Syllabus For Civil Engineering Surveying

MINISTRY OF EDUCATION, SCIENCE AND TECHNOLOGY
TANZANIA INSTITUTE OF EDUCATION
CIVIL ENGINEERING SURVEYING

SYLLABUS FOR TECHNICAL SECONDARY
SCHOOLS
FORM I - IV
i
© Tanzania Institute of Education, 2019
Published 2019
ISBN: 978-9976-61-777-1
Tanzania Institute of Education

P.O. Box 35094
Dar es Salaam
Tanzania.
Tel: + 255 22-2773005/ + 255 22 277 1358

Fax: +255 -22 277 4420
E-mail: director.general@tie.go.tz Website: www.tie.go.tz
This document should be cited as: Tanzania Institute of Education. (2019). Civil Engineering Syllabus for Technical Secondary Schools
Form I - IV. Dar es Salaam: Tanzania Institute of Education.
All rights reserved. This syllabus may not be reproduced, stored in retrieval system or transmitted in any form or by any means, electronic,
mechanical, photocopying, recording or otherwise, without prior written permission of the Tanzania Institute of Education.
ii
DECLARATION
The Civil Engineering Surveying Syllabus is approved for use in Technical Secondary Schools in Tanzania.
Approved by .......................................
Signature .........................................
Date / / 2019
Ag. Commissioner for Education
Ministry of Education, Science and Technology
P.O. Box 10
Dodoma.
Tel. +255 222 110150
+255 222 110179
+255 222 110146
Fax: +255 222 11327
iii
TABLE OF CONTENTS
Pages
1.0 Introduction ...................................................................................................................................................................... v
2.0 Objectives of Education in Tanzania ................................................................................................................................ v
3.0 Objectives of Secondary Education ................................................................................................................................. vi
4.0 Competencies of the Subject ............................................................................................................................................ vi
5.0 Objectives of the Subject ................................................................................................................................................. vi
6.0 Structure and Organization of the Syllabus ..................................................................................................................... vii
6.1 Class level competencies ......................................................................................................................................... vii
6.2 Class level objectives . . . ......................................................................................................................................... viii
6.3 Topics/ sub -topics .................................................................................................................................................. viii
6.4 Specific objectives .................................................................................................................................................. viii
6.5 Teaching and learning strategies ............................................................................................................................. viii
6.6 Teaching and learning resources.............................................................................................................................. ix
6.7 Assessment .............................................................................................................................................................. ix
6.8 Number of periods ................................................................................................................................................... ix
Form I ........................................................................................................................................................................................ 1
Form II ...................................................................................................................................................................................... 27
Form III ..................................................................................................................................................................................... 87
Form IV ..................................................................................................................................................................................... 137
iv
1.0 Introduction
This Civil Engineering Surveying Syllabus is a revised version of 1993 syllabus. Although, some of the subject contents of the
phased out syllabus have been retained, changes have been effected in the arrangement of topics and sub topics, addition of new
topics and removal of irrelevant and outdated contents. The revised version has taken into consideration the current social, political,
economic, global and technological development as well as emerging cross-cutting issues.
This revised syllabus observed a paradigm shift from content based to competence based pedagogy to give room for the learners to
build skills and competencies in Civil Engineering Surveying. It encourages the constructivist approaches to teaching and learning
where the learner participates actively in the construction of knowledge, skills and attitude.
The syllabus covers the first four years of secondary school education, i.e. from Form One to Form Four in Tanzania.
2.0 Objectives of Education in Tanzania

Objectives of Civil Engineering Surveying Syllabus reflects the general objectives of education in Tanzania, which are to:
a) guide and promote the development and improvement of the personalities of the citizens of Tanzania, their human resources
and effective utilization of those resources in bringing about individual and national development;
b) promote the acquisition and appreciation of culture, customs and traditions of the people of Tanzania;
c) promote the acquisition and appropriate use of literacy, social, scientific, vocational, technological, professional and other
forms of knowledge, skills and attitudes towards the development and improvement of the condition of man and society;
d) develop and promote self-confidence and inquiring mind, understanding and respect for human dignity and human rights and
readiness to work hard for personal self-advancement and national development;
e) promote and expand the scope of acquisition, improvement and upgrading of mental, practical, productive and other skills
needed to meet the changing needs of industry and the economy;
f) enable every citizen to understand and uphold the fundamentals of the national constitution as well as the protecting human and
civil rights, obligations and responsibilities; and
g) promote love for work, self and wage employment and improved performance in the production and service sectors.
v
3.0 Objectives of Secondary Education
Objectives of Civil Engineering Surveying Syllabus reflects the objectives of secondary education in Tanzania, which are to:
a) consolidate, broaden and develop a deeper understanding of the ideas and concepts acquired at the primary level;
b) enhance and further develop an appreciation for cultural values including national unity, identity, democracy, ethics, personal
integrity, readiness to work, human rights, customs, traditions, civic responsibilities and obligations;
c) develop linguistic ability and effective use of communication skills in Kiswahili, English, and at least one foreign language;
d) develop readiness for tertiary and higher education, vocational, technical and professional training;
e) inculcate a sense and ability for self-study, self-confidence and self advancement in new frontiers of science and technology,
academic and occupational knowledge and skills; and
f) develop readiness to join the world of work.
4.0 Competencies of the Subject
By the end of the four years course, the student should have developed competencies in;
a) exploring socio-economic factors in surveying as his/her career and study choice;

b) ranges of various surveying method and apply the most accurate method of surveying;
c) using basic skills to conduct chain surveying, fieldwork and plotting both small areas and large areas;
d) using levelling instruments to perform various fieldwork activities and establishing temporary bench marks and levelling
stations;
e) using surveying instruments to perform transverse in the fieldwork activities; and

f) using computer aided drawing software to plot the drawing.
vi
5.0 Objectives of the Subject
By the end of the four years course, the student should be able to;
a) use surveying skills acquired to solve different problems in the industry and other economic and social service sector;
b) explain ranges of various surveying method and use the most accurate method of surveying in fieldwork activities;
c) participate in social activities related to surveying field such as settlement planning, earth work etc.;
d) use levelling instruments in fieldwork, booking data and plotting various levelling plans, sections and establishing temporary
bench marks and levelling stations;
e) use surveying instruments to perform transverse in the fieldwork, setting out of construction works (plan control, height control
and vertical alignment excavation control) as well as to conduct calculation for area and volume o f earthwork; and
f) use computer aided drawing software to plot the drawing.
6.0 The Structure and Organization of the Syllabus Content
This syllabus has two parts. The first part comprises class level competencies and class level objectives. The second part is the syllabus
content and presented in the matrix. The matrix includes topic, sub-topic and specific objectives to be achieved. It also includes the
teaching and learning strategies, teaching and learning resources, assessment criteria/tools and number of period.
6.1 Class level competencies

The class level competencies are general competencies intended to be achieved within a class level. The class level
competencies reflect the skills, knowledge and attitudes which the learner should demonstrate within a particular class level.
However, these competencies are not discrete but rather continuous. It is possible that a particular competency may require
more than one year to be fully developed.
vii
6.2 Class level objectives
The class level objectives are objectives intended to be achieved within a class level. These are specific instructional objectives
at a particular class level. The class level objectives in this syllabus are stated in general terms and they have been derived
from the competencies. For each competence intended to be achieved, one or more objectives have been stated in order to
achieve it.
6.3 Topics/sub-topics
This part describes the subject matter dealt in a subject. The major topics in this syllabus have been derived from the class
level competencies and objectives. Every major topic has been divided into several sub-topics. Each sub-topic comprises of
a portion of the content of the topic in question. The sub-topics have also been arranged to attain a logical order and facilitate
learning process. The horizontal treatment of this syllabus is controlled by the sub-topics. This means that for every sub-
topic, there are teaching and learning strategies; teaching and learning resources, assessment strategies and the estimated
number of periods.
6.4 Specific objectives

This includes statement that describes results in terms of knowledge, attitude, skills aspiration and behaviour that a student
is expected to achieve and perform after attaining the program. They also reflect the process of attaining the specified
competencies within the cognitive, affective and psychomotor domains.
6.5 Teaching and learning strategies
Teaching/learning strategies indicate what the teacher and the students are expected to be doing in the process of teaching
and learning. The teaching/learning strategies in this syllabus are simply suggestive, i.e. not exhaustive. The teacher is free
to use them or design his/ her own. The teacher is expected to work as a facilitator for supporting the students to learn.
Participatory and cooperative learning based activities are encouraged for the students to work in groups and participate in
learning processes effectively.
viii
6.6 Teaching and learning resources
In the teaching and learning of this syllabus, many resources will be needed. In case the commercial materials needed are not
available, the teacher and students should work together to collect or improvise alternative resources available in the school
environment.
6.7 Assessment
The suggested assessment strategies in this syllabus are based on the specific instructional objectives. The formative and
summative assessment approaches should be geared towards mastering all the competencies and skills developed within
the course. Instrument of assessment should ensure that all the levels of cognitive, affective and psychomotor domains are
observed.
6.8 Number of periods
The number of periods has been allocated per sub-topic. Some topics with relatively wider content will need more time than
others. According to the education circular no. 9 of 2004, there are a total of 194 effective teaching days per year.
ix
FORM I
CLASS LEVEL COMPETENCIES

By the end of Form I, the student should have competencies in:
a) various types of surveying branches including their functions.
b) explain the duties of Civil Engineering Surveyor in construction works;
c) controlling surveying work at the site;
d) handling and maintaining surveying tools and equipment; and
e) applying surveying safety managements well for both personal and equipment safety.
CLASS LEVEL OBJECTIVES

By the end of Form I the student should be able to:
a) explain various types of surveying branches including their functions;
b) explain the duties of Civil Engineering Surveyor in construction works;
c) perform surveying practice on the field;
d) use surveying tools and equipment in surveying practices; and
e) explain safety management rules and procedures for safety of Surveyor and surveying equipment and tools.
1
TEACHING/ TEACHING/
SPECIFIC NO. OF
TOPIC SUB-TOPIC LEARNING LEARNING ASSESSMENT
OBJECTIVE PERIODS
STRATEGIES RESOURCES
1.0 INTRODUCTION 1.1 Objectives, The student should i) The teacher to • Surveying text 1. Is the 2
Branches be able to: use brainstoming books student able
and Types of questions to to explain
a) Define the • Posters
Surveying guide students meaning
meaning of the showing
to define the of the term
term surveying different
meaning of the surveying as
as used in Civil branches of
term surveying used in Civil
Engineering. surveying
as used in Civil Engineering?
b) Explain the Engineering. • Multimedia
objectives of 2. Can the
ii) The teacher to • TV student
surveying.
use questions explain the
c) Identify the and answers objectives of
branches of techniques to surveying?
surveying. guide students to:
3. Can the
d) Identify types –– Explain student
of surveying. objectives of identify the
surveying. branches of
–– Identify surveying?
branches of
4. Can the
surveying.
student
–– Explain identify types
branches of of surveying?
surveying.
2
TEACHING/ TEACHING/
SPECIFIC NO. OF
OBJECTIVE PERIODS
iii) The teacher to
organise students
in groups and
guide them to
identify types of
surveying.
iv) Students to present
their responses
for sharing and
discussion.
v) The teacher should
give feedback
and use students’
responses as
feedback to
support students
in performing the
tasks given in part
(i-iii).
3
TEACHING/ TEACHING/
SPECIFIC NO. OF
OBJECTIVE PERIODS
1.2 Common The student should i) The teacher to use • Surveying text 1. Is the 2
Terminologies be able to: questions to guide books student able
in Surveying students to: to identify
a) Identify various • Posters
various
terminologies –– Identify showing
terminologies
used in various different
used in
surveying. terminologies terminologies
surveying?
used in in surveying
b) Explain each
surveying 2. Is the student
terminology • Multimedia
identified. –– Explain each able to
terminology explain each
identified. terminology
identified?
ii) The teacher
should give
feedback and
use students’
responses as
feedback to
support students
in performing the
tasks given in part
(i).
4
TEACHING/ TEACHING/
SPECIFIC NO. OF
OBJECTIVE PERIODS
1.3 Importance of The students should i) The teacher to • Surveying text 1. Is the student 2
Surveying be able to: organise students books able to explain
in groups and the importance
a) Explain the • Posters
guide them to: of surveying in
importance of
• Multimedia a society?
surveying in a –– Explain the
society. importance of • TV 2. Is the student
surveying in a able to Explain
b) Explain the
society. the purpose of
purpose of
surveying. –– Explain the surveying?
purpose of 3. Is the student
c) Identify the
surveying. able to Identify
advantages of
surveying. –– Identify the the advantages
advantages of of surveying?
surveying.
ii) The students
to present their
responses for
sharing and
discussion.
5
TEACHING/ TEACHING/
SPECIFIC NO. OF
OBJECTIVE PERIODS
iii) The teacher
should give
feedback and
use students’
responses as
feedback to
support students
in performing the
tasks given in part
(i).
2.0 CIVIL 2.1 Meaning of The student should i) The teacher to • Surveying text 1. Is the student 2
ENGINEERING Civil Engineer be able to: use brainstorming books able to explain
Surveyor Surveyor questions to the meaning
guide students of Civil
meaning showing
to explain the Engineering
of Civil different
meaning of Civil Surveyor?
Engineering activities in
Engineering
Surveyor. Engineering 2. Is the student
Surveyor.
field. able to explain
b) Explain the
ii) The teacher to the importance
importance • Multimedia
organise students of Civil
of Civil
in groups and • TV Engineering
Engineering
guide them to: Surveyor in
Surveyor in
engineering Engineering
fields. fields?
6
TEACHING/ TEACHING/
SPECIFIC NO. OF
OBJECTIVE PERIODS
c) Explain the –– Explain the 3. Is the student
importance importance of able to explain
of Civil Civil Engineering the importance
Engineering Surveyor in of Civil
Surveyor in a engineering Engineering
society. science/fields. Surveyor in a
society?
–– Explain the
importance of
Civil Engineering
Surveyor in a
society.
iii) The students
to present their
responses for
sharing and
discussion.
iv) The teacher should
give feedback
and use students’
responses as
feedback to
support students
in performing the
tasks given in parts
(i) and (ii).
7
TEACHING/ TEACHING/
SPECIFIC NO. OF
OBJECTIVE PERIODS
2.2 Duties and The student should i) The teacher to use • Surveying text 1. Is the 2
Roles of Civil be able to: questions to guide books student able
Engineering students to: to identify
a) Identify • Posters
Surveyor duties of Civil
duties of Civil –– Identify showing
Engineering
Engineering duties of Civil different roles
Surveyor?
Surveyor. Engineering and duties in
Surveyor. engineering 2. Is the
b) Identify
field. student able
roles of Civil –– Identify
Engineering roles of Civil • Multimedia to identify
Surveyor. Engineering roles of Civil
Surveyor. Engineering
c) Explain each Surveyor?
duty and –– Explain each
role of Civil duty of Civil 3. Is the student
Engineering Engineering able to
Surveyor Surveyor. explain each
identified. duty and
–– Explain
role of Civil
roles of Civil
Engineering
Engineering
Surveyor
Surveyor.
identified?
8
TEACHING/ TEACHING/
SPECIFIC NO. OF
OBJECTIVE PERIODS
ii) The teacher to
organise students
in groups and
guide them to
explain each
duty and role of
Civil Engineering
Surveyor
identified.
iii) The students
to present their
responses for
sharing and
discussion.
iv) The teacher
should give
feedback and
use students’
responses as
feedback to
support students
in performing the
tasks given in part
(i) and (ii).
9
TEACHING/ TEACHING/
SPECIFIC NO. OF
OBJECTIVE PERIODS
2.3 Relationship The student should i) The teacher to • Surveying text 1. Is the student 1
between be able to: organise students books able to
Surveyor in groups and explain the
and Civil guide them to: importance
importance showing
engineer. of Surveyor
of Surveyor –– Explain the different roles
to Civil
to Civil importance and duties in
Engineering
Engineering of Surveyor engineering
fields?
fields. to Civil field.
Engineering 2. Is the student
b) Describe the • Multimedia
fields. able to
relationship
• TV describe the
between –– Describe the
Surveyor and relationship • Poster of relationship
Civil engineer between different Civil between
Surveyor and Engineering Surveyor
c) Use chart to and Civil
Civil engineer. carriers
elaborate the engineer?
relationship ii) The students
of surveying to present their
with other Civil responses for
Engineering sharing and
trades. discussion.
10
TEACHING/ TEACHING/
SPECIFIC NO. OF
OBJECTIVE PERIODS
iii) The teacher 3. Is the student
should use able to use
questioning chart to
strategies (what, elaborate the
why and how relationship
questions) to of surveying
guide students with other
to explain Civil
relationship of Engineering
Surveyor with trades?
other trades.
iv) The teacher
should design
activities and
guide students
to use chart to
elaborate the
relationship of
surveying with
other trades.
11
TEACHING/ TEACHING/
SPECIFIC NO. OF
OBJECTIVE PERIODS
v) The teacher
should give
feedback and
use students’
responses as
feedback to
support students
in performing the
tasks given in part
(i), (ii) and (iii)
3.0 SURVEYING 3.1 Introduction The student should i) The teacher to • Chalkboard 1. Is the 3
PRACTICE to Surveying be able to: organise students student able
• Manila sheet
Practice in groups and to identify
a) Identify
guide them to: • Multimedia different
different
projector. surveying
surveying –– Identify
• White board methods/
methods/ different
practices
practices surveying • White board used in Civil
used in Civil methods/ markers Engineering?
Engineering. practices
used in Civil • Chalks
b) Explain the
Engineering. • Surveying text
purposes of
surveying –– Explain the books
practice. purposes of
surveying
c) Identify the
methods/
different steps
practices.
of surveying.
12
TEACHING/ TEACHING/
SPECIFIC NO. OF
OBJECTIVE PERIODS
–– Mention the 2. Is the student
objectives of able to
each surveying Explain the
practice. purposes of
surveying
ii) Students to
practice?
present their
responses for 3. Is the
sharing and student able
discussion. to identify
iii) The teacher to different steps
use questioning of surveying?
strategies (what,
why and how
questions) to
guide students
to identify
different steps
to be followed
in surveying
(i.e. setting of
instrument,
station
monumentation,
data acquisition
book etc).
13
TEACHING/ TEACHING/
SPECIFIC NO. OF
OBJECTIVE PERIODS
iv) The teacher
should give
feedback and
use students’
responses as
feedback to
support students
in performing the
tasks given in part
(i-iii).
3.2 Methods and The student should i) The teacher to • Manila sheet 1. Can the 2
Advantages be able to: guide students in student
• Flip chart
of Surveying pair to think and explain the
a) Explain the
Practical share the methods • Multimedia methods of
methods of
of surveying projector surveying
surveying
practical. • Posters practical?
practical.
ii) The teacher to • Surveying 2. Is the student
b) List the
organise students tools able to list the
advantages and
in groups and advantages
disadvantage • Surveying
guide them to: and
on each method equipment
of surveying –– List the disadvantages
practical. advantages and • Markers on each
disadvantages method of
on each surveying
method of practical?
surveying
practical.
14
TEACHING/ TEACHING/
SPECIFIC NO. OF
OBJECTIVE PERIODS
c) Explain the –– Explain the 3. Is the student
procedures of procedures of able to
each method each method explain the
of surveying of surveying procedures of
practical. practical. each method
of surveying
iv) Students to
practical?
present their
responses for
sharing and
discussion.
v) The teacher
should give
feedback and
use students’
responses as
feedback to
support students
in performing
the tasks given in
parts (i) and (ii)
15
TEACHING/ TEACHING/
SPECIFIC NO. OF
OBJECTIVE PERIODS
4.0 SURVEYING 4.1 Tools and The student should i) The teacher to use • White/ black 1. Can the 2
TOOLS AND Equipment be able to: questions to guide board student
EQUIPMENT students to: identify
a) Identify various • Manila sheet
various
tools used in –– Identify various
• Flip chart tools used in
surveying. tools used in
• Multimedia surveying?
surveying.
b) Explain uses of
projector 2. Can the
various tools –– Identify various
and equipment equipment used • Poster of student
used in in surveying. different identify
surveying. carriers various
ii) The teacher to equipment
c) Explain the organise students • Surveying tools
used in
importance in groups and • Surveying surveying?
of tools and guide them to: equipment
equipment used 3. Is the student
–– Explain uses of • White board
in surveying. able to explain
various tools markers uses of various
and equipment
tools and
used in
equipment
surveying.
used in
–– Explain the surveying?
importance
of tools and
equipment used
in surveying.
16
TEACHING/ TEACHING/
SPECIFIC NO. OF
OBJECTIVE PERIODS
iii) Students to 4. Is the student
present their able to
responses for explain the
sharing and importance
discussion. of tools and
equipment
iv) The teacher
used in
should give
surveying?
feedback and
use students’
responses as
a feedback to
support students
in performing the
tasks given in part
(i) and (ii).
17
TEACHING/ TEACHING/
SPECIFIC NO. OF
OBJECTIVE PERIODS
4.2 Tools and The student should i) The teacher to • White/ black 1. Can the 4
Equipment be able to: create activities board student set
Management for students to and maintain
a) Set and • Manila sheet
set, assemble the various
maintain
and disassemble • Flip chart surveying
the various
and maintain • Multimedia equipment?
surveying
surveying projector
equipment such 2. Can the
equipment.
as levelling • Poster of student
instruments, ii) The teacher different explain
Theodolite etc. should monitor carriers causes of
and facilitate errors in
b) Explain causes • Surveying
students in equipment?
of errors in tools
performing the
equipment. 3. Can the
tasks given in part • Surveying
c) Explain how (i). equipment student
to minimize explain how
iii) The teacher to • White board to minimize
each error in
organise students markers/chalks each error in
equipment.
in groups and equipment?
guide them to:
–– Identify
the causes
of errors in
equipment.
–– Explain causes
of errors in
equipment.
18
TEACHING/ TEACHING/
SPECIFIC NO. OF
OBJECTIVE PERIODS
–– Explain how
to minimize
each error in
equipment.
iv) Students to
present their
responses for
sharing and
discussion.
v) The teacher
should give
feedback and
use students’
responses as
a feedback to
support students
in performing the
tasks given in part
(i) - (iii).
19
TEACHING/ TEACHING/
SPECIFIC NO. OF
OBJECTIVE PERIODS
4.3 Use of The student should i) The teacher to • White/ black 1. Can the 4
Surveying be able to: organise students board student
Tools and in groups and describe
a) Describe the • Manila sheet
Equipment guide them to the use of
use of different
describe the • Flip chart different
surveying tools
use of different • Multimedia surveying
and equipment.
surveying tools projector tools and
b) Use different and equipment. equipment?
surveying tools • Surveying
ii) Students to tools 2. Can the
and equipment
present their student use
to perform • Surveying
responses for different
simple tasks. equipment
sharing and surveying
discussion. • White board tools and
iii) The teacher to markers/chalk equipment
create activities to perform
and guide simple tasks?
students in groups
to use different
surveying tools
and equipment to
perform simple
tasks.
20
TEACHING/ TEACHING/
SPECIFIC NO. OF
OBJECTIVE PERIODS
iv) The teacher
should monitor
and facilitate
students in
performing the
tasks given in part
(iii).
v) The teacher
should give
feedback and
use students’
responses as
a feedback to
support students
in performing the
tasks given in part
(i) and (iii).
21
TEACHING/ TEACHING/
SPECIFIC NO. OF
OBJECTIVE PERIODS
5.0 SAFETY 5.1 Safety The student should i) The teacher to • Surveying text 1. Is the 2
MANAGEMENT Management be able to: organise students books student able
AND RULES Rules and in groups and to identify
a) Identify rules • Surveying
Procedures in guide them to: rules and
and procedures equipment and
Surveying procedures
of safety –– Identify rules tools
of safety
management and procedures
• Black/ white management
in Civil of safety
board in Civil
Engineering management
• Chalks/ Engineering
surveying. in Civil
markers surveying?
Engineering
b) Explain safety
surveying. • Projector 2. Is the student
management
rules of a –– Explain safety • Posters able to
surveying management explain safety
equipment and rules of management
tools. surveying and rules of
surveying surveying
equipment. tools and
equipment?
ii) Students to
present their
responses for
sharing and
discussion.
22
TEACHING/ TEACHING/
SPECIFIC NO. OF
OBJECTIVE PERIODS
iii) The teacher
should give
feedback and
use students’
responses as
a feedback to
support students
in performing the
tasks given in part
(i).
5.2 Personal The student should i) The teacher • Surveying text 1. Is the 2
Safety be able to: should use books student able
Rules and questions to guide to identify
a) Identify • Surveying
Management students to: personal
personal equipments
rules and
rules and –– Identify and tools
safety in Civil
safety in Civil personal
• Black/ white Engineering
Engineering rules and
board surveying?
surveying. safety in Civil
Engineering • Chalks/ 2. Is the student
b) Explain safety
surveying. markers able to
management
rules of a –– Explain safety • Projector explain safety
Surveyor. management management
• Posters
rules of a rules of a
Surveyor. Surveyor?
23
TEACHING/ TEACHING/
SPECIFIC NO. OF
OBJECTIVE PERIODS
c) Explain the ii) The teacher to 3. Is the student
importance organise students able to
of safety in groups and explain the
management guide them importance
rules of a to explain the of safety
Surveyor. importance management
of safety rules of a
management rules Surveyor?
of a Surveyor.
iii) Students to
present their
responses for
sharing and
discussion.
iv) The teacher
should give
feedback and
use students’
responses as
a feedback to
support students
in performing the
tasks given in part
(i) and (ii).
24
TEACHING/ TEACHING/
SPECIFIC NO. OF
OBJECTIVE PERIODS
5.3 Importance The student should i) The teacher to • Surveying text 1. Is the student 4
of Safety be able to use questioning books able to
Management a) Explain the strategies (what, explain the
• Surveying
and Rule importance why and how importance
equipments
of safety questions) to of safety
and tools
management guide students management
and rule to explain the • Black/ white and rule
in Civil importance board in Civil
Engineering of safety • Chalks/ Engineering
surveying. management, rule markers surveying?
and procedures in
b) Explain the • Projector 2. Is the student
Civil Engineering
importance able to
surveying. • Posters
of following explain the
procedures ii) The teacher to importance
in Civil organise students of following
Engineering in groups and procedures
surveying guide them to: in Civil
work/practices. Engineering
–– Explain the
c) Explain the importance surveying
effects of of following work/
ignoring safety procedures practices?
procedures in Civil
in Civil Engineering
Engineering surveying
surveying work/practices.
work/practices.
25
TEACHING/ TEACHING/
SPECIFIC NO. OF
OBJECTIVE PERIODS
–– Explain the 3. Is the student
effects of able to
ignoring explain the
procedures effects of
in Civil ignoring
Engineering procedures
surveying in Civil
work/practices. Engineering
surveying
iii) Students to
work/
present their
practices?
responses for
sharing and
discussion.
iv) The teacher
should give
feedback and
use students’
responses as
a feedback to
support students
in performing the
tasks given in part
(i) and (ii).
26
FORM II

By the end of Form II, the student should have competence in:
a) applying basic knowledge, skills and principles in using chain surveying tools in performing chain survey, fieldwork, and plotting.
b) assembling, setting and using various surveying equipment in surveying practices;
c) performing surveying monumentation on the various area; and
d) conducting surveying work on both cleared sites and sites which have the obstacles.

By the end of Form II, the student should be able to:
a) use basic surveying knowledge, skills and principles in performing Civil Engineering fieldworks;
b) use chain surveying tools in performing chain surveying and other fieldwork;
c) perform surveying monumentation on the various area; and
d) conduct surveying work on both cleared sites and sites which have the obstacles.
27
TEACHING/ TEACHING/
SPECIFIC NO. OF
TOPIC LEARNING LEARNING ASSESSMENT
SUB-TOPIC OBJECTIVE PERIODS
1.0 INTRODUCTION 1.1 Basic The student should i) The teacher to • Surveying text 1. Can the 9
SURVEYING Surveying be able to: arrange students in books student
METHODS Methods groups and guide identify chain
a) Identify chain • Posters
them to: surveying
surveying showing
methods?
methods. –– Identify chain chains, offset,
surveying traverse and 2. Can the
b) Explain the
methods triangulation student explain
surveying
processes. –– Explain the • Multimedia, the surveying
surveying TV processes?
c) Explain uses
processes. 3. Can the
of chain • Chain
surveying –– Explain uses of student explain
methods. chain surveying uses of chain
methods. surveying
d) Use chain
methods?
surveying ii) The teacher to
methods. use “questions 4. Is the student
and answers” able to
techniques to use chain
guide the students surveying
explain the process methods?
of surveying (i.e.,
chain, traverse,
triangulation
tachometric
surveying, plane
table etc).
28
TEACHING/ TEACHING/
SPECIFIC NO. OF
iii) The teacher to
create activities
for students to use
chain in surveying
methods (i.e.,
offsetting,
traverse and
triangulation
methods).
iv) The teacher
should monitor
and facilitate
students in
performing the
tasks given in part
(iii).
v) With the aid
of preprepared
assessment
guideline,the
teacher to guide
students to use the
guideline to assess
the activities done
on part (iii).
29
TEACHING/ TEACHING/
SPECIFIC NO. OF
vi) Students to
present their
responses for
sharing and
discussion.
vii) The teacher
should give
feedback and
use students’
responses as
a feedback to
support students
in performing the
tasks given in part
(i-iii).
1.2 Process of The student should i) The teacher to • Blackboard 1. Can the 9
Surveying be able to: use questioning and chalk. student
strategies (what, describe
a) Describe • Surveying text
why and how surveying
surveying books
questions) to methods?
methods.
guide students to: • Video, video
b) State the tapes. 2. Can the
process of student state
• Surveying the process of
surveying.
equipment and surveying?
tools.
30
TEACHING/ TEACHING/
SPECIFIC NO. OF
c) Use surveying –– Describe 3. Can the
methods in surveying student use
surveying methods (i.e., surveying
work. using chain, methods in
traverse, surveying
d) Use surveying
triangulation, work?
processes in
tachometric, 4. Can the
surveying
plane table student use
work.
hydrographic surveying
and aerial processes in
techniques surveying
etc.). work?
–– State surveying
processes in
surveying work
(i.e., taking
general view,
measurement,
observation,
presentation,
feedback etc.).
31
TEACHING/ TEACHING/
SPECIFIC NO. OF
ii) The teacher to
organise students
in groups and
guide them to
discuss on how
to use surveying
processes in
surveying work.
iii) The teacher to
create activities
and guide students
to:
–– Collect data
from ground
and apply them
in maps or
plans.
–– Use surveying
processes in
surveying work
iv) The teacher uses
questions to
guide students
to describe the
process they used
to apply data in a
map.
32
TEACHING/ TEACHING/
SPECIFIC NO. OF
monitor and
facilitate students
in performing the
tasks given in part
(iii).
vi) With the aid
of preprepared
assessment
guideline,the
teacher should
guide students
to assess the
activities done on
part (iv).
vii) The teacher should
give feedback
and use students’
responses as
a feedback to
support students
in performing the
tasks given in part
(i-iv).
33
TEACHING/ TEACHING/
SPECIFIC NO. OF
1.3 Role of The student should i) The teacher to use • Blackboard or 1. Can the 4
Surveyor be able to: questions to guide white board student
students to: identify duties
a) Identify duties • Chalk, or
of Surveyor in
of Surveyor in –– Identify duties markers
the fieldwork?
the fieldwork. of a Surveyor
• Display cards
in the field 2. Can the
b) Describe
work (i.e., • Surveying text student
duties of a
in locating books describe
Surveyor in
plots and • Posters duties of a
the fieldwork.
boundaries, Surveyor in
c) Explain the setting up the fieldwork?
importance engineering
and role of works and pick 3. Can the
a Surveyor details from student explain
in Civil the ground). the importance
Engineering and role of
–– Describe duties a Surveyor
fields.
of Surveyor in in Civil
a field. Engineering
fields?
34
TEACHING/ TEACHING/
SPECIFIC NO. OF
ii) The teacher to
organise students
in groups and
guide them
to explain the
importance
and role of a
Surveyor in a
Civil Engineering
fieldwork.
iii) The teacher
should give
feedback and
use students’
responses as
feedback to
support students
in identifying and
describing duties
of Surveyor in a
field.
35
TEACHING/ TEACHING/
SPECIFIC NO. OF
2.0 CHAIN 2.1 Introduction The student should i) The teacher to • Black board or 1. Can the student 9
SURVEYING be able to: organise students white board explain the
AND LINEAR in groups and function
a) Explain the • Chalk or
MEASUREMENT guide them to: of chain
function markers
surveying?
of chain –– Explain
• Surveying text
surveying. function 2. Is the student
books
of chain able to
b) Identify the
surveying. • Chain identify the
use of linear
measurements. –– Identify the • Chaining pins use of linear
use of linear measurements?
c) Use chain • Tape measure
measurements 3. Is the student
surveying • Field book
instruments in ii) Students to able to use
surveying. present their • Pencil chain surveying
responses for • Drawing tools, instruments in
sharing and equipment and surveying?
discussion. materials.
iii) The teacher to
create activities
for students to use
chain surveying
instruments
in conducting
surveying.
36
TEACHING/ TEACHING/
SPECIFIC NO. OF
monitor and
facilitate students
in performing the
tasks given in part
(iii).
v) With the aid
of preprepared
assessment
guideline, the
teacher should
guide students
to assess the
activities done on
part (iii).
vi) The teacher should
give feedback
and use students’
responses as
feedback to
support students
in performing the
tasks given in part
(i-iii).
37
TEACHING/ TEACHING/
SPECIFIC NO. OF
2.2 Surveying The student i) The teacher to • Black board or 1. Is the student 18
Stations should be able use questioning white board able to explain
to: strategies (what, the procedures
• Chalk or
why and how of selecting
a) Explain the markers
questions) to proper chain
procedures
guide students to: • Surveying text surveying
of selecting
books stations?
proper chain - Explain
surveying procedures • Surveying 2. Can the
stations. of selecting tools such as student
proper chain chains, tape, allocate
b) Locate
surveying poles, pins, etc surveying
surveying
stations to stations. stations to
permanent permanent
- Describe features?
features. how to locate
c) Differentiate surveying 3. Is the student
permanent stations. able to
surveying differentiate
features from - Differentiate permanent
temporary permanent surveying
surveying surveying features from
station. features from temporary
temporary surveying
surveying station?
station.
38
TEACHING/ TEACHING/
SPECIFIC NO. OF
ii) The teacher to
create activities
for students to
locate surveying
station by using
proper procedure.
iii) With the use
of prepared
assessment
guideline, the
teacher should
guide students
to assess the
activities
performed in part
(iii).
iv) The teacher
should give
feedback and
use students’
responses as
feedback to
support students
in performing the
tasks given in part
(i-iii).
39
TEACHING/ TEACHING/
SPECIFIC NO. OF
2.3 Surveying The student should i) The teacher to • Black board or 1. Is the student 18
Tools and be able to: use brainstorming white board able to
Instruments questions to identify chain
a) Identify chain • Chalk or
guide students surveying
surveying markers
to identify instruments?
instruments.
chain surveying • Surveying text
b) Identify instruments. books 2. Can the
limitations student
ii) The teacher to • Surveying identify
of chain
use questioning tools and limitations
surveying
strategies (what, equipment of chain
instruments.
why and how (Theodolite, surveying
c) Use surveying questions) to Chains, Tape instruments?
tools and guide students levels, Arrows,
instruments. to identify Staffs, etc) 3. Is the student
limitations of able to use
d) Handle and
chain surveying surveying
store chain
instruments. tools and
surveying
instruments
instruments iii) The teacher to property?
properly. create activities
for students to: 4. Can the
student handle
–– Use surveying
and store chain
tools and
surveying
instruments.
instruments?
40
TEACHING/ TEACHING/
SPECIFIC NO. OF
–– Store chain
surveying
instruments
properly.
–– Demonstrate
the proper
handling of
surveying tools
and equipment
(i.e. tapes,
chains, arrows,
Theodolites,
levels,
compasses,
ranging
poles, tripod
stands, staffs,
umbrella, etc.).
iv) The teacher
should monitor
and facilitate
students in
performing the
tasks given in part
(ii).
41
TEACHING/ TEACHING/
SPECIFIC NO. OF
v) With the aid
of preprepared
assessment
guideline,the
teacher should
guide students
to assess the
activities done on
part (iii).
vi) The teacher
should give
feedback and
use students’
responses as
feedback to
support students
in performing the
tasks given in part
(i-iii).
42
TEACHING/ TEACHING/
SPECIFIC NO. OF
2.4 Procedure of The student should i) The teacher to • Black board or 1. Can the 9
Fieldwork be able to: take students in white board student
for chain a field and guide conduct
a) Conduct • Chalk or
surveying them to: reconnaissance
reconnaissance markers
surveying?
surveying. –– Locate
• Surveying text
positions of 2. Is the student
b) Conduct books
surveying able to conduct
fieldwork.
stations. • Surveying fieldwork?
c) Plot surveying tools such as:
–– Conduct
work after tapes, chains, 3. Is the student
fieldwork able to plot
fieldwork. poles, arrows,
by using surveying
and offsetting
surveying work after
tools e.g. cross
tools. fieldwork?
staff double
–– Take linear prism etc
measurements
• Drawing tools
and offsets.
equipment and
ii) The teacher materials.
should monitor
and facilitate
students in
performing the
tasks given in part
(i).
43
TEACHING/ TEACHING/
SPECIFIC NO. OF
iii) With the aid
of preprepared
assessment
guideline,the
teacher should
guide students
to assess the
activities done on
part (i).
iv) The teacher
should give
feedback and
use students’
responses as
feedback to
support students
in performing the
tasks given in part
(i).
44
TEACHING/ TEACHING/
SPECIFIC NO. OF
2.5 Linear The student should i) The teacher to • Surveying 1. Is the student 18
Measurements be able to: organise students tools (i.e., able to explain
in groups and tapes, chains, the meaning
a) Explain the
guide them to: poles, arrows of linear
meaning
–– Explain the pegs, hammer) measurements?
of linear
measurements. meaning • Offsetting 2. Is the student
of linear tools (i.e., able to
b) Distinguish measurements. poles, tapes, distinguish
linear
–– Distinguish chains, linear
measurements
linear arrows, pegs, measurements
form angular
measurements double prism, from angular
measurements.
form angular optical square measurements?
c) Conduct linear measurements. • Booking 3. Can the student
measurements
ii) The teacher sheets conduct linear
d) Take offsets. to organise a • Pencil measurements?
fieldwork for
students 4. Can the student
take offsets?
–– Conduct linear
measurements
–– Take offsets
using proper
tools ie optical
square and
levelling
instruments
etc.
45
TEACHING/ TEACHING/
SPECIFIC NO. OF
iii) The teacher should
monitor and
facilitate students
in performing the
tasks given in part
(ii).
iv) With the aid
of preprepared
assessment
guideline,the
teacher should
guide students to
assess the activities
done on part (ii).
give feedback
and use students’
responses as
feedback to
support students
in performing the
tasks given in part
(i) and (ii).
46
TEACHING/ TEACHING/
SPECIFIC NO. OF
2.6 Field Data The student should i) The teacher to • Black board or 1. Can the 18
Acquisition be able to: organise students white board student explain
in groups and the meaning
a) Explain the • Chalk or
guide them to: and activities
meaning and makers
involved in
activities –– Explain the
• Surveying text field data
involved in meaning and
books acquisition?
field data activities
acquisition. involved in • Field 2. Can the
field data Notebook/ student
b) Identify the
acquisition. booksheet identify the
procedures
of field data –– Identify the • Pencil procedures
acquisition. procedures of field data
• Surveying
of field data acquisition?
c) Carry out tools and
acquisition. equipment 3. Can the
field data
acquisition. ii) Students to student carry
present their work out field data
for sharing and acquisition?
discussion.
47
TEACHING/ TEACHING/
SPECIFIC NO. OF
iii) The teacher to
create activities
for students to
carry out field
data acquisition
(such as: length
between two
stations, distance
from surveying
line to an offset,
etc.)
iv) The teacher
should monitor
and facilitate
students in
performing the
tasks given in part
(iii).
v) With the aid
of preprepared
assessment
guideline,the
teacher should
guide students
to assess the
activities done on
part (iii).
48
TEACHING/ TEACHING/
SPECIFIC NO. OF
vi) The teacher
should give
feedback and
use students’
responses as
feedback to
support students
in performing the
tasks given in part
(i) and (iii).
2.7 Obstacle and The student should i) The teacher to • Chain 1. Is the student 7
Correction in be able to: arrange students surveying able to identify
Chaining in groups and tools (i.e., obstacles in
a) Identify
guides them to; chains, tapes, chaining and
obstacle in
pegs, hammer, ranging?
chaining and –– Identify
arrows, etc)
ranging. obstacles in 2. Is the student
chaining and • Homework able to
b) Describe
ranging. describe
various • Field exercise
obstacles in –– Describe various
chaining and obstacles in obstacles in
ranging. chaining and chaining and
ranging. ranging?
c) Identify ways
of overcoming –– Identify logical
obstacles. obstacles.
49
TEACHING/ TEACHING/
SPECIFIC NO. OF
d) Identify the –– Identify ways 3. Is the student
errors in of overcoming able to identify
chaining. obstacles. ways of
overcoming
e) Explain ways ii) Use questioning
obstacles?
of overcoming strategies (i.e.,
errors in why and how 4. Is the student
chaining. questions) to able to identify
guide students to: the errors in
f) Locate and
overcome –– Identify the chaining?
obstacle in errors in 5. Is the student
chaining chaining such able to explain
surveying as sagging etc. ways of
fieldwork. overcoming
–– Explain ways
of overcoming errors in
the identified chaining?
errors
6. Can the
–– Identify student locate
various and overcome
obstacles in obstacle in
chaining and chaining
ranging. surveying
fieldwork?
50
TEACHING/ TEACHING/
SPECIFIC NO. OF
iii) The teacher
should arrange
fieldwork
activities and
guide students to:
–– Demonstrate
the application
of various
corrections of
chaining.
–– Locate and
overcome
obstacle in
chaining
surveying
fieldwork.
iv) The teacher
should monitor
and facilitate
students in
performing the
tasks given in part
(iii).
51
TEACHING/ TEACHING/
SPECIFIC NO. OF
v) With the aid
of preprepared
assessment
guideline,the
teacher should
guide students
to assess the
activities done on
part (iii).
vi) The teacher
should give
feedback and
use students’
responses as
feedback to
support students
in performing the
tasks given in part
(i) and (iii).
52
TEACHING/ TEACHING/
SPECIFIC NO. OF
2.8 Accuracy and The students i) The teacher • Chain 1. Can the 4
Errors should be able to: should use surveying student
questioning tools, chains, identify types
a) Identify types
strategies (i.e., tapes, pegs, of errors in
of errors in
what, why and hammer, surveying?
surveying.
how questions) in arrows, etc
b) Identify source guiding students 2. Can the
• Homework student
of errors in to:
surveying. identify source
–– Identify types • Field exercise of errors in
c) Distinguish of errors in surveying?
errors and surveying.
discrepancies. –– Identify source 3. Can the
of errors in student
d) Explain factors
surveying. distinguish
affecting the
ii) The teacher errors and
accuracy of
should organise discrepancies?
surveying
work. students in groups 4. Can the
and guide them student
to: explain factors
–– Distinguish affecting the
errors and accuracy of
discrepancies. surveying
–– Explain factors work?
affecting the
accuracy of
surveying
work.
53
TEACHING/ TEACHING/
SPECIFIC NO. OF
iii) Students present
their responses
for sharing and
discussion.
iv) The teacher
should use
students’
responses as
a feedback to
support students
in identifying
types and sources
of errors in
surveying.
3.0 COMPASS 3.1 Introduction The student should i) The teacher to • Surveying text 1. Can the 9
SURVEYING be able to: use brainstorming book diagrams student define
questions to guide of compasses the term
a) Define the
students to define on a manila- compass
term compass
the term compass sheet. surveying?
surveying.
surveying.
• Posters 2. Can the
b) Identify tools
ii) The teacher to student
for direct • White/black
use questions in identify tools
measurements boards
guiding students for direct
of angles.
to: • Chalks/ measurements
markers of angles?
54
TEACHING/ TEACHING/
SPECIFIC NO. OF
c) Identify –– Identify tools • Multimedia 3. Can the
different types for direct TV student
of compasses. measurements identify
of angles. different types
d) Explain
of compasses?
the uses of –– Identify
compass different types 4. Can the
surveying. of compasses. student explain
the uses of
e) Differentiate iii) The teacher to compass
between chain organise students surveying?
surveying in groups and
and compass guide them to: 5. Can the
surveying. student
–– Explain differentiate
f) Differentiate the uses of chain
types of compass surveying
compass and surveying. and compass
other tools surveying?
–– Differentiate
for direct
between chain 6. Can the
measurements
surveying student
of angles.
and compass identify and
surveying. differentiate
iv) Students to types of
present their compass and
responses for other tools
sharing and for direct
discussion. measurements
of angles?
55
TEACHING/ TEACHING/
SPECIFIC NO. OF
v) The teacher to
use questioning
strategies (what,
why and how
questions) to
guide students
to differentiate
types of compass
and other
tools for direct
measurements of
angles.
give feedback
and use students’
responses as
feedback to
support students
in performing the
tasks given in part
(i-v).
56
TEACHING/ TEACHING/
SPECIFIC NO. OF
3.2 Bearings and The student should i) The teacher to use • Surveying 1. Is the student 9
Meridians be able to: questions to guide instruments able to explain
students explain terms bearings
a) Explain the • Compasses
terms bearing and and meridian?
terms bearing and ranging
meridian.
and meridian. Rods etc 2. Is the student
ii) The teacher to able to identify
b) Identify use questioning • Tape
different types
different types strategies to guide of bearings and
of bearings students to: meridians?
and meridians.
–– Identify 3. Is the student
c) Distinguish different types
meridians from able to
of bearings and distinguish
bearings. meridians. meridians
d) Explain the –– Explain the from bearings?
purpose of purpose of
bearings and bearings and 4. Is the student
meridians. meridians. able explain
the purpose of
iii) The teacher should bearings and
give feedback meridians?
and use students’
responses as
feedback to
support students
in performing the
tasks given in part
(i) and (ii).
57
TEACHING/ TEACHING/
SPECIFIC NO. OF
3.3 Theory of The student should i) The teacher to • Surveying text 1. Is the student 9
Compasses be able to: create activities books able to identify
for students to: and use the
a) Use the • Surveying
common
common –– Use compass tools
systems of
systems of to get a bearing
• Compasses bearings
notation of angle between
and ranging notation?
bearings. two bearings.
rods tapes, etc
b) Calculate –– Calculate 2. Can the
• Black board or student
angles from angles from
white boards calculate
bearings and bearings and
bearings from bearings from • Chalks or angles from
angles. angles. markers bearings and
bearings from
c) Use theory –– Use theory angles?
of magnetic of magnetic
compass, compass, 3. Can the
prismatic prismatic student make
compass and compass and use of theory
Surveyor’s Surveyor’s of compasses
compass to compass to prismatic
get angle and get angle and compass and
direction. direction. Surveyor’s
compass to
get angle and
direction?
58
TEACHING/ TEACHING/
SPECIFIC NO. OF
ii) The teacher should
monitor and
facilitate students
in performing the
tasks given in part
(iii).
iii) With the aid
of preprepared
assessment
guideline, the
teacher should
guide students
to assess the
activities done on
part (i).
give feedback
and use students’
responses as
feedback to
support students
in performing the
tasks given in part
(i-iii).
59
TEACHING/ TEACHING/
SPECIFIC NO. OF
3.4 Magnetic The student should i) The teacher to • Surveying text 1. Can the 5
Declination be able to: use brainstorming books student explain
questions to the meaning
a) Explain the • Surveying
guide students of magnetic
meaning of tools (i.e.,
to explain declination?
magnetic compasses,
the meaning
declination. ranging poles 2. Can the
of magnetic
tapes, etc) student
b) Differentiate declination
between true (i.e., magnetic • Black board or differentiate
meridian and meridian and true white boards true meridian
magnetic meridian). from magnetic
• Chalks or meridian?
meridian.
ii) The teacher to markers
c) Explain use questioning 3. Is the student
• Sketches of
isogonic and strategies (i.e. able to explain
magnetic
agonic lines. what, why and isogonic and
declination
how questions) to agonic lines?
guide the students
to differentiate
between true
meridian and
magnetic
meridian.
60
TEACHING/ TEACHING/
SPECIFIC NO. OF
iii) The teacher to
use questions and
answer methods
to guide students
to explain terms
isogonic and
agonic lines.
iv) The teacher
should give
feedback and
use students’
responses as
feedback to
support students
in performing the
tasks given in part
(i-iii).
61
TEACHING/ TEACHING/
SPECIFIC NO. OF
3.5 Local The student should i) The teacher to use • Surveying 1. Is the students 4
Attraction be able to: questions to guide textbooks able to define
determination students to: the term local
a) Define the • Posters
and correction attraction?
term local –– Define the term
• Black board or
attraction. local attraction. 2. Is the students
white boards
b) Identify –– Identify the able to identify
• Chalks or the sources
the sources sources of
markers of local
of local local attraction.
attraction. • Compasses attraction?
ii) The teacher to
and ranging
c) Use a compass guide students to 3. Can the
road, tapes
and metallic use a compass and student use
etc.
materials to metallic materials a compass
locate local to: and metallic
attraction. materials to
–– Locate local
locate local
d) Describe ways attraction.
attraction?
of eliminating
–– Eliminate local
local 4. Is the students
attraction.
attraction. able to
iii) The teacher describe ways
e) Use a compass
should monitor of eliminating
and metallic
and facilitate local
materials to
students in attraction?
eliminate local
performing the
attraction.
tasks given in part
(iii).
62
TEACHING/ TEACHING/
SPECIFIC NO. OF
iv) The teacher to 5. Is the student
use questioning able to use
strategies (i.e. a compass
what, why and and metallic
how questions) to materials to
guide the students eliminate local
to describe ways attraction?
of eliminating
local attraction.
v) The teacher
should give
feedback and
use students’
responses as
feedback to
support students
in performing the
tasks given in part
(i-iv).
63
TEACHING/ TEACHING/
SPECIFIC NO. OF
3.6 Practice The student should i) The teacher to • Surveying 1. Can the 18
be able to: create activities tools student apply
for students to: the compass in
a) Apply the • Compasses,
the field?
compass in the –– Practice using ranging poles
field compasses to tapes, etc 2. Can the
get bearings. student Use
b) Use compasses • Field book/
to get bearings. –– Practice using booksheet compasses to
compasses get bearings?
c) Use compass • Pencil
to Locate 3. Can the
to locate
different • Tape
different student Use
angles. compass to
angles.
ii) The teacher locate different
should monitor angles?
and facilitate
students in
performing the
tasks given in part
(iii).
64
TEACHING/ TEACHING/
SPECIFIC NO. OF
iii) With the use
of assessment
guideline, the
teacher should
use the guideline
to assess the
activities
performed in part
(i).
iv) Students to
present their work
for sharing and
discussion.
v) The teacher
should give
feedback and
use students’
responses as
feedback to
support students
in performing the
tasks given in part
(i-iv).
65
TEACHING/ TEACHING/
SPECIFIC NO. OF
4.0 SURVEYING 4.1 Introduction The student should i) The teacher • Black board or 1. Can the 9
TECHNIQUES be able to; should organise white boards student explain
FOR SMALL students in groups the procedure
a) Explain the • Chalks
AREAS and guide them for surveying
procedure
to explain the • Markers small areas
for surveying
procedure for • Surveying text using chain?
small areas
surveying small books
using chain. 2. Can the
areas using chain.
b) Surveying • Surveying student survey
ii) Students present tools such as small area
small areas
their work for chains, tape, using chain
using chain
sharing and poles, pins etc. surveying?
surveying.
discussion.
iii) Teacher organise
field visit and
guide students
to survey small
area using chain
surveying.
iv) The teacher
should monitor
and facilitate
students in
performing the
tasks given in part
(iii).
66
TEACHING/ TEACHING/
SPECIFIC NO. OF
v) With the use
of assessment
guideline, the
teacher should
use the guideline
to assess the
activities
performed in part
(iii).
vi) The teacher
should give
feedback and
use students’
responses as
feedback to
support students
in performing
tasks given in part
(i-iv).
67
TEACHING/ TEACHING/
SPECIFIC NO. OF
4.2 Typical The student should i) The teacher to Surveying tools 1. Can the 18
Measuring be able to: organise students and Equipment student
Surveying in groups and such as tapes, identify
a) Identify
Tools guide them to: chains, arrows, various typical
various typical
pegs, hammer, measuring
measuring –– Identify
poles, offsetting surveying
surveying various typical
tools, etc tools.?
tools. measuring
surveying 2. Can the
b) Explain the
tools. student explain
proper use
of typical –– Explain proper the proper
surveying tools use of typical use of typical
in measuring surveying tools surveying tools
small area. in measuring in measuring
small areas. small areas?
c) Use typical
surveying tools ii) Students present 3. Can the
to measure their responses student
small areas. for sharing and use typical
discussion. surveying
tools to
iii) Teacher organise
measure small
field visit and
areas?
guide students
to use typical
surveying tools
to measure small
area.
68
TEACHING/ TEACHING/
SPECIFIC NO. OF
iv) The teacher
should monitor
and facilitate
students in
performing the
tasks given in part
(iii).
v) With the use
of assessment
guideline, the
teacher should
use the guideline
to assess the
activities
performed in part
(iii).
vi) The teacher
should give
feedback and
use students’
responses as
feedback to
support students
in performing the
tasks given in part
(i-v).
69
TEACHING/ TEACHING/
SPECIFIC NO. OF
4.3 Fieldwork The student should i) The teacher to • Surveying 1. Can the 18
Procedures be able to: arrange students tools (i.e., student explain
in groups and chains, tapes, procedures to
a) Explain
guide them arrows, pegs, conduct chain
procedures to
to explain hammer etc) surveying?
conduct chain
procedures to
surveying. • Field 2. Can the
conduct chain
notebook/ student follow
b) Follow surveying.
booksheets fieldwork
fieldwork
ii) Students present procedures
procedures in • Pencil
their responses conducting
conducting
for sharing and chain
chain
discussion. surveying?
surveying.
iii) The teacher to 3. Can the
c) Record field
organise a field student record
data in field
visit and guide activities in
notebook/
the students in the the notebook/
booksheets.
field to: booksheets?
–– Carry out field
practical on
chaining by
using proper
fieldwork
procedures.
70
TEACHING/ TEACHING/
SPECIFIC NO. OF
–– Book and
record
activities in the
field notebook/
booksheets.
iv) The teacher
should monitor
and facilitate
students in
performing the
tasks given in part
(iii).
v) With the use
of assessment
guideline, the
teacher should
guide students
to assess the
activities
performed in part
(iii).
71
TEACHING/ TEACHING/
SPECIFIC NO. OF
vi) The teacher
should give
feedback and
use students’
responses as
feedback to
support students
in performing the
tasks given in part
(i-iii).
5.0 SURVEYING 5.1 Field Practice The student should i) The teacher to Surveying tools 1. Is the student 18
TECHNIQUES be able to; organise students (i.e., ranging able to
(PRACTICE) in groups and poles, arrow, pins, explain proper
a) Explain proper
guide them to pegs, hammer, procedures of
procedures of
explain proper tapes, chains, etc) carrying out
carrying out
procedures of surveying field
surveying field
carrying out practices?
practices.
surveying field
b) Carry out practices. 2. Is the student
practicals able to carry
ii) Students present out practicals
in the field
their responses in the field
on chain
for sharing and on chain
surveying
discussion. surveying?
using proper
procedures.
72
TEACHING/ TEACHING/
SPECIFIC NO. OF
iii) The teacher to
organise a field
visit and guide
the students in the
field to carry out
practicals using
chain surveying.
iv) The teacher
should monitor
and facilitate
students in
carrying out
practicals using
chain surveying.
v) With the use
of assessment
guideline, the
teacher should
guide students
to assess the
activities
performed in part
(iii).
73
TEACHING/ TEACHING/
SPECIFIC NO. OF
vi) The teacher
should give
feedback and
use students’
responses as
feedback to
support students
in performing the
tasks given in part
(i-iii)
5.2 Plotting The student should i) The teacher to • Data acquired 1. Is the student 9
be able to: organise students from the field able to
in groups and explain proper
a) Explain proper • Field
guide them to procedures of
procedures of notebook
explain the plotting chain
plotting chain
proper procedures • Pencil surveying
surveying
of plotting chain • Drawing sheet data after
data after
surveying data fieldwork?
fieldwork.
after fieldwork
b) Plot chain 2. Is the student
ii) Students present able to
surveying
their work for plot chain
data after
sharing and surveying
fieldwork.
discussion. data after
fieldwork?
74
TEACHING/ TEACHING/
SPECIFIC NO. OF
iii) The teacher to
design activities
for students
to plot chain
surveying using
field data acquired
iv) The teacher
should monitor
and facilitate
students in
plotting chain
surveying data
using field data
acquired.
v) With the use
of assessment
guideline, the
teacher should
guide students
to assess the
activities
performed in part
(iii).
75
TEACHING/ TEACHING/
SPECIFIC NO. OF
vi) The teacher
should give
feedback and
use students’
responses as
feedback to
support students
in performing the
tasks given in part
(i-iii).
5.3 Draughting The student should i) The teacher to use Surveying office 1. Can the 9
Equipment be able: questions to guide and drawing student
students to: room draughting identify
a) Identify
equipment and draughting
draughting –– Identify the
drawing sheets equipment?
equipment. draughting
equipment. 2. Can the
b) Explain
student explain
the use of –– Explain the use
the use of
draughting of draughting
draughting
equipment. equipment.
equipment?
c) Use draughting ii) The teacher to
3. Can the
equipment design activities
student use
in plotting for students to:
draughting
fieldwork data.
–– Use draughting equipment
equipment in plotting
in plotting fieldwork
fieldwork data. data?
76
TEACHING/ TEACHING/
SPECIFIC NO. OF
d) Use draughting –– Use draughting 4. Can the
equipment equipment student use
in drawing in drawing draughting
fieldwork data. fieldwork data. equipment
in drawing
iii) The teacher
fieldwork
should monitor
data?
and faciliate
students in
perfoming the
tasks given in part
(ii).
iv) With the use
of assessment
guideline, the
teacher should
guide students
to assess the
activities
performed in part
(ii).
77
TEACHING/ TEACHING/
SPECIFIC NO. OF
v) The teacher
should give
feedback and
use students’
responses as
feedback to
support students
in performing the
tasks given in part
(i) and (ii).
5.4 Plotting the The student should i) The teacher to • Draughting 1. Can the 9
Framework be able to: use questions to equipment student
guide students to and surveying explain proper
a) Explain proper
explain proper office or procedures
procedures
procedures drawing room of plotting
of plotting
of plotting framework
framework • Drawing
framework by using
by using sheets
correctly by draughting
draughting
using draughting equipment?
equipment.
equipment.
b) Plot 2. Can the
framework student plot
by using framework
draughting by using
equipment. draughting
equipment?
78
TEACHING/ TEACHING/
SPECIFIC NO. OF
c) Make correct ii) The teacher to 3. Can the
use of design activities student make
draughting for students to correct use
equipment make correct use of draughting
in plotting of draughting equipment
framework. equipment in plotting
in plotting
framework?
framework.
iii) The teacher
should monitor
and facilitate
students
in plotting
framework
using draughting
equipment.
iv) Students present
their work for
sharing and
discussion.
79
TEACHING/ TEACHING/
SPECIFIC NO. OF
v) With the use
of assessment
guidelines, the
teacher should
guide the students
to use the
guideline to assess
the activities
performed in part
(ii).
vi) The teacher
should give
feedback and
use students’
responses as
feedback to
support students
in performing the
tasks given in part
(i) and (ii).
80
TEACHING/ TEACHING/
SPECIFIC NO. OF
5.5 Symbols The student should i) The teacher to use • Draughting 1. Can the 9
be able to: questions to guide equipment student
students to: identify
a) Identify proper • Drawing
the proper
symbols used –– Identify proper sheets
symbols used
in plotting data symbols used
in plotting
in a graph. in plotting data
graph?
in a graph.
b) Make proper
use of symbols –– Explain the 2. Can the
in plotting proper use of student make
graph. symbols in proper use of
plotting graph. symbols in
plotting graph?
ii) The teacher to
create activities
for students to use
symbols properly
in plotting graph.
iii) The teacher
should monitor
and facilitate
students in
performing the
tasks given in part
(ii).
81
TEACHING/ TEACHING/
SPECIFIC NO. OF
their work for
sharing and
discussion.
v) With the use
of assessment
guidelines, the
teacher should
guide students
to assess the
activities
performed in part
(iii).
vi) The teacher
should give
feedback and
use students’
responses as
feedback to
support students
in performing the
tasks given in part
(i) and (ii).
82
TEACHING/ TEACHING/
SPECIFIC NO. OF
6.0 SURVEYING 6.1 Fieldwork The student should i) The teacher to • Surveying 1. Is the student 2
TECHNIQUES Surveying be able to: organise students instruments able to identify
FOR SMALL Procedures in groups and (i.e, chains, tools used in
a) Identify
AREAS guide them to: tapes, ranging, Surveying?
tools used in
(PRACTICE) hammers,
Surveying. –– Identify 2. Is the student
offsetting
tools used in able to explain
b) Explain the tools, cross
Surveying. the procedures
procedures staff, double
for carrying –– Explain the prism optical for carrying
out surveying procedures square) out surveying
fieldwork. for carrying fieldwork?
out surveying 3. Is the student
c) Explain do
fieldwork. able to explain
and don’t in
surveying ii) Students present do and don’t
fieldwork. their work for in surveying
sharing and fieldwork?
discussion.
iii) The teacher
should use
questioning
strategies to
guide students to
explain do and
don’t in surveying
fieldwork.
83
TEACHING/ TEACHING/
SPECIFIC NO. OF
iv) The teacher
should give
feedback and
use students’
responses as
feedback to
support students
in performing the
tasks given in part
(i) and (iii).
6.2 Field Practice The student should i) The teacher to • Surveying 1. Can the 18
be able to: organise fieldwork instrumen student use
activities for (i.e., chains, various chain
a) Use various
students to: tapes, ranging, surveying tools
chain
hammers, to conduct
surveying tools –– Use various
offsetting fieldwork?
to conduct chain
tools, cross
fieldwork. surveying tools 2. Can the
staff, double
to conduct student
b) Perform prism optical
fieldwork. perform both
chaining and square)
ranging to –– Perform both ranging and
overcome ranging and chaining to
obstacles. chaining to overcome
overcome obstacles?
obstacles.
84
TEACHING/ TEACHING/
SPECIFIC NO. OF
c) Use offsetting –– Use offsetting 3. Is the student
tools in tools in able to use
surveying. surveying offsetting tools
–– Take readings, in surveying?
d) Take readings,
book and book and 4. Can the
record in the record in the student read
fieldwork fieldwork and record
notebook/ notebook/ data in the
booksheets. booksheets . field notebook/
ii) The teacher booksheets?
should monitor
and facilitate
students in
performing the
tasks given in part
(i).
iii) With the use
of assessment
guidelines, the
teacher should
guide the
students to use
the guidelines
to assess the
activities
performed in part
(i).
85
TEACHING/ TEACHING/
SPECIFIC NO. OF
their work for
sharing and
discussion.
v) The teacher
should give
feedback and
use students’
responses as
feedback to
support students
in performing the
tasks given in part
(i).
86
FORM III

By the end of Form III, the student should have ability to:
a) use levelling instruments to perform fieldwork, routine error adjustment, booking data and plotting various levelling plans, sections
and establishment of temporary bench marks and levelling stations; and
b) use theodolites in acquiring data for angular measurements and plotting.
CLASS LEVEL OBJECTIVE

By the end of Form III, the student should be able to:
a) apply levelling tools and instruments to conduct fieldwork levelling; and
b) use theodolites to collect data relating to angular measurements and use the information for plotting.
87
TEACHING/ TEACHING/
SPECIFIC NO. OF
OBJECTIVE PERIODS
1.0 LEVELLING 1.1 Introduction The student i) The teacher to • Surveying 1. Can the 4
should be able to: use questions to text books student
guide the students explain the
a) Define • Levelling
to: concept of
the term instruments
levelling?
levelling. –– Define the (i.e., dumpy
term levelling level, 2. Can the
b) Describe
automatic student
terms used –– Describe
level describe
in levelling terms used
theodolite etc) different
works. in levelling
works (i.e. • Black/white terms used in
c) Explain the levelling?
benchmark, boards
importances
back sight, 3. Is the student
of levelling in • Chalks/
intermediate able to explain
construction markers
sight, fore the importance
works.
sight, change of levelling in
point, datum construction
level, height works?
of instruments,
reduced levels
etc).
88
TEACHING/ TEACHING/
SPECIFIC NO. OF
OBJECTIVE PERIODS
ii) The teacher to
use questioning
strategies (what,
why and how
questions) to
guide students
to explain the
importance of
levelling.
iii) The teacher
should give
feedback and
use students’
responses as
feedback to
support students
in performing
the tasks given in
part (i) and (ii).
89
TEACHING/ TEACHING/
SPECIFIC NO. OF
OBJECTIVE PERIODS
1.2 Levelling The student i) The teacher to • Black/white 1. Is the 9
Instruments should be able to: use questions to boards student able
and Tools guide the students to identify
a) Identify • Chalks or
to: various
various markers
levelling
levelling –– Identify
• Surveying instruments
instruments various
text books and tools?
and tools. levelling
instruments • Surveying 2. Can the
b) Explain
and tools. instruments student
the uses
and tools ie explain
of various –– Explain the
levels, tripod, the uses
levelling uses of each
staff etc of various
instruments levelling
and tools. instrument and levelling
tool identified. instruments
and tools?
ii) The teacher
should give
feedback and
use students’
responses as
feedback to
support students
in performing
the tasks given in
part (i).
90
TEACHING/ TEACHING/
SPECIFIC NO. OF
OBJECTIVE PERIODS
1.3 Levelling The student i) The teacher to • Surveying 1. Can the 9
Staff should be able to: use brainstorming text book student
questions to describe types
a) Describe • Levelling
guide students to of levelling
various types staffs (staff)
describe various staff?
of levelling
types of levelling • Levels
staff. 2. Can the
staff. • Black/white
b) Explain student
ii) The teacher to boards explain how to
how to take
create activities • Chalks/ take readings
readings on
for students to: markers on different
different
levelling –– Demonstrate levelling staff?
staff. on how to 3. Can the
take readings student
c) Take correct
on different take correct
readings
levelling staff, readings using
using
cross-hairs. –– Take correct cross-hairs?
readings using
cross-hairs.
iii) The teacher
should monitor
and facilitate
students in
performing the
tasks given in
part (ii).
91
TEACHING/ TEACHING/
SPECIFIC NO. OF
OBJECTIVE PERIODS
iv) With the use
of assessment
guidelines, the
teacher should
guide students to
use the guidelines
to assess the
activities
performed in part
(ii).
v) Students to
present their
responses for
sharing and
discussion.
vi) The teacher
should give
feedback and
use students’
responses as
feedback to
support students
in performing
the tasks given in
part (i) and (ii).
92
TEACHING/ TEACHING/
SPECIFIC NO. OF
OBJECTIVE PERIODS
1.4 The Level The student i) The teacher to • Surveying 1. Is the student 18
should be able to: organise students text books able to
in groups and describe
a) Describe • Levels
guide them to: different types
different
• Levelling of levels?
types of –– Describe
staff.
levels. different types 2. Is the student
of levels. • Black/white able to
b) Differentiate
boards differentiate
types of –– Differentiate
levels. types of levels. • Chalks types of
markers levels?
c) Explain –– Explain how
how to use to use different 3. Is the student
different types of levels. able to explain
types of how to use
ii) Students to
levels. different types
present their
of levels?
responses for
sharing and
discussion.
93
TEACHING/ TEACHING/
SPECIFIC NO. OF
OBJECTIVE PERIODS
iii) The teacher
should give
feedback and
use students’
responses as
feedback to
support students
in performing
the tasks given in
part (i).
1.5 Field Practice The student i) The teacher to • Levelling tool 1. Can the 9
(Temporary should be able to: use questions to (i.e., ripod student
Adjustment) guide students level staffs, explain the
a) Explain the
to explain the staff bubbles, process of
process of
process of levels, field conducting
conducting
conducting a notebook/ a levelling
a levelling
levelling practice booksheets) practice by
practice by
by using a level, using a level
using a level, • Pencil
tripod, and machine,
tripod, and
levelling staff. • Chain or tape tripod, and
levelling
levelling staff?
staff. ii) The teacher
to use role
play method
for students to
demonstrate how
to:
94
TEACHING/ TEACHING/
SPECIFIC NO. OF
OBJECTIVE PERIODS
c) Conduct a –– Use a level 2. Can the
levelling to take student
practice by observations. conduct a
using a level, –– Conduct a levelling
tripod, and levelling practice by
levelling practice by using a level
staff. using tripod tripod, and
and levelling levelling staff?
staff.
iii) The teacher
to organise
fieldwork
practices and
guide students to
–– Conduct a
levelling
practice by
using a level,
tripod, and
levelling staff.
95
TEACHING/ TEACHING/
SPECIFIC NO. OF
OBJECTIVE PERIODS
iv) The teacher
should monitor
and facilitate
students in
performing the
tasks given in
part (iii).
v) With the use
of assessment
guidelines, the
teacher should
guide students to
use the guidelines
to assess the
activities
performed in part
(iii).
vi) Students to
present their
responses for
sharing and
discussion.
96
TEACHING/ TEACHING/
SPECIFIC NO. OF
OBJECTIVE PERIODS
vii) The teacher
should give
feedback and
use students’
responses as
feedback to
support students
in performing
the tasks given in
part (i-iii).
1.6 Field Practice The student i) The teacher to • Levelling 1. Is the student 9
(Permanent should be able to: use role play tools e.g. able to set
Adjustment) method for Levels staffs, the level
a) Set the level
Two Peg test/ students to: tripod, taped at required
at required
Method pegs, hammer necessary
necessary –– Set the level
levels etc positions?
positions. at required
necessary • Field 2. Is the student
b) Conduct
positions notebook/ able to
a two peg
booksheets conduct a two
practical. –– Carry out
a two peg • Pencil peg practical?
practical.
97
TEACHING/ TEACHING/
SPECIFIC NO. OF
OBJECTIVE PERIODS
ii) The teacher
should monitor
and facilitate
students in
performing the
tasks given in
part (i).
iii) With the use
of assessment
guidelines, the
teacher should
guide students to
use the guidelines
to assess the
activities
performed in part
(i).
their work for
sharing and
discussion.
98
TEACHING/ TEACHING/
SPECIFIC NO. OF
OBJECTIVE PERIODS
v) The teacher
should give
feedback and
use students’
responses as
feedback to
support students
in performing
the tasks given in
part (i).
2.0 FIELDWORK 2.1 Fieldwork The student i) The teacher to Surveying tools 1. Can the 9
(LEVELLING) Routines should be able to: organise students and instrument student
in groups and e.g. Levels, explain the
a) Explain the
guide them to: tripod, staffs, fieldwork
fieldwork
taped pegs routines?
routines. –– Explain the
hammer, umbrella
fieldwork 2. Can the
b) Identify etc
routines. student
things to
prepare for –– Identify things identify things
fieldwork to prepare to prepare
routines. for fieldwork for fieldwork
routines. routines?
c) Explain do
and don’t for –– Explain do
fieldwork and don’t for
routines. fieldwork
routines.
99
TEACHING/ TEACHING/
SPECIFIC NO. OF
OBJECTIVE PERIODS
ii) Students present 3. Can the
their responses student
for sharing and explain do
discussion. and don’t for
fieldwork
iii) The teacher
routines?
should give
feedback and
use students’
responses as
feedback to
support students
in performing
the tasks given in
part (i).
2.2 Method of The student i) The teacher to • Surveying 1. Is the student 9
Booking should be able to: organise students text books able to explain
in groups and the process
a) Explain the • Levelling
guide them of booking
process of tools
to explain the and entering
booking
process of • Field books acquired data
and entering
booking and • Pencils into the field
acquired data
entering acquired notebook/
into the field
data into the booksheets?
notebook/
field notebook/
booksheets.
booksheets.
100
TEACHING/ TEACHING/
SPECIFIC NO. OF
OBJECTIVE PERIODS
b) Book ii) The teacher to 2. Is the student
and enter create activities able to book
surveyed data for students and enter
into the field to “record and surveyed data
book. enter acquired into the field
data into the book?
field notebook/
booksheets.
iii) The teacher
should monitor
and facilitate
students in
performing the
tasks given in
part (ii).
iv) With the use
of assessment
guidelines, the
teacher should
guide students to
use the guidelines
to assess the
activities
performed in part
(ii).
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v) Students present
their work for
sharing and
discussion.
vi) The teacher
should give
feedback and
use students’
responses as
feedback to
support students
in performing
the tasks given in
part (i) and (ii).
2.3 Methods of The student i) The teacher to 1. Can the
Computing should be able to: organise students student
reduced levels a) Identify in groups and identify
methods of guide them to methods of
computing Identify methods computing
reduced of computing reduced levels
levels from reduced levels. from booked
booked levelling data?
levelling data.
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b) Compute ii) The teacher to 2. Can the
reduced create activities student
levels using for students to: compute
rise and fall reduced levels
–– Compute
method. using rise and
reduced levels
fall method?
c) Compute using rise and
reduced fall method. 3. Can the
levels using student
–– Compute
height of compute
reduced levels
instrument reduced levels
using height
method. using height
of instrument
method. of instrument
methods?
–– Compute
reduced levels
from booked
levelling data.
iii) The teacher
should monitor
and facilitate
students in
performing the
tasks given in
part (ii).
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iv) With the use
of assessment
guidelines, the
teacher should
guide students
to assess the
activities
performed in part
(ii).
v) Students should
present their
responses for
sharing and
discussion.
vi) The teacher
should give
feedback and
use students’
responses as
feedback to
support students
in performing
the tasks given in
part (i) and (ii).
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2.4 Errors and The student i) The teacher to • Surveying 1. Can the 9
Adjustments in should be able to: organise students tools such as student
levelling in groups and levels, tripod identify
a) Identify
guide them to: staff, tape, sources of
sources of
pegs, hammer errors in
errors in –– Identify
etc levelling?
levelling. sources of
errors in • Surveying 2. Can the
b) Identify types
levelling. text books student
of errors in
levelling. –– Identify types identify types
of errors in of errors in
c) Make levelling.?
levelling.
necessary
adjustment ii) The teacher to 3. Can the
to minimize create activities student make
the errors in for students to: necessary
levelling. adjustments
–– Make
to minimize
d) Take necessary
the errors in
precautions adjustments
levelling?
to minimize (temporary
the errors in and 4. Can the
levelling. permanent student take
adjustments) precautions
4. Eliminate e.g. focusing, to minimize
parallax error centering in the errors in
minimizing levelling?
errors in
levelling.
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–– Take 5. Can the
precautions student
to minimize eliminate
the errors in parallax error?
levelling.
–– Carry out
practices for
eliminating
parallax error.
iii) The teacher
should monitor
and facilitate
students in
performing the
tasks given in
part (ii).
iv) With the use
of assessment
guidelines, the
teacher should
guide students to
use the guidelines
to assess the
activities
performed in part
(ii).
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v) Students
present their
work for
sharing and
discussion.
vi) The teacher
should give
feedback and
use students’
responses
as feedback
to support
students in
performing
the tasks given
in part (i) and
(ii).
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3.0 LINE 3.1 Theory The student i) The teacher to • Surveying 1. Can the 18
LEVELLING of Direct should be able to: use questions to text book student
Levelling guide students identify
to identify methods
methods tools: i.e
methods of direct of direct
of direct levels, tripod,
levelling. levelling?
levelling. tape, pegs etc
ii) The teacher to 2. Can the
b) Use various • Black/white
create activities student use
methods boards
for students to various
of direct
carry out direct • Chalks / methods
levelling.
levelling using markers of direct
the various levelling?
methods.
iii) The teacher
should monitor
and facilitate
students in
performing the
tasks given in
part (iii).
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iv) With the use
of assessment
guidelines, the
teacher should
guide students to
use the guidelines
to assess the
activities
performed in part
(iii).
v) The teacher
should give
feedback and
use students’
responses as
feedback to
support students
in performing
the tasks given in
part (i-iii).
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3.2 Longitudinal The student i) The teacher to • Surveying 1. Can the 18
and should be able to: use brainstorming tools student
Cross- Sections questions to define terms
a) Define terms • Surveying
guide the students longitudinal
longitudinal text books
to define terms and cross
and cross
longitudinal and • Surveying section?
sections.
cross sections. office and
b) Differentiate 2. Is the student
ii) The teacher to • Draughting able to
longitudinal
organise students instruments differentiate
section from
in groups and longitudinal
cross section.
guide students to: section from
c) Explain uses cross section?
–– Differentiate
of profile
longitudinal 3. Is the student
longitudinal
section from able to explain
and cross
cross section. uses of profile
sections in
surveying. –– Explain uses longitudinal
of profile and cross
d) Describe how
longitudinal sections in
to plot profile
and cross surveying?
longitudinal
sections in
levels. 4. Is the student
surveying.
e) Plot profile able to
–– Describe how describe how
longitudinal
to plot profile to plot profile
levels.
longitudinal longitudinal
levels. levels?
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f) Determine the iii) Students to 5. Is the student
cross section present their able to
of a surface. responses for plot profile
sharing and longitudinal
g) Draw a
discussion. levelling?
profiles to a
suitable scale. iv) The teacher to 6. Is the student
create activities able to
for students to: determine the
–– Plot cross section
longitudinal of a surface?
profile. 7. Is the student
–– Determine the able to draw
cross section a profile to a
of a surface. suitable scale?
–– Draw a
profiles to a
suitable scale.
v) The teacher
should monitor
and facilitate
students in
performing the
tasks given in
part (iv).
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vi) With the use
of assessment
guidelines, the
teacher should
guide students to
use the guidelines
to assess the
activities
performed in part
(iv).
vii) The teacher
should give
feedback and
use students’
responses as
feedback to
support students
in performing
the tasks given in
part (i-iv).
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3.3 General The student i) The teacher to Surveying tools 1. Can the 9
Procedures should be able to: organise students for levelling ie student give
in groups and levels, staffs, etc description
a) Give
guide them to on how to
description
give description book and plot
how to book
on how to book cross and
and plot
and plot cross longitudinal
cross and
and longitudinal sections?
longitudinal
sections.
sections. 2. Can the
b) Conduct
create activities conduct
longitudinal
for students to: longitudinal
or profile
levelling. –– Conduct or profile
longitudinal levelling?
c) Conduct
or profile 3. Can the
cross-sections
levelling. student
levelling.
–– Conduct conduct
d) Book and plot
cross-sections cross-section
longitudinal
levelling. levelling?
section.
–– Book and plot 4. Can the
e) Book and plot
longitudinal student book
cross section.
section. and plot
–– Book and plot longitudinal
cross section. section?
113
TEACHING/ TEACHING/
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OBJECTIVE PERIODS
iii) The teacher 5. Can the
should monitor student book
and facilitate and plot cross
students in section?
performing the
tasks given in
part (ii).
iv) With the use
of assessment
guidelines, the
teacher guides
the students to
use the guidelines
to assess the
activities
performed in part
(ii).
v) Students to
present their
responses for
sharing and
discussion.
114
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OBJECTIVE PERIODS
vi) The teacher
should give
feedback and
use students’
responses as
feedback to
support students
in performing
the tasks given in
part (i) and (ii).
3.4 Field Practice The student i) The teacher Surveying tools 1. Can the 9
(Profile should be able to: to organize a and instrument student
Levelling and fieldwork and i.e levels, tripod conduct
a) Conduct
Plotting) guide students in stand staffs pegs profile
profile
groups to: hammer, etc levelling?
levelling
around a –– Conduct 2. Can the
specific area profile student plot
in the school. levelling the surveyed
around a data?
b) Plot what
specific area in
they have
the school
been
surveying in
the field.
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TEACHING/ TEACHING/
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–– Conduct
levelling:
one group
starts with
longitudinal
(profile)
levelling the
other group
with cross-
sectioning,
later exchange.
–– Plot the
acquired field
data.
ii) The teacher
should monitor
and facilitate
students in
performing the
tasks given in
part (i).
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TEACHING/ TEACHING/
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iii) With the use
of assessment
guidelines, the
teacher should
guide students to
use the guidelines
to assess the
activities
performed in part
(i).
their work for
sharing and
discussion.
v) The teacher
should give
feedback and
use students’
responses as
feedback to
support students
in performing
the tasks given in
part (i).
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4.0 CONTOURING 4.1 Introduction The student i) The teacher to • Surveying 1. Can the 4
should be able to: use brainstorming text book student
questions to define terms:
a) Define terms: • Levels,
guide students contour,
contour, theodolite,
to explain contour
contour staff, tripod,
terms: contour, interval and
interval and hammer etc
contour intervals horizontal
horizontal
and horizontal • Sketches of equivalent?
equivalent.
equivalent. contours
b) Describe the 2. Can the
ii) The teacher to students
purpose of
organise students describe the
contouring.
in groups and purpose of
c) Describe the guide them to: contouring?
characteristics
–– Describe the 3. Can the
of contours.
purpose of students
contouring. describe the
–– Describe the characteristics
characteristics of contours?
of contours.
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iii) The teacher to
use questioning
strategies (what,
why and how) to
guide the students
to describe
the purpose of
contouring.
their work for
sharing and
discussion.
v) The teacher
should give
feedback and
use students’
responses as
feedback to
support students
in performing
the tasks given in
part (i-iii).
119
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OBJECTIVE PERIODS
4.2 Methods of The student i) The teacher to • Surveying 1. Is the 12
Contouring should be able to: arrange students text books student able
in groups and to identify
a) Identify a • Black/white
guide them to: contouring
methods of boards
methods?
contouring. –– Identify
• Chalks/
methods of 2. Is the student
b) Describe markers
contouring. able to
methods of
contouring –– Describe describe
methods of methods of
c) Demonstrate contouring?
contouring.
different
methods ii) Students present 3. Is the student
of locating their responses able to
contours. for sharing and demonstrate
discussion. different
d) Use direct
methods
and indirect iii) The teacher to
of locating
methods use role play to
contours?
to locate guide students
contours in to demonstrate 4. Is the student
the fields different methods able to use
of locating direct and
contours: indirect
–– Direct method methods
to locate
–– Indirect contours in the
method (spot fields?
level).
120
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OBJECTIVE PERIODS
iv) The teacher to
create activities
for students to
use direct and
indirect methods
to locate contours
in the fields.
v) The teacher
should monitor
and facilitate
students in
performing the
tasks given in
part (iii) and (iv).
vi) The teacher
should give
feedback and
use students’
responses as
feedback to
support students
in performing
the tasks given in
part (i-v).
121
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OBJECTIVE PERIODS
4.3 Interpolation The student i) The teacher to • Surveying 1. Can the 9
and Plotting of should be able to: create activities text book student use
Contours for the students various
a) Use various • Graph papers
to: ways of
ways of
• Black/white interpolating
interpolating –– Use various
boards contours?
contours. way of
interpolation. • Chalks 2. Can the
b) Plot different
contours –– Plot different • White board student plot
from field contour markers contours
of different from field from data
topographies. of different of different
topographies. topographies?
c) Use
estimation ii) The teacher to 3. Can the
methods use role play student use
in plotting methods to estimation
contours. guide students methods
demonstrate how in plotting
d) Use
to: contours?
interpolation
methods and –– Use estimation 4. Can the
graphical methods student use
method to in plotting interpolation
plot contours. contours. methods and
graphical
method to plot
contours?
122
TEACHING/ TEACHING/
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OBJECTIVE PERIODS
–– Use
interpolation
methods and
graphical
method to plot
contours.
iii) The teacher
should monitor
and facilitate
students in
performing the
tasks given in
part (i) and (ii).
iv) With the use
of assessment
guidelines, the
teacher guides
the students to
use the guidelines
to assess the
activities
performed in part
(i) and (ii).
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v) Students to
present their
responses for
sharing and
discussion.
vi) The teacher
should give
feedback and
use students’
responses as
feedback to
support students
in performing
the tasks given in
part (i) and (ii).
4.4 Field Practice The student i) The teacher to • Surveying 1. Can the 18
(Locating should be able to: use questions text books student
contours) and answers describe
a) Describe • Surveying
method to guide the uses of
the uses of tools levels,
the students to contour maps?
contour maps tripod, staffs,
describe the uses
pegs hammer, 2. Can the
b) Use contours of contour maps student use
etc
to locate etc. contours
different to locate
things in a different
map. things in a
map?
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OBJECTIVE PERIODS
c) Locate ii) The teacher to 3. Can the
contours in the create activities student Locate
field. for the students contours in the
to: field?
d) Use contour
maps in –– Use contours 4. Can the student
various Civil to locate Use contour
Engineering different things maps in
works. (i.e. hills, various Civil
mountains, Engineering
valleys etc.) in works?
map.
–– Locate
contours in the
field.
–– Use contour
maps in
various Civil
Engineering
works.
iii) The teacher
should monitor
and facilitate
students in
performing the
tasks given in part
(ii).
125
TEACHING/ TEACHING/
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OBJECTIVE PERIODS
iv) With the use
of assessment
guidelines, the
teacher should
guide students to
use the guidelines
to assess the
activities
performed in part
(ii).
v) Students to
present their
responses for
sharing and
discussion.
vi) The teacher
should give
feedback and
use students’
responses as
feedback to
support students
in performing
the tasks given in
part (i) and (ii).
126
TEACHING/ TEACHING/
SPECIFIC NO. OF
OBJECTIVE PERIODS
5.0 THEODOLITE 5.1 Introduction The student i) The teacher to • Surveying 1. Can the 4
SURVEYING should be able to: use questions and text book student define
answer method to the term
a) Define • Black/white
guide students to: Theodolite?
the term boards
Theodolite. –– Define 2. Can the
• Chalks
the term student
b) Identify
Theodolite. • White boards identify
Theodolite
parts. –– Explain • Theodolite Theodolite
terms used in parts?
c) Explain
Theodolite 3. Can the
terms used in
surveying. student
Theodolite
surveying. –– Identify explain the
Theodolite terms used in
d) Explain
parts. Theodolite
different
surveying?
functions of a ii) The teacher to
Theodolite. use questioning 4. Can the
strategies student
to guide the explain
students to different
explain different functions of a
functions of a Theodolite?
Theodolite.
127
TEACHING/ TEACHING/
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OBJECTIVE PERIODS
iii) The teacher
should give
feedback and
use students’
responses as
feedback to
support students
in performing
the tasks given in
part (i) and (ii).
5.2 Theodolite The student i) The teacher to • Staff 1. Is the student 9
Operation should be able to: create activities able to handle
• Theodolite
for students to and store
a) Handle
handle and store • Tripod Theodolites?
and store
Theodolites.
Theodolites. 2. Can the
b) Demonstrate
use role play demonstrate
operations of
method to operations of a
a Theodolite.
guide students Theodolite?
to demonstrate
operations of a
Theodolite.
128
TEACHING/ TEACHING/
SPECIFIC NO. OF
OBJECTIVE PERIODS
iii) The teacher
should monitor
and facilitate
students in
performing the
tasks given in
part (i) and (ii).
iv) With the use
of assessment
guidelines, the
teacher should
guide students to
use the guidelines
to assess the
activities
performed in part
(i) and (ii).
129
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OBJECTIVE PERIODS
v) The teacher
should give
feedback and
use students’
responses as
feedback to
support students
in performing
the tasks given in
part (i) and (ii).
5.3 Setting Out The student i) The teacher to use • Staff 1. Can the 9
should be able to: role play method student set up
• Theodolite
to guide students a Theodolite
a) Set up
to: • Tripod and make
Theodolite
temporary
over a station –– Set up a
adjustments?
and make Theodolite
temporary over a station 2. Can the
adjustments and make student use
(i.e., temporary Theodolite
centering adjustments to set out
levelling, and (i.e., centering, different
focusing). levelling and things?
focusing).
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TEACHING/ TEACHING/
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OBJECTIVE PERIODS
b) Use –– Use
Theodolite Theodolite
to set out to set out
different different
things. things.
iii) The teacher
should monitor
and facilitate
students in
performing the
tasks given in
part (i)
iv) With the use
of assessment
guidelines, the
teacher should
guide students to
use the guidelines
to assess the
activities
performed in part
(i).
v) Students present
their work for
sharing and
discussion.
131
TEACHING/ TEACHING/
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OBJECTIVE PERIODS
vi) The teacher
should give
feedback and
use students’
responses as
feedback to
support students
in performing
the tasks given in
part (i).
5.4 Errors The student i) The teacher to • Staff 1. Can the 9
Adjustment should be able to: organise students student
• Theodolite
in Theodolite a) Explain in groups and explain
Surveying sources of guide them to • Tripod sources of
temporary explain sources temporary and
and of temporary and permanent
permanent permanent errors errors in
errors in in Theodolite Theodolite
Theodolite work. work?
work. 2. Can the
ii) Students to
b) Make student make
present their
adjustments adjustment
responses for
to temporary of temporary
sharing and
and and permanent
discussion.
permanent errors using a
errors using a Theodolite?
Theodolite.
132
TEACHING/ TEACHING/
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OBJECTIVE PERIODS
iii) The teacher to
create activities
for students to
make adjustment
of temporary
and permanent
errors using a
Theodolite.
iv) The teacher
should monitor
and facilitate
students in
performing the
tasks given in
part (iii)
v) With the use
of assessment
guideline, the
teacher should
guide students
to assess the
activities
performed in part
(iii).
133
TEACHING/ TEACHING/
SPECIFIC NO. OF
OBJECTIVE PERIODS
vi) The teacher
should give
feedback and
use students’
responses as
feedback to
support students
in performing
the tasks given in
part (i-iii).
5.5 Practice The student i) The teacher • Surveying 1. Is the student 9
(Fieldwork) should be able to: should organise instruments able to
students in describe the
a) Describe the • Theodolite
groups and guide procedure for
procedure for
them to describe • Tripod conducting
conducting
the procedure • Staff angular
angular
for conducting measurements
measurements • Tape
angular in the field
in the field
measurements in using a
using a
the field using a Theodolite?
Theodolite
Theodolite.
b) Conduct
angular
measurements
in the
field using
Theodolite.
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TEACHING/ TEACHING/
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OBJECTIVE PERIODS
ii) Students to 2. Is the
present their student able
responses for to conduct
sharing and angular
discussion. measurements
in the field
iii) The teacher to
using a
create activities
Theodolite?
and guide
the student
in groups to
conduct angular
measurement in
the field using a
Theodolite.
iv) The teacher
should monitor
and facilitate
students in
performing the
tasks given in
part (iii).
135
TEACHING/ TEACHING/
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OBJECTIVE PERIODS
v) With the use
of assessment
guideline, the
teacher should
guide students
to assess the
activities
performed in part
(iii).
vi) Students present
their work for
sharing and
discussion.
vii) The teacher
should give
feedback and
use students’
responses as
feedback to
support students
in performing
the tasks given in
part (i-iii).
136
FORM IV

By the end of form IV, the student should have ability to:
a) perform estimates and costing of materials and manpower requirements to perform fieldwork;
b) develop basic knowledge and skills in using traverse instrument to perform fieldwork;
c) set out construction works (plan control, height control, and vertical alignment excavation control) as well as to conduct calculation
for area and volume of earthworks; and
d) use CAD software to plot the booked data in a computer.

By the end of form IV, the student should be able to:
a) use knowledge of estimates and costing to determine materials and manpower requirements for fieldw ork;
b) apply traverse surveying instruments to perform all traverse survey fieldwork;
c) set out of construction works (such as control plans, heights, vertical alignment and excavation control);
d) calculate areas and earth volumes; and
e) apply CAD to draw the area of control points.
137
TEACHING/ TEACHING/
SPECIFIC NO. OF
OBJECTIVE PERIODS
1.0 TRAVERSE 1.1 Introduction The student i) The teacher to • Surveying text 1. Can the 4
SURVEYING should be able to: use brainstorming books student
questions to guide define
a) Define the • Simple
students to define the term
term traverse. traversing
the term traverse traverse?
tools for
b) Explain types
ii) The teacher to use familiarisation 2. Can the
of traverse
questions to guide e.g. compass student
surveying.
the students to: explain types
• Theodolite
c) Differentiate of traverse
–– Identify types staff, tripod.
open and surveying?
of traversing
closed • Tape, etc
in surveying 3. Can the
traverses.
and traverse student
d) Explain where surveying. differentiate
each type
–– Explain each open and
of traverse
type of traverse closed
surveying
surveying. traverses?
is suitably
applied. –– Differentiate 4. Can the
open and closed student
e) Give
traverses. explain
description on
procedures of iii) The teacher to where each
closed traverse use questioning type of
and practice. strategies (what, traverse
why and how surveying
questions) to guide is suitably
students to: applied?
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TEACHING/ TEACHING/
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OBJECTIVE PERIODS
–– Explain the 5. Can the
applications student give
of each type description
of traverse of
surveying. procedures
of closed
–– Give description
traverse and
of procedures of
practice.?
closed traverse
and practice.
iv) The teacher to
use role play to
guide students to
demonstrate the
procedures on
closed traverse
practice.
give feedback
and use students’
responses as
feedback to
support students
in performing the
tasks given in part
(i-iv).
139
TEACHING/ TEACHING/
SPECIFIC NO. OF
OBJECTIVE PERIODS
1.2 Closing Error The student i) The teacher to • Theodolite 1. Can the 9
should be able to: use brainstorming student
• Staff, tripod
questions to guide explain the
a) Explain the
students to explain • Tape etc term closing
term closing
the term “closing • Posters error?
error.
error”.
b) Give 2. Can the
ii) The teacher to student give
description on
organise students description
how to adjust
in groups and guide on how
a closing error.
them to: to adjust
c) Explain a closing
–– Give description
principal error?
of how to adjust
methods of
a closing error. 3. Is the
traversing in
surveying. –– Explain principal student able
methods of to explain
d) Transit tape
traversing in principal
traversing.
surveying. methods of
traversing in
iii) Students present
surveying?
their work for
sharing and 4. Can the
discussion. student
iv) The teacher to use transit tape
role play method to traversing?
guide students to:
140
TEACHING/ TEACHING/
SPECIFIC NO. OF
OBJECTIVE PERIODS
–– Demonstrate
how to use
graphical method
or graphical
adjustments of
closing error.
–– Adjust errors”
using the
graphical
method.
monitor and
facilitate students
in performing the
tasks given in part
(iv).
vi) With the use
of assessment
guideline, the
teacher should
guide students to
performed in part
(iv).
141
TEACHING/ TEACHING/
SPECIFIC NO. OF
OBJECTIVE PERIODS
give feedback
and use students’
responses as
feedback to
support students
in performing the
tasks given in part
(i-iv)
1.3 Inclined The student i) The teacher to • Theodolite 1. Can the 9
Angle should be able to: organise students staff, tripod, student
Theodolite in groups and tape, etc set out a
a) Set out a
Traverse guide them to give Theodolite
Theodolite • Field books
and Angular description on how over a station
over a station
Measurement to: • Pencil and make
and make
temporary
temporary –– Set up a
adjustments?
adjustments. Theodolite over
a survey station. 2. Can the
b) Measure direct
angles and –– Measure direct student
deflection angles and measure
angles. deflection angles. direct angles
and deflection
c) Demonstrate ii) The teacher to angles?
on how to create activities for
make angular students to:
measurements.
142
TEACHING/ TEACHING/
SPECIFIC NO. OF
OBJECTIVE PERIODS
d) Set out a –– Demonstrate 3. Can the student
Theodolite centering, demonstrate
over a station levelling and on how to
and make focusing. make angular
temporary measurements?
–– Measure
adjustments.
deflection angles. 4. Can the
e) Prolong a line student set out
–– Set out a
and record the a Theodolite
Theodolite over
angle in a field over a station
a station and
book. and make
make temporary
adjustments. temporary
adjustments?
–– Measure: direct
angles and 5. Can the student
deflection angles. prolong a line
and record the
–– Demonstrate on
angle in filed
how to make
work?
the angular
measurements.
–– Prolong a line
and record the
angle in a field
book.
143
TEACHING/ TEACHING/
SPECIFIC NO. OF
OBJECTIVE PERIODS
–– Record direct
angles, deflection
angles, vertical
and horizontal
angles,
prolongation of
lines etc.
iii) The teacher to
organise students
in groups and guide
them to explain
how to record
different angles in a
field book.
monitor and
facilitate students
in performing the
tasks given in part
(ii).
144
TEACHING/ TEACHING/
SPECIFIC NO. OF
OBJECTIVE PERIODS
v) With the use
of assessment
guidelines, the
teacher should
guide students to
use the guidelines
to assess the
activities performed
in part (ii).
vi) Students present
their work for
sharing and
discussion.
give feedback
and use students’
responses as
feedback to
support students
in performing the
tasks given in part
(i-iii).
145
TEACHING/ TEACHING/
SPECIFIC NO. OF
OBJECTIVE PERIODS
1.4 Fieldwork The student i) The teacher to Theodolite Staff, 1. Can the 9
should be able to: organize a fieldwork tripod Pegs, student use
and guide student to hammer, etc Theodolite
a) Use
use theodolite in the to carry out
Theodolite
field to: traversing in
to carry out
the field?
traversing in –– Measure open
the field. traverse and 2. Is the student
closed traverse. able to plot
b) Plotting a
Traverse –– Locate point traverse
surveying. of intersection surveying
of two straight data?
c) Traverse by
lines. 3. Is the student
observing
angle. –– Demonstrate on able to
how to lay off a traverse by
horizontal angle observing
by repetition angle?
method.
ii) The teacher to
create activities for
students to:
–– Plot a traverse
surveying.
–– Demonstrate
the fast needle
method.
146
TEACHING/ TEACHING/
SPECIFIC NO. OF
OBJECTIVE PERIODS
–– Demonstrate
traversing in
surveying by
observation of
angles.
monitor and
facilitate students
in performing the
tasks given in part
(i) and (ii).
iv) With the use
of assessment
guidelines, the
teacher guides the
students to use
the guidelines to
performed in part
(i) and (ii).
v) Students present
their work for
sharing and
discussion.
147
TEACHING/ TEACHING/
SPECIFIC NO. OF
OBJECTIVE PERIODS
give feedback
and use students’
responses as
feedback to
support students
in performing the
tasks given in part
(i) and (ii).
2.0 SETTING 2.1 Introduction The student i) The teacher to • Surveying text 1. Can the 3
OUT FOR should be able to: use brainstorming books student
CONSTRUCTION questions to guide explain
a) Explain • Surveying
WORK students to: the term
the term tools
setting out in
setting out in –– Explain the term Theodolite
surveying?
surveying. setting out in staff, Tripod,
surveying. peg, hammer, 2. Can the
b) Explain
etc student
the term –– Explain the
setting out in term setting out • Black/white explain
construction in construction boards the term
work. work. setting out in
• Chalks or
markers construction
work?
• Posters
148
TEACHING/ TEACHING/
SPECIFIC NO. OF
OBJECTIVE PERIODS
c) Explain the ii) The teacher to 3. Is the student
standard organise students able to
operations in groups and guide explain the
used in them to: standard
setting out of operations
–– Explain the
construction used in
standard
work. setting out of
operations used
construction
d) Explain the in setting out
work?
standard of construction
operations work. 4. Is the student
used in able to
–– Explain the
setting out explain the
standard
of surveying standard
operations used
work. operations
in setting out of
surveying work. used in
setting out
iii) Students present of surveying
their work for work?
sharing and
discussion.
149
TEACHING/ TEACHING/
SPECIFIC NO. OF
OBJECTIVE PERIODS
give feedback
and use students’
responses as
feedback to
support students
in performing the
tasks given in part
(i) and (ii).
2.2 Planning The student i) The teacher to • Surveying 1. Can the 3
Control should be able to: organise students texts books student
in groups and guide explain
a) Explain • Surveying
them to: various
various tools such as
requirements
requirements –– Explain the (Theodolite
in setting
in setting out. standard Tripod, staff,
out?
operations in Pegs, Hammer
b) Explain the
setting out: such etc) 2. Can the
accuracy in
as plan control. student
setting out. • Black/white
–– Explaining the boards explain the
accuracy in accuracy in
• Chalks/ setting out?
setting out.
markers.
ii) Students present
their work for
sharing and
discussion.
150
TEACHING/ TEACHING/
SPECIFIC NO. OF
OBJECTIVE PERIODS
give feedback
and use students’
responses as
feedback to
support students
in performing the
tasks given in part
(i).
2.3 Height The student i) The teacher to use • Surveying 1. Can the 3
Control should be able to: questions to guide texts books student
students to: define the
a) Define the • Surveying
term height
term height –– Define the term tools such as:
control?
control. height control. (Theodolite,
Tripod, staff, 2. Can the
b) Explain how –– Explain how to
Pegs, Hammer student
to control control height.
etc) explain how
height.
ii) The teacher should to control
give feedback height?
and use students’
responses as
feedback to
support students
in performing the
tasks given in part
(i).
151
TEACHING/ TEACHING/
SPECIFIC NO. OF
OBJECTIVE PERIODS
2.4 Vertical The student i) The teacher to use Surveying texts 1. Can the 3
Alignment should be able to: questions to guide books Surveying student
Control students to define tools such as: define the
a) Define the
the term vertical (Theodolite, term vertical
term vertical
alignment control. Tripod, staff, Pegs, alignment
alignment
Hammer etc) control?
control. ii) The teacher to
organise students 2. Can the
b) Describe
in groups and guide student
vertical
them to describe describe
alignment
vertical alignment vertical
control.
control. alignment
iii) Students present control?
their responses
for sharing and
discussion.
give feedback
and use students’
responses as
a feedback to
support students in
explaining vertical
alignment control.
152
TEACHING/ TEACHING/
SPECIFIC NO. OF
OBJECTIVE PERIODS
2.5 Excavation The student i) The teacher to use • Surveying 1. Is the student 3
Control should be able to: questions to guide texts books able define
students to: the term
a) Define • Surveying
excavation
the term –– Define the term tools such as:
control?
excavation excavation (Theodolite,
control. control. Tripod, staff, 2. Can the
Pegs, Hammer student
b) Explain the –– Explain the
etc) explain the
accuracy in accuracy in
setting out for setting out for accuracy
construction construction in setting
work using work using out for
surveying. surveying. construction
work using
c) Explain –– Explain surveying?
excavation excavation
control. control. 3. Can the
student
explain
give feedback
excavation
and use students’
control?
responses as
feedback to
support students
in performing the
tasks given in part
(i).
153
TEACHING/ TEACHING/
SPECIFIC NO. OF
OBJECTIVE PERIODS
2.6 Movement The student i) The teacher to use • Surveying 1. Is the 3
Measurement should be able to: questions to guide texts books student able
students to: to Identify
movement
movement –– Identify tools
measurement?
measurement. movement
measurement. 2. Is the student
b) Describe
movement –– Describe able to
measurement. movement describe
measurement. movement
measurement?
give feedback
and use students’
responses as
feedback to
support students in
performing the tasks
given in part (i).
154
TEACHING/ TEACHING/
SPECIFIC NO. OF
OBJECTIVE PERIODS
2.7 Field Practice The student i) The teacher to • Surveying 1. Can the 18
should be able to: arrange students in tools tape, student
groups and guide tripod explain how
a) Explain how
them to explain to conduct
to conduct • Theodolite,
on how to conduct setting out in
setting out in traveling staff
setting out in the the field?
the field. pegs, hammer
field.
etc 2. Can the
b) Demonstrate
ii) Students to present student
setting out in • Field notebook
their responses demonstrate
the field.
for sharing and • Pencil setting out in
c) Carryout discussion. the field?
setting out in
iii) The teacher to 3. Can the
the field.
organize a fieldwork student
and guide students carryout
to do demonstration setting out in
on setting out the field?
construction work
using four standard
operations:
–– Plan control.
–– Height control.
–– Vertical
alignment
control.
155
TEACHING/ TEACHING/
SPECIFIC NO. OF
OBJECTIVE PERIODS
–– Excavation
control.
iv) The teacher to
create activities for
students to carryout
setting out in the
field.
monitor and
facilitate students
in performing the
tasks given in part
(iii) and (iv).
vi) With the use
of assessment
guideline, the
teacher should
guide students to
use the guidelines to
performed in part
(iii) and (iv).
156
TEACHING/ TEACHING/
SPECIFIC NO. OF
OBJECTIVE PERIODS
vii) The teacher
should give
feedback and use
students’ responses
as feedback to
support students
in performing the
tasks given in part
(i-iv).
3.0 AREAS AND 3.1 Areas The student i) The teacher to • Surveying text 1. Can the 9
VOLUMES should be able to: organise students books student
in groups and guide differentiate
a) Differentiate • Surveying
them to differentiate regular and
between tools levels
regular and irregular
Regular and
irregular figures. • Theodolites figures?
irregular
staffs, tripod,
figures. ii) The teacher to 2. Can the
tapes, etc
create activities for student
b) Find areas of
the students to: • Black/white find area of
figures.
boards figures?
–– Find areas of
c) Write various
various regular • Chalks or
formula used
and irregular markers
in calculating
figures. • Sketches
areas of
regular of areas
figures. and volume
of regular
figures.
157
TEACHING/ TEACHING/
SPECIFIC NO. OF
OBJECTIVE PERIODS
d) Write various –– Write various 3. Can the
methods of formula used student write
calculating in calculating various
areas of areas of regular formula used
irregular figure figures. in calculating
(Trapezoidal areas of
–– Write various
rule and regular
methods of
Simpson’s figures?
calculating
rule).
areas of 4. Can the
irregular figure student write
(Trapezoidal rule various
and Simpson’s methods of
rule). calculating
iii) The teacher should areas of
monitor and irregular
facilitate students figure
in performing the (Trapezoidal
tasks given in part rule and
(ii). Simpson’s
rule)?
158
TEACHING/ TEACHING/
SPECIFIC NO. OF
OBJECTIVE PERIODS
iv) With the use
of assessment
guideline, the
teacher should
guide students to
use the guidelines
to assess the
in part (ii).
v) Students to
present their work
for sharing and
discussion.
give feedback
and use students’
responses as
feedback to
support students
in performing the
tasks given in part
(i) and (ii).
159
TEACHING/ TEACHING/
SPECIFIC NO. OF
OBJECTIVE PERIODS
3.2 Areas by Plan The student i) The teacher to use • Surveying text 1. Can the 3
Meter should be able to: questions to guide books student
the students to explain the
a) Explain the • Surveying
explain the concept concept of
concept of tools levels
of plan meter. plan meter?
plan meter.
• Theodolites
ii) Teacher to create 2. Can the
b) Estimate area staffs, tripod,
activities for student
of different tapes, etc
students to estimate estimate area
figures using a
area of different using a plan
plan meter.
figures using a plan meter?
meter.
monitor and
facilitate students
in performing the
tasks given in part
(ii).
iv) With the use
of assessment
guideline, the
teacher should
guide students to
use the guidelines
to assess the
in part (ii).
160
TEACHING/ TEACHING/
SPECIFIC NO. OF
OBJECTIVE PERIODS
give feedback
and use students’
responses as
feedback to
support students
in performing the
tasks given in part
(i) and (ii).
3.3 Volumes The student i) The teacher to Levels, 1. Is the student 4

should be able to: organise students Theodolites, staff, able to
in groups and guide tripod, tapes, etc describe the
a) Describe the
them to describe processes of
processes of
the processes of calculating
calculating
calculating volumes volumes
volumes
of various figures. of various
of various
figures?
figures. ii) The teacher to
create activities for 2. Can the
b) Calculate
students to calculate student
volumes
volumes of regular calculate
of various
and irregular figure volumes
figures.
using cross section, of various
spot levelling, figures?
contouring,
prismoidal and
trapezoidal rules.
161
TEACHING/ TEACHING/
SPECIFIC NO. OF
OBJECTIVE PERIODS
monitor and
facilitate students
in performing the
tasks given in part
(ii).
iv) With the use
of assessment
guideline, the
teacher should
guide students to
use the guidelines
to assess the
on calculating
volumes of various
figures.
give feedback
and use students’
responses as
feedback to
support students
in performing the
tasks given in part
(i) and (ii).
162
TEACHING/ TEACHING/
SPECIFIC NO. OF
OBJECTIVE PERIODS
3.4 Field Practice The student i) The teacher to Levels, Tripod 1. Can the 9
should be able to: arrange students stand Theodolite, student
in groups and Tapes, staff etc describe
a) Describe guide them to procedures
procedures describe procedures of carrying
of carrying of carrying out out fieldwork
out fieldwork fieldwork using a using a level
using a level level or Theodolite or Theodolite
or Theodolite in order to find in order to
in order to areas of regular find areas
find areas figures. of regular
of regular figures?
figures. ii) The teacher to
organize fieldwork 2. Can the
b) Find areas of and guide students student
regular figures to find areas of find areas
using a level regular figures
or Theodolite. of regular
using a level or
figures using
Theodolite.
a level or
iii) The teacher should Theodolite?
monitor and
facilitate students
in performing the
tasks given in part
(ii).
163
TEACHING/ TEACHING/
SPECIFIC NO. OF
OBJECTIVE PERIODS
iv) With the use
of assessment
guideline, the
teacher should
guide students to
use the guidelines
to assess the
on finding areas
of regular figures
using a level or
Theodolite.
v) Students should
present their work
for sharing and
discussion.
give feedback
and use students’
responses as
feedback to
support students
in performing the
tasks given in part
(i) and (ii).
164
165
TEACHING/ TEACHING/
SPECIFIC NO. OF
OBJECTIVE PERIODS
4.0 INTRODUCTION 4.1 Introduction The student i) The teacher to use • Posters with 1. Can the 18
TO COMPUTER to CAD should be able to: questions to guide pictures of student
AIDED students to: objects drawn explain the
a) Explain the
DRAUGHTING –– Explain the using CAD concept of
concept of
(CAD) concept of CAD. CAD?
computer • Posters with
Aided –– Identify five pictures of 2. Can the
Draughting. (5) computer
computer student
hardwares.
b) Identify inputs and identify
ii) The teacher to output devices software
software used
oganise students in
in CAD. • CAD package used in
groups and guide
c) Describe CAD?
them to: • CAD software
hardware of –– Describe (CorelDraw, 3. Can the
CAD system hardware of Page Maker, student
and CAD CAD system and Microsoft describe
software. CAD software. hardware of
Office, Auto
d) Describe CAD –– Describe the CAD, Paint, CAD system
system. CAD system. Corel CAD and CAD
iii) The teacher should etc) software?
give feedback • Manila sheet 4. Can the
and use students’ student
responses as • Mark pen
Describe
feedback to • Computer CAD
support students loaded with system?
in performing the CAD software
tasks given in part
• Projector
(i) and (ii).
166
TEACHING/ TEACHING/
SPECIFIC NO. OF
OBJECTIVE PERIODS
4.2 CAD The students i) The teacher to use • Posters with 1. Is the
Application should be able to: questions to guide pictures of student able
students to: objects drawn to Identify
a) Identify types
using CAD types of
of projections –– Identify types
projections
and of projections • Posters with
and
geometrical and geometrical pictures of
geometrical
modeling. modeling. computer
modeling.
inputs and
b) Describe –– Describe
output devices 2. Is the student
elements of elements of
drawing using drawing using • CAD package able to
CAD. CAD describe
• CAD software elements
c) Explain ii) The teacher to (CorelDraw, of drawing
the area of organise students Page Maker, using CAD?
application in groups and guide Microsoft
of CAD in them to: Office, Auto 3. Is the
Surveying. CAD, Paint, student able
–– Describe
Corel CAD to explain
d) Use CAD drawing
etc) the area of
software environment
application
and elements of • Manila sheet
of CAD in
drawing.
• Markes pen Surveying?
–– Explain the area
• Computer 4. Is the student
of application
loaded with able to
of CAD in
CAD software use CAD
Surveying.
• Projector software?
167
TEACHING/ TEACHING/
SPECIFIC NO. OF
OBJECTIVE PERIODS
iii) Students to present
their responses
for sharing and
discussion.
give feedback
and use students’
responses as
feedback to
support students
in performing the
tasks given in part
(i) and (ii).
4.3 CAD Practice. The students i) The teacher to • Posters with 1. Is the
should be able to: organise students pictures of student able
in groups and guide objects drawn to explain
a) Explain
them to explain using CAD processes
processes of
processes on how of making
making layout • Posters with
to make layout layout and
and sketches pictures of
and sketches using sketches
using CAD. computer
CAD. using CAD?
inputs and
b) Use CAD
ii) Students to present output devices 2. Is the student
software in
their responses able to
surveying. • CAD package
for sharing and use CAD
c) Sketch layout discussion. software in
using CAD. surveying?
168
TEACHING/ TEACHING/
SPECIFIC NO. OF
OBJECTIVE PERIODS
d) Draw different iii) The teacher to • CAD software 3. Is the student
objects create activities (CorelDraw, able to
in Civil for students to use Page Maker, sketch layout
Engineering CAD to: Microsoft using CAD?
using CAD. Office, Auto
–– Draw different 4. Is the student
CAD, Paint,
sketches and able to draw
Corel CAD
layout in different
etc)
surveying work. objects
• Manila sheet in Civil
–– Draw objects
Engineering
in Civil • Mark pen
using CAD?
Engineering.
• Computer
iv) The teacher should loaded with
monitor and CAD software
facilitate students
• Projector
in performing the
tasks given in part
(iii).
v) With the use
of assessment
guideline, the
teacher should
guide students to
performed on part
(iii).
169
TEACHING/ TEACHING/
SPECIFIC NO. OF
OBJECTIVE PERIODS
give feedback
and use students’
responses as
feedback to
support students
in performing the
tasks given in part
(i-iii).
170

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MINISTRY OF EDUCATION, SCIENCE AND TECHNOLOGY

TANZANIA INSTITUTE OF EDUCATION

CIVIL ENGINEERING SURVEYING

Tanzania Institute of Education

Tel: + 255 22-2773005/ + 255 22 277 1358

Ag. Commissioner for Education

Ministry of Education, Science and Technology

+255 222 110179

+255 222 110146

Fax: +255 222 11327

2.0 Objectives of Education in Tanzania

4.0 Competencies of the Subject

a) exploring socio-economic factors in surveying as his/her career and study choice;

e) using surveying instruments to perform transverse in the fieldwork activities; and

6.0 The Structure and Organization of the Syllabus Content

6.1 Class level competencies

6.4 Specific objectives

6.5 Teaching and learning strategies

6.8 Number of periods

CLASS LEVEL COMPETENCIES

CLASS LEVEL OBJECTIVES

CLASS LEVEL COMPETENCIES

CLASS LEVEL OBJECTIVES

CLASS LEVEL COMPETENCIES

CLASS LEVEL OBJECTIVE

CLASS LEVEL COMPETENCIES

CLASS LEVEL OBJECTIVES

3.3 Volumes The student i) The teacher to Levels, 1. Is the student 4

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