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Entrepreneurship for Rwanda Secondary Schools Teacher’s Guide Book 4Link to prior learning experiencesThe objective of entrepreneurial teaching is not only to introducenew content to learners, but to build on the student’s ownlearning experiences such as personal, family or communityexperiences in its delivery. Entrepreneurship is a subject thathas links with many other subjects such as Mathematics,Economics, History and Citizenship, English, Technology,Science and others; therefore, lessons should be deliveredshowing the relationship with other subjects.Teaching and learning methodsThe methodological approaches used in the textbooks arebased on active and participatory teaching and learning. Everypart of the book contains activities for the learners which are anintegral part of the learning process. The exact type of activitydepends on the topic being handled, the learners’ learning orcomprehension capacities, and the resources available for usein the learning process. The activities employed are learnercentered, where the learner is the main actor and the teacheris expected to apply a series of interactive learning processes.In order for secondary schools learners to learn thisentrepreneurship program focused on developing transferable21st century skills, the pedagogical structure of a skills labis provided in the learning activities. Skills lab is a timewhen learners are required to complete learning activitiesworking in small groups. The skills labs are a no-cost, easymethod to change teacher’s pedagogy from theory-based tocompetency-based instruction. Skills lab ensures teachersare accountable to completing all the learning activitiesand projects as outlined in the syllabus. Learners shouldalso engage in business clubs to guarantee they practiceentrepreneurship.NB:xIt is recommended that the teacher must always complete everygroup activity with learners giving feedback or sharing throughclass presentations, discussions, questions and answers tocome to an agreed content summary or conclusion of the lesson

IntroductionRole of the teacherSince the competency based curriculum is about learners’active participation in the learning process you must stick toa learner centered approach where you the teacher play therole of the coach/ facilitator in order to value learners’ needsand expectations. Your role as the teacher in using these textbooks should include among others:·· Organise learners in classroom or study areas.·· Designs the tasks to be performed and then works asfacilitator throughout the whole process of learning.·· Provide the necessary support to the challenging tasks.·· Plan and design appropriate tasks that can provokelearners to think critically, be creative and innovative andbe actively involved during the learning process.·· Organise and develop learning/teaching materials/resources.·· Design appropriate assessment to measure theachievement of set objectives.The role of the learnerA competence-based curriculum on which this text bookis based cannot be successful without the learners’ fullinvolvement in the learning process. They should be ready andwilling to work with the teacher in the delivery of this syllabus.The role of the learner, therefore, in the effective use of thetext book should include:·· Regular attendance in the classroom.·· Active participation in the group work activities.·· Seek assistance and feedback from fellow learners andteachers.·· Imitate/apply learnt material in their school or daily life.·· Respect school rules and regulations.·· Search for more information through continuous researchusing various sources like books, internet etc.xi

Entrepreneurship for Rwanda Secondary Schools Teacher’s Guide Book 4Special Education Needs (SEN) and inclusive approachThe new curriculum is based on the idea that all Rwandanshave the right to access education regardless of their differentneeds. This is the focus of Special Education Needs. Thecritical issue is that we have persons/ learners who are totallydifferent in their ways of living and learning as opposed to themajority. The difference can either be emotionally, physically,sensory and intellectually learning challenged.These learners equally have the right to benefit from educationin all our schools. You must, therefore consider each learner’sneeds during teaching and learning process whatever theirintellectual or physical abilities. Assessment strategies andconditions should also be adapted to the needs of theselearners. Detailed guidance for each category of learners withspecial education needs is provided for in this teacher’s guide.Assessment ApproachAssessment is mainly about improving learning and, throughimproving learning, improving teaching. Assessment is not justabout ‘testing’ learners to find out if they have learnt particularknowledge, but to find out if they have achieved the objectivesand learnt the competences, which include understanding,skills, attitudes and values. It is an important ongoing processin teaching and learning and it should be used continuously,meaning it should not be done only at the end after completinga particular topic.Assessment should include formative assessment whichtakes place throughout every teaching topic and every unitof the Learner’s Book. All the activities in the Learner’s Bookare types of formative assessment. Formative assessmentemphasises continuous assessment as part of the teachingand learning process. The idea of “assessment for learning”focuses on using the assessment information to improveteaching and learning as an ongoing process. This helpsteachers to monitor their learners’ progress on a continuousbasis. The teacher should constantly observe and evaluatelearners’ achievement, collecting data on areas of improvementand new skills that they acquire.xii

IntroductionIn doing this, teachers should focus on the learning objectivesand competences stated in the syllabus in order for learnersto be aware of what is being assessed, the assessmenttechniques being used, and the criteria used. Learners canthen judge for themselves whether they are achieving theobjectives and gaining the competences.Summative assessment tells you what learners have learntor can do after a whole section of teaching e.g. a ‘unit test’.These are also important, but assessment should not be doneonly by ‘tests’. Tests must include skills, values and attitudes aswell as just knowledge. We should test whether learners canread a map, interpret a photograph, have formed an opinionabout a topic or even changed their behaviour on the basis ofattitudes and values they have learnt. We should not just betesting the factual knowledge they have learnt.This means we should not just use one type of assessment –the traditional method used in the knowledge-based approachby which we give a written ‘test’ either consisting of answeringa series of short questions or writing an essay. We should usea variety of methods of assessment.Variety of assessmentsSome of the assessment techniques that can be used includethe following;Verbal assessment·· Answering questions verbally·· Making a verbal report·· Interview with an individual learner or groupWritten assessment·· Do a written activity (from text books or self prepared)·· Do an assignment·· Write a report·· Sit for a test or an examinationxiii

Entrepreneurship for Rwanda Secondary Schools Teacher’s Guide Book 4Practical assessment·· Participate in a field trip/excursion and collect information·· Do a science experiment and raw conclusions·· Demonstrate a particular task·· Draw, interpret and use a map·· Analyse a photograph·· Basic library research and collect informationGroup work AssessmentParticipate in a group task and discussionParticipate in a role play and dramaOther Assessment Techniques includes;·· Observation of what individual learners do·· Consultation with individual learners by asking themquestions·· Focused analyses of learners work such as portfolio, or acollection of work they have done, to determine how eachindividual learner is performing in their learning process.ResourcesThe learner centered approach in the Entrepreneurshipsyllabus delivery emphasises the need to use a variety ofteaching learning resources including those improvised orcollected by the teacher and the learners from the surroundingenvironment.Finally, referring to the syllabus unit shows how it links toother subjects, the assessment criteria and the recommendedmaterials or resources to be used in the teaching and learningprocess of Entrepreneurship.Finally, the unit shows how it links to other subjects, theassessment criteria and the recommended materials orresources to be used in the teaching and learning process ofEntrepreneurship.xiv

IntroductionList of materials neededThe materials that the teacher will need to aid the learningprocess include, but are not limited to the following:·· Reference books like textbooks, learners’ textbooks andteachers’ guides, Entrepreneurship journals, magazines,etc.·· Case study materials and scenarios.·· Computer and Internet connection.·· Projectors.·· Audio visual study and video materials.·· Entrepreneurship incubation facilities.·· Successful business resourceful people.·· Business simulations.·· Individual and group business projects.·· Data analysis software such as Microsoft Excel.·· Business incubators.·· Accounting software such as QuickBook, Sage, Pastel,Tally, Peachtree etc.·· Raspberry pi software.Human resource requirements for the successful teachingand learning of EntrepreneurshipA competent teacher of A-Level Entrepreneurship must haveat least the following minimum qualifications: a Bachelor’sDegree in Education with Entrepreneurship, Business Studies,Business Administration, Economics, Management, Finance,and professional certificates like ACCA and CPA or otherclosely related fields.Strategies to address Special Education NeedsAll learners have the right to access education regardless oftheir different impairments and this means that all citizensbenefit from the same choice of education programmes. Thisis meant to focus on special needs education since we havelearners who are totally different in their ways of living andlearning and the difference can either be emotional, physical,xv

Entrepreneurship for Rwanda Secondary Schools Teacher’s Guide Book 4sensory and mental. Therefore, both teachers’ and schools’role is to enrol them and also set strategies to provide relevanteducation to them.Parents and teachers should communicate on cases relatingto learners’ special education needs and difficulties so thatthey can jointly help. Parents are requested to collaborate withthe school administration and teachers towards the academicprogress and achievement of their children.Adaptation of teaching methods and approachesTeachers should have a positive attitude towards all categoriesof learners and use teaching and assessment approachesappropriate to meet each individual learners special needs; forexample learners with hearing and visual impairment dependmore on sign language and the using of concrete objectssuch as models, diagrams and samples. The examination,therefore, should be standardised to meet different categoriesof learners with special education needs and the interpretationof results and decisions should be fair.The teacher will aim to use the following strategies if he/she isto cater for learners with special needs.·· Use cooperative learning, for instance, through groupworks and discussions.·· Mix learners with special needs with other learners.·· Tape-record portions of textbooks, trade books, and otherprinted materials so learners can listen (with earphones) toan oral presentation of necessary material.·· Providing written or pictorial directions to those with hearingproblems.·· Design special programmes and follow up to keep track oftheir learning.·· Provide special needs learners with frequent progresschecks.·· Using of concrete objects such as models, diagrams,samples, and the like to those with hearing problems soxvi

Introductionas to demonstrate what you are saying by using touchableitems.·· For learners with hearing problems, visual aids, signlanguages would be appropriate.Syllabus UnitsSenior Four UnitsKey competences at the end of senior fourAt the end of Senior Four, the learner should be able to:············Exhibit the behavioural qualities of an entrepreneur.Make rational career choices in daily life.Make plans to reach their personal goals.Evaluate the need for laws in business operation.Analyse the role of standards in business.Examine key components of a market and the role ofmarket research.·· Analyse the importance of management in a businessorganisation.·· Evaluate short and long term capital for future investment.·· Evaluate the services/products offered by financialinstitutions.The roles of the teacher and learners in competence-basedassessmenta)The teacher:Teachers should be clear about what they intend toassess and how to do it.xvii

Entrepreneurship for Rwanda Secondary Schools Teacher’s Guide Book 4Plan the assessmentPrepare the learnersConduct the assessmentProvide feedbackWhen planning an assessment activity, the teachershould:·· Be clear about the purpose of the assessment;·· Understand, plan and design the process to be applied;·· Ensure that assessment always supports learning;·· Prepare learners for the assessment;·· Carry out assessment as an ongoing part of classroomlearning and teaching and periodically use specificassessments, tests or examinations as appropriate;·· Involve learners fully in assessment and help them tounderstand what is expected and how to improve;·· Develop learners’ roles in self-assessment;·· Evaluate evidence of learning to contribute to profiles andreport on learners’ achievements and progress.b)xviiiLearners:·· Actively engage in assessment for learning.·· Use clear understanding of assessment expectationsto demonstrate their knowledge and understanding,skills, attitudes and values through a wide range of

Introductionevidence including informal and formal assessmentsincluding specific assessment tasks, activities, testsand examinations.·· Use assessment feedback to shape and review theirlearning by reflection, setting learning goals and planningnext steps.·· Use self-assessment to improve performance.·· Collaborate in peer assessment.xix

xxBe able to exhibit thedesirable behaviouralqualities of anentrepreneur.Classify the varioustypes of entrepreneurs.Whole-class orientationthen groupsPapers and pens,Key ipmentrequiredJournals, internetaccess.22To be able to reach theirown personal goals.To be able to makerational career choices.Whole-class orientationthen groupsPapers and pens, school Work readiness trainingor public library access, program (trainer manualinternet access.1.1 examples of value,beliefs and desirablequalities. 1.2 skills andqualities assessment 1.3setting and achievinggoals.)Whole-class orientationthen groupsIdentify some of theirown and classmates’talents and interests.To be able to evaluatethe need for laws inbusiness operations.20Whole-class orientationthen groupsExplain the meaningand necessity ofstandards in businessTo be able to analysethe role of standards inbusiness.20Role of standards insocietyUNIT 5Papers and pen, internet Audio –visual tool e.gaccess (RDB website),laptops, television andDVD players, governReference books andgazettes, standardjournals.journals.Whole-class orientationthen groupsLearners identify theirExplain the meaning ofvalues, skill and personal law and business laws.strength and areas ofimprovement.21Learners identify thework they are interestedin.UNIT 4Setting personal goals Laws in businessoperationUNIT 321Career opportunitiesInitiation toentrepreneurshipNumber ofperiodsUNIT 2UNIT 1A Content Map

xxiActivitiesCareer opportunitiesInitiation toentrepreneurshipUNIT 4Setting personal goals Laws in businessoperationUNIT 3Role of standards insocietyUNIT 5Referring to knowledgeof entrepreneurship inO’ Level, brainstormthe meaning ofentrepreneurship,entrepreneur,intrapreneur andmanager; then insmall groups learnersdiscuss the stagesof entrepreneurshipprocessSkills Lab: Teams discuss andwrite top 5 personal,family/friends,employer valuesSkills Lab: Teams list types ofwork that are donein their community orother communities,and identify whichtypes interest thempersonally, writing intheir notebook whythey are interested inthat type of workBrainstorm and discuss Skills Lab:rules and regulations Teams researchat school and at theiron standards forhomes and highlightbusiness on: Whytheir importance in theare standardssociety and then make anecessary? How Teams match differentconnection to laws andare they enforced?values and skills toBusiness laws in theWhat does arelated career pathscountryconsumer do if theyGroups explore:Skills Lab:have a complaint?Desirable personalWhat can the Teams research aboutvalues, skills andentrepreneur do tothe different laws Teams list types ofstrengths; and thenensure complianceIn small groups,related to business inwork and identifydiscuss the commonand minimiselearners discuss theRwanda stating thewhich typesvalues, skills andcomplaints?distinctions betweenimportance of suchinterest them afterstrengths in relationan entrepreneur,laws when carrying Using audio visualbrainstorming theto the family/friends,intrapreneur andout business activitiesaid, learnerstypes of skills andentrepreneurs andmanager citing exampleswatch clips ontalents needed for Learners meet atowards employers.from their community/standardisationa range of differentlocal entrepreneurschoolprocess reflectingtypes of work and theor even a resourcehow standardsSkills Lab:main skills and talentsperson from any legalare developedthey have noticed ininstitution related to Teams discuss theinternationally,their classmatesbusinesstosharequalities ofregionally andinformation concerningentrepreneurs; variousnationally.business formationtypes of entrepreneursan

Entrepreneurship for Rwanda Secondary Schools Teacher’s Guide Book 4 of the process should be the middle class of the Rwandan entrepreneurs. Productive entrepreneurship must be fostered to perform its traditional role of creating wealth, employmen