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• this module aims to equip students with knowledge and scientific skills to enable them to teach Chemistry competences (knowledge, skills and attitudes).
• this module aims to give students an opportunity to develop more skills as professional chemistry teachers.

This module will help you to get skills of teaching in general and teaching IT modules in particular.

It is a 10 credit module that needs to be covered in one trimester of Year 2.

This module is designed for year  two students doing English as one of the subjects in their combinations.  

Module aim

The module aims to allow students to teach effectively and efficiently English as a language at both O-level and upper secondary level, explaining various theories in language teaching, explaining the general trends and nature of language education methodology, selecting  and using methods and techniques enabling learners to acquire linguistic competence and performance skills. It will enable students to effectively apply both deductive and inductive approaches to the teaching of English in Rwandan schools. Resources in language teaching and testing will be tackled too.

Module Learning Outcomes

1. To get insights on the developing nature and role of English Language teaching

    approaches/methods.

2. To apply the appropriate approaches to be applied in the teaching of English,

     hence fitting the method to students not vice-versa,

3. To select and design teaching materials and using improvisation,

4. To design, prepare scheme of work and lesson plan, and be able to test and assess

    languages.

Module Facilitators

1. Dr Tabaro Cyprien (Module Leader); E-mail: tabacy@yahoo.co.uk; Mobile:       +250789773250

2. Mr Nyandwi Gilbert; E-mail: .......................... Mobile: +250788464674

This module aims at providing students with an understanding of concepts and theories to teach effectively and efficiently Entrepreneurship at secondary school. It will provide students with a comprehensive practical dimensions of teaching Entrepreneurship including the whole process from lesson preparation, micro-teaching, delivery and evaluation. 

This module aims to identify and explain the domains or fields of education. It also enables students to select, describe and use appropriate methods of teaching and assessing learners' abilities and competences in the framework of competence-based curriculum.

Dear Students,

• Welcome to this module is entitled Geography Teaching Methods, TM GEO 22. It aims to equip you as a future teacher the skills of ensuring geography teaching and learning process in your class. At the end of the module, you should be capable to teach geography in secondary schools after learning how to prepare geography lessons according to learners, choose appropriate methods to teach geography, manage classes, select appropriate teaching aids and prepare schemes of work and lesson plans in geography. 

• We invite you to be actively involved in this module. Enjoy the learning!

First and foremost the aim of this module is to provide students with the understanding of the specific methods of teaching History concepts, principles, theories, etc. including the whole process from lesson preparation, delivery and evaluation. Specific examples from both ordinary and advanced levels in History shall be used during the micro-teaching sessions.

Umurimo wo kwigisha indimi cyane cyane wigisha ururimi benerwo ni umurimo ugomba kwitonderwa ukanononsorwa neza. Iyi mbumbanyigisho ikubiyemo amahange y'imyigire n'imyigishirize y'indimi ariko yibanda cyane cyane ku buryo n'inzira bikoreshwa mu kwigisha Ikinyarwanda. Igamije guha umunyeshuri ubushobozi buhagije bwo gutunganya imyigishirize y'Ikinyarwanda.

In a Learner-Centred orientation, and in using the CBA, various aspects of literature (oral literature, poetry, drama, prose fiction, non-fiction prose) will be taught : creation of resource materials that can help the teacher in teaching literature as a subject ; creation of activities that can help students to interact productively with literature texts and undertake various educational activities (lesson observation, micro-teaching, scheme of work, lesson plan...).

In a Learner-Centred orientation, and in using the CBA, various aspects of literature (oral literature, poetry, drama, prose fiction, non-fiction prose) will be taught : creation of resource materials that can help the teacher in teaching literature as a subject ; creation of activities that can help students to interact productively with literature texts and undertake various educational activities (lesson observation, micro-teaching, scheme of work, lesson plan...).

The purpose of this module is to equip student-teachers from mathematics combinations with the competence and confidence to help them to develop skills, attitudes and values to successfully implement the mathematics competence-based curriculum (CBC) at both O’ and A’ levels of secondary schools.  It contains various themes including history and philosophy of mathematics learning and teaching; understanding of mathematics CBC in Rwanda and its implementation; contemporary issues in mathematics learning and teaching; key aspects of Mathematics instruction; resources, planning and assessment in mathematics instruction; micro-teaching and practicum will be discussed and practiced.

This module aims to equip students with skills to enable them to teach science in Teacher Training Colleges (TTCs). With reference to competence-based curriculum (CBC), various themes including the nature of science, contemporary issues in science teaching and learning, interdependence of science, technology and society, basic principles of science teaching and learning, as well as specific teaching methods of sciences will be discussed.

This module aims at introducing teacher trainees to the effective and efficient classes/schools practice where learners with Special Educational Needs (SEN) are taught. It provides to learners with a comprehensive practical dimensions of special Needs and Inclusive Education. It presents concepts and approaches in learner-centred pedagogies and methodologies that are appropriate and deliberately tailored to the learners’ educational needs, competencies and context.

Concept of teaching, URCE  Professional Development and Assessment, stakeholders of Professional Development Assessment, roles of mentors, teaching and recording student data and school relevant information, School activities and operations, collaborative learning, teaching responsibilities, development of a teaching portfolio.

Moduli hii inakusudia kuwawezesha wanafunzi kuwa na maarifa na ujuzi wa kufundisha somo la Kiswahili kama lugha ya pili kwa wanafunzi wa shule za sekondari nchini Rwanda.

Hivyo basi, historiografia ya ufundishaji wa lugha ya pili kuanzia karne ya 19 inapitiwa. Hii inafanyika ili kuwawezesha wanafunzi kuzifahamu vema mbinu mbalimbali za ufundishaji wa lugha ya pili. Kwa kufanya hivyo, wanafunzi kama walimu tarajali watakuwa katika nafasi ya kuweza kuzifahamu kwa ukamilifu mbinu zote za ufundishaji wa lugha ya pili na hivyo kufanya uamuzi sahihi wa mbinu ipi inayofaa kutumiwa kutokana na mazingira wanayokutana nayo.

Aidha, uhusiano baina ya mbinu, mkabala na ufundi  au uhusiano baina ya mbinu, mkabala usanifu au uundaji na utaratibu pia umepitiwa. Mambo mbalimbali ya msingi katika ufundishaji wa lugha ya mazingatiwa. Mambo haya ni kama vile aina mbalimbali za mtaala, zana na nyenzo za ufundishaji, maandalio ya somo, malengo ya elimu nchini Rwanda na Malengo ya ufundishaji na ujifunzaji wa Kiswahili nchini Rwanda.

What is technology transfer? Technology transfer is the process of sharing of skills, knowledge, technologies, methods of manufacturing, samples of manufacturing and facilities among governments and other institutions to ensure that scientific and technological developments are accessible to a wider range of users who can then further develop and exploit the technology into new products, processes, applications, materials or services.

The aim of this module is to equip students with competences and skills of diagnosing prosthetic problem in a patient and to be able to prepare patient for rehabilitation with removable partial denture (RPD) not exceeding replacement of four (4) teeth.