STUDENT NAME:

REG NUMBER: 232030166.

FACULTY OF: ARTS AND SOCIAL SCIENCE

TASK: TEACHING REPORT

SUBJECT NAME:

COURSE CODE:

LECTURE NAME:

SUBMISSION DATE:

TABLE OF CONTENTS
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CHAPTER 1: INTRODUCTION: 3

CHAPTER 2: DESCRIPTION OF THE SCHOOL: 4

2.1. The history of kiponda secondary school: 4

2.2. The geography and physical features of kiponda secondary school: 5
2.3. Geographical feature of kiponda secondary school:
2.4. The physical features of kiponda secondary school:
6
2.5. The number of students and teachers in kiponda secondary school: 7
2.6. The performance of kiponda secondary school in last five years: 8
2.7 The school facilities: 9
2.8. Extra curriculum activities of kiponda secondary school: 10

CHAPTER 3.0 KIND OF RECEIPTION LEVEL OF COOPORATION

AND SUPPORT: 11

CHAPTER 4.O PROFESSION KNOWLEDGE AND SKILLS DEVELOPED

DURING B.P.T: 12

CHAPTER 5.0 LESSON LEARNT: 13

CHAPTER 6.0 CHALLENGES: 13

CHAPTER 7.0 CONCLUSSION: 14

1.0. INTRODUCTION:

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This report focuses on the fieldwork conducted at Kiponda Secondary
School, a prominent institution located in the historic Stone Town of
Unguja, Zanzibar. Kiponda Secondary School caters to both boys and girls,
serving as a co-educational learning center that plays a significant role in
the region's educational landscape. The fieldwork officially began on the
29th of July, 2024, and concluded on the 27th of September, 2024,
spanning a total of approximately eight weeks. During this period, the
practical experience gained was aimed at honing the professional skills
acquired during university studies.

The primary objective of the fieldwork was to bridge the gap between
theoretical knowledge and practical application. At university, we were
introduced to various teaching methodologies, theories of education, and
classroom management techniques. However, the fieldwork was intended
to give us a hands-on experience in applying this knowledge in a real-
world classroom setting.

2.0. DISCRIPTION OF THE SCHOOL:

2.1. The history of KIPONDA Secondary School.
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Kiponda Secondary School holds a rich and interesting history, deeply
intertwined with the social and political changes of Zanzibar. Originally,
the institution was known as "The New School Faize," and its story begins
in 1956/57 when a building was inaugurated to house this new
educational facility. Before this, the school known as Faize (often referred
to as the "old" school) was located next to the Khoja Shia Ithnasheri
Kuwatul- Zanzibar Mosque. This mosque served as a central religious and
communal point for the Khoja Shia Ithnasheri community in Zanzibar.

The establishment of the new school building, opposite the Imambarda

and Mosque on Kiponda Street, signified an important development in the
spread of education in Zanzibar, particularly for the Khoja Shia Ithnasheri
community. The school became a hub for secular education, although it
was originally rooted in serving the needs of this religious community. The
decision to move Faize (the old school) to this new location highlighted
the growing demand for educational facilities and the community's desire
to modernize their approach to schooling, focusing more on secular
subjects alongside religious education.

After its inauguration, the school was known as Ithnasheri Secondary

School, named after the Shia Ithnasheri community, which played a
significant role in establishing and maintaining it. This name reflected its
religious and communal origins, serving primarily the children of the Khoja
Shia Ithnasheri community. The construction of the school is attributed to
Al-Haj Husein Dharamsi Gangji, a prominent figure in Zanzibar's Shia
Ithnasheri community. His contribution to the establishment of the school
demonstrated the active role that community leaders played in promoting
education on the island.

However, the political landscape of Zanzibar was undergoing major

changes during this time. The 1964 Zanzibar Revolution, which led to the
overthrow of the Sultanate and the establishment of a republic, brought
significant reforms to various aspects of Zanzibari society, including the
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education sector. In the aftermath of the revolution, many institutions
were nationalized, and their names were changed to reflect the new
political order. Ithnasheri Secondary School was not exempt from this
process. Following the revolution, the school was renamed Kiponda
Secondary School, shedding its religious identity to become a public
institution serving the broader population of Zanzibar.

3.0. The geography and physical feature of KIPONDA Secondary

School
3.1. Geographical feature facture of KIPONDA Secondary
School

KIPONDA secondary school is found in stone town Unguja island

Ikm from Indian ocean and it is located near Darajani souk, also is situated
nearby to the movie theater Hurumzini Movie Café and Friday Mosque. The House
of Wonders or Palace of Wonders is a landmark building in Stone Town, Zanzibar.
House of Wonders is situated 350 metres west of Kiponda Secondary School,
Ijumaa Mosque is a mosque in Stone Town, Zanzibar, Tanzania. Friday Mosque is
situated 140 metres north of Kiponda Secondary School and The Old Dispensary,
also known as Ithnashiri Dispensary, is a historical building in Stone Town, Zanzibar.
Old Dispensary is situated 230 metres north of Kiponda Secondary School.

3.2. The physical feature of the school:

Kiponda Secondary School is a well-structured, two-story building

designed to accommodate the needs of both its students and staff. Its
design reflects a thoughtful consideration of functionality, ensuring that
the school operates efficiently and provides an optimal learning
environment. The layout and facilities of the school are organized to meet
both academic and non-academic requirements, fostering a balanced
atmosphere conducive to education and personal development.

On the first floor of the building, several key facilities can be found that
are essential to the daily operations of the school. One of these is the

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school shop, which provides students with access to essential supplies,
such as stationery, textbooks, and other learning materials. The presence
of a school shop within the compound ensures that students do not need
to leave the premises to purchase necessary items, thus promoting
convenience and efficiency.

Next to the shop is the computer room, an important facility in the

modern educational landscape. The computer room is equipped with
computers that are used for teaching students basic IT skills and for
research purposes. As technology plays an increasingly important role in
education, this room serves as a vital resource for students to develop
computer literacy, preparing them for the demands of the digital age.

The first floor also houses the teacher’s staff room, a space where
teachers can plan lessons, and engage in professional discussions. This
room serves as a vital area for staff to organize their daily activities and
ensure that they provide the best education to the students. Alongside the
staff room is a fully equipped chemistry-biology laboratory, which allows
students to engage in practical experiments and hands-on learning,
particularly in the sciences. The laboratory is designed to support students
in understanding key scientific concepts through experimentation and
observation.

In addition to these facilities, the first floor features a library, which is a

quiet space for students to read, study, and conduct research. The library
is stocked with textbooks, reference materials, and other reading
resources, offering students the opportunity to enhance their learning
beyond the classroom. Male students have access to well-maintained
toilets on this floor, ensuring proper hygiene and sanitation for all.

Furthermore, the first floor contains one classroom specifically designated

for Form 1 students. This allows younger students to have a dedicated
learning space, ensuring that they can begin their secondary education in
a structured and supportive environment.
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Moving to the second floor, this level of the building serves as the
administrative and academic heart of the school. The headmaster’s office
is located here, providing a central point for school management and
administrative tasks. The headmaster’s office is easily accessible to both
staff and students, ensuring smooth communication and the efficient
running of the school.

The second floor also contains four additional classrooms, which are used
by students in various forms. These classrooms are spacious and designed
to promote a conducive learning environment, with ample natural light
and ventilation to ensure comfort. The girls’ toilets are also located on this
floor, separate from the boys’ facilities, promoting privacy and ensuring
that all students’ needs are met.

In addition to the academic and administrative facilities, there is a small

mosque on the second floor designated for girls. This mosque provides a
quiet and respectful space for female students to perform their prayers,
emphasizing the school’s commitment to accommodating the religious
practices of its students.

The school compound is also thoughtfully divided into two sections for
assemblies: one area designated for advanced students and another for
ordinary students. This separation allows the school to organize activities
more effectively, catering to the different levels of students and ensuring
that assemblies are conducted in an orderly and efficient manner.

2.5. The number of students and teacher in KIPONDA Secondary

School.

NUMBER OF STUDENTS

LEVEL BOYS GIRLS TOTAL

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 FORM ONE 09 26 35

FORM TWO 23 16 39

FORM THREE 43 26 89

FORM FOUR 15 30 45

NUMBER OF TEACHERS

LEVEL NUMBER OF
TEACHER

PHD -

MASTER 01

DEGREE 14

DIPLOMA 06

CERTIFICATE -

FORM SIX -

TOTAL = 21

2.6. Performance of KIPONDA Secondary School in the last

five years.

The performance of students in KIPONDA Secondary School can be

presented in the following table sallow.

YEAR FORM FOUR FORM SIX

TOTAL PASSED TOTAL PASSED

2019 50 50 57 57

2020 40 40 76 76

2021 51 51 61 61
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 2022 53 53 73 73

2023 67 67 60 60

2.7. School facilities

Kiponda Secondary School is equipped with essential facilities that

contribute to the academic and personal growth of its students. The
following are the facilities obtained at KIPONDA Secondary School;

The library serves as a hub for reading, research, and self-study, offering a
variety of books and reference materials to support students in their
academic pursuits. It encourages a reading culture and provides a quiet
space for independent learning.

The computer room is designed to equip students with digital literacy

skills, there is one room that offering hands-on experience with computers
and internet access. Students learn essential technological skills, including
typing, research, and basic programming, preparing them for the
demands of the modern digital world.

The laboratory supports the science curriculum, there is one laboratory

chemistry-biology that allowing students to engage in practical
experiments in subjects like chemistry and biology. It enhances their
understanding of scientific concepts and develops critical thinking and
problem-solving skills. The lab also teaches students how to handle
equipment safely and follow proper procedures.

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 2.8 Extra curriculum activities of KIPONDA Secondary
School.
Kiponda Secondary School is well known for its vibrant extracurricular
activities, which provide students with opportunities to develop skills
beyond the classroom. Among the most prominent activities are debates,
morning speeches, and sports, all of which play an important role in
shaping the students' overall development.

One of the key activities at the school is the debate club, where students
engage in structured discussions on various topics. This not only sharpens
their public speaking skills but also helps them in critical thinking and
forming logical arguments. Kiponda Secondary School’s debate teams
have participated in numerous competitions, especially in Kiswahili
language debates, and have earned several trophies over the years.
These debates often involve other schools from Pemba or Unguja, with the
competition venue determined by the Ministry of Education.

In addition to debates, the school encourages students to deliver morning

speeches through different languanges like english, arabic, chinese,
french and Kiswahili. These speeches allow students to improve their
confidence and communication skills, as they address their peers on
various subjects, including current affairs, moral lessons, and educational
topics. This activity helps students build leadership qualities while also
fostering a sense of community and teamwork.

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Sport activities are also a crucial part of student life at Kiponda Secondary
School. The school organizes various sports, giving students the chance to
develop physical fitness and teamwork skills. Through participation in
sports, students learn the importance of discipline, perseverance, and
working together toward a common goal.

Kiponda Secondary School is particularly renowned for its achievements in

the arts. The school has excelled in various forms of artistic expression,
including ngojera (spoken word poetry), mashairi (poetry), and other
cultural performances. These activities have become a hallmark of the
school’s extracurricular achievements, with students often winning
competitions in these fields. The school’s artistic prowess is evident in its
many accolades, especially in the realm of Swahili language competitions.

A crucial figure in guiding Kiponda’s artistic success is the highly talented

and knowledgeable teacher, Maryam Masoud Ali. She serves as the
primary supervisor for arts activities and has played a significant role in
nurturing students’ talents in debates, poetry, and other artistic
endeavors. Under her mentorship, Kiponda Secondary School has not only
participated in but also excelled in various competitions, bringing home
numerous trophies and recognition for their performances.

3.0. KIND OF RECEPTION LEVEL OF COOPERATION & SUPPORT:

The kind of reception was very well since the first day when arrived at
School. The head master and the section leaders receipted as with enough
charming, them they introduced me to a school staff and students in
general. The teachers directed me in all school environments including
library, chemistry-biology laboratory, staff room, classes, toilets and so on,
All teachers gives me fully cooperation and gives me different duties and
responsibilities, and then teachers gave me guide line about their subject
that can be replaced by includes subject syllabus, reference books and

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class time table and gave the support when we needed at all time. The
subject teachers received me warmly and guided me on where to begin
and how to proceed, along with providing me with various guidelines. For
the Arabic subject, I met a kind, humorous, and soft-spoken teacher with a
pleasant personality, known as Mr. Qassim Maabad Maalim. He even
provided me with textbooks, which made me really happy. I thoroughly
enjoyed teaching Arabic to the Form One students because they were
cheerful and very lively, which made them very cooperative in class.

For the Swahili subject, I worked with Madam Shadya, a hardworking,

welcoming, and kind teacher. She guided me through many things,
including showing me where to begin my lessons and providing me with
the necessary teaching materials, such as textbooks. I am very grateful to
both of them. They truly deserve praise for their kindness and care for
others.

Both teachers made sure I was well-prepared and gave me all the support
I needed. Their cooperation and guidance helped me settle into my
teaching responsibilities smoothly, and I felt well-supported throughout
my time at the school. Their professionalism and generosity left a lasting
impression on me, and I am thankful for the opportunity to work alongside
such caring and knowledgeable educators.

4.0. PROFESSION KNOWLEDGE AND SKILLS DEVELOPED DURING

B.T.P

During teaching practice that were conducted at KIPONDA Secondary

School help me to understand student’s behaviors, awareness and talents
of the students. The school leadership was so good, participation of
teachers in the implementation of the strategies to meet their academic
goals.

The students/learners centered approach was very useful, one that leads
in the developing skills of the students, also I found that the students have

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different understanding abilities, i.e. they include high learners, moderate
learners and slow learners. Those kinds allowed me to find and to select
the appropriate teaching and learning materials in order to meet the
objectives of the studies, not only that but also the knowledge obtained
from KIPONDA during the BTP was the students can be organized in a
different conditions such dealing with latest students, students sitting
arrange met, truants and every good conducts and discipline of the
students.

5.0. LESSON LEARNT:

During BTP at KIPONDA Secondary school I learnt different things such as

cooperation, between teachers that leads respectful and making
cooperation in working environment, proper way teaching with different
teaching strategies.

Not only that but also I learnt that some of students have no awareness
and willing to ward the learning so they need more guidance, motivation
and to make them to be award on studying in order to reach their goals,
punishment to students is the one among the ways to maintain good
morals around and out of the school environments.

6.0. CHALLENGES:

During my (BTP) at Kiponda Secondary School, I encountered several challenges that affect
the learning environment and students' performance. These challenges, which range from a
lack of learning resources to student misbehavior, highlight the need for improvements in
both the availability of resources and the attitudes of students toward their education.

● Insufficient text book that are very important in students learning.

● Misbehaviors of students that cause miss understanding during
lesson presented.
● Poor availability of teaching and learning resources that are
important in teaching & learning in order to meet the objectives.

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 ● Students were not perform activities in end a proper time example
homework, Instead they perform morning of the submission date,
that lead on the copying the work of the other students (plagiarisms).

7.0. CONCLUSION:

Generally teaching practice is very important this is because, profession

skills, confidence, competency are normally obtained in teaching practice,
on the hand special thanks to supervisors for their good cooperation when
supervised during teaching practice and also thanks for school
management for good cooperation and participation in the whole period
of teaching practice.

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