WIXLIB

PART I. GENERAL INTRODUCTION1.0. About the teacher’s guideThis book is a teacher’s guide for computer science Senior Five in advanced level. Itis designed to help teachers in the implementation of competence based curriculumspecifically computer science syllabus.As suggested by its name, this is a guide that will help teachers in their daily preparationsof lessons. Teachers will take advice provided for in this book but are advised to bemore creative and consider their specific classes’ contexts and prepare accordingly.1.1. The structure of the guideThis section outlines the general structure whereby the content is organized in unitsand the sub-heading structure in order to provide to teachers more understanding ofthe different sections of this guide and what they should expect to find in each section. Overall structureThis consists of three main parts:v Part I: General Introduction.This part provides general guidance on how to develop the genericcompetences, how to integrate cross cutting issues, how take intoconsideration special educational needs, active methods and techniquesof teaching computer science and guidance on assessment.v Part II:Sample lesson planThis provides to teachers a model lesson plan that they can learn from individingtheir own lesson plans.v Part III:Unit developmentThis is the main part of the guide in which each unit is thoroughly developed. The guideends with references.Each unit is made of the following sections: Unit title: from the syllabus Key unit competence: from the syllabus Prerequisites (knowledge, skills, attitudes and values)The section indicates knowledge, skills and attitudes required for the successful carryingout of the unit. The competence-based approach requires connections between units/topics within asubject and interconnections between different subjects. The teacher will find anindication of those prerequisites and guidance on how to establish connections.xiiTeachers’ Guide

Cross-cutting issues to be addressedThis section suggests cross cutting issues that can be integrated depending on the unitcontent. It gives guidance on how to integrate those issues. The suggested issues areindicative and teachers are free to take any other cross-cutting issue which is related tothe learning environment. Guidance on the introductory activityEach unit begins with an introductory activity in the learner’s book. This section of theteacher’s guide provides guidance on how to conduct this activity and related answers.Learners are not expected to necessarily give right solutions but are invited to providepossible solutions or answers through discovery activities organized at the beginningof lessons or during the lesson. List of lessonsThe section of “list of lessons” provides a suggestion on the list of lessons, lessonobjectivescopied or adapted from the syllabus and duration for each lesson. Each lesson /subheading is then developed. End of each unitAt the end of each unit the teacher’s guide provides the following sections: Summary of the unit which provides the key points of content developed in thestudent’s book. Additional information which provides additional content compared to thestudent’s book for the teacher to have a deeper understanding of the topic. End unit assessment which provides the answers to questions of end unitassessment in the textbook and suggests additional questions and relatedanswers to assess the key unit competence. Additional activities: remedial, consolidation and extended activities). Thepurpose of these activities is to accommodate each learner (slow, average andgifted) based onend unit assessment results.Teachers’ Guidexiii

Structure of each sub headingEach lesson/sub-heading is made of the following sections:Lesson Sub heading title 1: . Prerequisites/Revision/Introduction:The section provides clear instruction to teachers on how to begin the lesson Teaching resourcesThis section provides suggestions on the teaching aid or other resources needed withactivities in order to achieve the learning objectives. Teachers have full ownershipof which teaching aid they can use depending on those available in their workingenvironment. Learning activitiesThis section provides a short description of the methodology and any important aspectto consider. It provides also answers to learning activities with cross reference to textbook: Exercises/application activitiesThis provides questions and answers for exercises/ application activities/1.2. Methodological guidance1.2.1. Developing competencesSince the introduction of the competency based curriculum for pre-primary, primaryand general secondary education in 2015 Rwanda shifted from to the knowledge basedsystem to new way of teaching and learning which put the learner at the canter. Inthis new approach teachers are not only responsible for the transfer of knowledge butalso for enhancing student’s learning achievement, and creating safe and supportivelearning environment. It implies also that a learners will have to show what they areable to do using the knowledge, skills, values and attitude acquired in a new or differentsituation.The competence-based curriculum approach bases teaching and learning on discreteskills rather than relying on only knowledge or the cognitive domain of learning. It putsan emphasis on what learners can do rather than what they know. Learners developbasic competences through specific subject unit competences with specific learningobjectives broken down into knowledge, skills and attitudes. These competences aredeveloped through learning activities disseminated in learner-centered rather than thetraditional didactic approach. The student is evaluated against set standards to achievebefore moving on.Adding to specific subject competences, learners also get an opportunity to developxivTeachers’ Guide

generic competences which are transferable throughout a range of learning areas andsituations in life. Below are examples of how generic competences can be developed inComputer Science:Generic competenceExamples of activities that develop generic competencesCritical thinking Compare the protected computer to the computerexposed to various security threatsResearch andProblem solving Demonstrate advantage of a computer network, havinga database in a school or an institution. Research using internet or books from the library Build a computer network by responding the initialrequest. Design and develop a website or an application softwarefor his/her school or institution.Innovation andcreativityCooperation,Personal andInterpersonalmanagement andlife skillsCommunication Demonstrate strategies that can be used to disinfect thecomputer or network attacked by threats. Translate the algorithms in a computing program Identify local computing problems and ways to resolvethem. Sharing resources on the network, emails Protecting his/her own data and school or institutiondata to. Work in Pairs Small group work Large group work Organise and present in writing and verbally a completeand clear report of their computing activities Develop accurate diagrams for networks topology,model Design with talking diagram a database of the school.Lifelong learning Select and use appropriate formats and presentations,such as tables, graphs and diagrams. Exploit all opportunities available to improve onknowledge and skills. Use open source technologies andother digital materials to keep informed.Among the changes in the competence based curriculum is the integration of crosscutting issues as an integral part of the teaching learning process-as they relate to andmust be considered within all subjects to be appropriately addressed. The eight crosscutting issues identified in the national curriculum framework are: genocide studies,Teachers’ Guidexv

environment and sustainability, gender, Comprehensive Sexuality Education (CSE),Peace and Values Education, Financial Education, standardization Culture and InclusiveEducation.Some cross cutting issues may seem specific to particular learning areas or subjects butthe teacher need to address all of them whenever an opportunity arises. In addition,learners should always be given an opportunity during the learning process to addressthese cross cutting issues both within and out of the classroom so as to progressivelydevelop related attitudes and values.Below are examples on how crosscutting issues can be addressed in Computer Science:Cross-cutting Examples on how to integrate the cross-cutting issueissueInclusiveeducationInvolve all learners in all activities without any bias.Eg: Allow a learner with physical disability (using wheelchair) totake notes or lead the team during computer lab activities. Student without arms can learn computer science using theirtoes.GenderPeace andValuesEducation Sign language can be used to address the need of studentswith hearing impairments. Involve both girls and boys in all activities: No activity isreserved only to girls or boys. Teachers should ensure equal participation of both girls andboys during computing activities as well as during cleaning andtidying up related activities after computer lab activities. During group activities, debates and presentations, the teacherwill encourage learners to help each other and to respectopinions of colleagues. Students must be warned about cyber security crimes andenabled to prevent hacking and stealing one’s data or preventunauthorised access of data of a person or institution.Standardizationculture Student must develop values of browsing relevant content onthe internet ( students should not spend their time browsingirrelevant and harmful content website. Students should be familiar with standards used in networktechnologies in their daily interaction with different tools usedin networking. For tasks involving calculations, they have to always presentaccurate results.xviTeachers’ Guide

FinancialEducation Student should develop this by comparing the use of digitaltechnologies with the traditional paper based practices. Eg. Compare the cost of sharing a 100 pages document on thenetwork of 50 users and printing 50 copies of 100 pages onindividual copy. Different technologies used in networking should be anopportunity to study cost implication of individual technology. Students do analysis of financial benefits of having a database. Students must be aware of loss that can be caused by lackingsecurity in computing.1.2.2. Attention to special educational needs and inclusive educationIn the classroom, students learn in different way depending to their learning pace,needs or any other special problem they might have. However, the teacher have theresponsibility to know how to adopt his/her methodologies and approaches in orderto meet the learning needs of each student in the classroom. Also teachers need tounderstand that student with special needs, have to be taught differently or need someaccommodations to enhance the learning environment. This will be done depending tothe subject and the nature of the lesson.In order to create a well-rounded learning atmosphere, teachers need to: Remember that students learn in different ways so they have to offer a varietyof activities (e.g. role-play, music and singing, word games and quizzes, andoutdoor activities) Maintain an organized classroom and limits distraction. This will help studentswith special needs to stay on track during lesson and follow instruction easily. Vary the pace of teaching to meet the needs of each students. Somestudents process information and learn more slowly than others; Break down instructions into smaller, manageable tasks. Students with specialneeds often have difficulty understanding long-winded or several instructionsat once. It is better to use simple, concrete sentences in order to facilitate themunderstand what you are asking; Use clear consistent language to explain the meaning (and demonstrate or showpictures) if you introduce new words or concepts; Make full use of facial expressions, gestures and body language; Pair a student who has a disability with a friend. Let them do things together andlearn from each other. Make sure the friend is not over protective. Both studentswill benefit from this strategy; Use multi-sensory strategies. As all students learn in different ways, it is importantto make every lesson as multi-sensory as possible. Learners with learningdisabilities might have difficulty in one area, while they might excel in another.For example, use both visual and auditory cues.Teachers’ Guidexvii

Below are general strategies related to each main category of disabilities and howto deal with every situation that may arise in the classroom. However, the list is notexhaustive because each student is unique with different needs and that should behandled differently.Strategy to help a learner with developmental impairment: Use simple words and sentences when giving instructions. Use real objects that students can feel and handle. Rather than just workingabstractly with pen and paper. Break a task down into small steps or learning objectives. The student shouldstart with an activity that s/he can do already before moving on to somethingthat is more difficult. Gradually give the student less help. Let the student work in the same group with those without disability.Strategy to help a student with visual impairment: Help students to use their other senses (hearing, touch, smell and taste) to playand carry out activities that will promote their learning and development. Use simple, clear and consistent language. Use tactile objects to help explain a concept. If the student has some sight, ask him/her what he/she can see. Make sure the student has a group of friends who are helpful and who allowhim/ her to be as independent as possible. Plan activities so that students work in pairs or groups whenever possibleStrategies to help a student with hearing disabilities or communication difficulties: Always get the student’s attention before you begin to speak. Encourage the student to look at your face. Use gestures, body language and facial expressions. Use pictures and objects as much as possible. Keep background noise to a minimum.Strategies to help a student with physical disabilities or mobility difficulties: Adapt activities so that students who use wheelchairs or other mobility aids,can participate. Ask parents/caregivers to assist with adapting furniture e.g. The height of atable may need to be changed to make it easier for a student to reach it or fittheir legs or wheelchair under. Get advice from parents or a health professional about assistive devices.xviiiTeachers’ Guide

1.2.3. Guidance on assessmentEach unit in the teacher’s guide provides additional activities to help learners achievethe key unit competence. Results from assessment inform the teacher which learnerneeds remedial, consolidation or extension activities. These activities are designedto cater for the needs of all categories of learners; slow, average and gifted learnersrespectively.1.3. Guidance on assessmentAssessment is an integral part of teaching and learning process. The main purposeof assessment is for improvement. Assessment for learning/ Continuous/ formativeassessment intends to improve learners’ learning and teacher’s teaching whereasassessment of learning/summative assessment intends to improve the entire school’sperformance and education system in general.Continuous/ formative assessmentIt is an ongoing process that arises out of interaction during teaching and learningprocess. It includes lesson evaluation and end of sub unit assessment. This formativeassessment should plays a big role in teaching and learning process. The teacher shouldencourage individual, peer and group evaluation of the work done in the classroom anduses appropriate competence-based assessment approaches and methods.In Senior Five computer science textbook, formative assessment principle is appliedthrough checking up activities that are planned in each lesson to ensure that lessonobjectives are achieved before moving on. At the end of each unit, the end unitassessment is formative when it is done to give information on the progress of studentsand from there decide what adjustments need to be done. Assessment standards aretaken into consideration when setting tasks.Summative assessmentThe assessment done at the end of the term, end of year, is considered as summative. Theteacher, school and parents are informed on the achievement of educational objectivesand think of improvement strategies. There is also end of level/ cycle assessment inform of national examinations.1.3.1. Students’ learning styles and strategies to conduct teaching and learning processThere are different teaching styles and techniques that should be catered for. Theselection of teaching method should be done with the greatest care and some ofthe factors to be considered are: the uniqueness of subjects; the type of lessons; theparticular learning objectives to be achieved; the allocated time to achieve the objective;instructional available materials; the physical/sitting arrangement of the classroom,individual students’ needs, abilities and learning styles.Teachers’ Guidexix

There are mainly four different learning styles as explained below:a. Active and reflective learnersActive learnerstend to retain and understand information best by doing somethingactive with it, discussing or applying it or explaining it to others. Reflective learnersprefer to think about it quietly first.b. Sensing and intuitive learnersSensing learners tend to like learning facts; intuitive learners often prefer discoveringpossibilities and relationships. Sensors often like solving problems by well-establishedmethods and dislike complications and surprises; intuitive learners like innovation anddislike repetition.c. Visual and verbal learnersVisual learners remember best what they see—pictures, diagrams, flow charts, timelines, films, demonstrations, etc.; verbal learners get more out of words—written andspoken explanations.d. Sequential and global learnersSequential learners tend to gain understanding in linear steps, with each step followinglogically from the previous one. Global learners tend to learn in large jumps, absorbingmaterial almost randomly without seeing connections, and then suddenly “getting it.”1.3.2. Teaching methods and techniques that promote the active learningThe different student learning styles mentioned above can be catered for, if theteacher uses active learning whereby learners are really engaged in the learningprocess.What is Active learning?Active learning is a pedagogical approach that engages students in doing thingsand thinking about what they are doing. In active learning, learners are encouraged to bring their own experience and knowledge into the learning process.The role of the teacher in active learning The teacher engages learners through active learning methods such as inquirymethods, group discussions, research, investigative activities and group andindividual work activities. He/she encourages individual, peer and group evaluation of the work done inthe classroom and uses appropriate competence-based assessment approachesxxTeachers’ Guide

and me

Rwanda Education Board is honoured to present Senior 5 Computer Science teacher s guide which serves as a guide to competence-based teaching and learning to ensure consistency and coherence in the learning of the computer science subject. The Rwandan educational philosophy is to ensure that learners achieve full potential at