CBC KBC Presentation FINAL (1)hhhhhhh.pptx

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1. SESSION 1: Introduction to COMPETENCE BASED CURRICULUM (CBC)

2. OBJECTIVES OF THE SESSION. By the end of this session all participants will be able to: Differentiate CBC and KBC Teacher centered vs. Learner centered

3. Activity a. What is the difference between CBC and KBC? b. Why the government decided to shift from KBC to CBC? c. What is the difference between Learner centered vs. teacher centered?

4. the difference between CBC and KBC CBC is Competence Based Curriculum KBC is Knowledge Bases Curriculum

5. REASON The government decided to shift from KBC to CBC To meet the needs of society and, The labor market

6. the difference between Learner centered vs. teacher centered? Learner-Centered Facilitator or guide Active participation, exploration Collaborative learning, discussions, projects Teacher-Centered Central authority and instructor Passive reception of information Lectures, direct instruction, rote memorization

7. Session 1: Competence

8. SESSION OBJECTIVES . By the end of this session, all participants will be able to: Explain the term competence and identify links between competencies at each level of the curriculum. Differentiate between basic and generic competencies.

9. SESSION OBJECTIVES . By the end of this session, all participants will be able to: To define and apply generic competencies in teaching. Explain and integrate cross-cutting issues into their subject teaching. To use and adapt pedagogical documents for effective teaching.

10. Activity 1 What do you understand by the term competence? ( Using a Think Write Pair Share (TWPS) technique)

11. Competence EXAMPLE 1. To be able to prepare a balanced diet rather than listing the components of a balanced diet. 2. Adopt the good practice of drinking clean water rather than only listing the qualities of drinking water. Ability to use the combination of knowledge, skills, attitudes and values in order to accomplish a particular task successfully.

12. CATEGORIES OF COMPETENCES Basic Competences: Priority competencies for all learners that are developed into subject content as well as developed across subjects. Generic Competences: Competences that lead learners to develop higher-order thinking and can be developed in all subjects.

13. CATEGORIES OF COMPETENCES Basic competences Literacy Numeracy ICT and digital Citizenship & national identity Science and technology Entrepreneurship and business development Communication in official languages

14. Generic competences Critical thinking Creativity & Innovation Communication Cooperation and interpersonal management Research & problem solving Lifelong learning

15. activity: Brainstorm the issues that we have in Rwandan society.

16. Cross- cutting issues Brainstorm the crosscutting issues in the Rwandan curriculum. Gender education Peace and values education Financial education Environmental sustainability Standardization culture Genocide studies Comprehensive sexuality education Inclusive education

17. activity 1.Which documents have you seen your teacher carrying?

18. Pedagogical/teaching documents are the documents used by the teacher in the presentation, implementation and evaluation of teaching/learning process to make learning more effective.

19. Examples of pedagogical /Teaching documents. Brainstorm the crosscutting issues in the Rwandan curriculum. 1. Class diary 2. Lesson plan 3. Scheme of work 4. Time table 5. Syllabus 6. Evaluation 7.Call register 8.Teacher’s notebook 9.Exercise notebook 10.Notes book 11.Teacher’s books of reference.