REPUBLIC OF BOTSWANA
BOTSWANA SENIOR SECONDARY
ASSESSMENT SYLLABUS
MATHEMATICS
EXANIINATIONS RESEARCH AND TESTING DIVISION
MINISTRY OF EDUCATION
,BOTSWANA SENIOR SECONDARY ASSESSMENT
SYLLABUS FOR MATHEMATICS
BECOMES
EFFECTIVE FOR EXAMINATION IN 1999
, MATHEMATICS
TABLE of CONTENTS
Section Page
Foreword
Acknowledgements
1. Introduction
2. Aims
3. Assessment Objectives
4. Scheme of Assessment 4
5. Content 6
6. Assessment of practical skills 22
7. Grade Descriptions 23
8. Appendices 27
A. Mathematical formulae for papers 1 and 2 27
B. Mathematical formulae for paper 3 28
, FOREWORD
The ministry of Education is pleased to In pursuit of the above principles, the
Authorise the publication of this examination emp hasises the assessment
assessment Syllabus for the senior of students across a broad ability range
secondary programme. It marks a and different levels of achievement. It
watershed in the development of the also calls for the demonstration of what
public education system in Botswana each candidate knows, understands and
and signals another milestone of can do.
progress in fulfillment of the goals set by
the Revised National Policy on It is important then that we value the
Education, Government Paper No. 2 of student's own experiences, build upon
1994. what they know and reward them for
positive achievement. At the same time,
The purpose of this syllabus is to guide we must be prepared to offer them
schools, teachers and other educational guidance and counseling at all levels;
institutions on what will be assessed in assist them to make the best decisions in
the subject area and how the assessment keeping with their own interests, career
will be carried out for certification of prospects and ability. In that way we
students completing the course. The shall prevail in nurturing at the roots of
syllabus, therefore, should be used as a our system, the national ideals of
source of information on the democracy, development, self-reliance,
examination. unity and social harmony.
Critical to the success of our secondary This syllabus document is the outcome
education programme, is the recognition of a great deal of professional
of individual talents, needs and learning consultation and collahoration. On
styles of students. Hence, the role of behalf of the Ministry, I wish to record
teachers in the classrooms has to adapt my appreciation for the input received
to the changed environment. They must from the University of Cambridge Local
be able managers and facilitators and Examinations Syndicate and thank
proficient in planning and directing a sincerely all those who contributed to
variety of learning activities. They and were involved in the production of
should be conscious of the need for the this syllabus.
students to be accountable and
responsible for their own learning to
some extent. They must also take into
account the widening different levels of
achievement which they aspire to. This
implies active participation by both
students and teachers, the creation of
rich and diverse learning environments
and the use of relevant assessment Permanent S e c r e t q
procedures to monitor the development Ministry of Education
of each learner
BOTSWANA SENIOR SECONDARY
ASSESSMENT SYLLABUS
MATHEMATICS
EXANIINATIONS RESEARCH AND TESTING DIVISION
MINISTRY OF EDUCATION
,BOTSWANA SENIOR SECONDARY ASSESSMENT
SYLLABUS FOR MATHEMATICS
BECOMES
EFFECTIVE FOR EXAMINATION IN 1999
, MATHEMATICS
TABLE of CONTENTS
Section Page
Foreword
Acknowledgements
1. Introduction
2. Aims
3. Assessment Objectives
4. Scheme of Assessment 4
5. Content 6
6. Assessment of practical skills 22
7. Grade Descriptions 23
8. Appendices 27
A. Mathematical formulae for papers 1 and 2 27
B. Mathematical formulae for paper 3 28
, FOREWORD
The ministry of Education is pleased to In pursuit of the above principles, the
Authorise the publication of this examination emp hasises the assessment
assessment Syllabus for the senior of students across a broad ability range
secondary programme. It marks a and different levels of achievement. It
watershed in the development of the also calls for the demonstration of what
public education system in Botswana each candidate knows, understands and
and signals another milestone of can do.
progress in fulfillment of the goals set by
the Revised National Policy on It is important then that we value the
Education, Government Paper No. 2 of student's own experiences, build upon
1994. what they know and reward them for
positive achievement. At the same time,
The purpose of this syllabus is to guide we must be prepared to offer them
schools, teachers and other educational guidance and counseling at all levels;
institutions on what will be assessed in assist them to make the best decisions in
the subject area and how the assessment keeping with their own interests, career
will be carried out for certification of prospects and ability. In that way we
students completing the course. The shall prevail in nurturing at the roots of
syllabus, therefore, should be used as a our system, the national ideals of
source of information on the democracy, development, self-reliance,
examination. unity and social harmony.
Critical to the success of our secondary This syllabus document is the outcome
education programme, is the recognition of a great deal of professional
of individual talents, needs and learning consultation and collahoration. On
styles of students. Hence, the role of behalf of the Ministry, I wish to record
teachers in the classrooms has to adapt my appreciation for the input received
to the changed environment. They must from the University of Cambridge Local
be able managers and facilitators and Examinations Syndicate and thank
proficient in planning and directing a sincerely all those who contributed to
variety of learning activities. They and were involved in the production of
should be conscious of the need for the this syllabus.
students to be accountable and
responsible for their own learning to
some extent. They must also take into
account the widening different levels of
achievement which they aspire to. This
implies active participation by both
students and teachers, the creation of
rich and diverse learning environments
and the use of relevant assessment Permanent S e c r e t q
procedures to monitor the development Ministry of Education
of each learner
