| Competence | Objective | Month | Week | Main Topic | Sub Topic | Periods | Teaching Activities | Learning Activities | Learning Aids | Assessment | References | Remarks |
| The student should have ability to: Demonstrate good leadership in society | The student should be able to: 1. Explain the importance of good leader ship, team work, positive relationship, self worth and confidence qualities. | January | Week 3 | PROMOTION OF LIFESKILLS | Good leadership, team work, positive relationships, self worth and confidence. | 2 | 1. To use case
studies to guide students to
discuss in groups and
explain the importance of
each of the following: good
leadership, team work,
positive relationships, self
worth and confidence. | i) students to
discuss in groups and
explain the importance of
each of the following: good
leadership, team work,
positive relationships, self
worth and confidence. ii) students in their groups to present their groups work for class discussion and clarification. iii.students in groups to role play, discuss and present skills or qualities of: o a good leader o teamwork o good relationships o self worth o confidence | Readings from newspapers and magazines about leadership | Are students
able to explain
the importance
of : o Good leadership o Teamwork o Positive relationships o Self worth o Confidence Are students able to demonstrate : o good leadership o team work o positive relationships. o self worth o confidence? | Civics For Secondary Schools, Students Book Form Three. By T.I.E | Remarks Written here |
| The student should have ability to: Analyze the concept of development | The student should be able to: 1. Explain the meaning of development | March | Week 4 | ECONOMIC AND SOCIAL DEVELOPMENT | Concept of economic development | 2 | i)To guide students
to brainstorm on the meaning
of development. ii. To guide students in groups to read written texts, identify and discuss types of development. | i) students to brainstorm on the meaning of development. | Written texts on economic development Written texts on economic development. | Are students
able to explain
the meaning of
development? Are students able to: (i) Identify types of develoment?. (ii) Identify levels of develop- ment? Are students able to explain the meaning of economic development? | Civics For Secondary Schools, Students Book Form Three. By T.I.E | Remarks Written here |
| The student should have ability to: show indicators of development | The student should be able to 1. Identify indicators of economic development. 2. Appraise the indicators of economic development in relation to Tanzania. | April | Week 4 | ECONOMIC AND SOCIAL DEVELOPMENT | indicators of social development | 1 | I. Using written texts and
pictures the teacher. to guide
students to discuss in
groups the indicators of
economic development. | i) students to discuss in
groups the indicators of
economic development. ii) students to summarize the correct indicators of economic iii) students to read written texts, watch pictures, and collect data on indicators of economic iv)students in groups, each group to discuss one indicator of economic ~development in relation to Tanzanias economic development. | Written texts and
pictures showing
indicators of
economic
development~ Written texts, pictures and data on indicators of economic development. | Are students
able to identify
indicators of
economic
development? | Civics For Secondary Schools, Students Book Form Three. By T.I.E | Remarks Written here |
| The student should have ability to: identify factors of economic development | The student should be able to: 1. Identify factors for economic development . Illustrate the importance of each factor of economic development. | May | Week 3-4 | ECONOMIC AND SOCIAL DEVELOPMENT | factors for economic development | 4 | I. Using written texts and
pictures the teacher. to guide
students to discuss in
groups the indicators of
economic development. 2. To guide a class discussion for the students to summarize the correct indicators of economic | i) students to discuss in
groups the indicators of
economic development. | Written texts on the importance of factors for economic development. | Are students
able to identify
factors for
economic
development? | Civics For Secondary Schools, Students Book Form Three. By T.I.E | Remarks Written here |
| The student should have ability to: Explain the role of financial institutions | The student should be able to: 1. Analyse the role of different financial institutions in economic | July | Week 2 | ECONOMIC AND SOCIAL DEVELOPMENT | The role of financial institutions in economic develop- ment. | 2 | I. To guide
students to brainstorm on
the names of different
financial institutions in
Tanzania. 2. Using the method of learning stations with documents the teacher to form stations within the classroom and group students in each station. Thereafter to assign the groups to read, discuss and write down findings on the role of the following financial institutions:Banks, Insurance, SACCOS, Social Security Institutions and Loan giving Institutions. 3. The groups to present their findings of their last station for class discussion and students to contribute points after each presentation. 4. To invite knowledgeable persons to come and talk to students on the conditions and procedures of getting services from each of the above | i) students to brainstorm on
the names of different
financial institutions in
Tanzania. | Copies of written texts, leaflets or pamphlets on Banks, Insurance companies, Loan giving institutions, SACCOS and social security institutions. | Are students
able to analyse
the role of
different
financial
institutions? | Civics For Secondary Schools, Students Book Form Three. By T.I.E | Remarks Written here |