For Rwanda Schools Senior 3 - Rwanda Education Board

NumeracyThis competency will be acquired by S3Physics students as they compute andmanipulate numbers, symbols, quantities,shapes and figures to accomplish a taskinvolving calculations, measurements, andestimations in units in Units, 2, 5 and 5.ICT and digital competencesThis competency will be acquired by S3Physics students as they: A s s e s s , re t r i e v e a n d e x c h a n g einformation via internet or cell phones. Use information and communicationtechnologies to enhance learning andteaching e.g overhead projector.Citizenship and national identityThis competency will be acquired by S3Physics students as they: Perform activities outlined in thebook, that are based on Rwandaenvironment and setting. As they do activities, interpretinformation, Physics facts and dataderived from Rwanda sources in theproblems provided in the book. Unit4 provides a lot of such information.Entrepreneurship and businessdevelopmentThis competency will be acquired by S3Physics students as they do activities andinteract with information provided inUnits 4, 7 and 8 on energy generation, i.esee the opportunities of making moneythrough use of electricity in production.(ii) Generic competencesGeneric competencies that S3 Physics willacquire in the process of doing activitiesand learning the concepts planned for S3Physics include:Critical thinking and problem solving skills:The students will acquire this competence4as they use their mind to evaluatescience related situations and come withsolutions to the problems. All the unitsin the student's book provide such mindprovoking scenarios.Creativity and innovation:The students will acquire thiscompetence as they use imaginationb e y o n d k n o w l e d g e p ro v i d e d i nclassroom to generate new ideas andconstruct new concepts.Research skillsThe students will acquire thiscompetence as they interrogate sourcesof information including the Internet,reference books and resource persons togather information that will help solvereal life problems that apply physicsconcepts.Communication in official languagesThe students will acquire this competenceas they read and interpret learninginstructions, activities, questions inexercises, and communicate their ideasto others in group and class discussions.All the units in the student's bookprovide such opportunities to thelearner.Cooperation, inter-personalmanagement and life skillsThe students will acquire thiscompetence as they work in groupsand cooperate in teams into do thetask given in learning activities. Theylearn to respect the opinions of othersand the complementary roles playedby people through cooperation.Lifelong learningThe students will acquire thiscompetence as they continuously learn

to learn i.e continuously discover newways of getting information throughresearch. This is why they should beexposed to more research activities.the various activities and problem settingthat involve use of objects with many optionsto sensitize the students on the importance ofacquiring and using standard items.(b) Cross-cutting issues to beaddressed during learningEnvironment and sustainabilityA well conserved environment is obviouslykey to our health and survival. It istherefore important for the S3 Physicsteacher to make use of the opportunitiesthat arise in the process of teaching andlearning Physics through activities tosensitise learners on the importance ofconserving the environment. One wayis by ensuring that the learners alwaysdispose off the waste materials at the endof an activity in ways that do not pollutethe environment. Units 14 of the student'sbook provides the learner with opportunitieshow environmental factors affect plant life.These emerging issues give an indicationof some national priorities and hence needto be incorporated in the learning process.The eight cross-cutting issues are:Peace and Values EducationPeace is critical for a society to flourishand for every individual to focus onpersonal achievement and his or hercontribution to the success of the nation.The teacher of S3 Physics need to be inthe fore front to educate his/her studentson the need for peace and values, forexample by encouraging group work inthe learners activities and showing thelearners ways of solving interpersonalproblems that occasionally arise duringinteractions and discussions.Gender educationThere is a strong moral imperative toaccord every individual their basichuman rights. Gender inequality resultsin women and girls being treated lessfavourably than men.Financial EducationThe S3 Physics teacher should make useof the opportunities and situations thatarise in the classroom to educate studentson the need for equal treatment of bothgenders. A good example is ensuringthat discussion groups have a balancednumber of boys and girls.Financial education provides thetools for sound financial managementpractices on earnings, spending,saving, borrowing and investing. Unit7 in S3 Physics provides the teacherwith many opportunities to educatehis/her students on financial savingthrough economical use of energysupplies like electricity.Comprehensive sexuality education(HIV/AIDS, STI, Family planning,Gender equality and reproductivehealth)Standardization CultureStandardisation Culture developslearners’ understanding of the importanceof standards as a pillar of economicdevelopment. The S3 Physics teachershould use the opportunities provided byFew young people receive adequatepreparations for their sexual lives. Thisleaves them potentially vulnerableto coercion, abuse and exploitation,unwanted pregnancies and sexually5

transmitted infections (STIs) includingHIV/AIDS.The S3 Physics teacher should use theopportunities provided in the student'sbook by the content highlighting sexualityand HIV facts to educate learners on theseaspectsInclusive EducationInclusive education refers to ensuring alllearners regardless of gender or ability/inability are engaged in education to helpthem realise their potential. To achievethis, the S3 Physics teacher should plan theteaching/learning resources and activitiesin ways that give all learners a chance toparticipate in the learning.(c) Special needs education andinclusivityAll Rwandans have the right to accesseducation regardless of their differentneeds. The provision allow all citizens tobenefit from all educational programs.This necessitates the focus on specialneeds education. The critical issue isthat we have persons/ learners who arevery different in their ways of living andlearning as opposed to the majority. Thedifference can either be emotional, Physical,sensory and intellectual learning challengestraditionally known as mental retardation.These learners equally have the right tobenefit from the free and compulsorybasic education. Therefore, the schools’role is to enrol them and set strategies toprovide relevant education to them. Theteacher therefore is required to consider eachlearner’s needs during teaching and learningprocess. Assessment strategies and conditionsshould also be tailored to the needs of theselearners. Also, the teacher should includelearners with special educational needs inclassroom activities as much as possible.6The special needs in learners fallin any of the following commoncategories: Physical difficulties Visual difficulties Mental difficulties Hearing difficultiesGenocide traumatized learnersThe teacher should identify suchcases and help facilitate the affectedlearners in learning. For example,learners with visual and hearingdifficulties should sit near theteacher’s table for easy supervisionand assistance. The following aresome suggestions on how to supportspecial needs children in your class.(i) Learners with PhysicalchallengesThese are learners, whose someof the body parts are not able tofunction normally due to Physicalproblems. For example, some learnershave partial or total incapacitationin the use of some limbs or hands.In such cases, the learners will needassistance during activities thatinvolve movement. This could beduring a nature walk and otheractivities that learners have to standfor some reason. The teacher shouldorganize for the learner ’s ease ofmovement. The learner should also begiven time to catch up with the others.In case the hands are affected, thelearners should be given more timeto finish their work. In both cases, thelearners should not be pressurized to dothings that can cause injury or ridicule.

(iv) Learners with speech challenges(ii) Learners with visual challengesThese learners have problems with theireyesight. The may be longsighted, shortsighted or have some eye sicknesses. Theyshould sit at a position where they are ableto see the chalkboard without strainingThe material to be observed should bebrought to appropriate location where theselearners can be able to see. The magnifyingglasses can be used where necessary. Theteacher should use large diagrams, chartsand labels. In some cases, the learners canbe allowed to touch and feel whatever theyare looking at.The teacher should read aloud most of thethings he/she writes on the chalkboard.Other learners can also assist by readingaloud. The lighting system in the classroomcan also be improved.(iii) Learners with hearing challengesThe affected part in this case is the ear. Thelearner can have hearing aids. The teachershould use as many visual aids as possible.They should also project their voice andalways talk while facing the learners. Useof gestures and signs while talking helpsthe learner figure out what the teacher issaying as well.7One of the most speech challenges isstammering. Such learners speak withmany difficulties. The teacher should bepatient with them and encourage suchlearners to express themselves in theirown way. Such learners should be givenmore written exercises.() Learners with mental challengesThe teacher should identify the natureand level of the mental difficulty withsuch learners. Such learners should thenbe given special assistance and attentionat individual levels. They can be givenspecial tests or assessments.In general, all the learners withdifficulties should be well facilitated.This encourages and motivates them.The teacher and the rest of the classshould never ridicule learners with anyof the difficulties. Note that generally,the people with any kind of disabilitycan be very sensitive to any kind ofnegative comments or criticism.Remind them that ‘Disability is notinability’.Treat them fairly but not with unduefavours.

1.2: Effective teaching and learning of S3 Physics1.2 .1 Teacher's and learner's rolesfor effective teaching/ learning ofS3 Physics(a)Teacher’s role and basic skills Some of the key roles of the S3 Physicsteacher include: Organising the classroom to create asuitable learning environment. The teacher is the most importantresources for an effective Physics lesson Preparing appropriate materials forlearning activities. Encouraging and accepting studentautonomy and initiative. Using raw data and primary sources,along with manipulative, interactive,and Physical materials.Using a variety of teaching andassessment methods.Adjusting instructions to the level ofthe learner.Nurturing students’ naturalcuriosity.Motivating learners to make themready for learning.Coordinate learners’ activities sothat the desired objectives can beachieved.Assessing learners’ activities andsuggest solutions to their problems.Assist learners to consolidate theiractivities by summarising the keypoints learnt.Some of the key skills that the S3 Physicsteacher should have include: Creativity and innovation.Using cognitive terminology such asclassify, analyse, predict, and createwhen framing tasks. Allowing student responses todrive lessons, shift instructionalstrategies,. Familiarizing themselves withstudents’ understandings ofconcepts before sharing their ownunderstandings of those concepts. Encouraging students to engage indialogue, both with the teacher andone another.Makes connections/relations withother subjects.A high level of knowledge of thecontent.Effective disciplining skills manageadequately the classroomGood communicator.Guidance and counselling.(b) Learner’s role in learningPhysicsEngaging students in experiences thatpose contradictions to their initialhypotheses and then encouragingdiscussion.Learning takes place only when thelearner acquires the intended knowledge,skills and attitudes. As such, learning is ahighly personal and individual process.Thus, a learner must be actively engagedin the learning exercise.Providing time for students toconstruct relationships and createmetaphors.Engaging students in variety oflearning activities.For active participation in learning, thelearner should:8

Raise questions about what isobserved.(a) Classroom as a learningenvironmentTake part in planning investigationswith appropriate controls to answerspecific questions.A Classroom generally refers to the placewhere learning takes place. Learnerslearn from everything that happensaround them, such as the things thatthey hear, see, touch, taste, smell andplay with.Suggest solutions to the problemsobserved.Carry out investigations to search foranswers with the help of materials insearch of patterns and relationshipswhile looking for solutions toproblems.Classroom organizationIt is important for the teacher to make theclassroom an attractive and stimulatingenvironment. This can be done by:Working collaboratively with others,communicating their own ideas andconsidering others’ ideas.E x p re s s i n g t h e m s e l v e s u s i n gappropriate Physics terms andrepresentations in writing and talk.Engaging in lively public discussionsin defence of their work andexplanations.Applying their learning in real-lifecontexts.Reflecting critically about theprocesses and outcomes of theirinquiries. Materials and apparatus Putting up learning and teachingaids on the walls. Examples are wallcharts, pictures and photographs. Displaying teaching models. Providing objects for play forexample toys.Having a display corner in theclassroom where learners displaytheir work. Setting a corner for storing materialsso as not to obstruct learners ordistract them.These refer to things that the teacherrequires during the teaching process.They include: The classroomTextbooksCarefully arranging the furniture inthe classroom in an organised way.to allow free movement of learnersand the teacher. 1.2.2: Teaching/learning resources Spreading out the learners evenly sothat they do not interfere with oneanother’s activities. Setting up the materials for the seriesof lessons or activities going on for anumber of days or weeks in a locationwhere they do not interfere with otherdaily activitiesWall charts and wall mapsVarious tools and equipmentPhysics models Organizing the sitting arrangementsuch that learners face the lightedareas of the room.Resource personsFirms such as hydroelectric powerstations, engineering firms amongothers Choosing the most appropriatelocation for the teacher and the9

chalkboard such that they are visible toall learners and the teacher has a goodview of all learners in the class.(b) Apparatus and materialsFor learners to study Physics through theactivity method, a number of materials andapparatus are required. The important roleplayed by materials in learning has beenfelt for centuries. This is noted for instancein the old Chinese proverb that says: When I hear I forget When I see I rememberWhen I do I understandSince Physics is largely a practical subject,materials help the teacher to convey his/her points, information or develop skills,simply and clearly, and to achieve desiredresults much faster.Some of the materials that a teacher requiresfor Physics activities and calculations canbe collected from the local environment.Many others can be improvised while somehave to be purchased. Whether collected,improvised or purchased, there are certainmaterials that are valuable to have aroundalmost all the time.These include:(i) Science KitA science kit is a special box containingmaterials, apparatus and equipmentnecessary to conduct an array ofexperiments. The content of the physics kitdepends on the curriculum requirementsper level. Most science kits are commerciallyavailable and target particular levelsof learners. However, the teacher isencouraged to come up with a kit basedon the syllabus requirement10(ii) ModelsA model refers to a three-dimensionalrepresentation of an object and is usuallymuch smaller than the object. Severalmodels are available commercially inshops. Examples of Physics modelsinclude models of electric motors,hydraulic systems among others. Thesecan be purchased by schools for useduring Physics activities.(iii) Resource personsA resource person refers to anybodywith better knowledge on a giventopic area. Examples include healthpractitioners such as doctors, nurses andlaboratory technologists, agriculturalextension officers, environmentalspecialists among others. Dependingon the topic under discussion, theteacher can organize to invite a resourceperson in that area to talk to learnersabout the topic. The learners should beencouraged to ask as many questionsas possible to help clarify areas wherethey have problems.(iv) ImprovisationIf each learner is to have a chanceof experimenting, cheap resourcesmust be made available. Complicatedapparatus may not always be availablein most schools. Such sophisticatedequipment made by commercialmanufacturers are usually expensiveand majority of schools cannot affordthem. The teacher is therefore advisedto improvise using locally availablematerials as much as possible.

(vi) Scheduling learning activities and venuesSome of the activities suggested in thestudent's good planning and scheduling inorder to get accurate results. An exampleis observing some effects of environmentalfactors on plant growth illustrated in unit14. The teacher should therefore thinkahead while making the scheme of work sothat the prevailing weather pattern and themost appropriate timing are considered.1.2.3 Grouping learners forlearningMost of the Physics activities suggested inthe student's book are carried out in groupsand therefore the teacher should place 2 or3 desks against each other and then havea group of learners sitting around thosedesks.In certain activities, the teacher may wishto carry out a demonstration. In this case,the learners should be sitting or standing ina semicircle, or arranged around an emptyshape of letter “U” such that each learnercan see what the teacher is doing clearlyand without obstruction or pushing. If thelearners are involved in individual work,each learner can work on the floor or onthe desk or a portion of the desk if theyare sharing. In this case, they need not faceeach other.Grouping learners for learning hasincreasingly become popular in

information, Physics facts and data derived from Rwanda sources in the problems provided in the book. Unit 4 provides a lot of such information. Entrepreneurship and business development This competency will be acquired by S3 Physics students as they do activities and interact with informati