REPUBLIC OF RWANDA

MINISTRY OF EDUCATION

Teacher Training Manual

Roll out of the Competence-Based

Curriculum

July 2015
FOREWORD

On behalf of the Ministry of Education and Rwanda Education Board, I am greatly honoured and
privileged to witness release of the Teacher Training Manual that will support the Roll out of the
Competence-Based Curriculum.

As we approach 2016, we shall continue to systematically prepare to support the teaching and
learning process of the new curriculum in all schools. We acknowledge that proper
implementation of the Competence-Based Curriculum demands a variety of interventions, and
training of teachers will be one of them. Rwanda Education Board working with its Development
Partners and other organisations pledge support to this endeavour to the end.

This Teacher Manual comprises of a general introduction to Competence Based Curriculum, but
also provides to the teacher the essential classroom pedagogical skills they need which will
facilitate a smooth transition from the old knowledge and teacher dominated curriculum, to
learner-centred teaching methods and approaches. It also introduces the mechanism for monitoring
and evaluation of the implementation process, and offers teachers and school administrators’ new
directions on School-based In-service training and continuous professional development of
teachers. Thus, this document in effect constitutes a starting point for other Learning and Teaching
Materials which will follow during the course of 2016. These include, but are not limited to
student textbooks, teachers’ guides, reading materials, and other specific guidance materials such
as the Assessment Guide, etc. Finally, this document is written at the dawn of a new era and marks
a crucial milestone in the development of education in Rwanda.

I wish to sincerely extend my appreciation to the people who contributed towards the development
of this document, particularly REB and its staff who organized the whole process from its
inception. Special appreciation goes to the Development Partners who supported the exercise
throughout. Any comment or contribution would be welcome for the improvement of this training
manual.

GASANA I. Janvier
Director General
Rwanda Education Board

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ACKNOWLEDGEMENTS

Rwanda Education Board (REB) expresses its gratitude to all individuals, institutions and
organizations that pledged their technical or financial contributions to the development of this
Teacher Training Manual.

We are especially indebted to UNICEF and UNFPA for their financial support and technical input
into the development of this manual.

We are also grateful to REB’s Staff and teachers who participated in the drafting of the materials
that culminated into the production of this manual.

We also value the contribution of other education partner organizations such as IEE, Save the
Children, SBCT, VSO, Wellspring Foundation, EDC/L3, EDC/Akazi Kanoze, Peace Corps,
UNESCO, British Council, COSTA, Right To Play, SOS, WDA, AEGIS TRUST, VVOB, UR-
CE, REMA, Teach Rwanda, RSB, Access Finance Rwanda (AFR) and Local and International
consultants.

Their respective initiative, cooperation and support were basically responsible for the successful
production of this manual.

Damian NTAGANZWA
Head of Department
Teacher Development and Management

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TABLE OF CONTENTS

FOREWORD ................................................................................................................................ i

ACKNOWLEDGEMENTS ........................................................................................................ ii

TABLE OF CONTENTS ........................................................................................................... iii

GENERAL INTRODUCTION .................................................................................................. 1

1. Introduction to Competence-Based Curriculum ................................................................ 2

1.1 Background and Rationale of the New Curriculum .............................................. 2
1.2 Understanding the Concept of Competences .......................................................... 3
1.3 Curriculum guiding documents and how they are linked ..................................... 7

2. Competence Based Approach to Teaching and Learning ................................................ 23

2.1 How to develop competences ...................................................................................... 23
2.2 The role of teachers and learners in developing competences................................. 24
2.3 Active techniques used in developing competences .................................................. 27
2.4 Use of Technology –Pedagogy in Teaching and Learning ....................................... 42

3. Competence-Based Assessment .......................................................................................... 44

3.1 Definitions .................................................................................................................... 44
3.2 Types of assessment ..................................................................................................... 44
3.3 Purpose of formative assessment ............................................................................... 44
3.4 When to assess ............................................................................................................. 45
3.5 What to Assess ............................................................................................................. 53
3.6 How to assess................................................................................................................ 54
3.7 Recording and reporting to parents........................................................................... 57

4. Resources ………………………………………………………………………………….62
4.1 Definition ...................................................................................................................... 62
4.2 Identifying resources ................................................................................................... 62
4.3 Selection of resources .................................................................................................. 62
4.4 Sharing Resources ....................................................................................................... 62
4.5 Applying Resources ..................................................................................................... 63

5. Unit Planning / Scheme of Work and Lesson Plans ......................................................... 64

5.1 Unit planning / Scheme of work ................................................................................. 64
5.2 Developing Lesson Plans ............................................................................................. 70

6. Management of the Learning Environment...................................................................... 80

6.1 Inclusive education ...................................................................................................... 80
6.2 Learner responsibility ................................................................................................. 81
6.3 Practice and feedback to learners .............................................................................. 82

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7. School based Teacher Continuous Professional Development (CPD) ............................. 89
7.1. Introduction ................................................................................................................ 89
7.2 Continuous Professional Development (CPD) .......................................................... 89
7.3. School-Based In Service training (SBI) .................................................................... 91
7.4 The role of DMASTs and SSLs trainers in conducting SBI activities .................... 92
7.5 Recording and Reporting SBI Activities ................................................................... 94

8. Implementation of the New Curriculum ........................................................................... 98

8.1 Introduction ................................................................................................................. 98
8.2 School-Based In-service training (SBI) ..................................................................... 99
8.3 National Monitoring and Evaluation system for CBC implementation ................. 99
8.4 Process of M&E of CBC implementation................................................................ 103
8.5 Monitoring report format, tools and data collection plan ..................................... 104

Glossary……. ........................................................................................................................... 107

Appendices…. .......................................................................................................................... 108

[FORM 1] ............................................................................................................................ II
[FORM 2] ........................................................................................................................... III
[FORM 3] ........................................................................................................................... III
[FORM 4] ........................................................................................................................... IV
[FORM 5-1] ........................................................................................................................ IV
[FORM 5-2] ......................................................................................................................... V
[FORM 6] ............................................................................................................................ V
[FORM 7] ........................................................................................................................... VI
[FORM 8] ........................................................................................................................... VI
[FORM 9] ..........................................................................................................................VII
[FORM 10] ...................................................................................................................... VIII
[FORM 11] .......................................................................................................................... IX
[FORM 12-1] ...................................................................................................................... IX
[FORM 12-2] ....................................................................................................................... X
[FORM 13] ......................................................................................................................... XI

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GENERAL INTRODUCTION

The Curriculum for Rwandan schools at primary and secondary levels has been changed from
knowledge and content-based to competence-based. Competence-Based Education (CBE) is of great
importance in aligning Rwanda’s education to the social and economic demands of society. The CBE
also presents answers to concerns about the capability and employability of school graduates.

The introduction of a competence-based curriculum in schools calls for comprehensive change and new
thinking with regard to instructional approaches in teaching, learning and assessment processes. The
teacher is the most important player in improving education quality and a key factor in determining
learners’ success. Most teachers tend to teach others using approaches through which they were taught.
Thus, they must be given an opportunity to reflect on whether those approaches are fit for today’s world
of fast-paced knowledge development and demand for competences. It is therefore necessary to provide
teacher training to equip them with competences that will enable them to effectively handle challenges
associated with the implementation of a competence-based curriculum.

The teachers should also be helped to understand what has changed, why it
has changed, the importance of these changes for the development of Rwanda,
and how they can implement the new curriculum well in their classrooms.

The purpose of this manual is to:

 help teachers to understand the new curriculum and serve as a

resource during training and throughout implementation
 support activities for Monitoring and Evaluation of CBC
implementation
 support continuing professional development activities

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1. Introduction to Competence-Based Curriculum

1.1 Background and Rationale of the New Curriculum

The Ministry of Education through the Rwanda Education Board undertook the task of a
comprehensive review of the pre-primary, primary and secondary education curriculum since July
2013.

The underlying principle behind the curriculum review process was to ensure that the curriculum is
responsive to the needs of the learner, society and labour market. This necessitates shifting from
objective and knowledge based learning to competence-based learning. The emphasis has been to
build more on knowledge, skills and attitudes, and to streamline the coherence within the existing
syllabi by benchmarking them with those from other countries with best practices.

This underlying rationale is consistent with what is emphasized in the National policy documents.
Vision 2020, Economic Development Poverty Reduction (EDPRS) II, and 7-Year Government
Programme (7YGP) 2010-2017 emphasize Rwanda’s ambition to become a knowledge-based and
technology-led economy and stress the need for the development, dissemination and acquisition of
scientific skills and technological innovations. The integration of these skills into social and
economic development of Rwanda is critical.

The review processes was in five phases:

 Phase 1: conducting school based studies, stakeholders perception survey and comparative
desk review studies on the relevance and appropriateness of the existing curriculum;

 Phase 2: A national stakeholders conference to deliberate on how to bridge the gaps in the
existing curriculum;

 Phase 3: Elaboration of the curriculum framework;

 Phase 4: Elaboration of subject syllabi for pre-primary, primary, lower secondary and
upper secondary education;

 Phase 5: Developing specifications for textbooks and teacher guides’ procurement;

The survey instruments used in Phase 1, from July to November 2013, included guided
questionnaires, one on one interviews, focus group discussions and classroom lesson observation.

The major findings from survey and desk review were that the current curriculum:
 puts an emphasis on knowledge acquisition rather than on transferable skills;
 does not equip learners with adequate study skills for further education;
 suffers from resource constraints which challenge the curriculum delivery in schools;
 is teacher-centred where teaching is heavily reliant on learners copying notes from the
blackboard;
 is highly theory-based, with little time for problem solving and written exercises, and an
absence of practical activities;
 uses extensive class time for testing, but little feedback is given to learners;
 presents language barriers given lower levels of proficiency in English among teachers and
learners;

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In order to ensure that all school leavers at every level of education gain relevant competences that
will prepare them to adapt to and integrate in real life situations, the focus of the comprehensive
curriculum review was to:
 align the curriculum to the national education policies, programs and aspirations, so that the
Rwanda education system produces citizens capable of competing in the local, regional and
international labour markets;
 ensure a balanced approach in teaching and learning with regard to providing learners with
knowledge and understanding, skills and positive attitudes and values to integrate into a
dynamic world
 deepen learning and raise levels of attainment
 develop a sense of love and commitment for learning so that Rwanda becomes a nation of
lifelong learners,
 align the curriculum to the curriculum and assessment policy.

1.2 Understanding the Concept of Competences

1.2.1 Meaning of competence

A competence is defined as ability to use appropriate combination of knowledge, skills, attitudes

and values in order to accomplish a particular task successfully. That is, the ability to apply learning
with confidence in a range of situations.

To be competent is, for example:

 to be able to prepare a balanced diet rather than making a list of components of a

balanced diet only;

 to adopt good practices of preparing and drinking clean water rather than only listing the
qualities of clean drinking water and;

 To be able to communicate fluently and accurately with others in everyday life

situations rather than simply knowing grammatical rules and being able to produce lists
of vocabulary.

A competence-based curriculum takes learning to higher levels by providing challenging and

engaging learning experiences which require deep thinking rather than just memorisation. This
means moving beyond the recall of information to a level of sufficient understanding for learners to
apply their learning in practical situations.

1.2.2 Differences between Knowledge-based and Competence-Based Curriculum

Knowledge based curriculum Competence-Based Curriculum

Focuses on subject content and what learners can Focuses on what learners can do and apply in
know and memorize rather than what they can different situations by developing skills, attitudes
do. and values in addition to knowledge and
understanding.

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 The learning process is teacher-centred with The learning process is learner focused where a
minimum involvement of the learners. learner is engaged in active and participatory
learning activities.

The teacher provides the subject content The learner builds new knowledge from prior
concepts, through writing or dictating notes and knowledge through discovery and problem solving
practical demonstration where experiments are based learning (constructivist theory).
required.

The teacher decides what to teach and how to The learner helps to decide what to learn and at what
deliver the content without considering the needs pace and the learning is through one competence at a
and interests of the learners. time by units or modules of learning.

The assessment is after a period of time through The assessment is an integral part of the learning
tests or exams of pen and paper. process and takes place all the time by informal or
formal methods.

The assessment is norm referenced for the The assessment is mainly criterion referenced for the
purpose of ranking or selection mainly. purpose of evaluating and measuring what learners
are able to demonstrate.

Records show only naked scores or grades Records with clear statements about competence
without indicating what the learners have achievement are necessary for feedback
demonstrated.

1.2.3. Categories of Competences in Rwandan curriculum

The priority competences for the national curriculum as identified in various policy documents
(Vision 2020, EDPRS 2, Education Sector Strategic Plan (ESSP), 7YGP) include basic and generic
competences. The description of each of the competences, whether generic or basic, provides
insight into the broad learning outcomes expected for each of them, emphasizing their relevance for
each level of education.

Basic competences
These are essential competences highlighted in national policy documents. Their descriptors give an
orientation about priority subjects to be taught, and the kind of learner envisaged at the end of every
cycle. These are: Literacy, numeracy, ICT, Citizenship and national identity; entrepreneurship and
business development; science and technology.

The table below provides basic competences and their descriptors:

Table 1: Basic competence Descriptors

Basic competence Descriptors: what learners are able to demonstrate during the learning
process

Literacy Reading a variety of texts accurately and fast.

Expressing ideas, messages and events through writing legible texts in good

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 hand-writing with correctly spelt words.
Communicating ideas effectively through speaking using correct phonetics of
words.
Listening carefully for understanding and seeking clarification when
necessary.
Numeracy Computing accurately using the four mathematical operations.
Manipulating numbers, mathematical symbols, quantities, shapes and figures
to accomplish a task involving calculations, measurements and estimations.
Use numerical patterns and relations to solve problems related to everyday
activities like commercial context and financial management.
Interpreting basic statistical data using tables, diagrams, charts and graphs.
ICT and digital Locating, extracting, recording and interpreting information from various
sources.
Assessing, retrieving and exchanging information via internet or cell phones.
Using cell phones and internet for leisure and for money transactions.
Using computer keyboard and mouse to write and store information.
Using information and communication technologies to enhance learning

Citizenship and Relating the impact of historical events on past and present national and
national identity cultural identity.
Understanding the historical and cultural roots of Rwandan society and how
the local super structure functions in relation to the global environment.
Demonstrating respect for cultural identities and expressing the role of the
national language in social and cultural context.
Advocating for the historical, cultural and geographical heritage of the nation
within the global dimensions.
Showing national awareness, a strong sense of belonging and patriotism.
Advocating for a harmonious and cohesive society and working with people
from diverse cultural backgrounds.
Entrepreneurship and Applying entrepreneurial attitudes and approaches to challenges and
business opportunities in school and in life.
development Understanding obligations of parties involved in employment.
Planning and managing micro projects and small and medium enterprises.
Creation of employment and keeping proper books of accounts.
Taking risks in business ventures and in other initiatives.
Evaluating resources needed for a business.
Science and Applying science and technology skills to solve practical problems
technology encountered in everyday life including efficient and effective performance of
a given task.
Develop a sense of curiosity, inquisitiveness and research to explain theories,
hypotheses and natural phenomena.
Reasoning deductively and inductively in a logical manner.
Using and experimenting with a range of objects and tools of science and
technology and drawing appropriate conclusions.

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Generic competences

Generic competences apply across the curriculum and can be developed in all subjects. They are
transferrable and applicable to a range of situations including employment and it is through these
competences that learners develop their higher order thinking and deepen their learning: critical
thinking, creativity and innovation, research and problem-solving, communication, co-operation,
interpersonal management and life skills, lifelong learning

The table below provides generic competences and their descriptors:

Table 2: Generic Competence descriptor

Generic Competence Competence Descriptors: what learners are able to demonstrate during
the learning process
Critical thinking Think reflectively, broadly and logically about challenges encountered in
all situations.
Weigh up evidence and make appropriate decisions based on experience
and relevant learning.
Think imaginatively and evaluate ideas in a meaningful way before
arriving at a conclusion.
Explore and evaluate alternative explanations to those presented by others.
Creativity and Responding creatively to different challenges encountered in life.
innovation Use imagination beyond knowledge provided to generate new ideas to
enrich learning.
Take initiative to explore challenges and ideas in order to construct new
concepts.
Generate original ideas and apply them in learning situations.
Demonstrate resilience when faced with learning challenges.
Research and problem Be resourceful in finding answers to questions and solutions to problems.
solving Produce new knowledge based on research of existing information and
concepts and sound judgment in developing viable solutions.
Explain phenomena based on findings from information gathered or
provided.
Communication Communicating and conveying confidently and effectively information
and ideas, through speaking and writing and other forms of
communication, using correct language structures and relevant vocabulary
in a range of social and cultural contexts.
Comprehending language through listening and reading.
Using oral and written language to discuss, argue and debate a variety of
themes in a logical and appealing manner.
Communicating clearly and confidently using a range of linguistic,
symbolic, representational and physical expression.
Developing and communicating formal messages and speech appropriate
to the target recipient or audience.

Cooperation, Co-operating with others as a team in whatever task assigned.

interpersonal Adapting to different situations including the world of work.

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management, life skills Demonstrating a sense of personal and social responsibility and making
ethical decisions and judgments.
Respecting others' rights, views and feelings.
Having positive ethical and moral attitudes with socially acceptable
behaviour.
Performing practical activities related to environmental conservation and
protection.
Advocating for personal, family and community health, hygiene and
nutrition.
Developing motor skills to perform a variety of physical activities for
fitness, health, leisure and social interaction.
Lifelong learning Taking initiative to update knowledge and skills with minimum external
support.
Coping with the evolution of knowledge and technology advances for
personal fulfilment
Seeking out acquaintances more knowledgeable in areas that need personal
improvement and development.
Exploiting all opportunities available to improve on knowledge and skills.

1.3 Curriculum guiding documents and how they are linked

In the process of curriculum review, three important documents were developed as shown in the
figure below. These are:

 Curriculum and assessment policy,

 The curriculum framework,
 Subject syllabi.

Figure 1: Link between curriculum guiding documents

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The elaboration of these documents was preceded by conducting studies which involved various
consultations with stake holders ranging from learners, teachers, parents, private sector
organizations, local administration and policy makers. Their views and recommendations form the
basis of the content of the three documents. Each of these documents emphasizes the relevance of
the required curriculum and the necessary competences learners should acquire in their learning
process.

1.3.1. Curriculum and assessment policy

This policy emphasizes that the curriculum and assessment must be linked in order to ensure
coherent provision. In fact, the curriculum builds knowledge and skills which are then assessed to
identify how far teaching and learning is successful and to help learners to progress. It has been
developed to give orientation on policy issues regarding curriculum and assessment objectives and
principles as explained below.

1.3.1.1. Curriculum objectives and principles

Overall curriculum objective
The overarching objective for the curriculum is to raise the standards of education through
providing to all learners the knowledge, skills, attitudes and values that constitute the competencies
that are relevant to real life, enabling them to succeed in the worlds of work and of further learning.
This includes ensuring that schools, teachers, resources and systems are aligned with this objective.

Specific curriculum objectives

 Ensure the curriculum is responsive to national aspirations and to the needs of society and
the labour market
 Ensure that all school leavers at every level of education are provided with a solid
foundation to achieve their full potential personally, socially and economically
 Ensure that the curriculum focuses on learners and their competencies, emphasising learning
through doing rather than passive learning
 Ensure that young people of all abilities including the most gifted and those with learning
difficulties, are helped to find the most appropriate path in their education
 Secure a comprehensive program of guidance and counselling, together with relevant
teaching support, to raise learners’ understanding of pathways open to them and possible
careers and the links to options for study
 Enhance the supply of facilities, resources and learning and teaching materials that are of
sufficient quality to support the implementation of the curriculum
 Put in place quality assurance and accurate assessment systems and processes for effective
and efficient delivery of the curriculum
 Build teachers’ capacity to meet the challenges of a competency based curriculum,
particularly the variety of approaches to pedagogy and assessment

Curriculum Principles
Rwanda is committed to a curriculum that is relevant, coherent and flexible and provides all
learners with a firm grounding in the competences which will equip them for their future in the

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complexity of local, regional and global contexts. The curriculum will also help to develop the
attitudes and values that prepare them for their lives as Rwandan citizens.

 Learner-centred
The curriculum must address learners’ individual needs, interests, abilities and backgrounds,
creating an environment where learning activities are organized in a way that encourages learners to
construct the knowledge either individually or in groups in an active manner.

 Competence-based
This is an approach where teaching and learning is based on discrete skills rather than dwelling on
only knowledge or cognitive domain of learning. Learners work on competences through units
with specific learning outcomes broken down into knowledge, skills and attitude. The student is
evaluated against a set of standards to achieve before moving on. The learning activities should be
learner-centred rather than the traditional didactic approach.

 Inclusive
The curriculum must ensure that every individual is valued and there are high expectations of every
learner. Learning must be organized so that all learners thrive, including girls, learners with
disabilities, learners with special educational needs and regardless of their background.

 Interconnected
The curriculum must reflect the significance of connections between different subject areas and
cross cutting issues and integrating them across years and cycles where applicable.

The cross cutting issues include: financial awareness, environment and sustainability, gender
equality, peace studies, genocide studies, comprehensive sexuality education, standardization
culture, inclusive education and must be integrated across learning areas appropriately.

 Flexible
This is to cater for learners’ individual needs and talents and to ensure provision of a holistic
education that include knowledge, skills, attitude and values and facilitates horizontal and vertical
mobility within and across different education systems. This involves developing a curriculum that
allows interactive teaching and learning involving all categories of learners to provide opportunities
to nurture them.

 Transparent and accountable

Schools, learners and communities must communicate openly and honestly about the curriculum
and learning in the school, to ensure successful teaching and learning. Parents and teachers and
senior management staff in schools must be engaged together in supporting teaching and learning
and holding each accountable for their contributions. School management must be open to
stakeholders and policy makers to support efficient administration and effective teaching

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1.3.1.2. Assessment objectives and principles
Overall assessment objective

The overarching objective for assessment is to achieve a coherent set of approaches to assessment,
at school, district and national levels, to support learners’ progression in learning, through the full
range of techniques which are fair, valid and equitable, and to complement the priorities of the
competency based curriculum.

Specific assessment objectives

 Develop a national assessment framework which sets out national standards at the end of
each year and cycle;
 Set out different types of assessment, their uses and guidelines on how to select and use
different techniques and tools
 Ensure the effective use of a variety of approaches to formative assessment in the classroom
 Ensure that assessments are accessible and equitable
 Develop recording and reporting systems, and positive use of results of assessments
 Strengthen approaches to end of year district testing and to national examinations to guide
the forms and processes of those assessments
 Develop a systematic approach to pre-primary and primary assessment of literacy and
numeracy

Assessment principles

Assessment is an integral part of the national curriculum and an essential element of the teaching
learning process. The following principles are the essential characteristics of assessment:

 Recognition of achievement
Assessments must assess what learners know and can do, and how far they succeed, avoiding
focusing on what they are unable to do.

Assessments must allow for learners to show their knowledge and skill in appropriate ways which
may vary with learner, topic and competency.

 Accessible, equitable and fair

Assessments must offer equal opportunities to learners to succeed, and be adaptable to learners’
circumstances.

Assessments must be accessible to all learners in terms of the forms of questioning and testing.

Accessibility involves particular attention to the language demands for learners, especially those for
whom English is an additional language.

 Support progression
Assessments should provide information about aspects of learners’ performance which can then be
used to diagnose strengths and weaknesses, and next steps for learners.

In-class formative assessments which are relevant to the current learning should provide evidence
which teachers can use to feedback to learners.

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Competencies, which include knowledge, skills and attitudes, should be assessed in the context of
practical application in order for progress to be identified and supported.

 Fit for purpose

The methods and forms of assessment should vary, according to such factors as the domains being
assessed, the age of the learners, the language in which the assessment is made.

The use of the results of assessments affects the forms used, in both formal and informal contexts.

 Valid
Any assessment must assess what it sets out to measure and be clear about what is being assessed,
including such aspects as memory, processes, application.

In order to be valid the forms of assessment vary with what is being assessed.

 Reliable
Formal assessments and examinations must be consistent in the results they produce over time and
for all learners.

In examinations, as far as possible, sources of inconsistency, such as item production, marking and
linguistic barriers must be eliminated.

 Transparent and accountable

Learners, teachers and parents must be able to understand the purposes, forms and uses of
assessments that schools make.

Schools should make the results of assessments available to learners and parents.

Stakeholders and policy makers should take into account the results of assessments nationally when
making decisions.

1.3.2 The Curriculum Framework

1.3.2.1 Meaning of curriculum framework
A set of policies, regulations, directions and guidelines central for the development of curriculum,
syllabi and other related documents that govern the development and the implementation of the
curriculum, syllabi and other guidance manuals including teacher manuals, parent manuals and
standards for the preparation of textbooks. The framework also guides other learning and teaching
materials, standards and benchmarks for the evaluation of the quality of student achievements and
school operations.
1.3.2.2 Elements of Curriculum framework
The curriculum framework reflects education policies, Rwandan aspirations in education sector,
basic and generic competences, cross-cutting issues, assessment approaches, and learner profile for
each level of education.

1.3.2.3 Roles and purposes of curriculum framework

The main purpose of the Curriculum Framework is to provide guidelines and regulations for the
development and implementation of curricula. This is to ensure that learning takes place in

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accordance with the principles of competence based-curriculum. The framework serves the
following purposes:

 It is an official policy document which highlights what the teaching learning processes entail
within and outside the school environment;

 It guides subject curriculum developers to elaborate subject competences, learning outcomes

and subject content unit by unit based on different subject overviews reflected in the
framework;

 It provides guidelines on the appropriate pedagogical approach to be used with special

emphasis on the learning activities, learning & teaching materials and how teachers should
address the issue of slow learners and those with other special needs in their learning
process;

 It gives orientation on approaches to be used in assessment for learning (formative) and

assessment of learning (Summative) ;

 It guides schools and education administrators, parents, the community and other
stakeholders in the organization, management and evaluation of curriculum implementation.

1.3.2.4 Subject overviews

Subject overviews are components of the curriculum framework. They are indicative summaries of
contents to be covered in each of the subjects to be taught on year by year basis. The summary
focuses mainly on topic areas, subtopic areas and competences appropriate to each level of the
learners. Subject overviews guide the development of syllabus content and learning objectives.

Subjects to be taught at different levels

The selection of subjects was based on the needs of the country, on benchmarking with general
education offered elsewhere and on the recommendations in the harmonized East African
curriculum framework.

Pre Primary learning areas

At the pre-primary stage, there are six learning areas and there is an integrated and thematic
approach to these so that the children learn holistically by engaging in practical activities.

Table 3: Required learning areas for pre-primary

Pre-primary Age Required learning areas

Grade 1 3- 4 years Discovery of the World;

Numeracy;

Grade 2 4-5 years Physical and Health Development;

Creative Arts and Culture;
Language and Literacy: (Kinyarwanda and English);
Grade 3 5-6 Years
Social and Emotional Development

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Primary Education Subjects
Kinyarwanda, English, Mathematics, Social and Religious Studies, Science and Elementary
Technology, Music, Fine arts and Crafts, French and Physical Education.

Lower Secondary Education Subjects

Core subjects: English, Kinyarwanda, Mathematics, Physics, Chemistry, Biology and Health
Sciences, ICT, History and Citizenship, Geography and Environment, Entrepreneurship, French,
Kiswahili, Literature in English.

Electives: Home science, Farming, Fine arts and crafts, Music, Dance and Drama, Religion and
ethics.

Upper Secondary Education Subjects

At upper secondary there are three categories of combinations in ‘A’ level. These are science,
humanities and languages which make a total of seventeen different subject combinations.

Core subjects in all combinations: Entrepreneurship, General Studies and Communication.

Elective: One language and 3 subjects as shown in the combinations below.

Those doing Sciences or Economics are obliged to take Subsidiary Mathematics if they are not
taking it as a principal subject.

Table 4: List of subject combinations

Category Combinations

Sciences 1.Mathematics –Physics- Geography (MPG)

2.Physics – Chemistry-Mathematics (PCM)

3. Physics-Chemistry-Biology (PCB)

4. Biology – Chemistry- Geography (BCG)

5. Mathematics – Economics-Geography (MEG)

6. Mathematics-Computer Science -Economics (MCE)

7. Mathematics-Physics-Computer Science (MPC)

8. Mathematics- Chemistry- Biology (MCB)

Humanities 1.History – Economics- Geography (HEG)

2. History – Geography- Literature in English (HGL)

3. History - Economics- Literature in English (HEL)

13
 4. Literature in English –Economics-Geography (LEG)

5. Religious Education -History –Literature in English (RHL)

6. Religious Education - History - Geography (RHG)

Languages 1. Literature in English –French –Kinyarwanda (LFK)

2. Literature in English – Kiswahili –Kinyarwanda (LKK)

3. Literature in English – Kiswahili –French (LKF)

1.3.2.5 Cross-Cutting Issues

The competence-based curriculum reflects the significance of connections between different subject
areas, integrating them across years and cycles. Cross-cutting issues are integrated across learning
areas appropriately. They are all important for learners to learn about, but they are not confined to
one subject.

Cross cutting issues are not stand alone subjects. They are issues which cut across the entire
curriculum. There are eight (8) cross cutting issues:

 Peace and values education

 Genocide studies
 Gender education
 Inclusive education
 Comprehensive sexuality education
 Financial education
 Environment and sustainability
 Standardization culture

The table below shows the eight (8) cross cutting issues, their descriptions, subjects into which they
have been integrated and guidelines related to teaching and learning processes.

14
Table 5: Cross cutting issues

Cross-cutting Issue and Subjects Teaching and Learning Approaches: Role

its description incorporating of the teacher in teaching and learning
aspects of the cross- processes
cutting issue

Genocide Studies Social Studies, The methodological approach to the

Genocide Studies provides
learners with an
understanding of the
circumstances which lead
to genocide and those
which led to the 1994
genocide against Tutsis. It
also provides an
understanding of the
circumstances that led to
the remarkable story of
recovery and establishment
of reconciliation, social
cohesion and national
unity in Rwanda. Genocide
Studies helps learners to
comprehend the role of
every individual in
ensuring that genocide
never happens again. This
has a strong relationship
with peace and values
education.
History and teaching and learning of Genocide Studies
Citizenship, General and Peace Education can be summarized as
Studies, Religious follows: Use of testimonies from genocide
Education (RE), ICT, survivors, genocide victims rescuers,
Music. genocide eyewitnesses and other bystanders
as well as peace builders translated into
stories (live testimony recounting and
storytelling approach) that can be consigned
into a mobile exhibition; accessing both
online and offline archived data from
primary sources; making use of research-
based documents that address peace building
issues and support social cohesion;
Facilitation of a participatory and interactive
learner-centered approach to teaching and
learning using a variety of resources to
support the learning of peace building-
specific information, concepts, skills, and
attitudes in an integrated manner.
For more information please visit online and
offline archived data from primary sources
(audiovisual testimonies from online
platforms such as the Genocide Archive of
Rwanda – GAR).
http://www.genocidearchiverwanda.org.rw]
and this GAR Interactive Map as well as
witness [http://iwitness.usc.edu/SFI/]);

Environment and Science and a) Creation of curiosity of the learners to

sustainability Elementary provoke them to ask “why?”.
Technology, Social
Environment may be Studies, Geography, b) Field trips. Outdoor activities allow
broadly understood to Biology, General learners to have direct contact with the
mean our surroundings. It Studies, Agriculture, environment. This helps learners to learn to
can be divided into non- Home Science, observe, investigate and appreciate
living and living English, French, important environmental concepts.
components. The Kinyarwanda,
environment provides b) Co-curricular activities. Education for

15
resources which support
life on the earth and which
also help in the growth of a
relationship of interchange
between living organisms
and the environment in
which they live. It is
important to realize that
humans enjoy a unique
position in nature due to
their exceptional ability to
influence and mould the
environment.
Gender
Gender refers to the socio-
cultural definition of man
and woman; the way
societies distinguish men
and women and assign
them social roles. It entails
the behaviours and
attitudes which are
culturally accepted as
appropriate ways of being
a woman (femininity) and
ways of being a man
(masculinity). The sex of a
person is biologically
determined, whereas ways
Kiswahili, sustainable development can have a niche at
Entrepreneurship, Art schools through different clubs operating by
and Craft, Economics, themselves and under teachers’ patronage:
ICT, Music, Physical Environment clubs, Hygiene and health
Education, Physics, club...
Chemistry.
c) Involvement of and feedback for local
communities. Environment &and
sustainability is not an issue of one person
but a combined effort of different
stakeholders within the community; it is
therefore the concern of every adult and
child; Education for sustainable
development is one of modern themes in
lifelong learning.
e) Developing a school strategy. All learners
need to acquire the necessary skills,
knowledge base, values and attitudes to be
active global citizens in creating a
sustainable society. Head teachers should be
truly concerned if they want teachers and
learners to be actively involved in promoting
Education for sustainable development.
Familiarizing teachers of all subject areas
with updated information on world
emerging issues with special consideration
of their local environment, e.g. water
management issues;
Social Studies, The teacher should put into consideration
History and the following elements:
Citizenship, General
Studies, English, Understanding the difference between
French, Kinyarwanda, gender and sex at all times
Kiswahili,
Balancing female-male roles: this may be in
Entrepreneurship, the form of allocating tasks to girls and
Economics, Literature
boys together or interchangeably
in English, ICT,
Music, Physical Asserting female roles: it is important that
Education, Physics teachers work on creating female role
models, e.g. showing women in occupations
like being a doctor, giving examples of
female scientists, important women in
history.
Avoid gender biased language and images,
16
of being a man or a woman
are learned: they are
constructed, reinforced,
maintained and
reconstructed over time
through social and cultural
practices.
Comprehensive Sexuality
Education (HIV/AIDS,
Sexually Transmitted
Illness, Family planning;
Reproductive Health)
Comprehensive sexuality Kiswahili, RE, ICT,
education (CSE) is defined Music, PE
as an age-appropriate,
culturally relevant
approach to teaching about
sex and relationships by
providing scientifically
accurate, realistic and non-
judgmental information.
The primary goal of
comprehensive sexuality
education curriculum is to
equip children, adolescents
and young people with the
knowledge, skills and
values in culturally and
gender sensitive manner so
as to enable them to make
responsible choices about
their sexual and social
relationships, explain and
clarify feelings, values and
attitudes, promote and
sustain risk-reducing
behaviour. CSE needs to
start early and involve
parents and the
community. The national
school health policy
recommends that learners
should be taught
comprehensive sexuality
e.g. use he/she or the plural pronouns,
gender - aware plays and poems.
Building learners’ self-esteem.
Giving Gender - balanced examples in all
the interactions between teachers and
learners.
SET, Social Studies, CSE requires child centred and experiential
History and learning methodologies to allow children to
Citizenship, Biology, acquire lifelong skills and competences to be
General Studies, applied in life
English, French,
Kinyarwanda, Teachers should explore all social norms
including peer norms and factors related to
sexuality in order to address them through
discussions and provide accurate
information.
Teachers should consider views from
learners about their sexual life and
reproductive health, as opportunities to build
on in discussion.
Teachers should assist children and young
people to establish goals and make decisions
related to parenthood and to encourage them
to achieve their goals;
Religion, culture and media influence
learners’ attitudes and behaviour. The
teacher has to engage learners to take
advantage of them and take informed
decision for their positive life.
CSE supports a rights-based approach in
which values such as honesty, respect,
acceptance, tolerance, equality, empathy and
reciprocity among others are promoted and
linked to human rights; so a teacher has to
be role model in words and actions to
promote those values.
A teacher has to avoid harassment, any kind
of gender based violence like sexual abuse
and “bad touches”.
Teachers have to organize co-curricular
17
education.
Peace and Values
Education
Peace and Values
Education (PVE) is all
about how education can
contribute to a better
awareness of the root
causes of conflict, violence
and disturbances at the
personal, interpersonal,
community, national,
regional, and
international/global levels
on the one hand, and, on
the other hand, about how
education can
simultaneously cultivate
values and attitudes which
will encourage individual
and social action for
building more peaceful
selves, families,
communities, societies,
nations and ultimately a
more peaceful world.
Financial Education
It is a planned program of
study that aims to equip
young people with the
knowledge, skills, and
confidence to manage their
money well. It will build a
strong foundation among
activities to encourage adolescents and
youth where they can openly ask questions,
address concerns engaging their parents who
can lead to behaviour change and an
improved attitude towards their own health.
The school will promote partnership with
nearby health facilities for learners to get
access to further guidance and seek services
they need.
All subjects Through a given lesson: How do educators
teach values?
Set a learning objective addressing attitudes
and values. The learning objective may be
set this way: ‘By the end of the lesson,
learners will be able to appreciate the
importance accuracy in their daily life’.
Bringing out the value: In the course of the
lesson development, the teacher can use
‘probing questions’ in order to increase
feelings in learners about the value. For
instance the teacher asks learners: ‘what do
you think if the person who built our
classroom was not accurate in the angles?’
Then children discuss this in a group of
three or so and give feedback.
Assessing the value: this is done when the
teacher is summarizing the lesson. The
teacher makes the evaluation of the
understanding and readiness to put the value
into practice in daily life.
Mathematics, In order to ensure that financial education is
Economics, covered and these learning objectives are
Entrepreneurship, met, teachers will need to develop and
General Studies, engage learners in learning activities that
Social studies, ICT, promote good planning and saving habits.
Pre- primary
Teachers should be alert to financial
education opportunities that have not been
specifically written into the curriculum.
18
the learners for responsible Making links as they arise in the classroom
money management by shows to the learners how important
developing good planning managing money is to all life.
and saving habits and
prepare them for life, such In all cases, teachers are not restricted to the
as managing their own activities identified, but are invited to think
finances. of other learner-centred approaches which
will make both financial education and the
‘host’ subject applicable to their lives and
help them to successfully achieve the
outcomes.

It is always good to do practical activities

and, where possible, handle real money /real
material in the classroom. When discussing
money, there are often no ‘right’ answers
and teachers must be sensitive to learners
who come from families that have only
limited resources.

Standardization Culture All subjects Contextual learning: Teachers as

facilitators must plan lessons that are centred
A key element of on learners’ daily life challenges and society
Rwanda’s drive for growth in general that are linked to standardization
and development is its culture.
standardization culture. By
setting and working to Brainstorming: Through discussion on
achieve high standards, the challenging questions related to
nation has a constant focus standardization culture, learners will
on improvement and this develop critical thinking abilities and get
culture needs to be intrinsically motivated to start delving
fostered in learners from deeper to find answers for these questions;
an early age. As a result
they will be well prepared Field trips: outdoor activities allow learners
for their responsibilities as to connect theoretical knowledge with the
adults to contribute to, for reality on field. Learners can visit nearby
example, health processing industry, construction sites,
improvement, economic shops, and water treatment plants, waste
growth, industrialization, dumping sites to observe how
trade and general welfare standardization brings safety, order,
harmony and interoperability among human
made things as well as systems.

Co-curricular activities: through

Standardization club activities such as
competition essays, schools tournaments,
public lectures/awareness session on specific
standards, learners will strengthen their

19
 knowledge that enables them to apply
standards in everyday life.

Inclusive Education All subjects The inclusive educator (class teacher or

school leaders) is expected to be the central
Inclusive education is agent of inclusive education planning and
perceived as the core of implementations. These are some of the
EFA (Education for All) roles expected of an inclusive educator:
and must be an integral
part of the education Identify units within the school syllabus and
reform, from vision programs that require adjustments/
through to classroom modifications for learners with different
practice. All learners’ Special Education Needs (SEN), and plan
learning needs are to be suitable teaching and learning and
considered and assessment strategies.
accommodated for when
teaching each learning Plan collaboration framework with parents,
expectation. support services and all other stakeholders
involved in the education process of the
learner with SEN.

Special attention will be During lesson planning, identify and specify

paid to learners with the SNE resources and prerequisites
functional difficulties required by both the teacher and learners
(disabilities): with SEN.

1. Physical and Motor Conduct SEN assessment and plan

individual education plan (IEP), for learners
2. Intellectual with SEN within the school program.
3. Visual Ensure that the expectations and learning
4. Hearing procedures are clear to the learner with SEN
him/herself, parents, peers and all other
5. Developmental stakeholders involved in teaching and
learning process.
6. Multiple
Ensure that alternative learning tools and /or
7. Speech & Language
assistive devices are available and properly
and Communication
fitted and used by the learners with SEN
during the learning process.

Avoid focusing on the learners’

disadvantages or difficulties, rather on what
the learner with SEN, and the educational
procedure dully planned to achieve the
educational goal.

Foster inclusive and active learner–centred

learning practices, by engaging task–based

20
 and outcome-focused groups of learners
with & without SEN (boys and girls).

The teacher needs to be continuously

sensitive to learners’ specific educational
needs, from lesson planning, through its
assessment phase, to its conclusion.

Plan and involve within the whole school

programs (formal, informal and non-formal),
issues and activities related to inclusion
(sports, debates, SST, school clubs etc.)

1.3.3 Subject Syllabus

1.3.3.1 Meaning of subject Syllabus
Subject Syllabus is a document which describes the learning objectives, content and learning
activities related to a specific subject. It provides guidance on teaching and assessment
methodologies. The learning objectives (knowledge and understanding, skills, attitudes and values)
are developed to deliver the desired key unit competence. The schemes of work and lesson plans are
developed based on subject syllabi.

1.3.3.2 Elements of the Subject syllabus

 Introduction composed of the background to the syllabus review, the rationale behind teaching
and learning a given subject.
 Pedagogical approaches highlight guidelines on active learning (interactive and participatory
methods) aimed at developing competences in learners.
 Assessment approaches demonstrate competence-based assessment guidelines, whereby a
learner is given complex real life situations and tries to overcome problems by applying what
he/she learned. These assessment approaches are based on taxonomy levels: remembering,
understanding, applying, analysing, evaluating and creating with focus on enhancing higher
order thinking skills.
 Resources indicate various infrastructure, equipment and human resources for successful
implementation of the new curriculum.
 Syllabus Units presentation indicates the unit structure (topic area, subtopic area, key unit
competence, learning objectives, content, learning activities) and highlights the link to other
subjects, assessment criteria and materials to be used in teaching and learning a given unit.
 References indicate a list of all sources used throughout the development of the syllabus. This
will help the teachers as reference for further information while implementing the curriculum
especially in planning their lessons.
 Appendix shows weekly time allocation for each subject

21
1.3.3.3 Changes that came with CBC
General changes:
 Each subject syllabus shows the broad subject competencies to be demonstrated at the end of
the cycle, key competencies to be demonstrated yearly basis and unit/topic competencies during
the learning.

 Each syllabus shows that learning is mainly by doing and activities are performed by learners
either individually or in groups. The learning objectives are described in terms of knowledge,
skills and attitude required and the subject content is very comparable to international standards.

 Number of weeks of study per year was increased from 36 to 39. A period is 40 minutes at all
levels of Education.

 Different cross-cutting issues are integrated in the new curriculum in order to develop related
attitudes and values.

 In assessment, the main focus is on assessment for learning (formative assessment) rather than
summative assessment (assessment of learning).

Changes specific to levels of education

 In primary level: ICT and digital learning has been introduced and integrated into Science and
Technology and it focuses on how to exploit all tools for accessing, retrieving, storing and
sharing information and how to use it as a tool for learning.

 Lower secondary level: Introduction of vocational subjects like farming, creative arts and
home economics, in addition to entrepreneurship and ICT as core subjects, will provide
vocational skills that will enable the learners to integrate in real life experience and in the labour
market in case they do not progress to the next level of education.

 Upper secondary: General studies in all combinations emphasize civic and political education
that includes citizenship, national and cultural identity, effective communication and global
political economy.

It is mandatory for all learners and teachers to use computers to facilitate learning and teaching.

22
2. Competence Based Approach to Teaching and Learning

2.1 How to develop competences

Competences are acquired over time through the cumulative effect of a
competence approach to learning. It should be noted that competences are
rarely developed in isolation. They are interconnected and developed
simultaneously.

Active involvement in learning is critical to the success of the competence-

based curriculum. Learners need to be engaged in practical, contextualized and
complex learning situations through which application of learning is constantly developed. It is
therefore essential that teachers always have active teaching and learning techniques in mind when
they are planning activities within a lesson.

Developing all competences requires teachers to adopt approaches that encourage and enable
learners to think critically, to carry out research, to solve problems, to be creative and innovative, to
communicate and to co-operate. It requires setting learning activities that will develop knowledge,
skills and values as well as generic competences by adopting approaches that encourage and enable
learners to engage in active learning.

Active learning of this nature requires ground rules including but not limited to: active participation
by all members, discussions, constructive criticism and compliments during the brainstorming
stage. The teacher starts by reviewing the rules, sets a time limit, states and explains the question,
collects and displays ideas, eliminates duplications and guides learners to draw a conclusion.

Example1: Primary Mathematics

Teacher asks learners to work in groups to discuss how to fill in the next two numbers 1, 3, 7, 15…

The competences being developed are: imagination on relationships between numbers. This
includes critical thinking, problem solving, cooperation, innovation, positive attitude towards a task,
and communications as the learners explain how they solved the problem. The competence of
mathematical operations of multiplication and addition together with the concept of
sequence/pattern is being developed, and assessment is also integrated in the process. The activity
also offers opportunities for assessment

Example 2: Ordinary Level History

A teacher forms groups of learners and each group is asked to select a chairperson to preside over
discussions. A secretary is also selected to record each suggestion made by individual learners.

Each group is tasked to come up with some aspects of the Rwandan culture in a historical
perspective (before and after colonization) and to suggest which ones should be maintained in
present Rwanda. The groups are then asked to present and defend their suggestions, after which the
teacher summarizes the findings.

The competencies being developed are: critical thinking, cooperation, communication, leadership
and management, problem solving skills. The subject “Rwandan culture before and after
colonization” is being developed during this interactive process.

23
Example 3: Language primary level

A teacher reads a short story twice and writes questions about the learners’
reactions to the story, to be answered in groups. The class is then engaged
in suggesting answers one question at a time, after which the teacher
summarizes the answers.
Competences developed are: listening, pronunciation, understanding
language, critical thinking and cooperation.

Example 4: General studies upper secondary

A teacher asks learners to form groups and gives them a task of finding out
countries around the world with internal or external conflicts and come up with possible causes of
conflicts in each context. Each group is asked to present their findings for discussion by the whole
class with the facilitation of the teacher. The competencies developed are critical thinking,
cooperation, communication, research and problem solving.

Example 5: Biology lower secondary

Teacher arranges learners in groups. Learners are then invited to find out causes of early
pregnancies from their respective communities. Each group writes the causes on a card (one cause
per card). All answers from different groups are displayed and with the teacher’s support the
learners come up with a summary and conclusion about the main causes of early pregnancy in their
communities. This task is designed to encourage development of most generic competences and key
subject competences concerning causes of early pregnancy.

2.2 The role of teachers and learners in developing competences

2.2.1 The role of teachers
Teachers are not required to teach the way they were taught. They must embrace the new
approaches with the aim of developing competences in the learners. This requires them to shift from
teacher-centred to learner-centred methods. The followings are important points to consider while
implementing the competence-based curriculum:
 From the syllabus units, the teacher identifies different competences to be developed by the
learners which are fostered by engaging learners through inquiry methods, group
discussions, research, investigative activities and group and individual work activities.
 The teacher focuses on observation of evidence on what learners can do and then identifies
any difficulties encountered by them so that appropriate strategies can be developed for
those with special needs (slow learners, learners with disabilities, talented and gifted
learners).
 The teacher should take into account different cross-cutting issues and integrate them in the
learning activities where applicable.
 The teacher should encourage individual, peer and group evaluation of the work done in the
classroom. They must also use appropriate competence-based assessment approaches and
methods.
 The teacher is a facilitator and a guide in the learning process. They must provide supervised
opportunities for learners to develop different competences by giving tasks which enhance

24
 critical thinking, problem solving, research, creativity and innovation, communication and
cooperation
 The teacher is an advisor and provides guidance and counselling for learners. They support
and comfort learners by valuing their contributions in the class activities
 The teacher acts as a parent and has to ensure discipline, follow up learners’ behaviour, and
communicate with parents about the learners’ performance at school

2.2.2 The role of learners

The learners are central in the learning process. They are not empty vessels to fill but people with
ideas, capacity and skills to build on for effective learning. Therefore, the following are some of
expectations for learners in a competence-based approach:

 Learners communicate and share relevant information with other learners through
presentations, discussions, group work and other learner centred activities (role play, case
studies, project work, research and investigation)

 Learners are active participants and take some responsibility for their own learning

 Learners develop knowledge and skills in active ways

 Learners carry out research and investigation, consulting print and online documents and
resourceful people and present their findings

 During the assigned tasks, learners ensure the effective contribution of each group member,
through clear explanation and arguments critical thinking, responsibility and confidence in
public speaking

2.2.3 Some strategies to develop the competence according to domains of learning

Below are the teaching strategies and learning activities to facilitate the development of
competences.

Table 6: Strategies to develop competencies

Domain of What teachers can do Examples of learning activities

learning

Psychomotor - Allow the learner to practice for a - Observe a skill and attempt to repeat it, or
domain while, and then ask for a see a finished product and attempt to
demonstration of the skill replicate it (imitate)

- Set up models or create a - Produce the product by following general

simulation exercise in the practical
laboratory where learners can have
repeated practice of skills with
peers and/or teacher supervision
- Arrange for sufficient practical
experiences requiring skill
instructions rather than observation
(manipulate)
- Performing individual or group practical
work to demonstrate particular skills
under direct supervision of the teacher

25
 performance under direct (manipulate)
supervision
- Making models or designs related to the
- Create a valid and reliable broad competence or specific learning
assessment tool for use in outcomes with accuracy (precision)
determining competence in skill
demonstration - Make accurate observations and draw
appropriate conclusions from practical
demonstration of a task by a teacher or
fellow learners (manipulating with
precision)

- Studying situations through field visits

and case studies

- Undertaking project work with guidance

from the teacher but with minimum
supervision

Cognitive - Develop case studies requiring - Self-directed reading and completion of

domain discovery or problem-based suggested activities that will add to
learning to determine the most learners’ knowledge and experience base
appropriate evidenced based
example - Becoming active participants in and
taking responsibility for their own
- structure debates that require the learning
learner to provide their reasons for
their responses - Discovering the best solution to a given
need or problem in both theoretical and
- avoid the temptation to answer practical work
every learner's question, especially
when the learner knows or should - Retrieving and retaining knowledge and
know the answer applying it in practice

- Set self-study modules with - Learning activities structured for groups

suggested learning activities that of learners working together and self-
the learners can complete on their directed using the world wide web or
own prior to interaction with internet and intranet for resources related
fellow learners and teachers to topics being learned

- Provide ample time for discussion - Preparing for discussions and debates
and clarification of concepts to be
learned

- Help learners use their own

knowledge and ideas to find
possible solutions to situations.

- Guide learners to discover how to

26
 proceed or act through higher
order questioning (Socratic
questioning)

Affective - Create an environment for learners - Respond willingly and positively when
domain to do exercises on positive and asked or directed to do something
negative personal or peer values
(Attitudes - Comply with given expectations by
and values) - Provide a framework for a written attending or reacting to stimuli in
analysis of attitudes, values and agreeable manner
behaviour
- Display behaviour consistent with
- Structure opportunities for role attitudes and behaviour acceptable in
play requiring recognition of different situations
differing values and behaviour
- Listen to others and pay attention to any
- Join with learner group to discuss guidance and advice given by mentors
different values and beliefs
especially those related to learning - Reflect on how personal values promote
styles and interpersonal or inhibit their ability to learn better and
relationship. to fit in the society

- Create a valid and reliable - Identifying role models in the school

assessment tool for use in system and in the community and listing
determining positive attitude the qualities they admire.
demonstration

2.3 Active techniques used in developing competences

2.3.1 Play-Based learning
2.3.1.1 Definition of play
Play is a range of voluntary, intrinsically motivated activities normally associated with recreational
pleasure and enjoyment. It is a spontaneous and active process in which thinking, feeling and
doing can be shown. It is a highly creative process, using body and mind.

Play is essential to the development of cognitive, physical, social and emotional wellbeing of
children (optimal and holistic development of a child) because it is drawn from children’s natural
desires. Internationally recognized as a fundamental right, Play is a right for all (childhood,
infancy, and adolescence).

In and out of school, play gives children opportunities to manipulate materials, count, measure,
add, explore new avenues without risks, understand the world around them, express themselves
freely, make connections to personal experience, enhance their literacy skills, develop social skills.
When play is used purposefully, learning occurs. Play provides the most natural and meaningful
process of learning to a child.

Play in a learning session is purposeful and targets learning outcomes.

27
2.3.1.2 Types of plays

Functional Play: Any repetitive action that the child finds enjoyable is considered functional play.
Throwing objects, opening and closing things, stacking blocks and then knocking them over, filling
and dumping containers, pushing a toy back and forth, and banging objects together are all
examples of functional play. The repetitive nature of this play is how children learn about their
world. They learn about the properties of physical objects and cause and effect. These simple
discoveries prepare them for learning more complex skills later on. Children also develop their
gross and fine motor skills through practice and gain confidence as they develop new skills.

Dramatic/Fantasy play: Children learn to abstract, to try out new roles and possible situations, and
to experiment with language and emotions with fantasy play. In addition, children develop flexible
thinking; learn to create beyond the here and now; stretch their imaginations, use new words and
word combinations in a risk-free environment, and use numbers and words to express ideas,
concepts, dreams, and histories. In an ever-more technological society, lots of practice with all
forms of abstraction – time, place, amount, symbols, words, and ideas – is essential. For example, a
child loves to play dress up- How about "doctor" or "restaurant?" This is dramatic or fantasy play.

Games with rules: Developmentally, most children progress from an egocentric view of the world
to an understanding of the importance of social contracts and rules. Part of this development occurs
as they learn that games like Follow the Leader, Red Rover, Simon Says, baseball and soccer
cannot function without everyone adhering to the same set of rules. The “games with rules” concept
teaches children a critically important concept – the game of life has rules (laws) that we all must
follow to function productively.

Constructive play: Constructive play is when children manipulate their environment to create
things. This type of play occurs when children build towers and cities with blocks, play in the sand,
construct contraptions on the woodworking bench, and draw murals with chalk on the sidewalk.
Constructive play allows children to experiment with objects; find out combinations that work and
don’t work; and learn basic knowledge about stacking, building, drawing, making music and
constructing. It also gives children a sense of accomplishment and empowers them with control of
their environment. Children who are comfortable manipulating objects and materials also become
good at manipulating words, ideas and concepts.

E.g.: Building with blocks, making a road for some toy cars, constructing a fort out of couch
pillows, are all forms of constructive play.

Motor play/physical play provides critical opportunities for children to develop both individual
gross and fine muscle strength and overall integration of muscles, nerves, and brain functions.
Recent research has confirmed the critical link between stimulating activity and brain development.
Young children must have ample opportunities to develop physically, and motor play in this
disposition towards physical activity in young children. For example, throwing a ball or riding a
bike.

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2.3.1.3 Play based learning approach
A Play based learning approach is a child centred learning approach whereby appropriate games are
used to help learners to learn faster and better, more easily and in an enjoyable manner.
Psychologists have recognized that through play, learners are attentively focused on their objective.

How to use a game in learning

Game is one activity of a lesson that can be divided into two phases:

Preparatory phase
 Select or develop a game according to the subject and learning outcome
 Prepare all materials needed
 Identify the steps of lesson where the game will fit

Execution phase
 Arrange the classroom according to the game selected
 Explain to learners the name and the purpose of the game
 Lead the game in a funny way following its instructions
 If the game is long, work on it with few learners, then help others encourage their teams
 Stop the game
 Ask learners to reflect on the game and discover the relationship between the game and
the lesson
 Continue with the steps of the lessons

The game could fit in the introduction when reviewing the previous lesson to help learners to
discover a new concept, in the main body while teaching new concept by demonstration or
manipulation and in the conclusion and evaluation, by strengthening the new skills acquired,
capturing learners’ ideas, and assessing the learning outcomes.

Benefits of play
 Children learn by acting out funny scenarios
 Most activities are done by learners, in their learning environment under the teacher’s guidance,
taking into consideration the age of learners, their gender, needs, and their backgrounds
experiences. In this way learners are motivated, interested, and engaged and retain more
learning
 Children construct knowledge and understanding. They learn practical skills by being engaged
in a productive and motivating learning environment
 Play facilitates the development and internalization of life skills (problem solving, cooperation
and communication skills, lifelong learning competences), encourage the development of
attitudes and values, including conflict resolution
 Play promotes literacy, numeracy and the development of scientific concepts
 Play allows children to work alone or with others, to help their holistic development
 Learners can initiate the playing rules/games
 In play learners work without fear of making errors can take risks and try things out
 In play children enjoy control, can succeed and have experiences that build their self confidence

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Challenges
 Involves creative thinking in planning lessons.
 Selecting or developing appropriate games can be a very time-consuming job and challenging
for the teacher (please refer to Right To Play Resources where multiple games have been
identified)
 Play can over-simplify the situation being investigated so that learners overlook some important
learning
 Play can consume large amounts of time (NB: it is more important for learners to learn than for
them to “cover” content quickly).
 It can become “too much fun” and disrupt the task
 Learners can get too involved and lose objectivity

2.3.2 Group work

2.3.2.1 Definition
Group work refers to a multiplicity of techniques in which two or more learners are
assigned a task that involves collaboration and communication. In the classroom
learners usually work in groups of 2 to 6.

2.3.2.2 Educational purposes

Group work techniques can be used to motivate learners, encourage active learning, and develop
key critical thinking, communication, and decision-making skills. But without careful planning and
facilitation, group work can frustrate learners and instructors and feel like a waste of time.

2.3.2.3 Benefits
Group work has the following benefits:
 Development of higher-level thinking, social skills, oral communication, self-management, and
leadership skills.
 Promotion of learner interaction.
 Increase in learner engagement, commitment and initiative
 Exposure to and an increase in understanding of diverse perspectives.
 Preparation for real life social and employment situations

2.3.2.4 Challenges
Some of the challenges associated with group work include:
 Sometimes all learners speak at once trying to accomplish their task, and this causes noise that
may bother others.
 Some teachers may lose control of the class or have difficulties controlling the class, especially
in terms of discipline.
 Learners with English as a second language may find it harder to engage in group discussions.
 Learners who lack confidence may find it difficult to contribute to group discussions.

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2.3.2.5 Tips
 Consider learner ability to engage in group work. Mix learners in different groups, boy/girl,
confident/less confident, more/less able,
 Clarify expectations and learning outcomes of the group work. This enables learner
preparation and focus.
 Consider group size. . When planning group work, consider the size that will best suit your
outcomes, depending on factors such as time allocation, complexity of task, different roles
needed.’
 Ensure your learners have access to facilities in which to conduct group work. Make sure
furniture is arranged in circles, use all the space in the room, have enough copies of any
resources for each group

2.3.2.6 Strategies for organizing pair and group work

(i) Plan the task
 Plan the exercise carefully to make sure that all learners contribute.
 Decide what you want them to produce.
 Arrange how the groups will feedback.

(ii) Decide how many will work together

 Two = pair work
 Three or more = group work
 Only use more than 5 in a group where the task has roles for each member

(iii) Decide who will be working together

 Learners who are sitting together/near each other
 Planned by teacher.
 Organize the classroom
 Move desks.
 Sit the learners in groups and ask them to face each other

(iv) Give the learners roles/jobs within the group

For example: manager/leader, resource collector, scribe, reporter, developer.

(v) Arrange a stop signal

Decide on a signal that tells the learners when you want them to stop talking and to listen to the
teacher, such as: Clapping rhythm/1, 2, 3 look at me/shaker/5, 4, 3, 2, 1/hands up/mobile phone
ringtone

(vi) Teach learners what noise level is appropriate

Model the volume of talking you want.

(vii) Make a “Noise Monitor” to show the children what level of noise is OK

(viii) Give a time target

 Don’t say “do quickly”! Tell them how much time they have before they begin the task.

31
  Remind them when they are working how much time they have left (“You have one minute
left!”).

(ix) Monitor the groups

Move around the classroom monitoring the groups to check everyone is working.

(x) Assess the work done by the group

 Ask the groups to swap work and then mark each other’s work. The teacher can then collects
and check if necessary.
 Divide the blackboard into columns and ask one member of each group to come up and write
their answers (all at the same time), to save time
 If each group is working on a different problem ask one person from each group to present
their answers or their poster. Collect the work and mark after class.

2.3.3 Role Play

2.3.3.1 Definition

Role-playing is a process in which one explores the thoughts and feelings of another person by
responding and behaving as that person would in a simulated situation. One of the reasons role play
can work so well is because of the power of placing oneself in another’s shoes. It can involve pairs,
groups, or the whole class. The learners can take on the assigned roles in order to explore the
scenario, apply skills (communication, negotiation, debate, etc.), experience the scenario from
another viewpoint, evoke and understand emotions that may be unfamiliar to them. It helps to put
together the concepts into a practical experience. This provides opportunities for learning in both
the affective domain, where emotions and values are involved, as well as in the cognitive domain
where experiences are analyzed.

There are seven main steps when preparing to use a role play:

(i)Select or develop the role playing scenario: Teacher’s preparation

 Consider the learning outcomes that you want learners to achieve, their needs and
characteristics.
 Select or develop a scenario which facilitates learning without placing unnecessary demands
or stress on learners.
 The scenario to be played must be credible to learners (real concerns, problems and
dilemmas of the learners), or is based on something they have studied in detail
 In summary, develop role plays that relate learners’ concerns to the course outcomes.

(ii) Tell the learners what they will be doing and why

 Help learner to understand that it is a learning experience (not just an entertainment), and is
organized for a particular reason.
 Outline the purpose of the role play and focus on the relevance of the issue or problem

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(iii) Select participants and explain their roles
 Select carefully appropriate learners to play each role.
 Start with competent and respected peer leaders if learners are not familiar with the
technique then later involve the learners who are shy and less skilful.
 explain their roles to the chosen learners, providing all the background information they
will need individually

(iv) Explain what you expect from the audience

It is an active learning process for the audience. Some of the techniques that the teacher can use to
encourage audience engagement are:
 Highlight some of the specific points that you want the audience to look for
 Divide the audience into groups and make each group responsible for observing some aspect
of the action and giving their interpretation of each actor’s motivations and behaviours
during the subsequent discussion of the role play
 Nominate learners who will be required to re-enact the role play, possibly with a different
interpretation of some of the issues
 Explain how you will assess the learners’ learning after the role play

(v) Give learners time to prepare

 Give time to the selected participants (players) to review the information given and think
about how they will use it to “get into character” and sometimes to do research
 Let them ask questions about their character or seek advice on their initial ideas about how
to play their part.
 Provide necessary guidance

(vi) Commence the role-play

 Initiate the action when the role players and audience are ready
 Role players commence interacting with one another
 Stop the action when the role play has achieved its purpose (e.g. issues have been explored
sufficiently, the behavioural skills have been practiced sufficiently or some impasse has
been achieved)
 Interrupt the action when the role play is leading in a direction that is not productive. Give to
role players and observers time to reflect on what is happening and refocus on the issues to
learn

(vii) Discuss, evaluate and debrief

The follow-up discussion and debriefing serve several important functions:
 helps the learners to reflect on and consolidate their learning
 helps the “actors” to come out their roles
 Helps all learners to gain a better understanding of the role play as a learning strategy

In the debriefing, the teacher should allow learners to analyse the role-play experience and the
learning in the activity by:
 reflecting on what happened and draw attention to any over-simplification or inappropriate
assumption
 asking questions to actors and observers

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  Allowing the audience to ask questions to actors and vice-versa in order to understand
various reactions

Role play has the following advantages:

 Motivates and involves learners
 Facilitates the application of knowledge in real situations, so learners consolidate their
learning
 Provides learners with opportunities to develop a range of communication and social
interaction skills (e.g. listening, thinking, speaking, negotiating, co-operating).
 Gives them opportunities to express feelings
 Encourages individuals to reflect upon their knowledge of a subject.
 Excellent teaching method for reviewing learning at the end of a course of study
 Requires the use of appropriate concepts and arguments as defined by the individual role
 Develops appreciation and judgment skills
 Encourages empathy, learners’ self-confidence, self-esteem and self-image.
 Learners can practice and explore alternative solutions to situations outside the classroom

2.3.3.2 Challenges
 Role play can over-simplify the situation being investigated so that learners overlook some
important learning
 Can consume large amounts of time
 Some learners may be too shy and reluctant to participate in the role play
 It can become “too much fun” and disrupt the task
 Some learners may not be able to play their role in a credible way, and this might distort the
message that is to be conveyed
 Learners can get too much involved and lose objectivity
 Writing the brief and defining the roles can be a very time-consuming job for the teacher

2.3.4 Questioning
2.3.4.1 Techniques used in questioning approach
(i) Hot Seat
Invite one learner to come to the front of the classroom and sit on a chair. This is the ‘hot seat’.
They must imagine they are a famous person, such as a leader, a scientist or a celebrity. The rest of
the class will ask him or her questions that he or she must try to answer as if they were that person.
This technique can also be used in understanding historical people or literary characters.

(ii) Group questions

Organise learners into small groups. Ask them to use the textbook or their notes to write three
questions about the topic studied for another group to answer. They could also write the answers on
the back of the paper. Then the groups should exchange papers and try to answer the questions.

(iii) Question, Exchange

The teacher or the learners prepare some flashcards about the topic being studied. The card should
show both the question and the answer. Each learner has one card. They stand up and find a partner.

34
They ask their partner the question on the card. If they are correct they congratulate them. If wrong
they help them to answer correctly. Then they high-5, exchange cards and go and find another
partner. This is an excellent way for older learners to revise any topic.

(iv) Question Toss

Use a ball or a beanbag. Ask a question and throw it to one learner to answer. Then that learner asks
another question and throws the ball or beanbag to another learner in the circle; for example;
multiplication facts in Mathematics.

(v) What is happening?

Show the learners a picture. Instead of the teacher asking questions about the picture ask the
learners in pairs to think of three questions they would like to ask. Invite the learners to ask their
questions and the teacher or other learners could try to answer.

(vi) Convergent and divergent questions

Convergent questions
Convergent questions are those that require one correct answer. In general, they are questions of
fact or recall and are often of a low level.
E.g.:
- What is the population of Rwanda?
- What is the capital city of Rwanda?
- What 12x13? Etc
In each of these, there is only one correct answer for each question and the answer requires recall of
previously learned information.

Divergent questions
While convergent questions require one answer, divergent questions are just the opposite in that
many different answers are appropriate.
E.g.:
- Why did the character in this story act like that?
- What factors influence economic development in Rwanda?
- Why might Rwandan learners disagree with their teachers?
- Under what conditions might countries in the East African Community be likely to unite
under one federation?

In each of the question above, a number of answers are possible. Divergent questions are used to
promote involvement by allowing a number of learners to respond the same question. Divergent
questions are high level questions.

2.3.4.2 Strategies to Handle Learners' Answers

(i) Question Redirection
The first step toward developing effective questioning techniques is to increase the amount of
participation. Question Redirection can be a useful questioning technique to help establish positive
patterns and high levels of interaction in a classroom. This technique involves the framing of a
single question for which there are many possible responses and receiving different responses from

35
several learners. Redirected questions are divergent. It is impossible to redirect a convergent
question, in a sensible way.
 Redirected questions are high level. Therefore redirection is not only a powerful technique in
promoting interaction, but it is a convenient means for helping the teacher ask high level
questions.
 Do not direct questions to particular learners. Distribute them evenly, to avoid only portions of
class participating.

Outcomes of question redirection techniques

 Encourages learner achievement
 Helps in classroom management (discipline)
 Discourages absenteeism
 Promote high level of interaction
It should also be noted that description and comparison questions are easier to redirect.

(ii)Prompting
When we ask a learner a question, and she/he either fails to reply or responds incorrectly, we tend to
move on to another learner in order to maintain interest and momentum. By doing so, the learner
who was unable to respond often becomes confused and disengages from the discussion.
Prompting involves the use of hints or clues which are used to aid the learners in responding
successfully. This technique is also used when a response is incorrect.

Note:
 Prompting requires “thinking on your feet” i.e. formed and asked on spot. It may not require
prior planning.
 It helps learners provide responses they previously could not provide.
 Makes use of hints or clues to aid learners who fail to respond (I don’t know) give a correct
answer

(iii)Probing

In some classroom situations, a learner’s reply is correct but insufficient because it lacks depth. In
such a case, it is important for the teacher to help the learner supply additional information in order
to have better, more inclusive answers. This technique is called probing.

Note:

 The process is to get learners to justify or further explain their responses, thereby increasing
the depth of the discussion.
 Provides learners with increased opportunities to process information, to deal with the why,
how, and what it is based upon.
 Learners gain experience in dealing with higher level tasks, but also experience a greater
feeling of success, leading to self-confidence and positive self-concept.

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2.3.4.3 Characteristics of good questions

Good questions should be:

 Clear, brief, concise and direct. They should be definite, simple, and straight forward
 Thought provoking, i.e., challenging, rather than repetition of facts, encouraging
learners to manipulate or apply knowledge learned
 Suited to the age, abilities and interests of learners to whom they are addressed.
More advanced learners should be asked more challenging questions than the slower
ones. Thus, the vocabulary used and the nature of construction of the question should
be appropriate to the level of understanding of the learners

2.3.4.4 Improving the techniques of questioning

 Present the questions to the whole class before asking one learner for an answer. This
encourages the whole class to pay attention and to think about the answer.
 Allow thinking time. Do not demand an answer too quickly, but also do not wait so long that
the class becomes restless.
 Learners who think that they know the answer should make it known to the teacher by some
sign or other. Signs which disturb the class as little as possible are preferable.
 Distribute questions evenly in the class, but allow for exceptions
 Inattentive learners should be regularly included in questioning
 Questions should not normally be repeated. Learners must know that as a rule a question
will be asked only once. Exceptions should be given however, when a learner did not really
understand the first time, or when the teacher wants to stress an important, thought
provoking question.
 When a question calls for prolonged, concentrated thought, it may be written on the board.
 Sometimes teaching / learning aids can be used to help the learners answer the question.
 As a rule, all questions, once asked must be answered either by the learners or by the
teacher.

2.3.5 Summary of various techniques to develop competences through active learning

Active engagement in learning is a crucial to the success of the competence-based curriculum.

Learners need to be engaged in practical, contextualized and complex learning situations through
which application of learning is constantly developed. It is therefore essential that teachers always
have active techniques in mind when they are planning learning activities within a lesson. Some
examples of these techniques are briefly described below:

Table 7: Techniques to develop competences

Techniques/Strategies Description Examples

ROUNDTABLE This is a form of cooperative learning. A

question is posed by the teacher to
groups of learners. Each person in group
writes one answer on a paper and passes
it to the next team member. The group

37
 looks at each answer and decides which
one to present to the class. Each group
shares/presents their answer to the entire
class. The suggestions are discussed by
the class and conclusions drawn.

Questions in corners The teacher places questions in different

corners of the classroom. Groups of 3-6
learners move from corner to corner as
per signal given by the teacher. They
discuss and write an answer to each
question taking into account answers
already written by previous groups. The
use of different collared markers for
each group helps to see what each group
wrote for each question. Ideas for each
question are discussed in plenary to
come up with some conclusions at the
end.

Outdoor activities In field visits, learners go outside the Mathematics: Measuring

classroom to observe specific organisms the perimeter of the school
or phenomena, or to hear information compound.
from experts.

Field Visits Before the visit the teacher and learners:

Science/Chemistry: Field
- agree on aims and objectives
visit to any nearby industry,
- gather relevant information prior to
mining site, agricultural
visit
farms to appreciate the
- brainstorm on key questions and
importance of chemistry to
share responsibilities
the Rwandan society (write
- discuss materials needed and other
field report) and make
logistical issues ;
presentation.
- discuss and agree on accepted
behaviours during the visit
After the visit:
- de-brief and discussion of what was
learned and observed
- evaluation of all aspects of visit
- reports, presentations prepared by
learners
Project work Learners in groups or individually, are Entrepreneurship:
engaged in a self-directed work for an
extended period of time to investigate In small groups, learners
and respond to a complex question, have to develop a business
problem, or challenge. The work is plan for a business
opportunity identified in a

38
 presented to classmates and other people
beyond the school. Projects are based on
real-world problems that capture
learners' interest. This technique
develops higher order thinking as the
learners acquire and apply new
knowledge in a problem-solving context.
The teacher plays the role of facilitator
by:
class, starting with cover
page, table of contents,
executive summary,
business description, and
marketing plan. They may
be inspired by complete
business plans. The work is
to be done in 10 weeks.

- working with learners to frame

worthwhile questions

- setting relevant and meaningful

tasks

- availing resources needed

- coaching both knowledge and skills

development and social skills,

- assessing carefully what learners

produced based on defined criteria

Group work This is a form of peer/cooperative/ In English lessons learners

collaborative learning that values the are encouraged to work in
learner-learner interaction. It is mutually
groups so as to help each
beneficial and involves the sharing of other especially when they
knowledge, ideas and experience are classes with a big
between learners. It offers learners number of learners. Each
opportunity to learn from each other. individual is given an
opportunity to express
To be effective, teams should be him/herself.
heterogeneous in terms of ability levels,
made of 3-4 learners in most tasks.
Team members are assigned specific
roles which are rotated. For elaborated
work, assessment should be twofold:
based on both the collective and
individual work

Role play The role play is a special kind of case SST: Pupils role play to
study in which there is an explicit show how polite manners
situation established with learners vary in different situations
playing specific roles, spontaneously
saying and doing what they understand
their “character” would do, in that

39
 situation. The case study differs from the
role play because in the case study,
learners read about situations and
characters; in the role play, they find
themselves what to say, how to play and
which material to use.

Case study Case study as a learning technique is a

story either based on real events, or from
a construction of events which could
reasonably take place. It involves issues
or conflicts which need to be resolved.
The information contained in a case
study can be complex or simple.

The teacher presents a problem situation

and indicates how to proceed

Brainstorming It is a technique used for creative Biology: In groups learners

exploration of options/solutions in an are invited to find out the
environment free of criticism. It causes of early pregnancies
encourages creativity and a large number as observed in their
of ideas. community. Each group
writes all causes that come
Among ground rules there are: active to their mind and put on a
participation by all members; no card (one cause per card).
discussions, criticisms, compliments or All answers from different
other comments during the groups are displayed and
brainstorming stage. The teacher starts with the teacher’s support
by reviewing the rules, sets a time limit; the learners come up with a
states and explains the question; collects summary and conclusion
and displays ideas; eliminates about the main causes of
duplications and guides learners to draw early pregnancy in their
a conclusion. community.

A learning It is a space set aside in the classroom Physics: a group of learners

centre /corner that allows easy access to a variety of
learning materials in an interesting and
productive manner. Learners can work
by themselves or with others in self-
directed activities on a content related to
the curriculum or not.
These centres allow learners to deepen
their understanding of subjects, apply
their learning in a stimulating learning
environment and engage in meaningful
carry out experiments
related to simple alternating
current circuits using a set
of materials available in the
science corner. The teacher
can assist them when
necessary.

40
 discoveries that match their individual
interests. They provide learners with
hands-on experiences they can pursue at
their own pace and level of curiosity.
Games/play Games are used to help learners to learn
faster and better, and in enjoyable
manner. Games/plays help to create a
classroom experience that actively
engages learners. They develop
communication and other important
skills such as social skills, critical
thinking, problem-solving, numeracy
and literacy skills in different subjects.
Research work Each learner or group of learners is
given a research topic. They have to
gather information or ask experienced
people and then the results are presented
and discussed in class.
Practical work Individually or in teams, learners are
assigned practical tasks. To be effective,
the task needs: a clear purpose with
strong links and relevance to the
curriculum; quality materials; learners’
engagement; time for preparation and
carrying out the work; support from the
teacher or other experts. Such activities
41
Languages: Playing
language versions of games
such as lotto, card games,
and memory games makes
learning enjoyable and can
be used to accelerate
progress in all the four
language skills. Through
games and plays learners
practice the language in a
friendly environment.
In mathematics, Number
games help learners to, for
example, count measure,
add, subtract, multiply and
divide. When combined
with physical activity these
games help learners
visualize and build a clearer
understanding of abstract
concepts.
Biology: In groups or
individually, learners carry
out research using books
from the library or
different search engines to
come up with a description
of function of parts of the
reproductive system.
Findings are presented to
the class.
Home science: Practical
exercises on cleaning a
home in small groups.
Science: carrying out an
experiment in a laboratory
 encourage deeper understanding of and making a report.
phenomena; develop skills such as
observation, practical work, planning,
reporting, etc.

2.4 Use of Technology –Pedagogy in Teaching and Learning

2.4.1 Rationale of using ICT in teaching and learning
The availability of e-tools and the importance in using them in subject teaching and learning has a
significant impact on classroom interaction. Appropriate pedagogy to integrate the use of
technology in classroom should be developed alongside with the provision of computers, internet
connectivity and e-resources. Using computers allows teachers to feel more like a facilitator rather
than an information giver

This develops 21st century competences in learners such as critical thinking, collaboration skills,
creative and communication skills, because when learners are using technologies in learning, they
are highly engaged as they have opportunity for discussion, reasoning and interpretation. Using ICT
involves more teacher-learner interaction.

2.4.2 ICT in teaching and learning Process

It is stated in the curriculum framework that: “The curriculum must enable educators and learners
to use ICT as a tool to improve the quality of education in all subjects at all levels in teaching and
learning practices. ICT must support the emergence of teaching and pedagogical learner-centred
approaches as well as encourage research, communication and collaborative learning.”

The success of the process largely depends on the use of technology in the preparation of the lesson
plan with essential elements such as clear indications of what will be done, how it will be done,
when it will be done and, more importantly, how technology is going to be used.

However, teachers must focus on the subject content through exploiting benefits of ICT and avoid
distraction in presentation. Teachers must see how the technology selected fits into the objective of
the lesson, methods of instruction, evaluation, feedback and follow-up initiatives. A teacher who
does not understand the purpose of technology integration or how it could be applied is less likely
to be successful in a technology-based learning environment.

Some schools have already computers but not all schools. However, as computers are distributed in
schools, teacher training will continue and hence teachers will integrate ICT in their teaching
activities.

2.4.3 Changes to harness the power of ICT to improve learning

2.4.3.1 Changes in teachers' roles
From: To:
Transmitter of knowledge Guide & facilitator of knowledge
Controller of learning Creator of learning environment
Always expert Collaborator & co-learner

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Learning to use ICT
Didactive/ expository
2.4.3.2 Changes in learners' roles
From:
Passive learner
Reproducer of knowledge
Dependent learner
Solitary learner
Solely learning content
2.4.3.3 Changes in curricula & delivery
From:
Memorizing facts
Artificial teaching exercises
Rigid delivery (fixed time & space)
Single path progression
2.4.3.4 Changes in media applications
From
Single sense stimulation
Single media application
Delivery of information
Monologue communication
Analogue resources
Using ICT to enhance learning
Interactive/experiential/exploratory
To:
Active learner
Producer of knowledge
Autonomous learner
Collaborative learner
Learning to learn/think/create & communicate
To:
Inquiry based
Authentic learning
Open & flexible delivery
Multi path progression (Any time & anywhere)
To
Multi sensory stimulation
Multimedia application
Exchange of information
Dialogue & collaborative
Digital resources
43
3. Competence-Based Assessment

3.1 Definitions
Competence-based learning: refers to systems of instruction, assessment, grading, and academic
reporting that are based on learners demonstrating knowledge, skills, competences and attitudes
they have acquired and being able to apply them in real life situations. This kind of learning
emphasizes the learner-centered approach where the learner is engaged in active and participatory
learning activities.

Assessment: is regarded as those formal and informal procedures that teachers and learners employ
in gathering information on learning and making judgment about what learners know and can do.
As opposed to the misconception most people have always had that assessment comes after
teaching, assessment is an integral part of teaching and learning.

Competence-based assessment is an assessment process in which a learner is confronted with a

complex situation relevant to his/her everyday life and asked to look for a solution by applying what
has been learned (knowledge, skills, competences and attitudes). Evidence of learning is then
collected and used as the basis on which judgments are made concerning learner’s progress against
fixed performance criteria.

3.2 Types of assessment

 Formative assessment is daily monitoring of learning to provide ongoing feedback that teachers
can use to improve their teaching and learners use to improve their acquisition of competences.
Formative or Continuous assessment is among other things, intended to help teachers to
assess curriculum learning objectives at short intervals of time, and provide effective remedial
instruction for weak learners, or enrichment activities for high achievers.

 Summative assessments are used to evaluate learner learning, skill acquisition, and academic
achievement at the conclusion of a defined instructional period, such as the end of a project,
unit, course, term, school year and cycle.

 Purposes of assessment: Before any assessment is carried out, teachers should be clear about
why they should assess, what should be assessed, when it should be assessed and how to do the
assessment. This will depend on whether assessment is formative or summative.
.

3.3 Purpose of formative assessment

Formative assessment is used to:
 Determine the extent to which learning objectives and competences are being
achieved and to identify which schools need pedagogical advice and
which learners need strategic and remedial interventions
 Monitor progress and provide feedback
 Diagnose or detect learning errors as a result of a wrong idea, or a misconception
 Decide on the next steps in terms of progression
 Keep records and measure progress

44
  Identify learners who are gifted and talented in order to provide enrichment work; and
those who are struggling and need support in terms of remedial instruction
 Motivate learners to learn and succeed, ie, encourage learners to read, or learn more,
revise, etc. Teachers need to consider various aspects of the instructional process
including appropriate language levels, meaningful examples, suitable methods and
teaching aids, appropriate pace, appropriate assignments, etc.
 Check effectiveness of teaching methods in terms of variety, appropriateness, relevance,
or need for new approaches/strategies
 Provide feedback to learners, parents and teachers
 Help learners to take control of their own learning

In the competence-based curriculum, formative or continuous assessment should be criterion-

referenced. This means that formative assessment should compare performance against
instructional objectives, ie, concerned with mastery of knowledge, skills, competences and attitudes;
and the resultant performances. As such, formative assessment measures a learner’s ability with
respect to a criterion or standard. For this reason, it is used to determine what learners can do,
rather than how much they know, or how they compare with peer groups. Therefore, formative
assessment is used to see how well learners have mastered knowledge, skills, competences and
attitudes as specified in the instructional objectives.

Purpose of summative assessment: Summative assessment is mainly concerned with appraisal of

work in terms of units of work completed, and attempts to ascertain if goals of the unit, course or
program have been achieved. It therefore comes at the end of the unit, course or program.
Summative assessment is also used for selection, guidance on future courses, certification,
promotion, curriculum control, and accountability.

3.4 When to assess

Assessment should be clearly visible in lesson, unit, term and yearly plans.

 Before learning (diagnostic): At the beginning of a new section of work; to find out what
learners already know and can do, and to check whether the learners are at the same level.

 During learning (formative/continuous): When learners appear to be having difficulty with

some of the work, by using on-going assessment (continuous). The assessment aims at giving
learners support and feedback.

 After learning (summative)

At the end of a section of work or a learning unit, the teacher has to assess after the learning. This is
also known as Assessment of Learning to establish and record overall progress of learners towards
full achievement. Summative assessment in Rwandan schools mainly takes the form of written tests
at the end of a learning unit or end of the month, and examinations at the end of a term, school year
or cycle.

Summative assessment is also done at school, district and national level. A mechanisms to monitor
learning achievement known as the Learning Achievement in Rwandan Schools (LARS) is

45
administered in a sample of schools every two years with the aim of measuring achievements in
literacy and numeracy in lower and upper grades of primary learning cycles.

Instruments of Assessment
Instruments of assessment are the tools used to establish whether learning is being or has been
achieved. Whether before, during or after learning, the teacher can select the appropriate
instruments to use in assessment. The type of instrument used in both formative and summative
assessment depends on the kind of learning to be measured. The classroom teacher can select the
right instrument that is appropriate for the topic and the learning targets (knowledge, skills, and
attitude). The following are some of the instruments used in assessment.

Observation: This is where the teacher gathers information by watching learners interacting,
conversing, working, playing, etc. A teacher can use observations to collect data on behaviours that
are difficult to assess by other methods such as attitudes, values, and generic competences and
intellectual skills. It is very important because it is used before the lesson begins and throughout the
lesson since the teacher has to continue observing each and every activity.

Questioning
(a) Oral questioning: a process which requires a learner to respond verbally to questions
(b) Class exercise: tasks that are given during the learning/ teaching process
(c) Quiz: short and informal questions usually asked during a lesson
(d) Homework and Assignments: tasks assigned to learners by their teachers to be completed
outside of class. Common homework assignments may include a quantity or period of reading to be
performed, writing, problems to be solved, a school project to be built (display), or other skills to be
practiced.

Portfolio: Learner portfolios are a collection of evidence, prepared by the learner and evaluated by
the teacher to demonstrate mastery, comprehension, application, and synthesis of a given set of
concepts.

Project work: a product which requires a learner to plan, carry out, and make a project presentation
which is then assessed by the teacher or by peers.

Interview: a process where a learner is expected to respond to questions concerning his or her
learning.

Role Play (enactment): a performance which requires a learner to act out roles of other people in
society in order to learn from their experiences. For example, learners may dramatise their
understanding of fictional characters or historical persons by acting a role showing certain
behaviours and personal characteristics of these people, and then assessed on the part played and
how well the character has been understood.
Debate: a performance which puts one learner, or team of learners, against another learner, or team
of learners, to logically argue issues. The assessment may individual or group.

46
How to plan assessment
The process of planning an assessment involves a number of steps depending on the type of
assessment. The steps include:
 Design tasks, set criteria, design rubrics and prepare appropriate questions beforehand, and
decide how and when they are to be administered
 Choose an appropriate method and technique to use either by observing, having dialogue and
interactions with learners, organizing practical investigations, presentations and discussions,
questioning orally or through paper and pen by giving quizzes, exercises or tests
 Make provision for the learners' roles in self-assessment and peer assessment
 Develop assessment schemes for written work and products such as artwork, case studies,
reports or project work presentations.

Planning formative assessment

The teacher sets tasks. Tasks are activities designed in the learning environment by the teacher in
order to enable learners to develop and display their knowledge and understanding, and demonstrate
the acquired skills, competences, attitudes and values.

How tasks are developed

Use observable action verbs consistent with the level of learning expected, considering all the low,
medium and higher order thinking skills and competences.

Examples of verbs used in setting tasks and criteria:

a. Low order (knowledge and understanding): define, name , list, identify, label, match,
outline
Eg: Label the parts of the flower indicated on the drawing provided

b. Medium Order: explain, describe, examine, classify, express, summarize, compute,

relate, show, solve, use
Eg: Using a lens, examine the specimen provided and describe its external features

c. Higher order: compare, analyse, illustrate, differentiate, compose, construct, design,

formulate, evaluate, justify, interpret
Eg.
1. Compare and contrast education system of Rwanda before and after 1994
2. You are provided with a dissection kit and a dead rat, dissect the rat longitudinally
and draw what you see. Label the drawing with the function of each part.

Setting the assessment criteria

Assessment criteria are statements against which judgment of learning achievement or competency
demonstration is measured against set standards.

Assessment standards are a definite level of achievement aimed for or attained. Standards are
about definite levels of quality (of achievement or performance). Eg, fail, partial success, pass, high
standard. These can be quantified into scores, grades or rating levels with corresponding
descriptors.

47
Check list method is a method applied mainly in continuous assessment when assessing skills,
attitudes, values and generic competences-using observation method in monitoring an individual
learner.

The checking is done by ticking the appropriate achievement level for each learner when it is
convenient to do so.

Example:

Class: ……………………………………………………..

Name of learner: …………………………………………..

Competence Criteria Achieving Achievin Achieving Not yet achieving

the g the parts of the Standard
Standard Standar the
very well d Standard
Interpersonal Can work as a team member and
relationship can collaborate with others
Respects views and rights of
others and accepts positive
criticism
Communication Can confidently and effectively
communicate and convey
information and ideas through
speaking, writing, and other
forms of communication using
correct language structure, and
relevant vocabulary in a range of
social and cultural contexts.
Can write coherent and logical
reports
Critical and Can use critical and creative
creative thinking thinking skills with a high degree
of effectiveness
Research and Can produce new knowledge
problem solving based on research of existing
information and concepts and
sound judgment in developing
viable solutions
Co-operation Can co-operate with others as a
team in whatever task assigned.
Innovation Can use imagination beyond
knowledge provided to generate
new ideas to enrich learning.

Using assessment rubric

Rubrics are a kind of rating scale formally defined as scoring guides, consisting of specific pre-
established performance criteria and levels of achievement used in assessing students’ learning.

How to make an assessment rubric

The following are the steps involved in making an assessment rubric:

 Decide what criteria or essential elements must be present in the student’s work to ensure that it
is of high quality. At this stage, you might even consider selecting samples of exemplary student
work that can be shown to students when setting assignments.

48
 Decide how many levels of achievement you will include on the rubric.
 For each criterion or essential element of quality, develop a clear description of performance at
each achievement level. For example, raw scores out of 10, 20, 50 or 100 can be used as
threshold standards.

The following table is a simplified assessment rubric applied to some generic competences. All
descriptors for each competence can be included.
Table 9: Assessment rubric for generic competences
Levels of achievement(standards set)
Competences Highly achieved Meets expectation Not achieved
8-10 5-7 0-4

Critical thinking
Creativity and innovation
Research and problem
solving
Communication
Lifelong learning
Cooperation
Can reason broadly and
logically
Can use imagination to
create new ideas
Can find solutions to
problems and can explain
phenomena
Conveys information
correctly through
speaking, writing and
discussing
Takes initiative to update
knowledge with
minimum teacher
support
Cooperates with others
and demonstrates respect
for the rights, views and
feelings of others.
Can reason but ideas not
coherent
Can take initiative to
explore ideas but ideas
lack originality
Can solve problems but
shows no interest in
researching information
Can express ideas with
limited language
structure and limited
vocabulary
Can seek out knowledge
but cannot exploit all
opportunities
Cooperates with others
but does not adapt easily
to new situations
The reasoning lacks
logic and coherence
Cannot be creative
without assistance
Shows limited capacity
to solve problems and
to search for
information
Cannot express
himself or herself
verbally nor through
writing
Is purely dependent on
what is given by a
teacher or the peers.
Does not practice
positive ethical and
moral attitude with
respect to socially
acceptable behaviour.

Setting Assessment criteria in specific subjects

Task: A learner is given 3 numbers that involve addition, subtraction, division and multiplication
of 1 digit numbers and to explain their working:

Table 10: Assessment criteria

Criteria Achieved beyond Achieved Not achieved

expectation
Performing all Can perform all operations
mathematical correctly giving the correct
operations in one answer
question
Explaining the working Can show and explain the
steps to arrive at the
answer
Can perform all operations All operations are not
correctly but not in the accurate
right order giving wrong
answer
Can show the steps Can explain but with
through writing but cannot wrong steps
explain

49
Marking Scheme/Guide as an Assessment rubric

A marking Scheme/guide with raw scores is used to define assessment standards and design an
assessment rubric by listing answers to a question or showing main steps for calculations and
indicating scores against each and design a rubric as per example below.

Task: Discuss the effects of genocide perpetuated against the Tutsi in Rwanda on the socio
economic development of Rwanda (5marks).

Table 11: Assessment criteria

Criteria Score Comment

Can identify 5 effects and explain all 5 Outstanding

Can identify 4 effects and explain only 4 4 Excellent

Can identify 3 effects and explain only 3 3 Very good

Can identify 2 effects and explain only 2 2 Good

Can identify 1 effects and explain only 1 1 Fair

Cannot identify any effect 0 Fail

How to Plan a summative assessment

Before developing a question paper, a plan or specification of what is to be tested or examined
should be elaborated to show the units or topics and the competences to be assessed, the number of
questions in each level of Bloom’s taxonomy and the marks allocation for each question.

In a competence based curriculum, questions from higher levels of Bloom’s taxonomy and generic
competences should be given more weight than those from the knowledge and understanding level.

1. Assessment specifications
Assessment Specifications - also known as “Assessment Grid” or “Assessment Blue Print” - is a
plan of tests or examinations, indicating the number of questions or items and their relative weight
according to the learning outcomes across the syllabus.

A good blueprint (plan) should indicate the following:

• The proportion of test items in the final form that address each curriculum area
• The proportion of items within a curriculum area that assess different skills
• The proportion of items that address different cognitive, psychomotor and affective domains
• The proportion of structured, semi structured and open-ended questions

Example, see table below:

50
Table 12: Specifications (plan for a test)
BEHAVIOURAL OBJECTIVES (i.e. OUT COMES)
CONTENT
Remember Understand Apply Analyse Evaluate Create Total

Body parts 1 1 2 2 2 2 10
The digestive system 1 1 2 2 2 2 10
Respiration 1 1 2 2 1 1 8
The nervous system 1 1 2 3 2 1 10
The skeletal system 1 1 1 1 1 1 6
Blood circulation 1 1 1 1 1 1 6
TOTAL 6 6 10 11 9 8 50

2. Item writing
Item writing involves writing of the actual questions to be asked. Before developing a question
paper, the item writer should ensure that the test or examination questions are tailored towards
competence-based assessment by doing the following:
 Identify unit or topic areas for the test from the subject syllabus
 Outline subject-matter content to be considered as the basis for the test
 Identify competencies/learning outcomes to be measured by the test
 Prepare a table of specifications/blueprint (plan for the test)
 Ensure that the verbs used in the formulation of questions do not require memorization or
recall answers only, but testing mainly skills and attitude as well as generic competences as
stated in the syllabus (e.g. examine, discuss, analyze, justify, create, perform, conduct,
develop, prepare, differentiate, relate, compare and contrast, suggest ,comment on, show).

Characteristics of good question items

Good question items should be:

 clear, simple and straight forward,
 short and precise,
 free of bais,
 readable,
 original,
 indicate marks for each,
 follow order of difficulty (Blooms)
 contain a variety of verbs

3. Standardization and grading of raw scores

Standardization is using statistical method to transform raw scores into meaningful comparability
among candidates, across different subjects, schools and even different countries.

4. Grading
Grading is the process by which raw scores are distributed into mark bands, such that marks within
each band represent a particular letter grade. This process is an attempt to address inter-subject,
inter-option examinations differences in the levels of difficulty and impose a common meaning to
reported results. Although tests and examination results are used for comparative performance, they

51
are also used to measure the attainment level of individual candidates, and assessment standards can
be set against the criteria.

A grade boundary is the minimum mark required for the award of each grade or at which a letter
grade can be achieved. The following grade boundaries may be used as a guide to rate the
performance of candidates and the guide is based on what is currently used in national examinations
and in end of year school examinations or mock examinations.

Table 13: Grade ranges

Achievement Achievement Percentage Grades Grades
level description Score (Primary/Ordinary (Advanced
Secondary school level) Secondary
school level)
1 Outstanding 75 - 100 D1
A
2 Excellent 70 - 74 D2
3 Very good 65 - 69 C3 B
4 Good 60 - 64 C4 C
5 Satisfactory 55 - 59 C5 D
6 Adequate 50 - 54 C6 E
7 Moderate 45 - 49 P7
S
8 Fair 40 - 44 P8
9 Unclassified 0 - 39 F9 U

Examples of how to apply the set standards in assessing the learners’ achievement
The examples also show how to record the learners’ achievement

Example 1:
Competence assessed: Communicating ideas
Name of learner: ……………………………………………………….

Competence Competence demonstrated Rating level Grade

Can apply language structure very well 3 B
Can read texts with limited skills in speed and 6 E
pronunciation
Communication Can demonstrate sufficient skills in communicating 4 C
ideas to the audience
Can write coherent and logical reports in an excellent 2 A
manner

Example 2
Subject Competence assessed: Estimation and interpretation of graphs in primary
Name of learner: …………………………………………………………….

Competence Competence demonstrated Rating level Grade

Makes accurate estimations. Uses appropriate
mathematical operations with no mistakes.
Estimation and Draws logical conclusions supported by 1 A
interpretation of graphs. Displays sound explanations of
graphs thinking
Struggles to make accurate estimations and
7 S
only uses the correct operation sometimes. The

52
 conclusions and explanations are short and
need more detail.
Makes good estimations. Uses appropriate
mathematical operations with few mistakes.
3 B
Draws logical conclusions supported by graph.
Good explanations of thinking
No response/task not attempted.
9 U

Example 3:
Subject Competence assessed: Assessing different practical tasks in one unit
Unit name: House electric installation and repair
Name of learner: ……………………………………………………………..

Learning outcomes How the Competence is Rating level Grade

demonstrated
Task 1: Determining Can work out very well with
appropriate dimensions precision the resistivity and cross
3 B
of cables and wires to sectional area of the required wire
be used
Task 2: Installing Possesses exceptional skills in
cables and sockets installing cables and in connecting 2 A
to sockets perfectly
Task 3: Installing fuse Can install the fuse box in an
box and connecting to excellent manner and has mastered
1 A
external source how live and neutral wires connect
to external wires
Task 4: Diagnosing the Shows sufficient skills to test the
cause of electric faults flow of current at a point and trace
4 C
and rectifying it where short circuit has occurred and
can rectify the problem
Task 5: Repairing Demonstrates limited skills in
electric cooker and iron tracing the electric fault and takes a 9 F
box lot of time to fix the problem

3.5 What to Assess

a) Knowledge and understanding
The assessment should focus on correctness of answers, coherence of ideas, logical reasoning and
understanding. The teacher should use high order thinking verbs like: identify, explain, indicate,
discuss, predict, estimate, judge etc.

b) Assessing practical skills

Learners should show evidence of the ability to perform and accomplish a given task through
aptitude and or use practical tests and evaluation of the final outcome of learning. The assessment
should focus on accuracy, quality product, correctness, speed and efficiency, coherence.

c) Assessing attitude and values

The assessment should focus on the learner’s approach to a situation, appreciation of the task given,
impression of a situation, manipulation, reasoning, persistence, tolerance.

53
d) Assessing generic competences:
Judgment capacity using verbs like: arrange, develop, subdivide, point out, design, produce,
organize, develop, integrate, apply, discover, survey, point out, produce, etc depending on the
generic competence assessed.

The knowledge, skills, attitudes and generic competences are not assessed independently of each
another. It is important to set tasks which give evidence for the key aspects of topic or unit.

The lesson, unit or subject concept is the major focus but the style of assessing especially through
questioning dictates all components being assessed. One question can cover the concept, all or part
of generic competences, attitude and practical skills.

3.6 How to assess

What is assessed depends on the task set and the way the question is phrased. One question can be
assessing not only knowledge and understanding, but also skills, attitude and generic competences.
Questioning can be oral or written either for diagnostic purposes, to aid learning during the lesson
or to test learning achievement through exercises, assignments, tests and examinations.

One must ensure that the verbs used in the formulation of questions do not require memorization or
recall answers only but testing also skills and attitudes as well as generic competences as stated in
the syllabus (e.g. arrange, point out, design, draw, organize, tabulate, develop, integrate, apply,
discover, survey, produce, examine, discuss, analyze, justify, create, perform, conduct, prepare,
differentiate, relate, compare and contrast, suggest, comment on, show, match).

Nature of questions at the various stages of assessment:

1) Before learning takes place:

(i) Probing questions when a unit/topic is being introduced for the first time. Illustration: Who can
tell us why we should study science?
(ii) Probing questions about the previous lesson (From what was discussed yesterday). Illustration:
Who can remind us what the causes of World War 2 were?

2) Questioning During the lesson

Example 1: English lesson (primary level): A teacher asks the class to work in groups to decipher
and rewrite sentences written on a board so that they make sense. They are asked to explain why
they made their choices. E.g.: Woman/Man yesterday carrying met I beautiful a baby. The
competences developed are: cooperation, communication, critical thinking, problem solving,
applying understanding of language and grammar, using the correct terms to explain.

Example 2: Mathematics lesson (primary level): Working in groups to discuss how to fill in the
next two numbers 1, 3, 7, 15…. The competences being developed are: imagination on how the
numbers are related and this includes critical thinking, problem solving, cooperation, innovation,
positive attitude towards a task and communication when the learners explain how they solved the
problem. The competence of mathematical operations of multiplication and addition together with
the concept of sequence/pattern is being developed and assessment is also integrated.

54
Example 3: Chemistry practical lesson: In the practical experiment you have conducted to
prepare hydrogen gas, the reaction seemed to be slow.
a) Suggest 3 ways to increase the rate of reaction.
b) How would you prove that the gas is hydrogen?
c) Explain possible precautions you would take in carrying out an experiment in a laboratory.

Example 4: Geography practical lesson: Given an extract of a map of a given area

Name the man-made feature found at grid references
(i) 608855
(ii) 584844

Calculate the distance in kilometres from point Z to point Y on the map extract.
State the bearing of point A at grid reference (608821) from point B at grid reference (659816)
Suggest the major economic activity in the area between point A and point B.

3) Questioning at the end of the lesson

The following examples show how a quick recap of what has been taught can be used to check what
has been learned.

(1) Match animals from list A to words in list B. More than one animal can be matched to one word.
In C give an example of what each animal eats.
A B C
Goat Carnivore
Dog Omnivore
Lion Herbivore
Pig

(2) In statements a to c, answer true if the statement is correct, or false if the statement is wrong.
a) Camels are kept for transport purposes only
b) People feel cold because heat is lost from the body to the surrounding environment
c) We hear echoes because of refraction of sound
(3) A father is 30 years older than his son, in ten years their total age will be 110.
Calculate the age of the father now.
(4) You are provided with pieces of peeled raw banana, raw potato, a mortar, filter funnel and
filter paper, a Bunsen burner, beakers and test tubes, Iodine solution, Benedict’s solution and you
are to carry out tests on the banana and potato provided. Follow the instructions below carefully:
a) Pound the banana in the mortar until it becomes like a paste.
b) Add some water to the paste, mix thoroughly and filter the contents
c) Divide the filtrate into 2 portions.
d) To one portion of the filtrate, add about 1 ml of Benedict’s solution, warm and observe
what happens
e) To another portion of the filtrate, add about 1ml of iodine solution and observe what
happens

55
 f) Repeat experiment a) to e) using the potato
g) Tabulate your results as follows:

Substance Test carried out Observations Conclusions

Banana Adding Benedict’s solution
and warming
Adding iodine solution
Potato Adding Benedict’s solution
and warming
Adding iodine solution

(5) Discuss Rwandan culture in historical perspectives and suggest which cultural beliefs that
should be abandoned and why.
(6) The way Rwanda was governed after independence led to the liberation war of 1990. Justify this
statement.
(7) A teacher asks learners to form groups and gives them an assignment task of finding out about
countries around the world with internal or external conflicts, and come up with possible causes of
conflicts in each trouble spot. Each group is asked to present their findings within a week.

Assessing generic competences or attitude and values alone

The following are guidelines for assessing generic competences, attitude and values, separate from
the subject concept. This can be done through observation only.

Assessments should be based on what has been observed objectively and without bias:
 Accurate observation and recording of a learner's performance and attitude is important:
 Maintain careful attention to the task being carried out or activities that occur naturally in
the learning environment.
 Observe general and specific behaviours and competencies as a task is being carried out
 Make understandable and recommendable scoring and recordings in a professional manner
without bias or subjectivity.

Table 14: Assessment of competences

Name of learner: ………………………….. Class: ………….
Competence Competence description Achieving Achieving Achieving Not yet
the Standard the parts of achieving
very well standard the the Standard
Standard
Cooperation, Adapting to different situations
inter-personal including the world of work
management Respect others' rights, views and
and life skills feelings
Having positive ethical and moral
attitudes with socially acceptable
behaviour
Demonstrating a sense of personal
and social responsibility and making
ethical decisions and judgments.
Advocating for personal, family and
community health, hygiene and
nutrition

56
 Developing motor skills to perform a
variety of physical activities for
fitness, health, leisure and social
interaction.
Communication Communicating and conveying
confidently and effectively
information and ideas through
speaking and writing and other forms
of communication using correct
language structure and relevant
vocabulary in a range of social and
cultural contexts.
Comprehending language through
listening and reading.
Using oral and written language to
discuss, argue and debate a variety of
themes in a logical and appealing
manner
Communicate clearly and confidently
using a range of linguistic, symbolic,
representational and physical
expression
Critical Think reflectively, broadly and
thinking logically about challenges
encountered in all situations
Weigh up evidence and make
appropriate decisions based on
experience and relevant learning
Think imaginatively and evaluate
ideas in a meaningful way before
arriving at a conclusion
Explore and evaluate alternative
explanations to those presented by
others.

3.7 Recording and reporting to parents

3.7.1 Record Keeping
This is gathering evidence from assessments and using them to judge the learner’s performance by
assigning an indicator against the set criteria or standard.

Purposes of recording
 tracking each learner’s performance and for remedial actions
 evaluating the extent to which learners’ progress matches their potential
 providing learners with feedback about their performance and guidance as to how to
improve
 informing strategic planning of teaching and learning
 informing parents about the learning progress of their children and give advice
accordingly

What to record and when to record

Frequency of a particular behaviour or a particular competence may be recorded for the duration of
a lesson, or for a set time of period within a lesson or within the learning unit.

57
At times the teacher may need to record the learner's response in order for the teacher to analyse
these responses to redirect future instruction.

At times anecdotal comments which refer to written notes describing events or incidents that occur
about the learner's behaviour might be helpful.

Methods and formats of recording

For informal assessment of generic competencies, attitude and values, either a simple check list
method or a rating scale or grade or both can be used to show the extent to which a learner has
achieved a task against the set criteria.

3.7.2 Feedback
Feedback can be defined as any comment or reflection (written or oral) provided by others (i.e.
teachers, peers) on learners’ work so they are given opportunities to improve. Although teachers
are most often the ones who provide feedback to learners, peers can also be excellent sources of
feedback. Feedback can be given in different forms or ways. It can be in the form of oral, written, or
facial expression or gesture (clapping etc).

Purposes of feedback
The main purposes of feedback are to:

 clarify what good performance is (goals, criteria, expected standards)

 facilitate the development of self-assessment (reflection) in learning
 deliver high quality information to learners about their learning
 encourage teacher and peer dialogue around learning
 encourage positive motivational beliefs and self-esteem
 provide opportunities to close the gap between current and desired performance
 provide information to teachers that can be used to help shape teaching

How to give and receive feedback

Giving constructive feedback in the form of verbal or written comments is a vital aspect of ongoing
classroom assessment. Feedback can be provided in a range of situations: from an instant, informal
reply to a more formally planned review. While giving oral feedback, the teacher should:

 Emphasize the positive. Always give specific feedback on what a learner has done well
 Appreciate what has been achieved and be clear about exactly what needs to be improved
next and how
 Seek learners’ views and value their contribution. This will help them to get better at
assessing their own work, which is vital to them to become independent learners
 Invite the learner to comment on what the teacher does as well. Feedback is not a one- way
process
 Frame questions carefully. Use open questions and resist asking more than one question at a
time
 Use prompts/cues such as ‘Would you like to say more about that?’

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  Give a few seconds after posing a question or a response has been given, to encourage
learners to carefully consider and expand on what they have said
 Avoid generalizations such as ‘There are a lot of inaccuracies’. Instead focus on specific
areas for development which you can discuss with the learner
 Focus on things that each learner can change, and avoid overloading them with too much
feedback at once

 Be sensitive if the teacher has to give feedback to one person in a group. The learner might
feel undermined if others hear
 Look for ways forward together. Share ideas and explore solutions rather than always
putting forward teacher’s own suggestions
 Create a situation on how learners agree on the given feedback. This could include agreeing
new targets or planning learning opportunities

These approaches can be adapted to suit one-to-one or group situations.

While giving written feedback
 Don’t jump straight to the errors. Praise first the strengths.
 Respond to the content and the message rather than focusing on writing is poor, select one or
two particular areas to draw attention to. Don’t cover work in red ink.
 Be specific. Indicate what action the learner should take in relation to weaknesses that have
been marked
 Encourage the learner to make corrections. Don’t simply write correct answers, spellings and
so on
 Link the comments to the competences

Strategies for effective feedback

Feedback is more effective when:

(1) Using Positive comment

 Negative information should be ‘sandwiched’ between positive information;
 Constructive criticism with explanation of how to improve

(2) Using Contextual statement

 I liked….because….
 Now/Next time…
 Interactive statement e.g. a question based on the work
(3) Giving it as soon as possible after performance
(4) Reducing uncertainty for learners by increasing knowledge and by eliminating alternative
or competing explanations for behaviour
(5) Allowing learner to act on feedback
 Use lesson time to redraft work
 Allow learners time to focus on the feedback for improvement
 Reinforce the value of the feedback and working in a supportive environment
(6) Following-up
 Time in the lesson to talk individually

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  Have a written dialogue in learners’ books
 Use a comment tracker or target sheet to formalize the dialogue in a workbook

Ways of giving feedback

There are three ways of giving feedback:

 Feedback that compares a learner with others

 Feedback on the outcome a learner produces or the thinking process a learner uses
 Feedback that describes or evaluates the learner’s work

Feedback for target users and stakeholders

Feedback to learners
Assessment results should be conveyed to learners and used to strengthen successful performance
and assist in the remediation of weak performance.

This feedback should be:

 Immediate
 Detailed (showing where the learner went wrong or what should have been right)
 Emphasize strengths and weaknesses of performance
 Indicate remediation
 Be positive in nature
 Only on minor errors
 Further develop their knowledge, understanding and skills
 Support their future learning
 Indicate areas of success in their work
 Indicate areas for future improvement
 Enable them to improve and plan their next steps

Feedback to teachers should:

 Help them to check the effectiveness of instruction
 Make decisions about learners’ needs to carefully plan for the next lesson
 Help them to know how well their learners could reach the stated competences
 Provide them opportunities to be reflective about the academic and social progress of their
learners
 Support them to gain a deeper understanding of each learner’s strengths and needs

Feedback to parents should:

 Provide them with clear and concrete evidence of their children’s progress
 Provide adequate information to them to monitor, supervise and support their children’s
work and assignments
 Increase parents involvement in school activities

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Table 15: Good and Bad Feedback

Teacher Jane: Good feedback

Assignment Questions Correct Learner’s Teacher Jane’s Feedback

Answer answer
a) 4 × (2 + 4) – 6 = 18 18 “Correct. Good”

b) 6 + (6 – 2) × 2 = 14 20 “Incorrect. You did not do the calculations correctly. Redo

it”
c) 2 + 4 ÷ 2 + 3 + 3= 10 8/5 “Incorrect. Your calculations are wrong. Pay attention to
your work”.

Teacher John: Good feedback

Assignment Questions Correct
Answer
a) 4 × (2 + 4) – 6 = 18
b) 6 + (6 – 2) × 2 = 14
Learner’s Teacher John’s Feedback
answer
18 ‘Correct. I like the way you did the calculations inside the
parentheses first, and then multiply’
20 ‘Can you see what you did incorrectly? I think you forgot to
do the calculations inside the blackest first. What do you
think?
Check the problem again and remember after calculating
inside the parentheses, to do multiplication before you do
and adding or subtracting. Try the problem again; I think
you will do it better now’.

3.7.3 Reporting to parents

The wider range of learning in the new curriculum means that it is necessary to think again about
how to share learners’ progress with parents. A single mark is not sufficient to convey different
expectations of learning relating to competences and in the learning objectives. The most helpful
reporting system is to share what learners are doing well and where they need to improve. Further
guidance will also be produced in relation to reporting to parents in due course.

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4. Resources

4.1 Definition
Learning/Teaching materials/resources refer to a variety of educational materials that teachers &
learners use in the classroom to support specific learning objectives.

4.2 Identifying resources

Before planning and delivering a lesson, resources should be identified at school or in the
surrounding environment according to the lesson. Examples of resources include:

 Library: Textbooks, dictionaries, reading books, maps, wall charts, atlas, flip charts
 Laboratory and laboratory equipment
 ICT equipment (Laptop & Desktop computers, projectors, mobiles devices, IWB, TV,
radios, smart board, smart phones, mobile phones, TV, CD-ROMs, flash discs, digital
camera), etc
 Digital (electronic) materials: audio, video, interactive, simulators, animations, digital
images, internet content, software, PPT, DOC, etc.
 Real objects : sticks, bottle tops, clothing, food packaging, plastic bottles, etc
 Materials from the environment (soil, vegetables, animals, home/domestic objects)
 Human resources: learners and people in the local community (parents, local leaders, role
models).

4.3 Selection of resources

From the available resources, a teacher has to select materials considered to be the best and most
suitable for the particular learning activity, and reject what is inappropriate or unsuitable.

Criteria for selecting resources

 Availability – Is the resource available?

 Readability – Are all learners able to see or read (Braille or big print) the resource?
 Relevance – Will the resource help the learners to achieve the learning objective?
 Affordability – Can the school afford to buy/make the resource?
 Accessibility – Is the resource accessible in the local community?
 User friendliness – Are learners able to interact with the resource? Can learners with
special educational needs access the material?
 Lesson to be taught and activity to be conducted – Does the resource apply to the lesson and
activity?
 Durability – Can the resource be used many times? How long will it last?
 Multi-purpose use – Can the resource be used across different subjects and classes?

4.4 Sharing Resources

4.4.1 Opportunities for sharing resources:
 Sharing among teachers within a school and across schools
 Borrowing or consultation from other institutions and the community
 Invite guest speakers/ parents or anyone with expertise

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  Conduct site visits to different locations or touristic places within the community
 Sharing resources using ICT (soft copies, internet, telephone, etc)

4.4.2 Benefits of sharing resources

Sharing resources can help in:

 Improvement of teaching and learning experiences

 Efficient use of available resources within the school and the school community
 Having access to relevant resources at low cost or no cost, etc.

4.5 Applying Resources

4.5.1 Using resources in classroom
 Resources should be used in lesson delivery in order to facilitate learning and increase
learners’ motivation and engagement.

4.5.2 Using resources in the classroom can be done through:

 Task(s): Create, communicate and share materials/content (individually or within

project/class groups)

 Gallery walk: Learners walk around silently and view the displayed work (position objects,
artwork, or learner work)

 Role playing using available resources

 Modelling using available resources

An example of quality use of resources is as follows: to teach parts of a flower, a teacher could use
real flowers from the environment and a rice sack visual or tactile aid showing labelled parts of a
flower. After the lesson, the picture of this resource can be displayed or hung up in the class to
facilitate learning.

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5. Unit Planning / Scheme of Work and Lesson Plans

5.1 Unit planning / Scheme of work

Planning refers to the process of creating a detailed programme for doing or using something in
advance.
 Teachers consult the National Syllabus, the school calendar as well as the time table for a
given subject
 Teachers set up learning objectives and competences that lessons within the unit should
achieve in a given period of time
 Teachers set up learning activities in advance which will effectively achieve the intended
learning objectives.
 Teachers should know well in advance, what learning they wish to take place and how
subsequent lessons will facilitate that learning. For effective unit planning teachers should
keep in mind the following:
o The learning objectives and competences that lessons within the unit should achieve
o How lessons within the unit will be identified and prepared
o The type of activities (for all learners, individually or in small groups) to be used
o The order and timing of each of these activities
o Identification of the content and materials to be used by learners
o Preparation of all the instructional materials (materials, audio visual equipment,
apparatus, worked out examples, etc.)
o How they will monitor and assess learners’ progress to know if learning has
happened.
NB:
There is a need to be flexible about the implementation of a plan. Effective teaching depends on the
ability to monitor, adapt and develop what goes on in the classroom in light of how learners behave
during instruction. Any unit planning should take this into consideration.

5.1.1 What is Unit planning/Scheme of Work?

A unit planning is an outline of what should be taught in a given period, such as a week, a month, a
term or a year
The Unit Planning/Scheme of Work is done every year, BEFORE THE START OF NEW
ACADEMIC YEAR (in holidays).
The main activities of Scheme of Work include:
a) Checking the number of available periods in the academic year (term by term)
b) Writing out the Key Unit Competency
c) Identifying and arranging lessons
d) Grouping similar lessons which will facilitate to reach one objective (general objective)
e) Writing learning general objectives for each bunch of lessons
f) Time allocation
g) Identifying methods and evaluation procedures within the unit in order to plan in advance
for learning materials and teaching aids
h) Identifying instructional resources as well as relevant references for each lesson within the
unit
i) Reserve a place for observation / self-evaluation

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5.1.2 Steps for unit planning
Step (i): Checking the number of available periods in each term
 Compare the number of available periods in each term with the number of proposed periods in
the syllabus

Step (ii): Writing out the Key Unit Competency

 Copy a Key Unit Competency from the national syllabus (each unit has already a pre-designed
Key Unit Competency to achieve)

Step (iii): Identifying and arranging lessons for each unit

 Considering the national syllabus, divide the unit in lessons to be taught in a period of time
 Arrange lessons in a sequence / order in which they will be taught, from the simplest to the
complex
 A lesson is a set of inseparable content which can help learners to acquire a certain
competence
 Each lesson can be taught in one or more periods

Step (iv): Grouping similar lessons which will facilitate to reach one objective
Topic area Subtopic area Units Bunch of lessons Lessons Lesson plans
(one for a 40 or
80 min session)
Topic area 1 Subtopic area 1 Unit1 Bunch of lesson 1 Lesson 1.1 Lesson plan 1.1
Lesson 1.2 Lesson plan 1.2
Lesson 1.3 Lesson plan 1.3
Lesson 1.4 Lesson plan 1.4
Bunch of lesson 2 Lesson 2.1 Lesson plan 2.1
Lesson 2.2 Lesson plan 2.2
…. …
Bunch of lesson 3 Lesson 3.1 Lesson plan 3.1
…. …
….
Unit2 Bunch of lesson 1 Lesson 1.1 Lesson plan 1.1
…. ….
Bunch of lesson 2 Lesson 2.1 Lesson plan 2.1
…. ….
…..
Unit3 Bunch of lesson 1 Lesson 1.1 Lesson plan 1.1
…. ….
…..
……
Subtopic area 2 Unit1 Bunch of lesson 1 Lesson 1.1 Lesson plan 1.1
…. …. ….
Unit 2 Bunch of lesson 2 Lesson 2.1 Lesson plan 2.1
….. …. ….

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 Unit3 …. …
Unit4
Subtopic area 3 Unit1 Bunch of lesson 1 Lesson 1.1 Lesson plan 1.1
Unit2 …. … ….
Unit3
Unit4
Subtopic area 4
Topic area 2 Subtopic area 1 Unit1
Unit2
Subtopic area 2 Unit1
Unit2
Subtopic area 3 Unit1
Unit2
Subtopic area 4 Unit1
Unit2
…. …

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Step (v): Writing learning objectives for each bunch of lessons
 Each bunch of lessons should have learning objective (aim/general objective)
 An aim is a general statement of what is to be taught in a unit. Sometimes, aims are referred to
as general objectives
 After writing learning objectives for each bunch of lessons, the teacher should make sure that
the intention of the aims can be met at the implementation stage
 Each aim/general objective should have at least 3 components (maximum, four components):
a) Determine WHO is the focus
b) Note the BEHAVIOUR/ACTION/COMPETENCE you're looking for - evidence of
learners’ actions (choose from the list of verbs in the tips and aim for higher levels of
comprehension).
c) Include the CONTENT including the competence you want the learner to learn.
Therefore, a fourth component can be included:
d) Reflect on the CONDITIONS, or how the learner will accomplish the task
Examples:
 (a) Learners should be able to (b) define (c) biology
 (a) Learners should be able (b) to describe the (c) key aspects of analysing prose (d)
appropriately and use critical thinking
 (a) Learners should be able to (b) appreciate the (c) value of selecting reading
materials (d) independently and responding creatively
 Although the above three examples are all general objectives statements, the first one has only
three components while the two others have four
 Each learning objective statement should have ONLY one BEHAVIOUR/ACTION
/COMPETENCE in a statement
 By designing general objectives, teachers SHOULD NOT always directly copy them from the
syllabus, but SHOULD adapt those objectives from the syllabus.
 An element of Attitudes & Values should always appear.

Step (vi): Time allocation

 Considering the classroom timetable and the school calendar, assign periods within the time
 Determine the number of weeks for the unit
 Consider the content to be taught as well as the evaluation time
 Allocate the required time to cover each bunch of grouped lessons
 Fill the scheme of work template

Step (vii): Identifying teaching methods and evaluation procedures for each unit
 This should be based on learning objectives and learning activities
 More than one method may be selected for one activity
 Determine pupil characteristics e.g., ability, interest, age, sex, background, etc.
 Propose the methods for formative evaluation
 Determine how each Key Unit Competency will be evaluated
 Depends on nature of content e.g. ; observation in class, marking written work, short
answer items
 Practical activities may include demonstration

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  Identify what learners need to do to help them learn (relevant activities e.g., read a passage;
doing an exercise; demonstrate a skill; discussion group, creating a product, etc)

Step (viii): Identifying instructional resources as well as relevant references for each lesson
within the unit
 For each lesson, determine relevant teaching materials
 Ascertain availability and the cost of those teaching materials
 Be ready to improvise
 Write down reference books to be used in each lesson (textbooks, dictionaries,
encyclopaedias …)

Step (ix): Reserve a place for observation / self-evaluation

 Leave a blank space to be filled as self-evaluation after a certain period of time (week,
month, term)
 This space may be also used by the School Director or the DoS

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Table 16: Format of Unit Plan/Scheme of work
Academic year: ……….. Term: ………… School: ………………………
Subject: ………….. Teacher’s name: ………………. Class + Combination: …………
Dates & Units Lessons Learning Teaching Resources Observations
number of + + objectives methods & &
lessons Key Unit Evaluation techniques References
(periods) in Competences +
a week Evaluation
procedures
From January Lesson 1
11 (Mo) to
Unit 1 Lesson 2
January 15 Lesson 3
(Friday) General
3 periods Objective 1
From January Unit 1 Lesson 4
18 (Mo) to Lesson 5
January 22
Lesson 6
(Friday)
3 periods
General
From January Unit 1 Lesson 7
objective 2
25 (Mo) to Lesson 8
January 29
(Friday) Summative Evaluation
3 periods Evaluation 1 procedures
From Feb 01 Unit 1 Lesson 9
(Mo) to Feb Lesson 10 General
05 (Friday) Lesson 11 objective 3
3 periods
In this week, Unit 1 Lesson 12
the 3 periods Summative Evaluation
will be: last Evaluation 2 procedures
lesson of unit
Lesson 1 General
1, evaluation Unit 2 objective 1
for unit 19 and
first lesson for
unit 2
Unit 2 Lesson 1
Lesson 2
Lesson 3
Unit 2 Lesson 4 General
… objective 2

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5.2 Developing Lesson Plans
Lesson Plans are:
 A tool to help a teacher structure and plan activities in a lesson
 An important element within classroom management
 A crucial aspect of facilitating learner learning
 A step-by-step procedure for delivering a lesson

Lesson planning has many aspects including:

 Identifying lesson objectives
 Selecting appropriate teaching methods and aids to achieve the stated objectives
 Allocating time to various lesson activities
 Producing a lesson plan and lesson notes (if appropriate)
 Identifying appropriate methods for evaluating whether learning has taken place, i.e.
whether the lesson objectives have been achieved.

Definition of an Objective:
An instructional objective is a precise statement of what a learner should be able to do at the end of
a lesson. Instructional objectives always contain a verb which denotes what action a learner is
expected to do. An action verb e.g., read, write, explain, discuss.

A behaviour is an action/activity (i.e. doing or saying something) which can be observed and
measured objectively. Learners should be able to demonstrate a measurable behaviour (knowledge,
skills, competences, attitude, and values) by the end of the time period set for the objective.

An instructional objective should contain only one measurable behaviour (and thus one action verb)
since it is not possible to say whether or not a learner has achieved an objective if the learner meets
the first part (action) but not the second.

Bloom’s Taxonomy has objectives which fall in 3 domains, namely:

 Cognitive domain ( Intellectual development /(knowledge)
 Psychomotor domain (manipulative skills)
 Affective domain (attitudes and values acquired, judgements formed)

Rationale:
Objectives are important because they:
 Provide the teacher with guidelines for developing instructional materials and teaching
methods (lesson planning)
 Enable the teacher to design assessment for learning (formative assessment, and
assessment of learning (summative assessment)
 Give direction to the learners and assist them to make better efforts to attain their goals
(motivation).

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Formulating and stating lesson objectives (Instructional Objectives)
The objectives written for a lesson have several names such as instructional objectives, performance
objectives, operational objectives, behavioural objectives or lesson objectives.

Instructional objectives are to be used for one lesson (with single or double periods). They should
have 5 components (it is better to respect the order in which the components are listed below):
1. Reflect on the CONDITIONS, or how the learners will accomplish the task
2. Determine WHO you're talking about
3. Note the BEHAVIOUR/ACTION/COMPETENCE you're looking for - evidence of learners’
action (choose from the list of verbs in the tips and aim for higher levels of comprehension).
4. Include the CONTENT you want the learner to learn
5. Have a STANDARD OF PERFORMANCE - criteria for acceptable performance.

Example:

Given a sheet of paper, a pencil, a pair of compasses and a protractor (condition/situation), the
learner should be able to (learner) construct (action) a right- angle triangle (content/subject
matter) accurately (criterion)using problem solving skills.

NB: The condition/situation may alternatively be of a more general nature (as opposed to subject
specific) like, “by the end of the lesson...”

Other examples of instructional Objectives:

a. Provided with Venn diagrams, learners will be able to determine the probability of an event
in 3 sets.
b. Given pictures of a sunrise, full sun, sunset and the moon, learners will be able to greet each
other appropriately according to the time of the day.
c. Given three 7-word sentences, the learner will correctly identify the parts of speech for 18 of
the words.
d. Given a ruler and pencil, learners will be able to draw a thin straight line correctly
e. Using long division technique, learners will be able to divide a 3-digit number by a 2-digit
number accurately.
f. Given a world map, learners will locate at least ten different countries in less than five
minutes
g. Through discussions, learners will describe two of their favourite leisure activities with
confidence (communication and collaboration)
h. Using sentence starters and given vocabulary, learners will write rules for family behaviour
correctly (problem solving)
i. Using acidified water, electrolyser, test tubes and matches, learners will test for oxygen and
hydrogen. (research and experimentation) Oxygen should make the flame brighter and
hydrogen should make a popping sound.

Aim statements / General Objectives are purposefully written for a wide use (for a unit or a set of
lessons). Thus, instructional objectives are derived from aims. Teachers should therefore make an

71
effort to ensure that aims (in the unit planning/scheme of work) are stated in a very simple language
since they provide information for planning lessons.

Learning objectives in a lesson plan

In a lesson plan, only instructional objectives are acceptable.
They should be stated in a way that each lesson has a clear statement, with terminal behaviour
which can be classified as either, (1) knowledge and understanding, (2) skills and competences or
(3) attitudes and values.

Stages in lesson planning

Lesson planning is an important and time-consuming responsibility for a teacher and very critical
for enhancing learner learning and the teacher’s confidence. Classroom management matters are
also greatly assisted by careful lesson planning.

Points to consider in advance when planning a lesson

 What are learners going to learn? i.e., what are the objectives of the lesson?
 What competencies learners will acquire? Teachers write down one sentence for each of the
following categories, describing the intended outcomes: (1) Knowledge & understanding,
(2) Skills and (3) Attitudes & Values
 Who are learners with Special Education Needs in the targeted classroom? Here the teacher
needs to think on the objectives achievable by all learners (including SEN)
 What organisational issues need to be considered? E.g. is the class inside/outside/in a
laboratory? What equipment is available or necessary? Is the size/means for grouping
learners appropriate, e.g. male/female, ability, friendship groups, etc?
 What teaching methods and activities could be included in order to achieve these objectives,
maximise learner participation/motivation, and meet the needs of both a mixed ability class
and the different learning styles of learners?
 What previous relevant knowledge will the lesson build upon to make clear the learning
linkages? This may be formal (taught previously) or informal (life experience).
 What teaching materials /resources will motivate the learners and facilitate their
understanding of the topic?
 How long is the lesson and how can this time be used most efficiently?
 How will the teachers assess whether learning has taken place and the lesson objectives have
been achieved?

Identifying learners with Special Educational Needs

In the Lesson Plan template, teachers are requested to consider and write down in the Lesson Plan,
the type of Special Educational Needs learners identified in the classroom and the number of those
learners.

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Types of SEN (Special Educational Needs)
The Policy targets learners with Special Educational Needs (SEN), qualified (through standardized
SEN assessment) for adjusted educational provisions, or/and who meet barriers within the ordinary
Rwandan education system. The groups shall include:
1. Learners with functional difficulties(disabilities)
a. Physical and Motor Challenges
b. Intellectual Challenges
c. Visual Difficulties
d. Hearing Difficulties
e. Developmental Challenges
f. Multiple Difficulties
g. Speech and Communication Difficulties
2. Learners with Exceptional Learning Abilities
a. Specific and General Learning Difficulties
b. Gifted and Talented
3. Learners with Social, Emotional and Behavioural Difficulties
a. Emotional Difficulties,
b. Behavioural Difficulties
c. Social Challenges/Vulnerabilities
4. Learners with Curricula-related Challenges
a. Difficulties in handling/ manipulating educational resources (Including Left-handed)
b. Difficulties to comprehend/use the teaching languages (Including Linguistic
Minorities)
5. Learners with Health Challenges

Planning for teaching methods and activities

When selecting teaching methods and activities, you should consider the following:
i. Encouraging the motivation, interest and enthusiasm of learners
ii. Resources available and the safety of the learners
iii. Whether activities are to be individual, group or class based
iv. Choose activities because they fit the purpose and not out of habit or fear of trying a new
approach
v. Continuity and flow of topic development.

Learner activities are generally believed to produce an increase in concentration. Therefore, in

choosing an appropriate method or activity, consideration should be given to:
 Whether the teacher is trying to change /challenge attitudes/values, develop skills, or
assist/evaluate learners’ acquisition of knowledge.
 Methods and activities which are more learner-centred include: Case studies, games,
simulations, group/individual exercises/assignments, brainstorming, role play, group
discussion, discovery, question and answer (if handled appropriately), etc.
 More teacher centred alternatives include: demonstration, lecture, storytelling, class
discussion, etc.

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Organisational issues
Teaching resources should be prepared well in advance taking into account their:
 Adequacy for the size of the class group and the location of the classroom
 Availability and working order
 Suitability for lesson objectives and learner ability, age, etc.
Grouping of learners, if applicable, should be planned in advance taking into account:
 Whether groups will be of mixed ability, same ability, same sex, etc.
 Whether groups will be made up of friends, learner or teacher determined.
 The selection here will be influenced by the lesson objectives, learner differentiation, etc.
 The teaching space should be checked for size, suitability, furniture arrangement,
availability, inside/outside.

Preparing a Lesson Plan

 A lesson plan should have a distinct introduction, main body, and conclusion.
 The transition between these sections should not be noticeable and the development of the
lesson content should be logical.

Lesson Introduction
 Should be brief, imaginative, motivating, link to earlier work or knowledge of learners,
explain the topic of the lesson, outline objectives and programme for the lesson.
 Alternative ways of introducing a lesson may include: dramatic story, visual stimulation
(pictures, videos, charts, etc.), posing a problem, dramatic demonstration, a brief field trip,
physical exercise, etc.
 Introductions may be designed to start the lesson with a “bang” or to settle learners into
learning.

Lesson Development/Main body

 Very important and allocated most of lesson time
 Always start with the already known towards unknown principles/structures
 Skills are developed and practised, learner activities included and new learning covered
 Content should be clear and arranged in a logical sequence
 Teaching methods should be learner-centred, varied and suited to both subject content and
learners
 Activities should also be varied, keep learners involved, and allow for differentiation (either
through task or outcome differentiation)
 Teacher-learner interaction: use learners’ names, give reinforcement, create a positive
learning environment
 Teaching/learning aids should be used in the development to stimulate learning and motivate
/ engage learners
 Questions should be clear, planned in advance, cover Bloom’s hierarchy and be inclusive of
ALL learners
 Evaluation or assessment activities should be included in this section so that the teacher can
gauge whether the lesson objectives have been achieved.

Conclusion:
 Should be brief and consolidate new learning

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  What has been learned should be made clear, summarised, and noted down if this has not
already been done in partial synthesis
 An indication should be given of the linkage between this lesson and the next, if appropriate.
A homework may be one of the techniques to be used.
 Assignment or follow-up work should be given which reinforces learning and/or provides
opportunities for further practice
 Assignment may be written or require learners to investigate/observe/read
 If given, assignment should be followed up in a subsequent lesson.

Flexibility in the classroom

Deviations from the lesson plan should not be considered as a failure; they might actually be
appropriate or necessary responses to classroom circumstances and situations.

Lesson Notes
The style of lesson notes can be varied to meet the needs of the learner. Lesson notes are
complementary to the lesson plan and may include:
 A summary of information from several sources
 Points to be noted by learners
 Outline of a story, copy of a worksheet, case study or other activity to be included in the
lesson
 Special notes (summary, partial synthesis, key words, key sentences, …) will assist the
teacher in the lesson delivery
 Worked out examples

Preparing/making learning and teaching aids for the lesson

The use of teaching/learning aids in class results in the following:
 Promote a mood of mutual understanding and empathy in class
 Bring about significant changes in the behaviour of learners
 Show the relationship of subject matter to the needs and interests of the learners, which
results in the heightening of motivation for learning
 Bring freshness and variety to the learning experience
 Make learning meaningful for a wide range of learners’ abilities
 Encourage meaningful use of subject matter by allowing for imaginative involvement and
active participation
 Provide needed feedback that will help the learners to discover how well they have learned
 Furnish the rich experiences from which meaningful concepts and competences will be
developed
 Widen the range of learner experiences in a process that will foster non-verbal learning and
the making of accurate generalisations
 Assume the order and clarity of thought that learners will need if they are to form conceptual
structures, establish meaningful systems of ideas and develop competences.

Classification of teaching aids

Teaching aids can be classified into the following categories:
1. Realia -these are real things such as coins, tools, artefacts, plants, animals, etc.

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 2. Boards-i.e. chalkboard, magnetic board, whiteboard, display board, flannel board/cloth
board, etc.
3. Projected materials-i.e. overhead projectors (slide projector, filmstrip projectors, etc.
4. Audio aids-i.e. cassette recorders, CD players, musical equipment such as amplifier, etc.
5. Audio visual aids-i.e. video, TV and camcorder.
6. Computer – i.e. CD ROM and computer simulation programmes.
7. Paper based aids – i.e. textbooks, hand-outs, flipcharts, wall charts, posters, work cards,
assignment cards, and flash cards.
All the above if properly used will help the teacher to describe abstract concepts.

A model to help assure learning: The ASSURE model

Analyse learner characteristics

This is the first step in planning. You need to identify the learners and know who they are. They can
be identified in terms of two types of traits:
1. General characteristics and
2. Specific entry competencies such as knowledge, skills and attitude about the topic.

State objectives
The next step is to state the objectives as specifically as possible. These could be derived from the
course syllabus, text book or from the curriculum guide or developed by you as the teacher. These
should be stated in terms of what the learners will be able to do after the instruction.

Select, modify or design materials

Once you know the characteristics and specific entry competencies of your learners, the next task is
to build a “bridge” between these two points and the three options to do this are by (1) selecting
available materials (2) modifying existing materials (3) designing new materials.

Utilize materials
Once you have selected, modified or designed your materials you must then plan how materials will
be used and how much time will be spent using them. After this step you will have to present the
materials to the learners by using the correct techniques which you have also planned. The final step
is to have class discussions, small group activities, individual projects and reports.

Require learner response

There should be activities within the lesson that given the learners a chance to respond and receive
feedback on their performance and response. They need to practise what they are expected to learn
and be reinforced for the correct response.

Evaluate
After the instruction, it is necessary to evaluate its effectiveness. This can be done by way of
evaluating the whole instructional process. Find out if:
1. The learners have met the objectives
2. The media has assisted the learners in reaching the objectives
3. All the learners can use the materials properly and

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 4. You as the teacher have facilitated learning by providing the necessary assistance for
individual learners.

Time management
Planning the use of the time available is important for maximizing learning. This subsection
includes brief guidelines for time management when lesson planning.
When planning a lesson a teacher should take into account the length of the lesson: is it a single (40
mins), double (80 mins) or even triple (120 mins) period?

Note: Never plan

 A double period (80 min) in lower primary level
 A triple period (120) in both primary or secondary levels

The teacher should plan her/his time management in order to allow:

 Learners sufficient time to complete tasks, practise new learning and receive feedback from
the teacher
 Enough time for getting and putting away materials and equipment, group formation, etc.
This may take longer than anticipated.
 Sufficient time for learners to apply learning through the use of suitable activities
 For deviation if tasks take shorter/longer times than planned
 Time for the teacher to conclude the lesson in a smooth and calm manner

After the lesson:

 The teacher should evaluate whether the lesson time was used effectively
 Analyse the time allocated to teacher and pupil activities and
 Assess whether the time used was sufficient for the activities included.

Guidelines for allocating time in 40 minute lesson

These are generalisations only and need to be varied to take into account learner characteristics and
entry behaviours, content, lesson environment, etc.
Introduction: 5 minutes
Development / main body: 30 minutes
Conclusion: 5 minutes
Generally, lesson time should be divided into small “chunks” so that mismanagement is less likely
to happen. A maximum time of 15-20 minutes is suggested. This might vary when necessary to
allow time for other activities such as field trips.

Evaluating the total lesson

Evaluating the lesson in order to identify strengths and weaknesses is an important aspect of teacher
training. Thorough evaluation can improve future performance.

Common Themes
All subject areas:
a. Focus on the teacher reflecting on her/his performance during the lesson through asking a
number of pertinent questions, such as:

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 o How relevant and motivating was the lesson introduction?
o Were the groups small enough to maximize learning?
o Were the experiments/demonstrations visible to the whole class?
o What went well in the lesson?
o Where the activities motivating and suitable?
b. Emphasise the importance of constructive self-evaluation as a means to future improvement.
Questions such as these are encouraged:
o What did not go well in the lesson - with possible reasons, so that the teacher can think
out alternative approaches for the future?
o What improvements could be incorporated if the lesson is to be taught again?
o Emphasise identification of strengths and weaknesses in teacher performance

On the next page, a lesson plan template is proposed.

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Table 17: Template of a Competence – based Lesson Plan
School Name: Teacher’s name: ………………………………………………………
Term Date Subject Class Unit Lesson No Duration Class size
No
… /……/ 20…… ….. …. …. …. … ….
Type of Special Educational Needs and number of learners
Topic area:
Sub-topic area:
Unit title
Key Unit
Competence:
Title of the lesson
Learning Objective
 Knowledge &
understanding
 Skills
 Attitudes & Values

Plan for this Class

(location: in / outside)
Learning Materials
(for all learners)
References

Timing for Description of teaching and learning activity Competences and cross
each step cutting issues to be
addressed

Teacher activities Learner activities

Introduction

… min

Development
of the lesson

… min

Conclusion

… min

Teacher self-
evaluation

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6. Management of the Learning Environment

In competence-based curriculum, teachers need to shift from traditional methods of instruction and
adopt participatory and interactive methods that engage young people in the learning process, both in
groups and as individuals. This ensures that learning is active, participative and engaging rather than
passive, and that it is personalized, addressing learners’ individual needs and expectations.

6.1 Inclusive education

6.1.1 Definitions

Inclusive education

Inclusion is based on the right of all learners learning together for a quality and equitable education that
meets their basic learning needs and understands the diversity of backgrounds and abilities as a learning
opportunity.

Special educational needs

Special educational need(s) is/are a learning difficulty(s) or a disability(s) which makes it harder for
children to learn in the same way as their peers of the same age.

Special needs education

Special needs education is specific educational arrangement(s) put in place for learners with learning
difficulties or disabilities e.g.: special schools or centres.

6.1.2 Some categories of special Educational needs (SEN)

(i) Visual impairment (low vision, totally blind)
Unable to see the blackboard; can't move around the school environment without mobility and
orientation skills; can't read print textbooks; can't write in notebooks

(ii) Hearing impairment (hard of hearing, total deafness)

Learners cannot hear or cannot easily learn to read.

(iii) Physical impairment (wheel chair users, crutch users)

School is not adapted – cannot easily move around the school environment; may have difficulty getting
to school; may not easily participate in games with other children; inaccessible school infrastructure i.e.
playground, toilets, classrooms; classroom furniture may not be adapted.

(iv) Intellectual impairment (slow learners, autism, dyslexia)

May not be able to understand the teacher; may not be able to socialize with other children; may not be
able to access the curriculum easily, may need more time to accomplish class works.

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(v) Gifted and talented learners
Have higher abstract thinking, often bored in class after finishing tasks quickly; may not achieve full
potential as teacher doesn't cater for their needs; may not be understood by the teacher, may have a
specific talent or gifted in a specific area.

6.1.3 Importance of inclusion of all learners in learning

Learners with special educational needs can access basic education; they interact with their peers; they
become adults who can work and contribute to the community; they can access services like healthcare.

6.1.4 Some barriers to learning for all

Lack of enough teaching learning materials, school environment not adapted to the needs of learners,
curriculum not flexible, lack of proper assessment procedures, lack of trained teachers on special
educational needs, sign language, etc.

6.1.5 Strategies/ techniques to support learner s with specific learning needs

 Facing the learner while you speak might help learners with a hearing impairment;
 Use large writing on the blackboard and on visual aids;
 Try to understand the specific talents of the learner and develop them;
 Break the task down into small steps or learning objectives. Ensure learners start with what they can
already do, then move on to a new harder task;
 Give the learner lots of practice and time. This is called “over-learning”. It helps to ensure the child
has mastered a skill.

6.2 Learner responsibility

Giving responsibility to learners refers to adoption of participatory and interactive methods and
techniques that engage them in the teaching and learning practices. This can be developed through a
variety of activities and different resources.

6.2.1 Give learners responsibility by:

 Encouraging learners;
 Making learning active and imaginative;
 Valuing their opinions– if the teacher tells them that they are capable of achieving, they will
believe it;
 Engaging learners;
 Presenting all learners with an appropriate degree of challenge;
 Motivating learners to strive for higher levels of performance;
 Increasing learners’ sense of responsibility;
 Building learners’ confidence in their learning skills and positive attitudes to learning;
 Encouraging learners to take the role of teacher and deliver instruction (e.g. read a portion of a
book to a learner with severe disabilities).

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6.2.2 Ways the school can encourage learners’ independence and value it
 School assemblies;
 Partnering with parents through different meetings;
 Extending learning outside the classroom (encouraging homework; enquiry-based learning;
investigation/research activities; open library and computer room sessions; activities which
connect learning to their real-life experience).

6.2.3 Strategies for creating independent learning

(E.g. research topics, setting own questions, roles within a group)
Independent learning assists learners to make great progress. This increases their motivation and
confidence and thus it deepens understanding. Learning is viewed as an activity that learners do for
themselves in a proactive way rather than as a secret event that happens to them in reaction to teaching.
Independent learners have control of their learning.
Teachers can encourage learners to learn independently through the following strategies:
 Minimize teacher lecturing;
 Provide learners with checklists to regulate their own learning without outside intervention.
Questions such as “What would make your work better?" should appear on checklists;
 Give hints and let learners try to find out solutions to problems by thinking critically;
 Use learners to respond to their own questions (e.g. what might be the answer?);
 Welcome and give value to all answers;
 Support learners with guided and independent practice, modelling and handling real-life
situations;
 Encourage learners to self-monitor and assess their learning;
 Develop learner skills like initiative, self-belief, time management and self-improvement;
 Involve learners in debates, brainstorming sessions, laboratory groups, interviewing,
conferencing, jigsaw, cooperative learning, Provide differentiated tasks, class presentations
where each learner has responsibility to present;
 Use collaborative/ cooperative learner-centred approaches;
 Use individual work, homework, research/investigations, project-based learning;
 Reflect on teaching and learning practices.

6.3 Practice and feedback to learners

Feedback is an essential part of learning process that helps learners to maximize their potential at
different stages of learning. Raise their awareness of strengths and areas for improvement, and identify
actions to be taken to improve performance. It is an interactive method for making behaviour changes.

6.3.1 Different types of feedbacks:

Written, oral, formal, informal, individual, group feedback by the teacher, peer feedback by learners.

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Constructive feedback according to the lesson objectives: Examples - Good, keep it up, Excellent,
improve on your way of writing, next time make sure you put the materials in the right place.

6.3.2 Importance of giving feedback to learners

Giving feedback to learners can:
 Improve their learning;
 Establish good relationships between teacher and learner, between learners ;
 Motivate learners to actively participate;
 Reduce dropout rate, etc.

6.3.3 General classroom management issues

Classroom management may include some or all of the following:
 Composition and arrangement of classroom;
 Organizing teaching/learning procedures and resources, arranging the environment to maximize
efficiency, monitoring learners’ progress;
 Anticipating potential classroom problems, control, and discipline or classroom behaviour.

The teacher’s instructional role in classroom management, therefore, demands:

 Thorough knowledge of subject matter;
 Skills for diagnosing learning problem;
 Prescribing objectives;
 Providing assistance;
 Reinforcing appropriate behaviours;
 Assessing competency;
 Re-teaching where and when necessary;
 Being consistent in dealing with behaviour.

Thus the teacher should possess specific knowledge, skills and competence in order to fulfil this role i.e.,
to help learners learn. The link between instruction and management is critical to success in the
classroom.

Note:
While the teacher should pay particular attention to individual differences, she/he should also consider
how groups work together in a defined environment, hence:
Individual learning behaviour Vs. Management of group behaviour.
The teacher should therefore pay particular attention to:
 Planning;
 Objectives;
 Content;
 Methods;
 Evaluation.

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These give rise to numerous sets of activities. The atmosphere must therefore be conducive to the
implementation of such activities in order to:
 Provide more time for learning;
 Involve all learners;
 Encourage learners to manage their own behaviour;
 Ensure a good working atmosphere.

Creating conducive classroom climate

Sets of plans and actions for effective and efficient learning:
(i) Set classroom routines and standards and communicate these to learners;
(ii) Monitor compliance of rules and standards by teaching and reinforcing them, helping learners to
accept and understand them;
(iii) Pre-plan Instruction, anticipating learners’ needs for materials, assistance and movement;
(iv) Develop accountability systems to keep track of learners’ progress and develop their control and
self-evaluation skills;
(v) Analyze tasks and learning experiences to anticipate time allotment, involvements and task
constraints;
(vi) Create good relationship with your learners.

Hence plan:
 Rules: Specify expected and forbidden actions in the classroom;
 Procedures: Explain how to accomplish tasks/activities.
 Routines: How materials and assignments are distributed, how grades are determined, etc.
 Activities: Specify, e.g., individual, pair or group tasks.
Note:
A teacher should help learners understand and appreciate the importance of rules, routines etc, and not to
obey and follow them without question.

Classroom management problems may arise as a result of (sources):

 General misconduct;
 Interruptions;
 Disruptions;
 Late starts;
 Rough transitions;
 Incomplete work;
 Non-participation;
 Cheating;
 Tardiness;
 Absenteeism;
 Wandering off topic;

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  Repeating material already understood;
 Pausing to gather thoughts;
 Pausing to deal with behavioural problems.

6.3.4 Teacher characteristics and strategies in classroom management

Teacher Characteristics:
 Cheerful disposition;
 Friendliness;
 Emotional security;
 Good mental health;
 Personal calm in a crisis;
 Listen actively;
 Avoid win –lose conflicts;
 Maintain problem –solving orientation;
 Be positive and task oriented;
 Handle boys and girls equally.

Teachers’ Strategies
 Witness : Be aware of what is happening and communicate it to all;
 Overlapping: ability to do more than one thing at a time;
 Generate interest, challenge, promote involvement;
 Use appropriate pace;
 Use a variety of activities;
 Provide regular feedback and avoid monologue;
 Group alerting: Pause a question, look around the room, call on a learner;
 Call on learners randomly i.e., no repetitive order;
 Mention when one activity is ending and another one beginning.

Note:
The teacher should always be mindful of the various classroom management styles.
Consider the following:

Authoritarian

Authoritative VS : Classroom climate

Laissez-faire

Which one do you often use for effective classroom management and why?

Teachers’ behaviours that affect the efficiency of instructions at classroom level:

Academic/Professional

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  Statement of instructional objectives;
 Presentation of a lesson in clear and logical steps;
 Monitoring of learner learning and provision of regular feedback;
 Use of concrete examples that relate to learner lives;
 Giving explanations that cater for individual differences;
 Language use:

Verbal communication skills, such as the following:

- Emphasize the importance of meaning words and statements;
- Clarity;
- Self-expression;
- Appropriate voice level;
- Sense of humour.

Non-verbal communication skills, for example:

- Eye contact, smiling, nodding of head to give encouragement and gain attention;
- Physical body shift from one part of the room to another;
- Involvement of whole class in learning activities
- Use of child- centred methods
- Use of games, films, simulations and demonstrations

Ensure progression in learners’ work i.e., ability to:

- Initiate;
- Motivate;
- sustain participation of learners;
- provide a variety of learning experiences;
- celebrate learners’ successes, recognize effort and achievement;
- use variety of teaching strategies and instructional media.

Create a positive atmosphere e.g. arrangement of room and organization of resources and tasks
Encourage cooperation and team work;
Enhance relationships between
- Self and learners;
- Learners and learners;
Set tasks that are
- Realistic,
- Challenging;
- Stimulating;
- Motivating.

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Personal/Professional
 Positive self-image : Manner of dress;
 Self-respect : Confident and calm;
 Self-reliance;
 Self-discipline e.g.: Punctuality ;
 Sense of fair play;
 Sensitivity and empathy;
 Independence of mind e.g. interpretation of texts;
 Respect for learners;
 Rational decision making;
 Management of time for various activities;
 Ability to cope confidently and effectively with unfamiliar situations e.g.: learners’ questions,
new equipment.

Note:
There may be no clear distinction between the academic and personal/professional attributes of teacher
behaviours. The relationship between the various aspects of teacher behaviours is a symbiotic one, i.e.,
they complement each other.

6.3.4 Classroom Management Organizational Patterns

Social environment
 The competitive pattern: - Most common, Stresses top-bottom arrangement i.e., do better;
 The cooperative pattern: - Work in small groups, work together, may work alone sometimes;
 The individualistic pattern: learners work on their own at their own pace, activity may be
different from that of their friends;

Physical environment
 How comfortable?
 How colourful?
 Is lighting good - visibility?
 Are materials attractive?
 Seating arrangements: -How accessible? How distractible?

Ask yourself:
 What type of learning is required?
 Will learners need to interact with one another?
 Will contact between teacher and individual learners be needed or required?
 Is communication among learners desired?
 Are spaces for individual or group work important?

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Note:
Activities that require interaction among learners pose more potential management problems than those
in which learners could work effectively by themselves. Teachers should be aware of this so that they
may plan activities that match learners’ capabilities, and, probably reserve more interactive assignments
for more appropriate times and periods. Consider the following times in relation to classroom
management:
 The last period on Friday;
 The last period of the day;
 That last five minutes before lunch;
 The day before a big event;
 The first part of the period after assembly;
 The time after distribution of an assignment feedback;
 The day before a holiday, etc.

Conclusion:
Management involves teaching learners how to manage their own behaviour in classroom settings by
establishing learning situations that will allow them to do it.
Through implementation of management plans, the teacher increases learning and helps learners develop
ways to understand and direct their own behaviour.

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7. School based Teacher Continuous Professional Development (CPD)

7.1. Introduction
“If you want to go fast, go alone. If you want to go far, go with others”.
(African proverb)

In the process of implementing new competence-based curriculum, teaching is becoming more

demanding to cater for individual learners’ needs. It requires teachers to shift from single minded
thinking and work with fellow teachers to develop relevant competences for better professional growth.
To be able to play their roles and responsibilities as facilitators in the teaching and learning process, it is
important that these professionals share best practices and experiences on how things are done to help
teachers grow professionally for better improvement of students’ learning outcomes. Therefore, the
school should put in place system structures that support continuous professional development of
teachers.

7.2 Continuous Professional Development (CPD)

7.2.1 What is CPD?
CPD is a process by which professionals continuously develop their competences. CPD can be on or off
school premises. Off school premises CPD generally takes place outside the school and is organized by
different training provider. School-based CPD takes place at school premises. It is organized to address
challenges that teachers face at the school, and is a custom-made professional development. It includes
various forms of activities to take place like lesson observation by senior teachers and teachers
asking/responding to questions for clarification by and from colleagues. Both forms of CPD are good
opportunities for teachers to sharpen their thinking, methodology and skills.

7.2.2 Advantages of School-based CPD

School-based CPD is both flexible and efficient because it is made to meet the needs of the group, uses
their own experience, and addresses real-world challenges.
It also:
 improves learners’ achievements
 produces high quality solutions to problems
 clarifies ideas and solutions
 increases confidence, mutual relationship and trust among all staff
 helps teachers support one another
 generates a pool of ideas, materials, and methods for future reference
 Helps newly recruited teachers to get easily integrated in the school system

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7.2.3 Categories of school-based CPDs
There are different forms of school- Based Continuous Professional Development but these can be
categorized into two broad categories namely SBI and Peer Learning & mentoring.

Table 18: Categories of School-based CPD and their characteristics

Category Characteristics

SBI  SBI activities rely on identified teaching learning problems which are
solved within the means of a school.
 The SBI activities are conducted at school level aim at improving
teaching and learning practices, production of teaching aids, peer
learning in exchanging best practices and experiences on how things
are done effectively.
 SBI teams are facilitated by a selected resource person based on their
experience or any other acquired expertise,
 Effective school leadership is an impetus for successful
implementation of SBI activities.
 School reports SBI activities Head teachers to REB through Sector
and District
Mentoring Mentoring is a collaborative teaching and learning relationship where the
more experienced and more skilled teacher helps the less experienced and less
skilled ones to perform the required tasks. School-based Mentors (SBM) are
expected to provide mentoring support to teachers.

7.2.4. Examples of School-based CPD activities

The following are examples of school-based CPDs to ensure proper implementation of the CBC.

See in Appendix Form 5 and 6 for further details

Peer observation is where a teacher visits his/her fellow teacher’s classroom to observe, and give
supportive feedback where necessary. Peer observation of the teaching process provides both the
‘observee’ and the ‘observer’ with an opportunity to improve the quality of their teaching skills through
sharing ideas on the teaching methodology and the content. In the process of sharing ideas, teachers
grow professionally.

Microteaching is a training technique in which a participant plays the role of teacher/facilitator and
their peers become the audience. The audience provides feedback after the micro-teaching. The teacher
reviews their lesson, makes corrections where necessary, improves and re-teaches until the desired result

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is achieved/learned. The goal is to give instructors confidence, support, and feedback by letting them try
out with friends and colleagues a short part of what they plan to do with their students.

Below is a list of other examples of school-based CPDs:

 Joint production of teaching aids
 Staff meeting (with focus on a development topic)
 Lesson study

7.3. School-Based In Service training (SBI)

7.3.1. What is SBI?
SBI is a custom-made training program conducted by teachers themselves to solve teaching-learning
related problems at their schools. There are two types of SBI: Standardized-SBI (S-SBI) and non-
standardized (SBI).

Table 19: Difference between S-SBI and SBI

Type Characteristics

Standardized  S-SBI is planned by REB and implemented by schools

SBI (S-SBI)  Focus on new curriculum implementation
 REB gives instructions to the SSL in the SSL training on CBC
implementation
 Resources are provided by REB
 Reporting: uses both online monitoring system (will be available in the
near future) and reporting sheets
SBI  SBI is planned and implemented based on each school context
 SBI is planned based on the outcomes of S-SBI.
 Focuses on the implementation of CBC depending on learners’
identified teaching/learning challenges.
 SBI helps localize the standardized activities/materials depending on
the various school contexts.
 Materials are developed by schools
 Reporting: uses reporting sheets

7.3.2 Conducting SBI

Required attitudes towards participation in SBI activities

For effective conduction of SBI activities, teachers should have the following basic attitudes:
 Active involvement in SBI activity
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  very practical about SBI activity
 Sharing knowledge and skills with each others
 Positively and effectively giving ideas
 active participation in discussions
 Flexible to comments from others
 Ask critical questions to deepen understanding

7.4 The role of DMASTs and SSLs trainers in conducting SBI activities
SSL trainers will be planning and conducting SBI activities to support the implementation of the
Competence Based curriculum. They will be responsible for sharing with their colleagues at their
schools what they learnt from the DMASTs. The SSLs are to lead both S-SBI and SBI activities. They
will conduct S-SBI activities following the schedules and using materials given by REB. The SSLs will
make sure that SBI activities are conducted during the term, following S-SBI activities. To play their
role effectively the SSLs will be supported by their school leaders (HT/DOS).
In large schools, an assistant SSL Trainer shall be appointed to support the SSL Trainer through group
work activities/discussions as directed by the SSL trainer.

7.4.1 SBI Planning Process

The SSLs will first be trained at district level, and then the SBI Groups will be formed. SSLs will report
the composition of SBI Groups that they lead to head teachers. At the beginning of the term, SBI Groups
will agree on when to conduct S-SBI activities. The agreed schedules will be submitted to HTs who will
compile SBI activity plans for the school for the term. Challenges and difficulties identified during S-
SBI activities will be solved in the SBI sessions that follow. At the end of S-SBI activities, the groups
will discuss the kinds of SBI follow- up sessions. They will make one planning sheet (form) per one SBI
activity. These forms will be submitted to the HTs who will compile all the forms and develop SBI plans
for the whole term. SBI activities shall be planned using Form 4 and shall be compiled in Form 5. After
compiling the forms, SSLs will submit them to H/Ts. See appendix for sample forms.

7.4.2 Participatory learning

"Tell me, and I will forget. Show me, and I may remember. Involve me, and I will understand."
Confucius, 450 BC
The major objective of CBC is to produce graduates at any stage/ level that are skilled and have the
desired competences. To achieve new curriculum aims at a teaching and learning process that actively
involves the participants at all stages of the process. This is because researches proved that people
remember most if they have been actively involved in the learning processes. Rwandan teachers have
had limited opportunities to be involved in participatory learning and yet it is the essence of conducting
lessons using Learner-Centred Methods under CBC. Practicing participatory learning through school-
based CPD is a good opportunity for teachers to learn about the new approaches.

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Why participatory?
School - based CPD participatory approach is a tool that helps teachers to engage directly in their own
learning. This approach empowers and exposes teachers to great ideas of facilitating interactive groups
in a more interesting way. Participatory learning draws on theories of how adults learn best.
We learn best when:
 we are actively involved in our own learning
 thinking through our own conclusions
 relating the learning experience to our own values, beliefs, and previous experiences
 the learning is linked to real life experiences
 we can use and test new skills and receive feedback on our performance

All teachers have a wide range of experiences and can help each other to learn. Facilitators/teachers in
participatory school-based CPD create a supportive environment to learning. They use interactive
activities, with appropriate questions that prompt all to be involved. They can also use purposeful fun
activities and plays to keep participants energized and ready to learn.
Teachers themselves play an important role in this participatory school-based CPD process. They should
make efforts to continuously improve the school-based CPD activities to foster the competences of
learners. Below is a list of examples of methods/technique to enhance CPD quality:
 questioning technique
 facilitation skills
 effective reflection
 lesson/session planning

7.4.3. Characteristics of an effective facilitator

An effective facilitator should:
 be positive and encouraging; affirming the engagement and responses of participants
 engage every participant actively and seek their growth
 encourage and value participants’ opinions and ideas, being respectful
 be flexible and creative in different situations to help participants succeed
 ask simple and clear questions, soliciting ideas and developing thinking
 be a good listener
 build on previous or new understanding in clear steps
 be patient
 trust people s/he works with
 Have effective communication skills

7.4.4 Reflection
At the end of the School-based CPD, a brief reflection should be done. Reflection is intended to provide
positive reinforcement and constructive criticism. Under the guidance of the facilitator, participants are
first asked to present their feedback on the school-based CPD. The way in which feedback is given and

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received contributes to the learning process. Feedback should be honest, direct and constructive;
focusing on the ways participants can improve their competencies.

Tips for good reflection

 give both positive and negative feedback for improvement
 evidence-based feedback to encourage teachers
 negative points should not be considered as criticism but a step towards improvement
 any shortcomings or negative points already pointed out by presenter should not be repeated

If a video camera or smartphone is available in the school, teachers are encouraged to record school-
based CPD activities with the recording devices. Recorded school-based CPD is a good evidence for
reflection afterwards.

7.5 Recording and Reporting SBI Activities

7.5.1 Recording
To ensure the quality of teaching and learning at the school level, it is important to record School-based
CPD activities to improve the process. Therefore schools should record the school-based CPD activities
and keep the record for improvement.

7.5.2 Monitoring and Evaluation

REB will monitor CBC implementation to identify common challenges and provide possible solutions.
Thus, reports from schools concerning SBI activities will be given to REB to facilitate REB’s
understanding of particular school situations.
After every SBI activity, SBI group will review the result of SBI activity with all teachers together at the
end of a term. When reviewing the SBI activity, reference should be made to the SBI action plan sheets
which were prepared by different groups. Results of SBI school review will be shared with HTs and
DCCs through SEOs and finally with TDM/REB through the monitoring and reporting process.

Attendance at S-SBI is mandatory and will be reported to REB through DCC to make sure that teachers
have been trained in all the subjects they are teaching. It is important for teachers to make themselves
available for school-based CPD activities. At the same time, HTs/DOS are encouraged to arrange the
school timetable so that SBI groups can have common slots for SBI activity. When planning SBI, SSL
should bear in mind that the SBI Group members are available for specific dates and times. Despite the
efforts of HT and SSL to make sure that all teachers attend necessary trainings, HT/DOS and SSL
should help teachers who miss the opportunity (e.g. teachers on maternity leave) to do so, or those who
did not attain required learning outcomes to pursue supplementary trainings. SEOs are encouraged to
coordinate with the DCC to organize additional sessions if there are many teachers who missed the
training opportunity in the district.

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SBI should also tackle what has been achieved and challenges encountered for sharing best practices and
experiences rather than only checking attendances, so that teachers of different schools learn from one
another on how teaching and learning process can be improved.

National Monitoring and Evaluation Structure

The figure below shows the structure of communications channels. For the successful introduction and
implementation of new curriculum, the District Continuous Professional Development Committee
(DCC), chaired by the Vice Mayor for Social Affairs, will be established. Schools shall report their SBI
activities to the DCC through the SEO. Communications between DCC and schools will be reported to
REB. This report plays an important role in enabling REB to identify the challenges that schools are
facing. Therefore, schools are encouraged to report the challenges that cannot be addressed by them to
the DCC via the SEO.

Figure 2: Communication Channel

7.5.3 Reporting Forms

At the end of every term, SSLs shall report their SBI implementation status to H/Ts’ SSLs should use
different forms for recording and reporting for S-SBI and SBI activities. However, some forms are
common to S-SBI and SBI activity reporting to H/Ts (See form 10 in Appendices). A different form will

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be used for reporting implementation status of S-SBI activity and submitted to HTs see Form 11 in
Appendices. The ID will be provided in the SSL training.
SSLs will report SBI implementation status to HTs using (See form 8 in Appendices).

7.5.4 Reviewing and improving School-based CPD

HT/DOS and SSL shall evaluate the process of CPD using SBI activity report. The major verifiable
indicators for S-SBI and SBI will be:
 Number of trained teachers per subject and grade taught
 Number of competent teachers who can ably handle the subject and grade.
HT and SSL will give feedback to teachers based on the result of the review.

7.5.5 Improvement of School-based CPD based on the results of review

After receiving the results of the review by HTs and SSLs, SBI groups will have review meetings. In the
meetings, they will discuss the achievements and problems of the term. SBI group members are
encouraged to analyse the problems and categorise them as shown in table x below:

Table 20: Categorization of Challenges in SBI

Type Management issues Participants’ issues

Inside school - no time for SBI - resource persons who escape assigned
- lack of commitment responsibilities due to lack of self
confidence
- teachers' resistance to new changes
- teachers lack motivation
Outside - lack of capacity development of - teachers who cannot find teachers to pair
school SSL up with as they are the only ones who
teach a certain subject at school

Generally, the problems can be solved by stakeholders indicated in the respective area in table 10 below:
Teachers and SSLs are encouraged to communicate problems categorized in the ‘management issues’
and ‘inside school’ rows to HTs and DOSs. If SBI group has problems categorized in both ‘management
issue’ and ‘participants’ issue’ in the ‘outside school’ row, they are encouraged to communicate these
problems to the SEO through the H/Ts. The result of the review meeting will be useful in planning SBI
of the next term.

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Table 21: Support Provider in SBI
Type Management issues Technical issues
Inside school HT/DOS and SSLs Teachers and SSL

Outside school SEOs/DEOs/DCC/REB SEOs/DEOs

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8. Implementation of the New Curriculum

8.1 Introduction
This Trainer Module provides exclusive information for DMASTs/SSLs. In this new curriculum
induction process, DMASTs/SSLs play the most important role to ensure all teachers implement the new
curriculum in the right manner. Thus, DMASTs/SSLs are encouraged to understand the entire new
curriculum implementation process and its quality control mechanism to successfully engage all schools
in this nationwide curriculum induction process. No school should be left out the process.

Figure 3: Cascading Implementation Plan for CBC

The national new curriculum Implementation structure is mainly comprised of two streams
“Management stream” and “Technical stream”. Management stream is mainly for school leaders such as
HT and DOS to control administrative issues in this implementation process. Technical stream is
responsible for the new curriculum induction training content delivery in which the contents are directly
used for lesson planning and implementation at schools.

They are cascaded for the delivery to schools through NTS, DMAST and SSL.

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 Table 22: Role of Trainers at Different Levels

ROLE OF SSL ROLE OF DMAST ROLE OF NSTs

- Plan and conduct SBI
- to share contents of District
Master Subject Training for
subjects teachers
- Collect information from
teachers on challenges in
implementing the new
curriculum
- Hold regular discussions and
shared planning sessions
among the subject teachers
- To organize peer lesson
observation
- Work collaboratively with
SBMs in conducting
professional development
activities for teachers
- Report on the training
conducted to HTs and DOS
- Provide expertise in subject area - Serve as Trainers of District
during CPD activities Master Subject Trainers
- Provide training in SBI techniques (DMAST)
- Collect feedback for delivery to DCC - Prepare and facilitate
- Identify teachers’ needs and trainings for DMASTs
challenges during the implementation - Report progress of CPD
of the new curriculum and report to activities to REB
DCC
- Strengthen communication channels
between central and local levels so
that REB can get to know and address
training needs of teachers.

8.2 School-Based In-service training (SBI)

SBI is the last and most important component in this new curriculum induction/orientation process.
School teachers are trained /oriented on new curriculum implementation through SBI. The concept of
SBI is not new in Rwanda. It has been introduced and examined since 2013.When introducing SBI,
DMASTs and SSLs should know that some teachers are already well aware of it. It has been found out
that the effective implementation of SBI improves teachers’ capacity as well as learners’ performance.
To ensure proper implementation of the new curriculum, S-SBI has also been introduced and is a new
program to all teachers. DMASTs/SSLs should clarify the differences between SBI and S-SBI as
described in (chapter seven).

8.3 National Monitoring and Evaluation system for CBC implementation

8.3.1. Aims of National Monitoring and Evaluation
The major objective of the national new curriculum Monitoring and Evaluation system is to check if
CBC is implemented as planned. The system will identify, discuss the main challenges in the

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implementation process and recommend actions for improvement. There will be many challenges in
implementing the new curriculum:
 pedagogical changes that are needed to ensure competence based teaching
 the application of LCM
 implementation of the Inclusion policy
 integration of ICT/e-content in the teaching-learning process
 availability and use of resources and teaching and learning materials
 integration of guidance and counselling for learners which help them in self-assessment and self-
evaluation
Action to support and develop these areas and any corrective measures should be applied at school level
when possible.

8.3.2. Monitoring and Evaluation Structure (M&E)

A nation-wide Monitoring and Evaluation will be conducted to verify the proper implementation of the
new curriculum.

Quantitative monitoring to check the number of the schools and districts that implement the New Curriculum
Qualitative monitoring to check the quality of the curriculum implementation and provide feedback
Follow up activities
Figure 4: National New curriculum Monitoring Structure

For effective implementation of Monitoring and Evaluation, all the implementers should effectively and
efficiently play their respective roles.

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 Quantitative Qualitative
Feed back to improve the
quality of national
Number of DMAST training participants training for next year
National Completion rate of Initial new curriculum training

Province Inspector get feed back from schools

Monitoring by School visit

Number of SSL training participants

District Implementation number and rate of SBI School visit results will
Total number/% of SBI attended teachers be Presented at the DCC

Difficult points to conduct SBI

Implementation number and rate of SBI Good points to share SBI
Sector Total number/% of SBI attended Good Schools
teachers Weak /needed help schools
School: School:
S School Number of SBI conducted Difficult points to conduct SBI
Number of teachers attended SBI Good points to share SBI
c Number of teaching materials SSL performance self evaluation
h Teacher information Quality of teaching and
o Teacher Number of SBI attended learning
Number of SBI facilitated/conducted Quality of lessons
o
l Students Academic performance Quality of students’ participation
(results of national exam) for lessons
Attendance of students Quality of Home work）

Figure 5: Roles and Responsibility of Stakeholders in National New Curriculum M&E Structure

Specific roles and responsibilities of key stakeholders (SSLs, HTs, SEOs, DEOs REB) involved in CBC
implementation M&E are outlined in a table that follows.

Table 23: Roles and Responsibilities of implementers

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Roles and Responsibilities of implementers
Implementers Major roles and responsibilities are to:
SSL - identify and analyse teachers needs and challenges while
implementing CBC
- organize follow up SBI activities based on the problems/needs
identified
- keep records of SBI activities under the guidance of HT and DOS
- support teachers to implement CBC e.g. by giving technical advice
and encouragement
- supply M & E report forms to be filled and submit to HT before due
date
- support HT to maintain the web based personal database
- give feedback to teachers based on the reports submitted to
HT/DOS
HT/DOS - monitor performance of teachers and learners in relation to CBC
implementation
- monitor performance of SSL and give constructive advice and
encouragement
- encourage SSL to organize CPD activities / keep SBI records
- conduct lesson observations and give constructive feedback
- Submit a hard copy and soft copy of school M&E report with
appropriate suggestions for improvement to SEO
- give feedback to SSLs and teachers based on the reports submitted
to SEO
- inform the PTC and PTA about the implementation status CBC
- coordinate SBI activities at school level*** not a monitoring and
Evaluation role
- analyse challenges identified by SSL and find solution together
SEO - visit school to monitor & evaluate CPD activities
- give technical and managerial advice if necessary
- organize forums for teachers (to analyze challenges and propose
solutions)
- conduct lesson observation and give constructive feedback
- consult with HTs and give constructive feedback on school
management
- identify good practices to share with other schools
- analyse and summarize the data submitted by schools
- submit the report on sector M&E results to DEO and give feedback
to schools
- verify the accuracy of online database updated by HT (schools)
- organize/support sector wide SBI based on the needs indentified by
school monitoring and /or report from schools
- coordinate all activities of SCC
DEO - encourage and consult SEO to conduct M&E
- Monitor & Evaluate the school performance with SEOs
- organize/support district level CPD activities based on the reports
from SEO
- monitor the quality of SSL Training conducted by DMAST
- conduct school monitoring and evaluation an give constructive
feedback of lessons and school management

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 - Monitor & Evaluate performance of teachers and learners/
achievements to take collective action based on identified gaps in
teachers’/ learners’ performance.
- organize DCC meeting on M&E results in conjunction with Vice
Mayor of Social Affairs
- present results of monitoring to DCC/ REB
- identify any SSL/ teachers who missed training /session(s) and
report it to REB
- provide data for DCC and REB database updated
- update database/system for DCC and for REB
- identify good practices to share with other districts
DMAST - monitor the performance of SSLs e.g. by visiting schools
- give additional support/consultation to schools when necessary
- identify common challenges and/or constraints that teachers face
while implementing CBC and report to DEO/DCC
- share experiences with all schools
- compile and analyse SSL activities report and submit the reports to
DEO
DCC - indentify the problems through the reports from DEO and
Inspectors and take action or propose one for REB
- conduct school M&E activities
- provide additional support to DMASTs and SSLs if necessary
identify SSLs who missed training and report to REB
- consider ways to ensure district budget to take necessary actions
based on M&E results

8.4 Process of M&E of CBC implementation

The process of the M&E comprised of the following stages:

8.4.1 Planning stage

Careful planning of M&E activities is important. The components to monitor and evaluate at a particular
period should be identified. The resources should be budgeted for and the strategies of monitoring and
evaluation should be clear. For the case of CBE, monitors should be familiar with the main changes in the
new Curriculum. These changes which include Learner-Centred Methodology (LCM), Inclusion,
Competences, Resources and teaching and learning materials/aids, Integrated ICT/e-content, Guidance and
counselling for learners (assist learners in self assessment and self evaluation) should form the basis for
M&E. The teachers are expected to know these changes and how to implement them, teachers’ roles and
how they can help their peers for the successful implementation of the curriculum. The teacher manual will
be used as reference for both the teachers and monitors during implementation of CBE and its monitoring
respectively.

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8.4.2 Monitoring and reporting
The goal of monitoring activities is to ensure that new curriculum is introduced and implemented properly
at the school level. This is achieved by collecting information and data from schools. Both qualitative and
quantitative data shall be collected and analysed then reported to relevant authorities for provision of
necessary support and specific measures to improve situations at different levels.

8.5 Monitoring report format, tools and data collection plan

Data shall be collected by two means; paper-based reports and TMS. Paper-based reports shall be
considered as official document. HT and DOS are responsible to prepare the document before the due date.
They are also requested to update the TMS after the Standardized SBI activities are conducted. The levels
of data collection are explained below:

At school levels the head teachers are expected to keep records of SBI activities for reports to the
sector/district and create a history of previous activities.

Role of the HT at school

Head teachers should submit summary reports to SEO by filling the forms given by REB before the due
date.
Table 24: List of Forms to be filled at School

Types of data to be collected Collected by Submit to When to submit

List of SSL nominated* HT SEO Soon as after new curriculum
management training conducted
at school
List of SBI group members* SSL HT Soon as group organize
SBI Planning sheet SSL HT Soon as group organize
Number of training and each participants* SSL HT End of each term
List of training conducted* SSL HT End of each term
Activity record SSL HT End of each term
Activity monitoring report SSL HT End of each term
Summary of implemented training and HT DEO End of each term
participants*
Summary of SBI activities HT DEO End of each term
* Web data system will be installed and each school level to input the data and summary.

Original data/information should be kept at school for internal monitoring as well as to show any
inspectors who come to the school.

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Role of the teachers at school
Each teacher has to monitor and evaluate the success of new the curriculum by verifying the success
indicators and plan for future improvement. This monitoring will involve collection of information
(quantitative and qualitative) including achievement of learners and teachers and challenges met during
the implementation and plan for improvement. The roles and responsibilities of teachers in monitoring
and evaluation are as follows:

Role of SSLs
 to identify and to analyse needs and challenges that the teachers are facing
 to organize follow up SBI based on the problems/needs identified
 to keep records of SBI activates under the guidance of HT and DOS
 to support teachers to implement competence based approach e.g. by giving technical advice
 to monitor, report by filling forms and submit them to HT before due date.
 to support HT maintain the web based personal database.

Subject teacher
 to identify and analyze needs and challenges that the learners face during the process of learning
 to organize follow up of learners with low achievements
 to keep records of the achievements of learners
 to report to SSL on the progress met by student and by teachers for each of the success criteria of
the curriculum.

SEOs are expected to support schools management in implementing and monitoring SBI activities.
SEOs should encourage and guide schools to submit reports on time and they should develop summary
reports based on the data collected from the schools. SEOs should submit the report to DEOs before the
due date.

Table 25: Data that should be prepared by SEOs

Types of data to be collected Collected by Submit to When to submit

List of nominated SSL SEO DEO September 2015

List of SBI groups and number of members in Sector** SEO DEO September 2015
List of SBI planned activities** SEO DEO End of each term
Number of training and each participants** SEO HT End of each term
List of training conducted** SEO DEO End of each term
Summary of monitoring of SBI SEO DEO End of each term
** Should be decided if submission of forms is required or not. DEOs are expected to act as facilitators
and monitors of SBI.

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Table 26: Data that should be prepared by DEO/DCC

Types of data to be collected Prepared by Submit to When to submit

Coverage of SSL training DMAST/DEO REB December 2015
Progress and coverage of new curriculum DEO REB/DCC September 2015
management SBI
Total number of training and each DEO REB End of each term
participants*
List of training conducted* DEO REB/DCC End of each term
Activity monitoring report (challenges/good DEO REB/DCC End of each term
examples)
Summary of implemented training and DEO REB/DCC End of each term
participants
Monitoring report of the district DEO REB/DCC End of each term

DMASTs are expected to act as monitors/advisers for SSLs as well as their trainers. When SSLs conduct
trainings, DMASTs observe the activities and give feedback. DMASTs’ monitoring report should be
submitted to the DEOs.

Table 27: Data that should be prepared by DMASTs

Types of data to be collected Collected by Submit to When to submit
SSL training coverage MSAST DEO at the time of training
SSL school SBI monitoring report DMAST DEO/HT September 2015

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Glossary

7YGP 7-Year Government Programme

CBC Competence Based Curriculum

CPD Continuous Professional Development

DCC District Continuous Professional Development Committee

DEO District Education Officer

DMAST District Master Subject Trainer

EAC East Africa Community

EDPRS Economic Development Poverty Reduction Strategy

ESSP Education Sector Strategic Plan

HT Head Teacher

IEP Individual Education Plan

LCM Learner Centered Methodology

NST National Subject Trainer

PVE Peace and Values Education

SBI School Based In-service training

SBM School Based Mentor

SEO Sector Education Officer

S-SBI Standardised School Based In-service training

SSL School Subject Leader

TDM Teacher Development and Management

REB Rwanda Education Board

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Appendices

108
I
[FORM 1]

II
[FORM 2]

[FORM 3]

III
[FORM 4]

[FORM 5-1]

IV
[FORM 5-2]

[FORM 6]

V
[FORM 7]

[FORM 8]

VI
[FORM 9]

VII
[FORM 10]

VIII
[FORM 11]

[FORM 12-1]

IX
[FORM 12-2]

X
[FORM 13]

XI