concepts of energy are resources,
renewable energy described Charts, wind
energy
(solar, appropriately mill model,
Group discussion:
hydropower, Organize students in batteries,
manageable groups to connecting
wind and
discuss various forms wires and
geothermal
of renewable energy inverters
energy)
ICT-based learning:
Guide students
through interactive
simulations to explore
the concept of
renewable energy

49
 Main Specific Learning Suggested teaching Assessment Suggested Number
competences competences activities and learning methods criteria resources of periods

1.2 Use (a) Apply Group discussion: Mathematical Online 16

mathematics mathematical Facilitate students knowledge resources and
to explain knowledge in groups to apply to describe textbooks
physical to describe mathematical various
principles various knowledge to describe principles
various principles and
and principles and physical
physical phenomena
phenomena and physical related to heat, physics phenomena
phenomena of the atom, electronics are correctly
related to and renewable energy applied
heat, physics
Problem based
of the atom,
learning: Guide
electronics students to identify
and renewable problems related to
energy heat, physics of the
atom electronics and
renewable energy,
and facilitate them
to use mathematical
knowledge or identified
mathematical formula
to find the solutions of
identified problems

50
 Main Specific Learning Suggested teaching Assessment Suggested Number
competences competences activities and learning methods criteria resources of periods

2.0 Conduct 2.1 Demonstrate (a) Carry out ICT based learning: Scientific Thermometer, 20
experiments mastery scientific Use different investigations calorimeter,
investigations Online sources to related to online
in Physics of basic
guide students to
experimental related to heat, physics resources
conduct the scientific
skills in heat, physics of the atom, (Simulation)
investigations on
Physics of the atom, the application of electronics and GM
electronics various instruments and renewable counter
and in electronics, energy are
renewable renewable and to analysed
energy investigate the appropriately
physics of the atom
and heat

Practical work:
Guide the learners
through step-wise
procedure to use
practical work to
carried out scientific
investigations

51
 Main Specific Learning Suggested teaching Assessment Suggested Number
competences competences activities and learning methods criteria resources of periods

2.2 Demonstrate (a) Use scientific Cooperative learning: A scientific Charts 10

mastery of report to Guide students in report is and online
data analysis, communicate the proper use of correctly used resources
presentation experimental online resources in to communicate
and report results in presenting a scientific experimental
writing in Physics investigation report results in
to communicate Physics
Physics
experimental results
3.0 Evaluate 3.1 Collect, (a) Collect and ICT based learning: Collected Online 30
and use describe analyse data to Use different online physics data resources
information and relate explain various sources (virtual are correctly
physical lab) and web-based analysed to
in Physics physical
parameters information to guide explain various
data
(heat, physics students to explore physical
of atom, different methods quantities
electronics of data collection in
and renewable physics experiments
energy)

52
 Main Specific Learning Suggested teaching and Assessment Suggested Number
competences competences activities learning methods criteria resources of periods

(b) Collect and Group discussion: Guide Collected Online

analyse data students in groups to physical data resources
to explain discuss various methods are correctly and other
experimental of data collections analysed relevant
observations to explain materials
Project work: Guide experimental
related to
students to conduct observations
heat, physics
mini research work and related to
of atom,
facilitate them to collect heat, physics
electronics
and organize data from the of atom,
and
research work electronics
renewable and
energy ICT-based learning: renewable
Use different online energy
sources and web-based
information to guide
students to visualize
and explore different
scenarios from variety of
sources and present their
observations

53
 Main Specific Learning Suggested teaching and Assessment Suggested Number
competences competences activities learning methods criteria resources of periods
3.2 Carry (a) Complete Problem-solving Report for Online 24
out a and submit approach: Guide the research resources
project in a report for students with real- project
Physics the research world problems that started in
project require them to analyze Form III is
started in collected physics data to completed
Form III explain various physical and
parameters submitted
Collaborative Learning:
Guide the students to
work in pairs or small
groups to analyze and
interpret collected physics
data

ICT-based learning:
Use different online
sources and web-based
information to guide to
complete and submit
project report

54
 Bibliography

Botswana Ministry of Education. (2000). Botswana Senior Assessment Syllabus for Physics. Botswana Ministry of Education.
Ministry of Education Malaysia. (2006). Integrated Curriculum for Secondary Schools: Curriculum Specifications Physics
Form 5 and 6. Ministry of Education Malaysia.

Sang, D., Jones, G., Chadha, G., & Woodside, R. (2014). Cambridge International AS and A Level Physics Coursebook with
CD-ROM. Cambridge University Press.

Tanzania Institute of Education. (2007). Physics Syllabus for Secondary Schools Form I-IV. Tanzania Institute of Education.

Tanzania Institute of Education. (2010). Physics Syllabus for Secondary Schools Form V-VI. Tanzania Institute of Education.

Tanzania Institute of Education. (2019). Physics for Advanced Level Secondary School, Student’s Book Form Five. Tanzania
Institute of Education.

Tanzania Institute of Education. (2019). Physics for Advanced Level Secondary School, Student’s Book Form Six. Tanzania
Institute of Education.

55