to full curriculum - Msgr.Felicien Mubiligi Catholic

Transcription

Republic of Rwanda
Ministry of Education
WORKFORCE DEVELOPMENT AUTHORITY – WDA
Empowering people with employable skills and entrepreneurship capacity
P. O. BOX 2707 Tel: (+250) 255113365
E-mail: [email protected]
Website: www.wda.gov.rw
COMPUTER SCIENCE SYLLABUS
www.wda.gov.rw
(Senior 4, senior 5 and senior 6)
Kigali, December 2011
TABLE OF CONTENTS
TABLE OF CONTENTS....................................................................................................................................................................................... 1
0. Introduction ....................................................................................................................................................................................................... 3
1. The curriculum of IT section as a response to the request on the labor market. ................................................................................................... 4
2.1. Advanced use of software ............................................................................................................................................................................... 5
2.2. Design, setting up, maintenance and administration of data bases .................................................................................................................... 6
2.3. Maintenance and assembly of machines .......................................................................................................................................................... 6
2.4. Design, maintenance and administration of networks ..................................................................................................................................... 6
2.5. Design and installation of the applications or programs .................................................................................................................................. 7
2.6. Development of the Web sites ........................................................................................................................................................................ 7
3. Program and general time table .......................................................................................................................................................................... 8
3.1. General subjects ............................................................................................................................................................................................. 8
3.2. Professional courses ....................................................................................................................................................................................... 9
4. Teachers Profile................................................................................................................................................................................................10
5. Required equipment ..........................................................................................................................................................................................10
6. Pedagogical advice ...........................................................................................................................................................................................10
7. Hands on activities and internship .....................................................................................................................................................................11
8. Subjects to be evaluated by WORKFORCE DEVELOPMENT AUTHORITY (WDA) .....................................................................................12
8.1. Theory based exams ......................................................................................................................................................................................12
8.2. Practical based exams ....................................................................................................................................................................................12
9. General objectives ............................................................................................................................................................................................13
10. Evaluation ......................................................................................................................................................................................................14
11. Detailed program ............................................................................................................................................................................................15
MINEDUC/WDA, December 2011
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11.1. Microsoft Office ...........................................................................................................................................................................................15
11.2. Operating systems .......................................................................................................................................................................................33
11.3. Data bases....................................................................................................................................................................................................42
11.4. C Programming ...........................................................................................................................................................................................49
11.5. Algorithms...................................................................................................................................................................................................56
11.6. Introduction to Web .....................................................................................................................................................................................59
11.7. Web design ..................................................................................................................................................................................................66
11.8. Visual Basic.................................................................................................................................................................................................77
11.9. C++ Programming .......................................................................................................................................................................................86
11.10. Maintenance ..............................................................................................................................................................................................93
11.11. Networking .............................................................................................................................................................................................. 111
11.12. Introduction to computers ........................................................................................................................................................................ 120
11.13. System analysis........................................................................................................................................................................................ 129
11.14. Entrepreneurial Competences in Technical Schools .................................................................................................................................. 133
REFERENCES................................................................................................................................................................................................... 138
CURRICULUM DE FRANÇAIS ....................................................................................................................................................................... 140
PHYSICS CURRICULUM FOR ADVANCED LEVEL ..................................................................................................................................... 194
ENGLISH CURRICULUM ................................................................................................................................................................................ 235
PROGAMME DE MATHEMATIQUES ............................................................................................................................................................ 277
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0. Introduction
A curriculum adapted for a developing society, i.e. a curriculum which meets the needs for the Rwandan society in full socio-economic
change, such could be the essence of National Curriculum Development Centre. For any Curriculum Developer, it is normal that speeches
emphasize commitment of our political decision makers to transform Rwanda into a regional centre for Information and Communication
Technology. Thus, the scientific personnel of CNDP is focused on the establishment of an adequacy between the curriculum contents and
the intentions expressed with through, not only of the overall policy of the government, but also of the policy of the education sector. This
justifies the actions carried out by a team of Curriculum Developers, experts and teachers, in order to provide the secondary schools holding
the COMPUTER SCIENCE section with a syllabus suitable and fulfilling the modern professional requirements.
This document is the product of a rigorous approach taking its source in the determination of the requirements in ICT competences on the
labour market, and leading to the identification of the contents of training necessary for the exercise of the functions of COMPUTER
SCIENCE specialist of A2 level, while passing by the decomposition of these competences in precise tasks constituting the profile of
function, by the determination, for each task, of the preconditions of acquisitions in terms of knowledge, know-how and attitudes leading to
the profile of qualification, and by regrouping these acquisitions to constitute the teaching – learning subjects. The advantage of this
approach is that the team that developed this curriculum for COMPUTER SCIENCE section privileges the training and banishes any
tendency to make curriculum heavy by adding contents without practical relevance.
The user of this document will definitely find the elements essential for the execution of the curriculum, namely the time table of general
and professional courses, the recommendations concerning the profile of the teachers, the required equipment, and the evaluation at the end
of the cycle. He will also realize that the objectives, as well general as specific, contents and teaching/learning activities rise from an
approach that consisted in referring to the profiles of functions and qualifications arising from the decomposition of competences in precise
tasks and the determination of the preconditions of acquisition for each task. This curriculum was reviewed by WDA in the workshop
that took place at HVP GS Gatagara, from December 18th to 30th, 2011. It enters into force in academic year 2012.
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1. The curriculum of IT section as a response to the request on the labor market.
The implementation of this curriculum is in the social and economic context which is characterized by the appearance of the increasingly
mondialized economies. The rapid evolution of information and communication technologies as well as the progress of other technologies
requires new and quite complex contributions of knowledge, know-how and competences for more competitiveness in the world economy.
The curriculum of COMPUTER SCIENCE section is prided to answer requirements of a society in full rebuilding and full development,
namely:
 The need for the technicians qualified in ICT,
 The need to reduce the importation of ICT solutions as far as possible, as they are often expensive,
 The need to make students acquire fundamental knowledge,
 The need for minimization of the cost, today too high, of employment of IT specialists,
 The need to provide local market with enough software developers,
 The need to offer to the Rwandan society qualified personnel in the fields of the networking.
 The need to provide schools with computer equipment for training.
 The good implementation of this curriculum will contribute to the achievement of the will that Rwanda will become the regional
pivot of information and the communication technologies by 2020.
2. Professional profile of the IT specialist of A2 level
Six competences summarize the professional profile of the IT specialist of A2 level:
 The advanced use of the software usually used like MS Word, Excel, power point… etc
 Design, installation, maintenance and administration of the data bases.
 The maintenance and assembly of the machines.
 Design, maintenance and administration of networks.
 Design and installation of the applications or programs.
 Designing Web sites,
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Hereafter we show again the tasks corresponding to each competence:
2.1. Advanced use of software
 To write an official letter
 To write a report of several pages
 To format a document
 To publish a document
 To print
 Organization of the documents
 To protect the documents, data
 To type data
 To format the data
 To use functions and formulas
 To create graphs
 To sort data
 To print
 To prepare a presentation
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2.2. Design, setting up, maintenance and administration of data bases
 To set up a data base for SME
 To administrate a data base
 To use Access
2.3. Maintenance and assembly of machines
 To assemble a computer
 To install a computer
 To configure a computer
 To maintain a computer
 To repair a computer
 To protect a computer
 To update software
2.4. Design, maintenance and administration of networks
 To design a network
 To set up a network
 To configure a network
 To maintain a network
 To administrate a network
 To repair a network
 To extend a network
 To protect a network
 To share an Internet connection
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2.5. Design and installation of the applications or programs
 To write an algorithm
 To write a program using structured language, Object Directed, event Directed.
 To create an application in VB
 To solve logical problems
2.6. Development of the Web sites
 To create a Hosted dynamic Web site
 To host a Web site
 To search information
 To communicate
 To download files
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3. Program and general time table
3.1. General subjects
Senior 4
Senior 5
Senior 6
1
Religion/Morale
1
1
1
2
Political Education
1
1
1
3
French
2
2
2
4
English
2
2
2
5
Mathematics
4
4
4
6
Physics
3
3
3
13
13
13
Total Hours( General courses)
8
3.2. Professional courses
Senior 4
1
Ms Office
4
2
Operating system (OS)
2
3
Data bases (DB)
4
C Programming
4
5
Algorithm
3
6
Introduction to Web
3
7
Senior 5
Senior 6
3
3
3
Web design
3
3
8
Visual Basic Programming
3
3
9
C++ Programming
3
4
10
Maintenance
11
Networking
12
Introduction to computers
13
System analysis
4
4
3
5
2
2
9
14
Entrepreneurial Competences in Technical Schools
2
Total Hours( Professional courses)
22
22
22
Total Hours( Professional and General courses)
35
35
35
4. Teachers Profile
 A0 degree in COMPUTER SCIENCE and related fields with specialization in the field of education.
 A0 degree COMPUTER SCIENCE and Training in pedagogy
 A1 in COMPUTER SCIENCE and leveling training as well as in pedagogy
5. Required equipment
The availability of one or more data-processing laboratories (computers, projectors LCD, printers, scanners etc), at least one computer for
two pupils
 The availability of the suitable didactic material (suitable software for each course)
 Provided Library and Internet connection for documentation and research
6. Pedagogical advice
Even though the COMPUTER SCIENCE section is registered among the technical sections in Rwanda, it presents a characteristic which
makes of it a field of the learner based teaching. Indeed, the teaching sessions should aim only the acquisition of practical competences
corresponding to the professional profile. This supposes that teacher focuses on practical exercises in the laboratory. In other words, the
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teaching process starts from the practice, then the theory is deduced, and the latter illuminates a reflected, fixing and mobilizing practice of
the so psychomotor and emotional assets.
Of course the success of professional course of the COMPUTER SCIENCE section lies in the achievement of the specific objectives of the
curriculum and the Operational objectives of the lessons, but it are important to bear in mind that the curriculum of COMPUTER SCIENCE
section should be integrated. Any situation of learning must be the reflection of the professional field reality. This means that for didactic
reasons, the development of this syllabus led to 13 disciplines. Therefore the National Curriculum Development Centre highly recommends
to the teachers of the professional courses of COMPUTER SCIENCE Section to organize moments of integration of the assets of several
disciplines through practical activities.
More than ever, the Rwandan Curriculum must absolutely adapt to the fast evolution of science and technology, and that is possible only if
the education system keeps Permanent contact with the professional environment.
7. Hands on activities and internship
Hands on activities and internship aim to allow learners to practice the knowledge acquired during the cycle. Where it is possible, the
maximization of opportunities of contact of students with situations that are similar to those from their future profession predisposes them to
more performance in the career. Thus, promoters and school Directors will create within their respective schools an environment favorable
to practices and professional tasks that are complex and mobilizing of resources. Moreover, the tradition of our education system would like
that the school and learners search for a place of training course.
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8. Subjects to be evaluated by WORKFORCE DEVELOPMENT AUTHORITY (WDA)
8.1. Theory based exams
1. Web design and Data bases
2. Programming( Algorithm, C, C++ and Visual Basic)
3. Architecture(Operating Systems, introduction to computer and Maintenance )
4. Networking
5. Mathematics
6. English
8.2. Practical based exams
A2 final Project (Focus on practical) supervised by their teachers.
N.B Topics must be discussed before to be approved.
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9. General objectives
At the end of the cycle, student should be able to:
Edit MS – Word documents;
Manage data using a spreadsheet;
Prepare a PowerPoint presentation.
Explain functionality of various operating systems.
Create and manage a database.
Design and build a network of two or more computers;
Install and configure a network of two or more computers.
Assemble a Computer;
Make a diagnosis and troubleshoot a computer;
Configure, update and upgrade a computer;
Organize and manage files in folders.
Build an algorithm leading to a program.
Produce terms of reference for computerization of a company.
Write a program using C, C++ or Visual Basic language.
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Browse the Internet.
Design a Web site.
10. Evaluation
During day to day evaluation and after each chapter, practical exercises will be done to help learners understand the lesson. After a certain
number of chapters, teachers will organize situations with experience integration. At the end of a term, a year or even a cycle, there will be a
general evaluation which will include practical exercises and some theoretical concepts. All these forms of evaluation should focus on
practices that relate to professional situation.
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11. Detailed program
11.1. Microsoft Office
General objectives:
At the end of this course, Student should be able to:
 Edit MS – Word documents
 Manage data using a spreadsheet
 Prepare a PowerPoint presentation
SENIOR 4
Specific objectives
Contents
Learning Activities
Microsoft Word
Recognize the titles bar, the menus bar,
the toolbars bar and the ruler
Create, to save, to close a new document










Word environment
The title bar
The menu bar
Toolbars
 The standard tools bar
 The Formatted tools bar
The ruler
Ms Word
Start Menu
Buttons
File name
Extension
To give examples of how to use the toolbars
To use the menu bar, ruler
To ask the Student to create a text document
and save it with the name of his choice
15
Specific objectives
Contents
Learning Activities
Open an existing document
Localization of a file
To ask Students to open a document as
indicated by the teacher.
Folder, File, Extension
Type a text
Keyboard Keys
Keys Combination
Make the necessary modifications
Correcting and deleting/inserting text
Copying and moving text
Process the text formatting
Text formatting : Bold, Underline, Italic
To type a text and to format it
To reproduce document already formatted
Font , Size, Paragraph, Column, Tabulation
Paragraph alignment, Paragraph spacing
Text indentation, Paragraph alignment:
justify, right, centre, left
Inserting symbols: Special characters, bullet
and numbering
Borders and shading
Page numbers, headers and footers.
16
Specific objectives
Contents
Learning Activities
To edit a text
Text Selecting, Copying, Pasting, Cutting
Give to students a document file, and ask
them to edit it without typing.
Search/Find, Replace
Short cut keys
Deleting a range of text
The undo command
Spelling and Grammar
Give student time to familiarize with the
mouse and the keyboard
To give practical exercises on the various
tips.
Synonymous
Autocorrect
 Spelling check
 Grammar check
Use the correction command
Automatic Table of contents
 Applying Style
 Titles hierarchy
 Page number
Insert the table of contents




Automatic page numbering
Total number of pages
Automatic inserting of date
Automatic inserting of Author‟s name
To perform in the laboratory, the auto
correction within an existing document
To create a document containing several
pages with elements such as the page
number, date automation etc.
17
Specific objectives
Contents
Learning Activities
Insert the head and footer
Clip Art, Word Art, Symbols
To insert objects office such as Clip Art,
Insert office object like(Clip Art
Inserting date and time
Word Art, Symbols, etc…
Word Art)
Inserting comments
To create, modify and handle a table using
Create and edit a table
Inserting a table, Inserting a column,
Inserting a row, Deleting table, Deleting
row, Deleting column
MS Word
Merging cells, Splitting cells, Drawing a
table
Table auto format
Formula
Print a document
Print preview, Print dialog box, Print options
To print one or more copies of a colored
Printing of a copy or several copies
document, then in black and white
Printing in white /black or color
Drawing tools Bar
Draw an object
AutoShapes
To draw by using the drawing tools Located
in the Drawing tools bar
18
Specific objectives
Contents
Send one document to many recipients (Mail
Mail Merge
Merge)
Mail merge assistant
Learning Activities
To make exercises on mail merge
List of standard models
Data source
19
Specific objectives
Contents
Learning Activities
Microsoft Excel
Explain the usefulness of spreadsheet


Concept of spreadsheet
Introduction
Microsoft Excel Environment
Start Ms Excel
Create, to save, to close a new excel
workbook
 Titles Bar
 Menu Bar
 Tool Bar
 Worksheets
 Formula bar
 Ms Excel
 Start menu
 Buttons
 Menu
 File name
 Extension
Locating files



ask students To create, save and close a
new Excel workbook
Folder
File
Extension
Open an existing excel work book
To ask student To open an existing Excel
workbook
20
Specific objectives
Contents
Work within excel workbook
Worksheet
Learning Activities
Rows, columns
Locating Cells
Contents and format of the cell
Active Cell
Selecting cells
Selecting a range of cells
Selecting multiple range of cells
Selecting a whole sheet
Data input
Edition of cell
Closing of ms Excel
Come back on command
Command “to cancel” and “to repeat”
21
Specific objectives
Contents
Learning Activities
Insert or delete lines, columns and cells
Inserting and suppression of the lines,
columns
To practice on how to delete cells
Inserting and suppression of cells or group of
Cells
Arrange the column width
Column width
Use the sheet in excel book
Selecting a sheet
Re-selecting a sheet
Inserting new sheets
Moving a sheet in a workbook
Deleting a sheet
Copy a cell or range of cells
Copying and pasting
To erase the contents of a group of cells,
then to restore it without having to repair
22
Specific objectives
Contents
Protect cells
Locking
cells Protection
Password
Split worksheet
Learning Activities
 Horizontal splitting,
 vertical splitting
 Horizontal and vertical splitting
Delete the content of the cell
To erase
 To delete all
 To delete the format
 To delete the contents
Use graphs
Graphs
 Creating chart
 Chart Assistant
 Modification of the chart elements
 Inserting data table in the chart
 Modification of the chart title
 Modification of the legend
23
Specific objectives
Contents
Learning Activities
Format a text
Formatting of text
 Font Choice, size, color
 Adjustment Column width
 Alignment of cell
 Formatting of the numbers
 Inserting of columns
 Inserting of rows
 Creating borders
 Merging cells
 Background color
 Saving a file
To lock a group of cells by using a password
To practice the three types of splitting on
three different worksheets
24
Specific objectives
Start Power point
Create a new presentation
Create, to insert a slide
Change the size and the color of the text
Insert images
Contents
PowerPoint
 PowerPoint Environment
 Titles Bar
 Menu Bar
 Tool Bar
 Formatting Bar
 Title
 Sub title
 Creation of new presentation
 Blank presentation
 Design template
 Auto-content wizard
Learning Activities
To launch PowerPoint and observe the
screen
To Create presentations by using the various
Methods



To create a slide
To insert a slide
To modify a slide




Font,
Size
Color
Style (Bold, Italic, underlined)
To change the size, the color and the style
of the font in a slide





Inserting of images:
Clip art
Library Images
Inserting image from a file
Word Art
To make exercises on the image insertion in
the slides
To create, insert and modify a slide
25
Specific objectives
Contents
Learning Activities
Explain the importance of each presentation
View
Outline view
Slide sorter view
Slider show
To balance between the views in order to
improve the presentation
Animate a presentation
Animation
To set an animation
Slide transition
To animate a presentation
Print a presentation
Printing a presentation
Print preview
Printing a copy or several copies
Printing all the presentations
Printing in black and white or in colored
To print one or more copies of a
presentations
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DISTRIBUTION OF LESSONS: SENIOR 4
TERM 1
Week
Specific objectives
Contents
Recognize the titles bar, the menus bar, the toolbars
bar and the ruler
Create, to save, to close a new document
Word environment
1
2-3
4-6
7
8
Open an existing document
Type a text
Make the necessary modifications
Process the text formatting
To edit a text
Use the correction command
Insert the table of contents
Insert the head and footer
Insert office object like(Clip Art
Word Art)
Create and edit a table
9
10
Print a document
Draw an object
11
12
The ruler
Ms Word
Start Menu
Localization of a file
Keyboard Keys
Correcting and deleting/inserting text
Text formatting
Text Selecting, Copying and Pasting
Autocorrect
Automatic Table of contents
Automatic page numbering
Clip Art
Word Art
Symbols
Inserting a table
Inserting a column and row
Print preview
Print dialog box
Print options
Drawing tools Bar
AutoShapes
Revision
Exams
Timing
(periods)
2
2
2
6
2
4
4
2
2
2
4
4
2
2
2
2
48
27
TERM 2
Week
Specific objectives
Contents
1
Send one document to many recipients (Mail
Merge)
Explain the usefulness of spreadsheet
Mail Merge
3
4
5
6
7
8
Start Ms Excel
Create, to save, to close a new excel workbook
Open an existing excel work book
Work within excel workbook
Come back on command
Insert or delete lines, columns and cells
Arrange the column width
Use the sheet in excel book
Copy a cell or range of cells
Protect cells
Split worksheet
Delete the content of the cell
9-10
11
12
13
Use graphs
Format a text
REVISION
EXAMS
Concept of spreadsheet
Introduction
Microsoft Excel Environment
Ms Excel
Start menu
Buttons
Locating files
Worksheet
Command “to cancel” and “to repeat”
Inserting and suppression of the lines,
columns
Column width
Selecting a sheet
Copying and pasting
Locking, cells Protection and Password
Horizontal splitting,
vertical splitting
To erase
To delete all
To delete the format
To delete the contents
Graphs
Formatting of text
Timing
(periods)
4
2
2
2
2
4
2
2
2
2
2
2
2
2
8
4
4
4
52
28
TERM 2
Week
Specific objectives
Contents
1-2
Perform mathematical calculations
3
Merge cells
Sort a list
4
Edit a worksheet
Numbers and mathematical
Calculations
Merging cells within a cell
Ascending Order
Descending Order
Selecting
Copying
Pasting
Page setup
Print preview
Printing dialogue box
PowerPoint Environment
Creation of new presentation
To create a slide, To insert a slide
To modify a slide
Font, Size, Color
Style (Bold, Italic, underlined)
Inserting images:
Outline view, Slide sorter view and Slider
show
Animation, To set an animation
Slide transition
Printing a presentation, Print preview
Printing a copy or several copies
Printing all the presentations
Print an excel workbook
5-7
Start Power point
Create a new presentation
Create, insert a slide
Change the size and the color of the text
8
Insert images
Explain the importance of each presentation view
9-10
Animate a presentation
Print a presentation
11
12
REVISION
EXAMS
Timing
(periods)
8
2
2
2
2
2
4
4
2
4
2
4
2
4
4
48
11.4. Operating systems
29
General objective
Explain functionality of various operating systems
SENIOR 4
Specific objectives
Contents
Teaching/Leaning Activities
A student should be able to:
give a general definition of the
Operating System
Definition of a software
Two great Software classifications:
system software and application
software.
Definition of an OS
History and evolution of the O.S: Automatic
Loading of programs OS
(Bootstrapping),
operation of the old printers and
terminals, the era
of the punch cards (Punched cards),
Multiprogramming, Spooling.
A Short introduction to the Unix OS
Characteristics of the Unix
A Short history of DOS
Characteristics of Windows (Windows
3.11, Windows9x, Windows base NT)
Command DOS: DIR, MD, DEL , CD,
EXIT
Command UNIX: ls, Cd, WHOIS, man,
exit
Explain the bootstrap from a computer in
starting process.
Explain the origin and the evolution
of the OS
Identify the most popular OS
Show that all application programs such as
Word, Excel, Etc are loaded, organized and
managed by OS.
Ask the students to use some command
In the computer lab the student should interact
with DOS, Windows and Linux
30
Specific objectives
Contents
Define the most used OS‟s
concepts
Process
 System Call
 Resource (in general)
 Interruptions
 DMA
Introduction
 Classes of users (Programmers,
operators, End-To use)
 The System call interface
 The process control language
interface
 Job Control language interface
 The graphic user interface (GUI)
Shell
System Call in Unix, MS-DOS, system
NT.
The process control language in general,
with Unix, Ms-DOS.
The Batch files, the starting of MS-DOS
The graphic interface
memory Management
Input and Output Management
Files Management
Rights(permission) Management
Define these new concepts by giving examples
from a functioning computer.
Explain different user interfaces
Use different interface (DOS,
Windows)
Give the functions and the main
roles of OS
In front of a functioning computer, students will
have to notice differences between the DOS
interface and Windows interface.
Try out different interfaces from the command:
Edit, Copy, Autoexec.bat, etc.
Explain OS as an example of Modular system
and to compare it to a way of managing a
company by breaking it in various departments
(Accountancy, personnel, logistics etc).
31
Specific objectives
Contents
Explain process management
Processes Management
Draw a DOS memory partition
Basic concepts: The process, interruption
Give advantages and disadvantages and context switch.
of different
planning methods in the lower level
 Introduction to the process
planning (Scheduling).
 The life Cycle of a process
 Definition of threads
Explain why the OS needs a
 Process in UNIX, Windows.
planning method
 Basic principle of scheduling
policies: methods of
 planning: pre-emptive, cooperative method and
 methods such as FCFS, SJF, RR,
SRT, HRN and
 MFQ
 Concept of resource
 Condition that causes an endless
loop (Dead lock)
 To notice a loop without end
(Dead lock), in windows
Explain the difference in the DOS; Windows
and Unix achieve memory management,
process management.
Give a example of a process cycle starting
from an example of everyday life.
Demonstrate a thread through a Web page
Write a small program to immulate the DMA
and swapping using programming language C
or C++.
Point out that when the message “the program
does not answer” that is a sign of a loop
without end (dead lock).
Show active processes in a computer in
function and time spent by the processor on
each one.
32
11.2. Operating systems
SENIOR 5
Specific objectives
Contents
Learning Activities
explain the memory management methods
Concepts on memory management:
Loading and swapping of process
 Method of memory allocation: The
fixed partitions, the variable partitions,
the overheads, the simple pagination
and the establishment of the
pagination.
 Virtual memory: Replacement of
pages,comparison between the virtual
memory
 and the real memory
 Management of memory under
MSDOS:
 Overlaying extended memory
 Conventional memory and memory
allocation under MS-DOS.
 Concept of management of memory
under Windows: Real mode, standard
mode improved mode (enhanced).
 Memory management under Unix:
 Model of memory model, Swapping,
pagination.
 To improve the performance of disks
 (Method of blocks memory, of mask,
 RAM disc, Reorganization of files
(defragmentation)).
Show the fragmentation of the files using the
WINNT utility fragmentation.
show the existence of the virtual memory
quantity by using the utility of the control
panel
Use the mem command.
33
Specific objectives
Contents
Learning Activities
Explain the input and output management
Input and Output Management:
General Objectives of systems i/o
Structures of the i/o systems (i/o control
system, drives, controllers, transmissions in
block or bytes, concept of abstraction layer,
the buffer memories.
Peripherals of i/o under Unix, under DOS
and Windows
Main I/O components : A:, C: , prn: , lpt1,
lpt2, com1….FDD, hda1, lpr, echo, <, ws
Concept of plug and play and hot plug and
play.
File management (types of file,
identification, system of nomination, in
Unix and Windows).
Limits of the filing systems
Repertories. (Concepts of bases)
Some system services on the files
(Creation, suppression, to copy to
re-elect, post….).
Principle index file operation
Print using the DOS command. Configure
the keyboard using DOS and UNIX
command.
 The access Limit of resources
 Right (administrator, user, etc)
Create various accounts with different rights
Advantage of the operating systems
supporting the multiprocessor and
multitask
The operating system supporting the
multitask and multiprocessor
Load many processes or programs and
explain
that their execution is carried out by virtual
processors
Manage files
Manage the permissions on computers
Determine the OS which support the
multiprocessor and multitask.
Exercise how to List, find, create, copy,
erase, re-elect, moving a file by DOS
command.
34
TERM 1
Week
Specific objectives
Contents
1-2
A student should be able to:
give a general definition of the Operating System
3-5
Explain the origin and the evolution of the OS
6-10
Identify the most popular OS
Definition of a software
Two great Software classifications: system
software and application software.
Definition of an OS
History and evolution of the O.S: - Automatic
Loading of programs OS (Bootstrapping),
operation of the old printers and terminals, the era
of the punch cards (Punched cards),
Multiprogramming, Spooling.
A Short introduction to the Unix OS
Characteristics of the Unix
A Short history of DOS
Characteristics of Windows (Windows 3.11,
Windows9x, Windows base NT)
Command DOS: DIR, MD, DEL , CD, EXIT
Command UNIX: ls, Cd, WHOIS, man, exit
11
12
Revision
Exams
Timing
(periods)
4
6
10
2
2
24
35
TERM 2
Week
Specific objectives
Contents
1-3
Define the most used OS‟s concepts
4-5
Explain different user interfaces
6-8
Use different interface (DOS, Windows)
9-11
Give the functions and the main roles of OS
Process
 System Call
 Resource (in general)
 Interruptions
 DMA
Introduction
 Classes of users (Programmers, operators,
End-To use)
 The System call interface
 The process control language interface
 Job Control language interface
 The graphic user interface (GUI)
Shell
System Call in Unix, MS-DOS, system NT.
The process control language in general, with
Unix, Ms-DOS.
The Batch files, the starting of MS-DOS
The graphic interface
memory Management
Input and Output Management
Files Management
Rights(permission) Management
12
13
REVISION
EXAMS
Timing
(periods)
6
4
6
6
2
2
26
36
TERM 3
Week
Specific objectives
Contents
1-10
Explain process management
Processes Management
Basic concepts: The process, interruption and
context switch.
Give advantages and disadvantages of different
planning methods in the lower level
Explain why the OS needs a planning method
11
12
Timing
(periods)
20
 Introduction to the process planning
(Scheduling).
 The life Cycle of a process
 Definition of threads
 Process in UNIX, Windows.
 Basic principle of scheduling policies:
methods of
 planning: pre-emptive, co-operative
method and
 methods such as FCFS, SJF, RR, SRT,
HRN and
 MFQ
 Concept of resource
 Condition that causes an endless loop
(Dead lock)
 To notice a loop without end (Dead lock),
in windows
REVISION
EXAMS
2
2
24
37
SENIOR 5
Specific objectives
Contents
 Method of memory allocation: The
fixed partitions, the variable
partitions, the overheads, the simple
pagination and the establishment of
the pagination.
 Virtual memory: Replacement of
pages, comparison between the
virtual memory and the real memory
Management of memory under MSDOS:
Overlaying extended memory conventional
memory and memory allocation under
MSDOS.
Concept of management of memory under
Windows: Real mode, standard mode
improved mode (enhanced).
Memory management under Unix: Model of
memory model, Swapping, pagination.
To improve the performance of disks
(Method of blocks memory, of mask, RAM
disc, Reorganization of files
(defragmentation)).
Structures of the i/o systems (i/o control
system, drives, controllers, transmissions in
block or bytes, concept of abstraction layer,
the buffer memories.
Learning Activities
38
Specific objectives
Contents
Learning Activities
Peripherals of i/o under Unix, under DOS
and windows
Main I/O components: A:, C: , prn: , lpt1,
lpt2, com1….
FDD, hda1, lpr, echo, <, ws
Concept of plug and play and hot plug and
play.
Manage files
Determine the OS which support the
multiprocessor and multitask.
File management (types of file,
identification, system of nomination, in
Unix and Windows).
Limits of the filing systems
Repertories. (Concepts of bases)
Some system services on the files
(Creation, suppression, to copy to
re-elect, post….).
Principle index file operation


The access Limit of resources
Right (administrator, user, etc)
Advantage of the operating systems
supporting the multiprocessor and
multitask
The operating system supporting the
multitask and multiprocessor
39
TERM 1
Week
Specific objectives
Contents
1-3
4-6
7-8
9-10
Management of memory under MS-DOS
11
12
Revision
Exams
Memory management under Unix
Timing
(periods)
6
6
4
2
2
24
TERM 2
Week
Specific objectives
Contents
1-3
To improve the performance of disks
4-6
Structures of the i/o systems
Peripherals of i/o under Unix, under DOS and
Windows Main I/O components
Peripherals of i/o under Unix, under DOS and
Windows Main I/O components
File management
7-8
9-10
11
12
13
Manage files
REVISION
EXAMS
Timing
(periods)
2
2
26
40
TERM 3
Week
Specific objectives
Contents
1-3
Manage files
4-6
7-10
Determine the OS which support the multiprocessor and
multitask.
File management: Repertories, Some system
services on the files, Principle of index file
operation
The access Limit of resources, Right (administrator,
user, etc)
Advantage of the operating systems supporting the
multiprocessor and multitask; The operating system
supporting the multitask and multiprocessor
11
12
REVISION
EXAMS
Timing
(periods)
6
6
8
2
2
24
41
11.3. Data bases
General objective:
 Create and manage a database
SENIOR 5
Specific objectives
define a database
Contents
 Definition
 Example from the real world
 (the Company)
To give the importance of the databases.




To explain the level or the steps to
make a good data bases
 Conceptual Level: Entity,
Association, Property (attribute),
Identifier, Occurrence, Cardinality.
 Weak entities.
 Hierarchy of the entities and Role
 Logical Level: Relations.
 Two parts of a relation:
 Instance which is a table having
Columns (cardinality) and fields
(Degree).
 Diagram to specify the name of
column, the field names and each
type.
 Constraint of integrity and Primary
key.
Data independence and Data access
Data Integrity and safety
Data Recovery after a breakdown
Concurrent Transactions.
Teaching/learning Activities
Describe and give all kind of information
flowing in company and why they should be
kept in drawers, cupboard….Example of a
school.
Compare the traditional way of information
storage to the computer model.
compare different ways of storage
(traditional versus current) showing the need
for a DBMS
From a real world example explain an entity
as a category, a class of objects, individuals
etc.
From a given number of occurrences explain
how to choose the most qualified property to
be identifier using a student list
42
Specific objectives
Use the interrogation languages theory :
to formulate relational algebra and
relational calculus
Contents
Teaching/ learning activities
 Foreign key.
 A view
Exercise on formula drafting











Projection
Selection
The difference
Union
The Cartesian product
Intersection
Division
Joint
DRC ( Domain relational calculus)
TRC (Tupple relational calculus)
Triggers (definition)
43
TERM 1
Week
Specific objectives
Contents
1-2
3-4
define a database
To give the importance of the data bases
5-7
To explain the level or the steps to make a good databases
Definition, Examples
Data independence, access, Integrity and safety,
Recovery after a breakdown, Concurrent
Transactions.
Conceptual Level: Entity, Association, Property
(attribute), Identifier, Occurrence, Cardinality,
Weak entities, Hierarchy of the entities,
Role, Logical Level, two parts of a relation
8-10
11
12
Revision
Exams
Timing
(periods)
6
6
9
9
3
3
36
TERM 2
Week
Specific objectives
Contents
1-2
To explain in the level or the steps to make a good
data bases
Two parts of a relation:
Instance which is a table having Columns
(cardinality) and fields (Degree).
Diagram to specify the name of column, the field
names and each type.
Constraint of integrity, Primary key, Foreign key.
A view
Projection
3-4
5-6
7-8
9-11
12
13
use the interrogation languages theory : to formulate
relational algebra and relational calculus
REVISION
EXAMS
Timing
(periods)
6
6
6
6
9
3
3
39
44
TERM 2
Week
Specific objectives
Contents
1-3
use the interrogation languages theory : to formulate
relational algebra and relational calculus
Selection, The difference, Union
Timing
(periods)
9
4-6
The Cartesian product, Intersection, Division, Joint
9
7-10
DRC ( Domain relational calculus), TRC (Tupple
relational calculus), Triggers (definition)
12
11
12
REVISION
EXAMS
3
3
36
45
SENIOR 6
Specific objectives
use the QBE(Queries by example)
Contents
 And / Or queries
 Junction
 Aggregation (avg, count, min max sum. )
 Tupples inserting.

To remove
and validate
Teaching/learning Activities
Exercise on aggregations
use SQL on the data bases











Exercise on how to formulate basic sql
Expressions
secure a data base
Manage and to administrate a data
Bases
Make a project of computerizing a
service










To create a table
To add and remove tupples
To program a primary key
A condition (where)
Aggregation
A foreign Key in SQL
To reinforce the integrity
Creation of views
Query on a table
Query on multiple tables
Nested queries
Integrity
The Privacy
The availability
Command GRANT and REVOKES
Backup
Concept of transaction
Concurrent access
Remote access
Project - practical Work on knowledge
Acquired
Exercise on how to formulate safety or
security
in SQL
Computerize one of the services of the
school
46
TERM 1
Week
Specific objectives
Contents
1-2
use the QBE(Queries by example)
And /Or queries
Junction
Aggregation (avg, count, min max sum. )
Tupples inserting.
To remove and validate
To create a table
To add and remove tupples
To program a primary key
3-4
5-6
7-8
9-10
11
12
Revision
Exams
Timing
(periods)
6
6
6
6
6
3
3
36
TERM 2
Week
Specific objectives
Contents
1-3
A condition (where)
Aggregation
A foreign Key in SQL
To reinforce the integrity
Creation of views
Query on a table
Query on multiple tables
Nested queries
Integrity
4-6
7-10
11
12
13
secure a data base
REVISION
EXAMS
Timing
(periods)
9
9
12
3
3
3
39
47
TERM 3
Week
Specific objectives
Contents
1-2
secure a data base
The Privacy
The availability
Command GRANT and REVOKES
Backup
3-4
5-8
Manage and to administrate a data bases
9-10
make a project of computerizing a service
11
12
REVISION
EXAMS
Timing
(periods)
6
6
12
Concept of transaction
Concurrent access
Remote access
Project - practical Work on knowledge acquired
6
3
3
36
48
11.4. C Programming
General objective:
 Write a program using C language
SENIOR 4
Specific objectives
Use assignment operators
Contents
what the operator does
The difference between “=” and “==”
Declare Variables and their type
Variables and their type
Definition and initialization of a variable
Assignment of value to variables char, int,
long, float, double, double long, near, far,
unsigned, signed.
Variable limit
The difference in memory space taken by
each type
The use of printf ()
Define the function main()
Execution of the function main()
Include Precompiler expressions
#include
#define
#if, #else, #endif
#ifdef, #ifndef
Use of the precompiler instructions for
debugging
Teaching/learning activities
Student to declare a variable and assign with
“=” then with “==”
Write a small program that displays for
instance „Hello class‟
Familiarize with Including the header files
49
Specific objectives
Contents
Declare Constants
The difference between a constant and a
variable
Use of a constant
Declaration of a constant with const
student to reassign a value to a constant
Write Instructions
Definition
Types of instructions.
Practical exercises on writing instructions
Arithmetic operators “+”,” - “, “*”,”/“, “%”,
“+=”,” - = ", “/=”, “*=”, “%=” and their use.
After some examples, ask the student to find
the effect of arithmetic operators.
Writing programs using arithmetical
operators.
Writing programs using arithmetical
operators.
To let the student look for a documentation
on the function of relational operators.
Use arithmetic operators
Use comparison operators
comparison operators
“<”, “>”, “<=”, “>=”, “==”,”! = " and their
use
Use Logical operators
Logical operators
“&&”, “||”,”! “and their use
Priority of AND versus OR
Use Bitwise Operators
Bitwise Operators
“&”, “|”, “~”, “^”, “<<”, “>>” and their use.
Priority between AND, OR and NOT
Write programs using the logical operators
and to replace them by the bitwise operators
so that the students realize the difference
50
Specific objectives
Contents
Use Incrementing/decrementing Operator
Incrementing/decrementing Operator
“++”,”--“ and their operation
the difference between “preffix” (a++) and
“postfix” (++a)
Use Typecasting Operator
Typecasting Operator
“(<Type>)” and its use
Rules of changing type
Use Conditional operator
Conditional operator
 "?", (ex : (a<b)?printf"1":printf"h";)
 Functioning of Conditional operator
I/O Instructions:
Printf()
Scanf()
Getch()
Role of I/O Instructions
Parameters of I/O Instructions
loops
 While
 Do...while
 For
Bifurcation instructions
 Continue
 Break
 Name and syntax of a function
Function without parameter.
 function with parameter
 functions call
 return function
 Creation of function
Use I/O Instructions
Use Loops and bifurcation instructions
Write Procedures and functions
Give the student a program where there is an
error and that needs typecasting for
correction
Write programs using loops
Write programs including bifurcation
instructions
Write a program including functions and
Procedures
51
Specific objectives
Contents
Show ranges of the variables
Global variables
Local variables
Static variables
Global Variables Declaration local Variables
Declaration
Static Variables Declaration
Pass arguments by value, reference,
addresses
pass by values
pass by reference
pass by address
unidimensional array
bidimensionaal arrays
Pointers
*p, &a operators
Create arrays
Structures
Comment
Structures interest
Instruction struct
Use of the instruction struct
The accessibility of the elements of
a structure by “- >” and”. “according
to whether it acts access by pointer
or variable
Field of bits
Instruction union
To ask the student to invent a structure of
object having a direction
Code comment interest
The use of comment to desactivate one part
of the code.
To comment ,we use “/”, “/*”, “*”
52
TERM 1
Week
Specific objectives
Contents
Timing
(periods)
8
1-2
Use assignment operators
what the operator does
The difference between “=” and “==”
3-4
Declare Variables and their type
8
5-6
Define the function main()
Variables and their type: Definition, Assignment of
value, variable limit, The difference in memory space
taken by each type, The use of printf ()
Execution of the function main()
7-8
Include Precompiler expressions
8
9
Declare Constants
10
Write Instructions
#include, #define, #if, #else, #endif, #ifdef, #ifndef,
Use of the precompiler instructions for debugging
The difference between a constant and a variable
Use of a constant
Declaration of a constant with const
Instruction
Definition, Types of instructions.
11
12
Revision
Exams
8
4
4
4
4
48
53
TERM 2
Week
Specific objectives
Contents
1
Use arithmetic operators
2-3
Use comparison operators
4-5
Use Logical operators
Arithmetic operators “+”,” - “, “*”,”/“, “%”,
“+=”,” - = ", “/=”, “*=”, “%=” and their use.
Comparison operators
“<”, “>”, “<=”, “>=”, “==”,”! = " and their use
Logical operators
“&&”, “||”,”! “and their use
Priority of AND versus OR
6-7
Use Bitwise Operators
8
Use Incrementing/decrementing Operator
9
Use Typecasting Operator
10-11
Use Conditional operator
12
13
REVISION
EXAMS
Bitwise Operators
“&”, “|”, “~”, “^”, “<<”, “>>” and their use.
Priority between AND, OR and NOT
Incrementing/decrementing Operator
“++”,”--“ and their operation
the difference between “preffix” (a++) and
“postfix” (++a)
Typecasting Operator
“(<Type>)” and its use
Rules of changing type
Conditional operator
Timing
(periods)
4
8
8
8
4
4
8
Functioning of Conditional operator
4
4
52
54
TERM 3
Week
Specific objectives
Contents
Timing
(periods)
4
1
Use I/O Instructions
2
Use Loops and bifurcation
3
Write Procedures and functions
4
Show ranges of the variables
5-6
Pass arguments by value, reference, addresses
I/O Instructions: Printf(); Scanf(); Getch(); Role of
I/O Instructions Parameters of I/O Instructions
instructions Loops (While, Do...while; For)
Bifurcation instructions (Continue; Break)
Name and syntax of a function; function without
parameter; function with parameter; functions call;
return function; Creation of function
Global variables; Local variables; Static variables;
Global Variables Declaration local Variables
Declaration; Static Variables Declaration
pass by values; pass by reference; pass by address
7-8
Create arrays
unidimensional array; bidimensionaal arrays;
Pointers *p, &a operators
8
9
Structures
4
10
Comment
Structures interest; Instruction struct; Use of the;
instruction struct ; The accessibility of the
elements of a structure by “- >” and”. “according
to whether it acts access by pointer or variable;
Field of bits
Instruction union
Code comment interest ; The use of comment to
deactivate one part of the code; To comment ,we
use “/”,
“/*”, “*”
11
12
REVISION
EXAMS
4
4
4
8
4
4
4
48
55
11.5. Algorithms
General objective:
At the end of this course, Students should be able to:
 Build an algorithm leading to a program
SENIOR 4
Specific objectives
Convert from one base to another.
Distinguish the functions from Reading
(entered) and those of writing (left).
Give the situation of the use of GOTO
Contents
Introduction to coding
 Boolean logic gates
 Decimal Base
 Binary Base
 Hexadecimal base
 Binary operations
 Decimal to binary conversion
 Decimal to binary conversion
 Hexadecimal to binary conversion
 Binary to hexadecimal conversion

Converting to
any base
Exercises on base conversion.
Reading and Writing
 Reading function (input)
 Writing function(output)
write an algorithm using i/o functions in
pseudo code and flow chart
Go to (go to)
give the situations of the use of various
tests
TESTES
 Structure of a test
 Conditions (if, if. .else, switch)
 Nested Ifs
write an algorithm using the tests with
pseudo code and flow chart
56
Specific objectives
Contents
give the situations where we use various
loops
LOOPS
 Loops (do while, until)
 Iterative Loops
 Loops in Loops
give examples of loop and iterative loop
write an algorithm using loops in pseudo
code and flow chart
Handle a table
Use of the Tables in Algorithm
Dynamic Tables
Exercise on how to draw flowchart with
Tables (to sort, search, fill, average, etc).
Exercise on how to write algorithms
having
tables in pseudo code and flow chart
Describe the systematic programming in
a structured way.
STRUCTURED PROGRAMMING
 Structured Programming
 Hierarchical Block
Create a program starting from an
algorithm
Switch from the pseudo code to a
defined programming language
The symbols representing the condition,
actions, loop, input/output
The difference between a algorithm and a flow
chart
write a program starting from a flow
chart
Give an example of structured program.
From a previous structured program, draw
a flowchart and write a pseudo code.
From a previous structured program, draw
a flowchart and write a pseudo code.
From a flow chart containing the main
studied elements, convert it into a C
program
57
TERM 1
Week
Specific objectives
Contents
1-4
Convert from one base to another.
5
define an algorithm
6-7
Explain the advantage of a variable in an algorithm.
Introduction to coding
 Boolean logic gates
 Decimal Base
 Binary Base
 Hexadecimal base
Definition of an algorithm
Importance of an algorithm
Variables
8-10
Explain operators to be used in an algorithm
Expressions and Operators
11
12
Revision
Exams
Timing
(periods)
8
2
4
6
2
2
24
TERM 1
Week
Specific objectives
Contents
1-3
Distinguish the functions from Reading (entered) and
those of writing (left).
Give the situation of the use of GOTO
Reading and Writing
Timing
(periods)
6
Go to (go to)
TESTES
4
4
LOOPS
8
2
2
26
4-5
6-7
8-11
12
13
give the situations of the use of various tests TESTES
give the situations where we use various loops
REVISION
EXAMS
58
11.6. Introduction to Web
General objective:
Browse the Internet
SENIOR 4
Specific objectives
Identify the components of an internet
address
Contents
 Parts an IP address
 The address IP and DNS and their
relations
 URL
 HTTP
 WWW
 FTP
 SMTP
 POP
 IMAP
 Hyperlink
use the hypertext links for browsing
 Types of hyperlink (Page, email, file)
The form of a hyperlink (text, image)
 Use of hypertexts links
download a file
Explain the advantage of using a
downloading program
 To save link as
 Downloading program and their
advantages (Net transport, gozilla or other)
show several addresses and to ask the
student to identify their elements
To make small groups which will have a
subject of their choice and to give a starting
site and to let them browse
59
Specific objectives
use the search engines to find information
explain the Internet dangers
fill an electronic form
Contents
 Principal existing search engines
(Google, AltaVista,)
 Operation of a search engine
 Choice of the key words to find
desired information.
 The rules and signs associations of
the key words (+ AND, EXCEPT…)
 Unsecured pages on the internet.
 Site with insecure pages.
 Pop up or dialogue box coming from
Internet
 Reaction during an appearance of
popup or dialogue box during
browsing
 Lack of anonymity on Internet
To ask the student to find information on a
subject of his choice
To fill a form on Internet
 Role of the Form
 Types of fields which compose a
form
60
Specific objectives
Contents
configure Outlook
Necessary information to be connected to the
server To know the element to be
configured:
 Name
 Pop, SMTP, IMAP servers
 Identification
 password
 encoding
 to leave the messages on the server
or not ports to be used
 recipient address
 address for a copy : c, bcc
 Email Subject
 The email text
 Priority
 Sending Button
 To remove an email
 The utility of an address book
 how to add, to modify, to remove
one contacts
 role of attachment
 advantage of compressing an
attachment
 The limits of sending attached files
(size/time)
 The procedure to attach a file
The difference between email management
write and send an email
use the contact address
Attach files
To ask the students to send emails between
Them
Give the students time to create an address
book of their friends
Redo the exercise of sending emails between
student, but this time with attachment.
61
Specific objectives
Contents
use Web mail to send an email
software and the use of a web mail:
Time of longer connection
possibility of having the same environment
whatever the computer used
Obligation to be connected to the internet for
writing its message
To send an email by web mail
 What does spam mean
 Rules to avoid receiving spams
 Principle of operation of a filter anti
spam filter
Give some examples of spams
identify and avoid the spams
62
Specific objectives
Contents
communicate by Internet
E-commerce
What does e-commerce mean?
Advantages of e-commerce
 Speed
 Economy
 No need of moving
The risk of use
 Web Site which are not sure
 Difficulties in case of problems
Forum
 What does forum mean?
 Advantages and disadvantages of the
forum
 Uncertain result for the search
 Response time
 When problems are resolved, it let
sign in the net
Chat
 what allow the chat to be done
 Creation of the chat account
 existence of ICQ
Voip
 What does voip allow to do
 Creation of a voip account
 Existence of Skype
 The possibilities to phone using voip
63
Week
Specific objectives
Contents
1-2
explain the Internet dangers
3
fill an electronic form
Unsecured pages on the internet; Site with insecure pages;
Pop up or dialogue box coming from Internet
Form : Role, Types of fields
4
use the favourites to browse
5
create an email account
6-7
configure Outlook
8
write and send an email
9
use the contact address
Attach files
11
use Web mail to send an email
 Favourites
 Inclusion of the favourites
Timing
(periods)
4
2
2
Necessary information for the creation of an email
account ; The address of the desired email ; Access with
Password
Necessary information to be connected to the server To
know the element to be configured:
recipient address; address for a copy : c, bcc ; Email
Subject ; The email text
 The utility of an address book
how to add, to modify, to remove one contacts
2
 role of attachment
 advantage of compressing an attachment
 The limits of sending attached files (size/time)
The procedure to attach a file
The difference between email management software and
the use of a web mail
2
REVISION
EXAMS
4
2
2
2
2
2
26
64
Week
Specific objectives
Contents
1-2
identify and avoid the spams
Spam
Timing
(periods)
4
3-4
communicate by Internet
E-commerce
2
5-6
use the favorites to browse
Forum
2
7-8
create an email account
Chat
2
9-10
configure Outlook
Voip
4
11
REVISION
2
12
EXAMS
2
24
65
11.7. Web design
General objective:
Design a Web site
SENIOR 5
Specific objectives
Contents
use HTML language to create linked Web
pages
use suitable file standard




Tags and their effects
Tags properties
Text editor
Internet browser
 Types of file images and sounds
 Bmp
 Jpg
 GIF
 Png
 wav
 asf
 mp3
 Types of image file Characteristic
 Types of sounds file characteristic
 Image processing software recording
 parameters
 Treatment sounds software recording
parameters.
Ask the student to create an HTML site of
several page of a subject of his choice.
Let the student discover the effects on
quality and the size of the file when it
modifies the parameters of recordings.
66
Specific objectives
Contents
manipulate the sound and the images
Program enabling to apply the sound and
image
 Effects
 Filters
 Tools for selections (magic
wand, _)
Incrustation of text
 Drawing tools
 Copies
 Program which allow to apply
the effects on the sound
 Fade in
 Fade out
 Copy
 Mixer
To ask the student to create an image made
up of several images in order to represent a
topic.
To ask the student to create a sound
Composition
create a Web site in HTML
Rules of design of J.Nielsen
the stages of design
 Objective of the site
 Planning (distribution of the
spots, journalist, computer
graphics expert…)
 Ergonomics
To ask the students to create a Web site by
group.
The students must plan and design their own
web site.
67
Specific objectives
use the style sheets to format Web pages
Contents
 Choice of the colors, button, bars
navigation.
 Structure of the site (principal
page, page of history,…)
 harvest of information,
images
 Weight of the site
 Customer satisfaction
 Compression of a file
 Integration of images and files in
the site
The students must plan and design their own
web site.







Utility of the style sheets
Modifiable beacon
Properties
Class
Selector of beacon
Style Declaration
To incorporate a style sheet “in
line”,“external” and “imported”
 Class and ID
 Pseudo class
 Positioning using “SPAN” and
“DIV” and the style sheets
68
Specific objectives
Contents
improve site research using the search
engines
Utility of the metas
 How to choose the key words to
include the metas.
 Operation principle for the robots of
the search engines
The student will have to choose the key
words of an already existing site and to place
them in the search engine
69
TERM 1
Week
Specific objectives
Contents
1-3
use HTML language to create linked Web pages
Tags and their effects
4-7
use suitable file standard
8-10
manipulate the sound and the images
Types of file images and sounds
 Types of image file Characteristic
 Types of sounds file characteristic
 Image processing software recording parameters
Treatment sounds software recording parameters.
Program enabling to apply the sound and image effects
11
12
Revision
Exams
Timing
(periods)
6
8
6
2
2
24
70
TERM 2
Week
Specific objectives
Contents
1-4
manipulate the sound and the
images
Program which allow to apply
the effects on the
sound
5-11
Rules of design of J.Nielsen
the stages of design
12
13
REVISION
EXAMS
Timing
(periods)
8
14
2
2
26
71
SENIOR 6
Specific objectives
Contents
Show the possibility and the constraints in
hosting a web site.
A site on Internet must be hosted by a
server
 The various possibilities which can be
offered by a hoster
 PHP
 Email (pop, IMAP, web mail)
 bases data
 FrontPage
 Cgi
 ASP
 Hosting Capacity (disk space,
 adulterates, a number of connection,
speed)
 The type of hosting and their
constraints
 free
 divided
 dedicated
Ask student to search for some sites offering
free hosting and to list their facilities.
Explain the advantages and disadvantages
of various hosting possibilities.
 Type of hosting
 To host its own site
 Use of a FAI
72
Specific objectives
Contents
check the availability of a domain name
To go on a site giving the possibility of
having a domain name.
 To propose a domain name
 To make sure that it is available
 Recording of a domain name
Ask students to choose a domain name for
their site and to ensure it is available
manage files by using the ftp
Launch the web site through the Internet
Sen. the web site to an ftp server
Types of necessary data to connect to an
ftp server.
 To be able to send, modify, take
again files on a waiter ftp
 To reserve a domain name
 To establish the link between the
domain name and the Web server
 To send the structure of a Web site
on the Web server
Launch the web site through a web server.
Ensure the existence of the web site on the
internet
73
TERM 1
Week
Specific objectives
Contents
1-5
create dynamic Web pages linked to the
data base
The use of PHP in a Web site; Advantages and
disadvantages of an interpretor language on the server;
Possibilities that PHP language offers ; Types and syntax
of variables writing
 Operators
 If, switch, for, while, do while
 Function of posting (echo, printf…)
 Receptions variables of transmitted data by the forms
($_POST, $_GET)
 Functions of connection, basic selection, sending of
requests of a data base
6-10
choose a domain name
Utility of the domain names; Rules of use of domain name; Need
for being recorded in order to be able to use a domain name
11
12
Revision
Exams
Timing
(periods)
10
10
2
2
24
74
TERM 2
Week
Specific objectives
Contents
1-5
Show the possibility and the
constraints in hosting a web site.
6-8
Explain the advantages and
disadvantages of various hosting
possibilities.
The various possibilities which
can be offered by a hoster;
Hosting Capacity ; types of
hosting and their constraints
Type of hosting
9-11
check the availability of a
domain name
12
13
REVISION
EXAMS
To go on a site giving the
possibility of having a domain
name
Recording of a domain name
Timing
(periods)
10
6
6
2
2
24
75
TERM 3
Week
Specific objectives
Contents
1-4
manage files using the ftp
5-10
Launch the web site through the
Internet
Types of necessary data to
connect to an ftp server.
To reserve a domain name ; To
establish the link between
the domain name and the Web
server
To send the structure of a Web
site on the Web server
11
12
REVISION
EXAMS
Timing
(periods)
8
12
2
2
24
76
11.8. Visual Basic
General objective:
 Write a program using Visual Basic language
SENIOR 5
Specific objectives
Define an events oriented language
Contents
 Introduction to the event oriented
 language
 Objects Concept
 Events Concept
Learning Activities
Describe an event in data processing.
Generate events of simple type
Click, double click, right click …
Use Visual BASIC environment
Visual BASIC
visual BASIC Icon
Integrated visual basic environment
Insert a form object in a project, save it and
exit.
Present the Form object (Control) as the
main interface in VB development.
Elements of the IDE
 Menu bars
 Contextual menu
 Object explorer
 Tools Bar
 Toolbox
 project explorer
 properties window
 Code editor
 Environment options (SDI, MDI)
77
Specific objectives
Contents
Use various Controls in Visual BASIC.
Controls
 Form
 Command buttons
 Labels
 Text Box
Insert various controls on an Application.
Open an existing project
Describe the Properties, Syntax, Methods
and Procedures of events.
Compile a simple application in Visual
BASIC
Use the variables, Operators, Test and Loops
in Visual BASIC
 Localization of the project
 launch the project
Object Properties(Control)
 Syntax
 Methods and events
 Event-driven Procedures
Compilation and execution in VB
Open projects in various ways.
launch visual BASIC, insert an objects and
to identify the event-driven properties,
Syntax, Methods and Procedures
Launch an application and to compile it.
VB errors identification and correction.
Create an application proposed by the
teacher or of their own choice under the
supervision of their teacher
78
Specific objectives
use the objects (Controls) which cause the
utilization of tests
Write the functions in Visual BASIC
Contents
The code elements
 Declaration and variable types
 Operators
 Tests
 The objects Combo box, List,
Options box and Check box.
 Loops (For… Next, Do… While)
Use inputBox (), msgBox (), val () functions
in a simple VB program
 Input Box, Msgbox Functions.
 Functions sqr (), val (), str ()
79
TERM 1
Week
Specific objectives
Contents
1-3
Define an events oriented
language
Visual BASIC environment
Introduction to the event
oriented language
Use Visual BASIC
environment
Present the Form object (Control)
as the main
interface in VB development
REVISION
EXAMS
Elements of the IDE
4-5
6-10
12
13
Timing
(periods)
6
4
10
2
2
24
80
TERM 2
Week
Specific objectives
Contents
1-4
Use various Controls in Visual
BASIC
Open an existing project
Controls
5-7
8-11
Describe the Properties, Syntax,
Methods and
Procedures of events.
12
13
REVISION
EXAMS
 Localization of the
project launch the project
Object Properties(Control)
Syntax
Methods and events
Event-driven Procedures
Timing
(periods)
8
6
8
2
2
26
TERM 3
Week
Specific objectives
Contents
1-3
4-6
 Compilation and execution in vb
The code elements
9-10
Compile a simple application in Visual BASIC
Use the variables, Operators, Test and Loops in
Visual BASIC.
use the objects (Controls) which cause the utilization
of tests
Write the functions in Visual BASIC.
11
12
REVISION
EXAMS
7-8
Timing
(periods)
6
6
 Declaration and variable types
4
 Input Box, Msgbox Functions.
 Functions sqr (), val (), str ()
4
2
2
24
81
SENIOR 6
Specific objectives
insert Lists Controls and to write the
corresponding code
Contents
Lists
 ListBox
 ComboBox
 DriveListBox
 DirListBox
 FileListBox
insert list control on an application in Visual
BASIC.
Insert Menus and submenus on a Form
Create Menus
Write various graphic elements in Visual
BASIC.
Connect to a local data base.
 Creation and insertion of the menus
and Submenus
Elements of Graphs
Colors
 Co-ordinates
 Shape
 Line
 Frame
Access to the data bases:
 Inserting t DATA Access Object
ADO(Activex data Object)
 Connection to an Access database
base.
 Inserting of the Grids
 Reading, Editing, suppression,
validation, search for recordings
starting from VB.
 Creation of reports in VB.
Use some graphic elements on an application
in Visual BASIC.
Exercise on connecting an Access, SQL data
base from VB
82
Connect to a remote database
 Creation of reports in VB.
 ODBC (Object Database
Connectivity)
 Connecting to SQL Server or Oracle
database
 Reading, adding, deleting, validation,
searching records from VB.
 DSN (Data Source Name )
83
TERM 1
Week
Specific objectives
Contents
1-4
Lists
5-6
insert Lists Controls and to write the corresponding
code
Create Menus
7-10
Write various graphic elements in Visual BASIC
11
12
Revision
Exams
Creation and insertion of the menus and
submenus
Elements of Graphs
Colors
Co-ordinates
Timing
(periods)
12
6
12
3
3
36
TERM 2
Week
Specific objectives
Contents
1-3
4-11
Write various graphic elements in Visual BASIC
Connect to a local data base.
Elements of Graphs
Access to the data bases
Inserting t DATA Access Object ADO
Connection to an Access database base; Inserting
of the Grids; Reading,
Editing, suppression, validation, search for
recordings starting from VB;
Creation of reports in VB.
12
13
REVISION
EXAMS
Timing
(periods)
9
24
3
3
39
84
TERM 3
Week
Specific objectives
1-10
Connect to a remote database
11
12
REVISION
EXAMS
Contents
 ODBC (Object Database Connectivity)
 Connecting to SQL Server or Oracle
database
 Reading, adding, deleting, validation,
searching, records from VB.
 DSN (Data Source Name )
Timing
(periods)
30
3
3
36
85
11.9. C++ Programming
General objective:
 Write a program using C++ language
SENIOR 5
Specific objectives
define the C++ language
use conditions
Define the object oriented language.
Contents
 The existing relationship between C
and C++
 Particularities of C++
 differences between C and C++
 passage from C to C++
 Cout and Cin instructions
Conditional Structures (If… else, switch)
 Repetition Structures (for, do…
while, While)
Definition of:
 Classes and Object
 Encapsulation
 Inheritance
 Polymorphism
Exercise on rewriting simple previously
written in C by introducing new C++
particularities.
Exercise on how to use conditions and
loops
Replace the nested if by Switch
construction
Find an example of a class and an object
from the everyday life and in computer
science
To ask the students to differentiate the
characteristics of an OOP
86
Specific objectives
Contents
explain the advantages and the
characteristics of the OOP
Advantages of a OOP:
 program reusability
 Facilitates to write, maintain and
modify long
 programs
 Facilitates to create the objects
representing entities from real world.
 The possibility of creating a special
functions called constructors and
destructors
 The possibility of overloading the
operators
Point out the limits of the C language
and the structured languages in general
use the functions







Functions without parameters
Global variables and local variable
Predefined Functions
Passing arguments by reference
Passing arguments by value
Passing arguments by address
Overloading of a function
Exercise on how to write previous
programs using functions
87
TERM 1
Week
Specific objectives
1-6
define the C++ language
7-10
use conditions
11
12
Revision
Exams
Contents
Timing
(periods)
18
 The existing relationship between C and
C++
 Particularities of C++
 differences between C and C++
 passage from C to C++
 Cout and Cin instructions
 Conditional Structures (If… else, switch)
Repetition Structures (for, do… while, While)
12
3
3
36
88
TERM 2
Week
Specific objectives
Contents
1-4
Define the object oriented language.
5-11
explain the advantages and the characteristics of the
OOP
Definition of:
 Classes and Object
 Encapsulation
 Inheritance
Polymorphism
Advantages of a OOP:
 program reusability
 Facilitates to write, maintain and modify
long
 programs
 Facilitates to create the objects
representing entities from real world.
 The possibility of creating a special
functions called constructors and
destructors
The possibility of overloading the operators
12
13
REVISION
EXAMS
Timing
(periods)
13
21
3
3
40
89
SENIOR 6
Specific objectives
Use classes and Objects
Encapsulation
use the Constructors and destructors
use the inheritance
use polymorphisms
use arrays of objects
Contents
 class creation
 object creation
 function call
 Definitions of the terms
 Writings of the Constructors
 Writing of the destructors




Basic classes and derived classes
Hierarchy of the classes
Collection of objects
Multiple inheritance
 Virtual functions
 Friend functions
Arrays of objects
 Address of arrays
 Pointers
 pass an array to a function
use all the acquired concepts
carry out a C++ project
describe the syntax of a class
exercise on how to write programs with
classes
Exercise on how to rewrite old
programs each one with a constructor
and a destructor
Exercise on writing programs
showing inheritance
show the difference between declaring
data or function as private, public and
protected
Exercise on how to write programs
with virtual functions
Exercise on arrays
write programs to sort the array
elements
write a program which includes the
acquired knowledge like, programs
which takes the names of the students
and sorts them alphabetically
90
TERM 1
Week
Specific objectives
Contents
1-4
Use classes and Objects
Encapsulation
 class creation
 object creation
function call
5-10
use the Constructors and destructors
Definitions of the terms
 Writings of the Constructors
Writing of the destructors
11
12
Revision
Exams
Timing
(periods)
14
24
4
4
46
91
TERM 2
Week
Specific objectives
Contents
1-6
use the inheritance
7-11
use polymorphisms
Basic classes and derived classes
 Hierarchy of the classes
 Collection of objects
Multiple inheritance
 Virtual functions
 Friend functions
12
13
REVISION
EXAMS
Timing
(periods)
24
20
4
4
52
TERM 3
Week
Specific objectives
Contents
1-4
use arrays of objects
5-10
11
12
carry out a C++ project
REVISION
EXAMS
_ Arrays of objects
_ Address of arrays
_ Pointers
_ pass an array to a function
use all the acquired concepts
Timing
(periods)
16
24
4
4
48
92
11.10. Maintenance
General Objectives:
The student will be able to:
 Assemble a Computer
 Make a diagnosis and troubleshoot a computer
 Configure, update and upgrade a computer
SENIOR 4
Specific objectives
Contents
Connect a computer











Identify the connectors for:
Keyboard (PS/2, DIN)
Mouse (PS/2, DUB9)
Screens (VGA, DVI)
Printer (USB, SUB25, Centronics)
Loudspeaker
Electrically connect a computer with
or without UPS
Power necessary for the UPS
What the inverter makes it possible
to protect
Power necessary for a regulator
What the regulator makes it possible
to protect
The power which delivers an
electrical connector is limited
Connect the computer to make it fully
Functional.
93
Specific objectives
Identify mother Board elements
identify the type and the characteristics of
the power supply
Configure and maintain the mouse and
keyboard
Contents
 AT, ATX, BTX format
List the elements found on a specific mother
 Identification and role of the
board .
following elements: chipset northern Draw a mother board
and southern
 Crush system BIOS
 CPU
 jumpers, switches
 Connector: PS/2, port series, Parallel
port, USB, VGA
 IDE
 SIMM, DIMM
 Power supply connector
 CPU socket (CPU slot)
 Difference between AT, ATX power
supply housing.
 Principles of mechanical and optical
mice.
 When and how to clean the mouse
and the keyboard
 The existence of keyboard adapted to
each country.
 Keyboard configuration
Write elements which make the
difference between the two power supply
housing.
Carry out a cleaning of the mouse and to
point out the difference between the
Optical mouse and the mechanical mouse.
Exercise on how to change keyboard
configuration
94
Specific objectives
Configure the display and identify its type
and point out its limits
identify and maintain a printer
Contents
 Type of screens: cathodic, LCD,
plasma.
 The difference between the colored
displays and others (VGA and
inferior).
 dot-matrix printer, jet of ink, Laser
Their advantages and disadvantage
 Their principle of operation
 Printer with cartridge colour, black,
yellow cyan, separate magenta.
 Printer Cleaning
Exercise on how to modify the configuration
of the screen and notice the effects.
Open the printer to observe its typical
components.
 Les scanners.
 The principle of Scanners
install a scanner
 What a modem can do
 internal modems and external
modems
Scan a text and a photograph.
Install and use a scanner
install and configure a modem
identify and configure a modem
Identify the characteristics and the
possibilities of CD, DVD-ROM and writer
drives.
 modify the configuration
 CD, DVD drive speed
 The difference between a DVD
driver of simple and double layers.
 Concept of “combo”
 What does cash memory do?
Find the characteristic of a CD or DVD
drive.
Exercise on how to burn a CD
95
Specific objectives
Identify the type and the characteristics of a
hard disk
identify the format ,the type and
characteristics of RAM memory
identify the generation of the processor and
its characteristics
Contents






the hard disk components
Cylinder
Platters
Track
Sector
Configurations advised to put several
peripherals IDE.
 Limitation of the BIOS and the
capacity of the discs.
Format SIMM, DIMM,
 Contrary to the SIMMs, DIMMs
must be put in pairs.
Definition
Description and function
 Generations of Processors
 Role of a processor fan and sink
 The use of cache memory (L1-L3)
 The advantage and disadvantage of
the processors with big cache
memory.
Exercise on how to install discs or drives in a
computer.
Exercise on how to calculate the hard
disc capacity
To show RAM memory and to ask the
format or type of them
To show the difference in format
between the generations of processor
install a processor with its ventilator
96
Specific objectives
identify possibilities, formats and the
functions of the extension cards
Contents
 Format AGP, PCI, ISA,VESA
 Graphic cards
 Sound card (sampling rate,
resolution, treatment processor of the
sound)
 Network card (connectors, speed,
awakes by
 chart network)
 Video card acquisition
 Ports (parallel and serial port
additional)
 IDE Card (with RAID or not)
 Multi-media card
 Extension card request the limited
resources
 IRQ, DMA, i/o
 Driver Installation
To circulate different cards and ask the
students the function and the format of each
cards.
97
TERM 1
Week
Specific objectives
Contents
1-2
Connect a computer
3-7
Identify mother Board elements
elements of the mother Board
15
8-10
identify the type and the characteristics of the power
supply
Difference between AT ,ATX power supply
housing
9
11
12
Revision
Exams
 Identify the connectors
 Electrically connect a computer with or
without UPS
Timing
(periods)
6
3
3
36
98
TERM 2
Week
Specific objectives
Contents
1-2
Configure and maintain the mouse and keyboard
3-4
Configure the display and identify its type and point
out its limits
 Principles of mechanical and optical
mice.
 Keyboard configuration
 Type of screens: cathodic, LCD, plasma.
The difference between the colored displays and
others (VGA and inferior).
5-6
7-8
Install a scanner
9
identify and configure a modem
10-11
Identify the characteristics and the possibilities of
CD, DVD-ROM and writer drives.
12
13
REVISION
EXAMS




dot-matrix printer, jet of ink, Laser Their
advantages and disadvantage
Their principle of operation
Printer with cartridge colour, black,
yellow cyan, separate magenta.
Printer Cleaning
 Les scanners
 The principle of scanners
 What a modem can do
 internal modems and external modems
modify the configuration
CD, DVD drive speed
Timing
(periods)
6
6
6
6
3
6
3
3
39
99
TERM 3
Week
Specific objectives
Contents
1-3
Identify the type and the characteristics of a hard
disk
 the hard disk components
 Cylinder, Platters, Track and Sector
 Configurations advised to put several peripherals
IDE.
Limitation of the BIOS and the capacity of the discs.
4
identify the format ,the type and characteristics of
RAM memory
Format SIMM, DIMM
5-6
identify the generation of the processor and its
characteristics
7-10
identify possibilities, formats and the functions of
the extension cards
11
12
REVISION
EXAMS




Define and describe Processors
Role of a processor fan and sink
The use of cache memory (L1-L3)
The advantage and disadvantage of the processors
with big cache memory.
 Format AGP, PCI, ISA,VESA
 Graphic cards
 Sound card (sampling rate, resolution, treatment
processor of the sound)
 Network card (connectors, speed, awakes by
chart network)
 Video card acquisition
 Ports (parallel and serial port additional)
 IDE Card (with RAID or not)
 Multi-media card
 Extension card request the limited recourses
IRQ, DMA, i/o, Driver Installation
Timing
(periods)
9
3
6
12
3
3
36
100
SENIOR 5
Specific objectives
Assemble and disassemble a computer
Configure a BIOS elements (CMOS)
Contents
 ESD (Electrostatic discharge)
effects.
 The existence of protection material
 ESD .
 Set the mother board inside
the case
 Set the hard disks and CD
drive,
 DVD drive in the case.
 Insert the extension cards
 Connect the power supplier to the
 motherboard
 Connect the panel (POWER
SWITCH, HD LED…)
 Insert the processor and jumpers
configuration
 Set up of RAM memory
 Connect the hard disks , CD driver,
DVD driver and the diskette drivers
on the motherboard
 Configure the hard disk drives in
master and Slave
 What does computer do when it
starts
 Possibility of updating the BIOS
 Why update the BIOS
 Main parameters of the BIOS: hour
and date
 Hard disk configuration
To mount and dismount a computer
Change BIOS parameters and observe
effects.
Launch the CMOS setup utility
101
Specific objectives
configure the computer by using the
possibilities offered by the control panel
Computer maintenance
Contents













System icon
Peripherals configuration
IRQ, DMA, I/O main operation
Configuration of:
mouse
keyboard
modem
network
printer
scanner
video and sound cards
fire wall
add/delete programs
Preventive maintenance:
 Regular cleaning
 Properly shut down the computer
 Use of maintenance tools
(scandisk,…)
 Maintenance tools
Configure computer peripherals via the
windows control panel
Clean outside and inside the computer.
Launch scandisk, defragmentation tools.
102
Specific objectives
install an OS and other software
Contents











update the operating systems and software
protect a computer
How to launch the installation
Bootable diskette
Boot from a CD
Installation of win98, win2k, winXP,
Linux
Partitioning and formatting
Installation of a peripheral which is
not recognized (drivers)
Multiboot
Installation of an office and other
software.
Destination File
Licences to install an OS
Required resources to install and use
a software (RAM, Disc, CPU)
The reason to update
 resolution of bug
 problem of safety
 new functionality
 lack of compatibility
 Update using service pack
 update via internet




That does virus mean?
Use of an antivirus
Why and how to update an antivirus
understand the options repair,
remove, quarantined and when to use
them
 danger of an infected diskette when
you are starting a Computer
Exercise on how to Install the operating
system and application software (OS +
office)
Exercise on how to update an operating
system by a service pack.
Update office using its high version of office
(e.g. Office 97 at 2000)
Run an anti virus and detect, remove and put
a virus in quarantine.
103
Specific objectives
Contents
 Vectors of transmission (media,
network, Internet, email…)
 The type of damage create by the
viruses Macro virus
 Spyware, the danger of these
programs
use various of maintenance tools,
Protection:
 Antivirus
 Anti spyware
 Fire wall
 Concept of encoding
 password (OS, BIOS)







Execute some maintenance tools and check
its effect.
Scandisk
Doctor disc
Defragmentation, Disc speed
Msconfig
Information system
Disc Cleaning
System Restoration
104
Specific objectives
Diagnose a computer problem
Repair with good methodologies.
Recover and restore data
Assemble a server
Contents




Means of diagnosing:
Internet
OS messages
Peripheral manager
How to avoid
 endanger oneself (electricity)
 lose the data of the customer
 destroy the material of the customer
 the most efficient methodology
Technique:
 transfer the hard disk on another PC
 Bootable CD and bootable diskette
 Mode without failures
 Restoration CD
 Company specialized in the recovery of
information on damaged hard disks.
 Possible support for the saving, their
advantages and their disadvantages:
diskette, CDR, CDRW, DVD, flash disc,
JAZ, ZIP, hard disk.
Specific Material of the server:
 RAM Memory with error correction
 high safety of the Memory (bar kingstone)
 SCSI
 RAID 0,1,5
 Dimensioning RAM, hard Disk
Create a realistic computer problem and
detect to be fixed.
Exercise on how to save data before any
maintenance work
Exercise on how to restore saved data from
the back up media
Define a server as a powerful computer
105
Specific objectives
use and maintain CD-ROM, DVD, Diskette
repair and maintain a laptop
Contents
 What we should not do with CD,
DVD, Disquette
 Approximate value of capacity of
these various supports
 The difference between CD-ROM,
CDR,CD-RW
 The difference between simple and
double DVD, layer, face
 Various types of diskettes
 Advantages and disadvantages of
these various media
 That various technologies of support
are incompatible between it
(impossible to read a DVD on a
reader CD)
 Concept of zone for the DVD
burn a copy of a software to show the
consequences of the scratch and to point out
that if there is little scratch, the CD
nevertheless functions but that after a certain
number CD become unusable
Exercise on how to insert a PCMCIA cards.
Exchangeable Elements (battery, hard Disk,
RAM) PCMCIA
 tools
 type of chart
Consumption according to the processor,
screen
106
TERM 1
Week
Specific objectives
Contents
1-3
Assemble and disassemble a computer
 Assembling a computer
Timing
(periods)
12
4-5
Configure a BIOS elements (CMOS)
 Configuration of BIOS
8
6-8
configure the computer by using the possibilities
offered by the control panel
Control panel
12
9-10
Computer maintenance
Preventive maintenance
8
11
12
Revision
Exams
4
4
48
107
TERM 2
Week
Specific objectives
Contents
Timing
(periods)
12
1-3
install an OS and other software
Installation of OS and other software
4-5
update the operating systems and software
The reason to update
8
6-8
protect a computer
12
9-11
use various of maintenance tools,
 Virus, antivirus, spyware, Anti spyware
 Fire wall
 Concept of encoding
password (OS, BIOS)
Maintenance tools:
 Scandisk
 Doctor disc
 Defragmentation, Disc speed
 Msconfig
 Information system
 Disc Cleaning
System Restoration
12
13
REVISION
EXAMS
12
4
4
52
108
TERM 3
Week
Specific objectives
Contents
Timing
(periods)
8
1-2
Diagnosise a computer problem
Means of diagnosing
3
repair with good methodologies
How to avoid
4
4-5
Recover and restore data
Technique
8
6
Assemble a server
Specific Material of the server
4
7-8
use and maintain CD-ROM, DVD, Diskette
 What we should not do with CD, DVD,
Disquette
 Approximate value of capacity of these
various supports
 The difference between CD-ROM, CDR, CD-RW
 The difference between simple and
double DVD, layer, face
 Various types of diskettes
 Advantages and disadvantages of these
various media
 That various technologies of support are
incompatible between it (impossible to
read a DVD on a reader CD) Concept of
zone for the DVD
8
109
Week
Specific objectives
Contents
9
repair and maintain a laptop
10
11
12
set up network material
REVISION
EXAMS
Exchangeable Elements (battery, hard Disk,
RAM)
PCMCIA
 tools
 type of chart
Consumption according to the processor, screen
Switch and hub Connections
Timing
(periods)
4
4
4
4
48
110
11.11. Networking
General objectives:
· Design and build a network of two or more computers
· Install and configure a network of two or more computers
Senior 5
Specific objectives
Contents
List the means of transport of information
Wired
Optical Support
Fiber optic
Copper (UTP-STP): straight, cross over
Console
Serial
Coaxial
Hertzian support (wireless)
LAN: Infrared, Bluetooth, Wifi, Line
sight
WAN: Satellite, Line sight
 Satellite
 Transmitting terrestrial
 Peer to peer
 Client Server architecture
Describe network Architecture
Identify connections material and define it
utility




Router
Hub
Switch
Bridge
repeater
111
Specific objectives
Identify with each layer of OSI model, the
elements of the network
Contents
 OSI Layers model
 Physical
 Data link
 Network
 Transport
 Session
 Presentation
 Application
Make a cable UTP/STP
To proceed in the
observation and the manipulation
To make cross and normal network cables
To involve the students in building a peer to
peer network and a client-server network
To proceed to the extension and the
Segmentation of the networks using a Hub, a
router, a switch
To justify the implementation of model OSI
To Conduct in identifying the elements of
the network according to their layer OSI
112
TERM 1
Week
Specific objectives
Contents
Timing
(periods)
6
1-2
Define a network
Introduction to the networks
3-7
Describe the facilities of the Network
 To share the files
 To share information
 To share Printer
To communicate (Sending and Receiving of the
messages).
15
8
Describe the Types of networks
3
9-10
Describe and Explain the network topologies
 LAN (local area network)
 WAN (wide area network)
MAN (Metropolitan Area Network).
 Star topology
 Bus topology
 Ring topology
Mesh topology
11
12
Revision
Exams
6
3
3
36
113
TERM 2
Week
Specific objectives
Contents
1-7
List the means of transport of information
Make a cable UTP/STP
Optical Support
Hertzian support
8-11
Describe network Architecture
Peer to peer
Client Server architecture
12
13
REVISION
EXAMS
Timing
(periods)
21
12
3
3
39
TERM 3
Week
Specific objectives
Contents
1-4
Identify connections material and define it utility
Hub; Switch; Bridge; repeater; Router
5-10
Identify with each layer of OSI model, the elements
of the network
OSI Layers model (Physical; Data link;
Network;
Transport; Session; Presentation; Application
11
12
REVISION
EXAMS
Timing
(periods)
12
18
3
3
36
114
SENIOR 6
Specific objectives
Contents
Define the Protocols in computer




Configure a network with protocol TCP/IP
and class addresses
Configure a DHCP server, DNS server,
Router server, Proxy server
 The comparison between TCP and
OSI MODEL
 IP addresses
 Mask
 Various Classes of networks
 IP addresses Creation
 Addresses of the sub-networks
 Static Configuration of the IP
addresses
 Automatic Configuration (dynamic)
of IP addresses (DHCP)
 Configuration of DHCP
 Configuration DNS
 Configuration of Router
 Configuration of proxy
Protocol Definition
Protocol Roles
Classes of the protocol
Some example of the protocols
usually used
Using examples of the adapted contexts, for
example : an international conference, to
explain the need for speaking a language
(protocol) common
To configure a LAN network with IP
addresses and mask
To point out the difference between a logic
network and a physics by modifying the
network configuration
115
Specific objectives
Use the network tools
Contents







The Ping tool
The Tracert tool
The Netstat tool
Winipcfg
Ipconfig
WHOIS tool
The Nslookup tool
student to use the network tools
students to make a Intranet network
Make the difference between Intranet,
Internet
Connect to Internet
Manage Server
 Intranet Definition
 Internet Definition
 Difference between Intranet and
Internet
 Internet service provider (ISP)
 Connections to the Internet by
Modem (user name, password, phone
number)
 Connections to the internet by
wireless connections (SAT, wireless)
 xDSL (DIGITAL Subscriber Lines)
students to connect the PC to the Internet by
telephone modem
students to manage the server
 Management of :
 Users, Account and Password
 Permissions
 Network security
 The back up
116
TERM 1
Week
Specific objectives
Contents
1-3
Define the Protocols in computer




4-10
Configure a network with protocol TCP/IP and class
addresses
Configure a DHCP server, DNS server, Router
server, Proxy server












11
12
Revision
Exams
Timing
(periods)
15
Protocol Definition
Protocol Roles
Classes of the protocol
Some example of the protocols usually
used
The comparison between TCP and OSI
35
MODEL
IP addresses
Mask
Various Classes of networks
IP addresses Creation
Addresses of the sub-networks
Static Configuration of the IP addresses
Automatic Configuration (dynamic) of IP
addresses (DHCP)
Configuration of DHCP
Configuration DNS
Configuration of Router
Configuration of proxy
5
5
60
117
TERM 2
Week
Specific objectives
Contents
1-4
Use the network tools
5-7
Make the difference between Intranet, Internet
8-11
Connect to Internet
12
13
REVISION
EXAMS












The Ping tool
The Tracert tool
The Netstat tool
Winipcfg
Ipconfig
WHOIS tool
The Nslookup tool
Intranet Definition
Internet Definition
Difference between Intranet and Internet
Internet service provider (ISP)
Connections to the Internet by Modem
(user name,password, phone number)
 Connections to the internet by wireless
connections (SAT, wireless)
 xDSL (DIGITAL Subscriber Lines)
Timing
(periods)
20
15
20
5
5
65
118
TERM 3
Week
Specific objectives
Contents
1-10
Manage Server
Management of :
 Users, Account and Password
 Permissions
 Network security
 The back up
11
12
REVISION
EXAMS
Timing
(periods)
50
5
5
60
119
11.12. Introduction to computers
General objective:
 Organize and manage files in folders
Specific objectives
Relate the history of computer science
Contents
Definition of computer related concepts
(IT,ICT, COMPUTER SCIENCE,…)
History of computers
Give the impacts of computers
Impact






Identify the main components of a computer
social
economic
communication
crime
security
privacy
Demonstrate computer‟s components in the
laboratory.
Computer description
Description of the computer
Computer components
Hardware (screen, keyboard,
mouse, CPU, printer)
Software (System and application
software)
120
Specific objectives
Contents
List the different families of computers
Families of computers
 Mainframes
 Micro-computers (PC)
 Desktop computers
 Portable Computers (Laptop or
notebook)
Show computers of each family mentioned
121
Specific objectives
Contents
Differentiate type of memories
Memory
 Definition
 Role of the memory
 Features
 Capacity
 Speed
 Non volatility
 Types of memories
 ROM memory
 RAM memory
Explain the advantages and disadvantages of
each type of memory
Recognize various connectors and ports
observe the different connectors as well as
the input and output ports
Connectors
 Definition
I/O ports and connectors
 Serial ports
 Parallel port
 USB
 Keyboard , Mouse Connectors
 VGA Connector
122
Specific objectives
Contents
Use different peripherals
Peripherals
Definition
connect the mouse, the keyboard, screen etc
explain the role of different peripherals
Categories of peripherals
Input peripheral (mouse, keyboard,
scanner, CD/DVD-ROM and
Diskette drives)
Output peripheral (monitor,
Diskette, CD/DVD-ROM
writer, Printer)
Explore the CD, DVD
Explain the role of the hard disk
The hard disk
Role of the hard disk
Learn about the role and the contents of the
hard disk
Use the keyboard
The keyboard
 Definition
 keyboard connector
 Keyboard AZERTY
 Keyboard QWERTY
 Shortcut keys
Mouse
 Definition
 Mouse CONNECTOR
 Type of mouse
 Optical mouse
 Mechanical mouse
 wireless mouse
Switch between AZERTY and QWERTY
• To connect the keyboard on the central
processing unit
Use the mouse
Connect a mouse
• Observe and use different types of mouse
available to the school
123
Specific objectives
Contents
Use external memories (diskette, flash disk,
CD…)
External Memory
 Definition
 Role
 Advantage and disadvantage Help
Transfer a file from one computer to another
using a diskette, flash, CD...
use the help function
print a help content
Use desktop‟s elements
Help





Definition
Use of the help
Index
Help Headings
Printing of help content
Windows and its components:
 desktop
 Task bar
 Start menu
 Minimize, maximize , Restore and
Close buttons
 My Computer
Display and print the help contents
When and how to use help
Use the desktop, the tasks bar and the menu
bar
start or launch Microsoft Word
Use text editors
Text Editor functions
Selection
 copy/cut /paste
 standard toolbars
 Formatting toolbars
 Save /save as…
 print command
Practical exercises on copy/cut /paste
Save/Save as
124
Specific objectives
Contents
Manage and use files
File management
 New folder
 Copy/move of folder from one
location to Another
 Move and drop objects.
 Creating files by changing the
extension
 Creating shortcuts.
 Managing files and disc drives.
 Renaming/deleting files and folders.
 Recycle Bin
 File compression
create files and folders to copy/move from
one folder to another
Create a hierarchy of file/Folder
125
DISTRIBUTION OF LESSONS SENIOR 4
TERM 1
Week
Specific objectives
Contents
1-4
Relate the history of computers
Give the impacts of computers
5-7
Identify the main components of a computer
Definition of computer related concepts
Impact (social, economic, communication,
crime, security, privacy
Computer description (Hardware, Software )
8-10
List the different families of computers
Differentiate type of memories Memory
11
12
Revision
Exams
Timing
(periods)
8
6
Families of computers




Definition
Role of the memory
Features
Types of memories
6
2
2
24
126
TERM 2
Week
Specific objectives
Contents
Timing
(periods)
4
1-2
Recognize various connectors and ports
Connectors
I/O ports and connectors
3-5
Use different peripherals
explain the role of different peripherals
Peripherals
Input and Output peripheral
6
6-7
Explain the role of the hard disk
The hard disk
Role of the hard disk
4
8-9
Use the keyboard
The keyboard
4
10-11
Use the mouse
Connect a mouse
Mouse
 Definition
 Mouse CONNECTOR
 Type of mouse
4
12
13
REVISION
EXAMS
2
2
26
127
TERM 3
Week
Specific objectives
Contents
Timing
(periods)
4
1-2
Use external memories (diskette, flash disk, CD…)
External Memory
• Definition
 Role
Advantage and disadvantage Help
3-4
use the help function
print a help content
4
5-6
Use desktop‟s elements
Help
 Definition
 Use of the help and Index
 Help Headings
 Printing of help content
Windows and its components:
7
Use text editors Text Editor
functions
2
8-10
Manage and use files
File management
6
11
12
REVISION
EXAMS
4
2
2
24
128
11.13. System analysis
General objective
 Produce terms of reference for computerization of a company
SENIOR 6
Specific objectives
Contents
define an information system
give examples of information systems
Definition of information system
pupils to describe the operation of their
school or their family
Determine elements of information
system of a company
determine the programmed actions of a
company
identify the automated information
determine sub systems in an information
system
Information system of a company
 elements of information system of a
company
 services and functions of a company
 programmed actions of a company
 Information system that can be
automated
 Automated information system
 Functional sub system of an
information System
Concept of relationship
Definition
Classification of entities
Permanent entities
„Movement‟ type entities
Classification of relationships
Permanent relationship
„movement „ type relationship
Students to answer questions such as „who
does what? When and how? etc. (for some
companies)
Group discussions on role and
responsibilities from their class and families
Identify different relationships in a
Company
use diagram to describe the hierarchy of
communication and relation in the everyday
life
129
Specific objectives
Contents
identify the techniques of collection of
information to be used for a given case
differentiate the various techniques
from collections of information
Tools to collect information
 Interview
 Document analysis
 Enquiries by questionnaires
 Observation
pupils to make investigation and specify the
techniques of data-gathering used
To explain the steps of computerization
of an organization
Steps of the computerization plan
Preliminary studies
Analysis of what exists
Definition of the objectives
Schedule of conditions
Invitation to tender
Choice
Computerization
 Functional Analysis
 Structural Analysis
 Programming (development of the
solution)
 Establishment of the solution
 Test decks
 Starting
 Maintenance
 Documentation
pupils to make a study of computerization of
a company and present specifications and
conditions
130
TERM 1
Week
Specific objectives
Contents
1-2
define an information system
give examples of information systems
Determine elements of information system
of a company
Definition of information system
3-6
7-10
11
12
Determine the program actions of a
Company
Revision
Exams
Information system of a company
 elements of information system of a
company
 services and functions of a company
 programmed actions of a company
Timing
(periods)
4
8
8
2
2
24
TERM 2
Week
Specific objectives
Contents
1-3
4-6
7-11
 identify the automated information
determine sub systems in an information system
 Identify different relationships in a
company
Automated information system
Functional sub system of an information
Concept of relationship
Classification of relationships
12
13
REVISION
EXAMS
Timing
(periods)
6
6
10
2
2
26
131
TERM 3
Week
1-3
4-10
11
12
Specific objectives
Contents
identify the techniques of collection of
information to be used for a given case
differentiate the various techniques from collections
of information
To explain the steps of computerization of an
Organization
Tools to collect information:
Timing
(periods)
3
Tools to collect information:
3
Steps of the computerization plan
Preliminary studies
Computerization
Documentation
14
REVISION
EXAMS
2
2
24
132
11.14. Entrepreneurial Competences in Technical Schools
MODULE 1 Skill element aimed at: STUDENTS GET A PRECISE IDEA OF WHAT IS MEANT BY SELF-EMPLOYMENT,
THE CONTRACTOR AND HIS COMPANY BASED ON THE FACT THAT THEY HAVE EXPERIENCED BOTH
OPPORTUNITIES AND DRAWBACKS OF AN ENTREPRENEURIAL LFE.
Terminal objective: At the end of this workshop, students will have done the course of the entrepreneurial life basic notions in relation to
the entrepreneur, his environment, market mechanisms as well as notion of product..
Duration of training
N°
Theory: 20 H
Vocational skills
1.1 To explain basic notions
of supply and demand
Practice: 20 H
Vocational activities to be carried out
Necessary
theoretical
knowledge in
mathematics
Necessary
theoretical
knowledge in
physics
Necessary
theoretical
knowledge in
chemistry
To be able to distinguish the 5 P
(product, price, place, promotion,
person), and to explain their
importance;
 To understand that any product
has to be oriented towards the
client need and that it is
advantageous to discover niches
(mainly in personal specialties)
 To discover the necessity to
produce goods/services
different from the ones
available on the market
133
Resources
N°
Vocational skills
1.2 To develop an
individual evaluation
basis concerning a
professional career
(entrepreneur or
employee).
Necessary
theoretical
knowledge in
mathematics
Necessary
theoretical
knowledge in
physics
Necessary
theoretical
knowledge in
chemistry
 To explain entrepreneurial
needs
 To define certain skills that if
deepened play, an important
role in professional experience.
 To set up a personal
characteristic
 To define an entrepreneur
typical feature of someone who
in general has been successful.
134
Resources
MODULE 2
Skill elements aimed at: STUDENTS DEEPEN THEIR ENTREPRENEURIAL SKILLS
Terminal objective: At the end of this workshop, students will have elaborated marketing strategies for their mini-projects taking into
account their professional abilities.
Duration of training
Theory 20 H
Practice 20 H
N°
Vocational
skills
2.1 To elaborate a
marketing
strategy
for a miniproject
Necessary
theoretical
knowledge in
mathematics
Necessary
theoretical
knowledge in
physics
Necessary
theoretical
knowledge in
chemistry
 To carry out an auto-diagnosis on their
marketable skills
 financial resources
 objectives and other important abilities for
the entrepreneurial life (savings , projects
preparation);
 To generate hundreds of ideas of projects
from which a rigorous selection follows.
 To select three best project ideas that are
feasible in the area, keeping in mind certain
important environmental factors.
 To identify the best project taking into
accounts proper strengths and weaknesses
from one side and opportunities and threats
in the environment on the other side.
 To elaborate a marketing strategy for a miniproject basing oneself on the 5 P.
 To set up a planning that covers the three
coming months in order to gather missing
information in formulating a final marketing
strategy.
135
Resources
MODULE 3 Skill element aimed at: STUDENTS WILL PUT INTO PRACTICE THE FIRST TWO MODULES CONTENT
WITH THE HELP OF MINI-PROJECT CARRIED OUT IN GROUPS AND BETESTED OUT ON KEY ELEMENTS OF
ENTREPRENEURIAL LIFE. THEY WILLGIVE THEMSELVES MID-TERM ENTREPRENEURIAL OBJECTIVES.
Terminal objective: At the end of this workshop, students will have experienced key elements of entrepreneurial life through carrying
out mini-project in groups
Duration of training:
Theory 20 H
Practice 20 H
N°
Vocational
skills
3.1 To discover
vocational and
entrepreneuri
al
skills as well
as
current
financial
states
Necessary
theoretical
knowledge in
mathematics
Necessary
theoretical
knowledge in
physics
Necessary
theoretical
knowledge in
chemistry
 To identify and analyse mini-projects that
correspond to their skills and their financial
state
 To prepare and carry out a market study for
mini-projects
 To develop and to improve a marketing
strategy
 To acquire financial management principles
and techniques as for example the calculation
of cost price, selling price and cashbook
keeping
 To manufacture certain goods or develop
certain services benefits in order to market
them on the city market
 To experience market mechanisms (the 5 P:
product, price, place, promotion, person) in
selling a good or a service on the market
 To analyze marketing results of their product
(concerning marketing technique, management
and finance);
136
Resourc
es
DISTRIBUTION OF LESSONS: SENIOR 5; SENIOR 6
SENIOR 4
Module 1
Module 2
Module 3
Students get a precise idea of what is meant by self
employment, the contractor and his company, based on
the fact that they have experienced both opportunities and
drawbacks of an entrepreneurial life.
Students deepen their entrepreneurial skills.
Students will put into practice the first two modules
content with the help of mini-project carried out in group
and be tested out on key elements of entrepreneurial life.
They will give themselves mid-term entrepreneurial
objectives.
SENIOR 5
SENIOR 6
x
x
x
137
REFERENCES
1. BRINDLEY K., Word 2002 Made Simple, Made Simple Books, Woburn, 2002
2. BURROWS T, Creating presentations, Dorling Kindersley Ltd, London, 2000
3. COOPER B., Searching the Internet, Dorling Kindersley Ltd, London, 2002
4. DINWIDDIE R., Excel: Formulas & Functions, Dorling Kindersley Ltd, London, 2002
5.http ://www.bced.gov.ca/
6. http://www.dmoz.org/Computers/Hardware/Peripherals/
7. http:/www.ltscotland.org.uk
8. MINEDUC, Secretarial Studies Syllabus, Secretarial option, Kigali, December, 2005
9. MORRIS S., Excel 2000 Made Simple, Made Simple Books, Woburn, 2000
10. www.commentcamarche.com
11. gts teaching materials,1999
12. Cisco academy documentations. 1999.
13. Robert Lafore, Object Oriented programming in Turbo C++, The waite Group Press, 1991 .
14. Cisco academy documentations, 1999.
15. Donald avec James Chellis, Lisa, Windows 2000 Server, MCSE, second edition, BPB PUBLICATIONS.
16. Raghu Ramakrishnan et Johannes Gehrke, Database Management Systems second edition, Mc Graw Hill.
17. Collins Ritchie, Modern Operating systems
18. ROBERT LAFORE, Object-oriented programming in turbo C++, The wait Group, Inc. Calfonia 1991.
19. DAVID I. SCHNEIDER, Essentials of visual basic 6.0
20. PRENTICE HALL, Programming, upper Saddle River, New Jersey 0 7458, 1999.
21. CLAUDE DELANNOY, Programmation en C, eyrolle
138
PARTICIPANTS TO THE DEVELOPMENT REVIEW OF THIS SYLLABUS
1. Eng. HABIMANA Theodore, Director of TVET Training, WDA
2. MPAMO Aimé, Senior Curriculum Developer, WDA
3. KARAMUTSA Gerard, WDA Facilitator
4. HATEGEKIMANA Gratien, WDA Facilitator
5. TURATSINZE Pacifique, WDA Facilitator
6. MUKANGARAMBE Judith, WDA Facilitator
7. NDAHIRO Andre, WDA Facilitator
8. Esperance NDAYISENGA, Trainer at Ecole Technique St Kizito SAVE
9. Jean Claude UWAYEZU, Trainer at College St Emmanuel/IT de HANIKA
10. Nathan SEMABUMBA, Trainer at College St Emmanuel/IT de HANIKA
11. UWUMUREMYI Dominique Savio, Teacher at PSVF
12. NDAGIJIMANA Jerome, Trainer at SOS-THS KIGALI
13. NIYONSENGA Alex, Trainer at KABUGA High School
139
CURRICULUM DE FRANÇAIS
OPTION : COMPUTER SCIENCE
LEVEL : A2
140
0. INTRODUCTION
Le programme de l‘enseignement de la langue française dans la filière« Menuiserie » a été conçu de manière à
rendre cohérent le système éducatif rwandais et à répondre aux impératifs liés au statut du français dans notre pays.
Le français, l’une des langues officielles de notre pays, jouit du statut spécial de langue enseignée et administrative.
C'est une langue de communication qui permet aux Rwandais d'entrer en contact avec le monde extérieur. Le français permet aussi aux jeunes
d'étudier, de s'informer et aux intellectuels de faire des recherches dans les différents domaines du savoir.
Dans le contexte du multilinguisme dû à la situation politique et socioéconomique du pays, le français est une
langue enseignée en concordance avec d’autres. L’application de la langue française au Rwanda et ailleurs exige qu'elle soit profondément
enseignée et parfaitement maîtrisée par le menuisier car elle lui servira d'outil de communication et d'instrument de travail dans diverses
activités quotidiennes.
Au premier cycle, il était question de faire acquérir à l‘élève, de façon explicite et détaillée, le maximum de
contenus de base. Au second cycle, il s'agira davantage de développer, d'améliorer, de consolider et de fixer les acquis antérieurs. C'est à ce
niveau que l'apprenant s'exercera à travailler méthodiquement dans une langue de spécialité en faisant preuve d'esprit d'observation, d'analyse,
de synthèse, de critique et de discrétion.
Pour ce faire, le choix des supports didactiques et notamment celui des textes et des illustrations sera effectué
suivant l'option de l'apprenant pour le préparer à embrasser les diverses orientations de sa vie professionnelle.
141
L'élaboration de ce programme sera centrée sur les points suivants :









Les orientations générales
Les objectifs généraux
Les objectifs spécifiques
Les contenus notionnels
Les notes méthodologiques
L’évaluation
Les facteurs particuliers
Les recommandations
La bibliographie.
1. LES ORIENTATIONS GENERALES
Outre le perfectionnement permanent des capacités de compréhension et d'expression orales et écrites
acquises aux niveaux inférieurs, l'apprentissage de la langue française dans les écoles de menuiserie doit développer chez l'élève la capacité de
raisonnement, d'analyse, de critique et de synthèse.
Dans cette optique, la diversité des supports textuels suivant l'option doit lui permettre d'accéder aux
différentes formes d'informations utiles et de s'imprégner de la culture scientifique et technologique.
Ce programme dans ces détails, permettra aux professeurs de mieux enseigner le français de spécialité et
d'exploiter les contenus grammaticaux jugés fondamentaux.
142
2. LES OBJECTIFS
2.1 Objectifs généraux
A la fin de la filière de menuiserie A2, l'apprenant devra être capable de :





S'exprimer correctement en français oral et écrit.
Comprendre et analyser différents types de messages oraux et écrits.
Travailler méthodiquement en faisant preuve d'esprit d'observation, d'analyse, de critique et de synthèse.
Transmettre correctement les connaissances acquises dans la langue de spécialité.
Analyser, juger et expliquer les situations-problèmes et étude de cas.
143
2.2 Objectifs spécifiques
A la fin du programme de la 4ème année de menuiserie l’élève sera capable de :
Compétences
1. Compréhension orale et écrite
Objectifs spécifiques




Interpréter sans difficulté un message sonore, visuel ou écrit
Déceler la structure et l'enchaînement des idées d'un support oral ou écrit.
Identifier les thèmes, les sous-thèmes, les idées générales d'un message lu ou écrit
Repérer différents éléments d'un message oral ou écrit (personnages, circonstances, lieu chronologie
des faits).


Identifier différents types de messages écrits.
Identifier la typographie d'un texte (pauses, longueur de vers, de paragraphes, ponctuation,
articulateurs principaux).

Produire un message personnel cohérent et consistant dans une langue correcte et cela avec
aisance.
Expliquer et décrire une situation, à partir d'un support visuel, audio-visuel, sonore et écrite
Défendre oralement et par écrit son point de vue et son opinion.
Restituer fidèlement les idées en résumant dans ses propres termes un message donné et selon
les consignes.
Rédiger une lettre, un rapport, un C.V, un mémo suivant les techniques appropriées.
2. Expression orale et écrite




144
A la fin du programme de la 5ème année de Menuiserie l’élève sera capable de :
Compétences
 Interpréter sans difficulté un rapport argumentatif
 Repérer la structure et les idées essentielles du document original (écrit ou sonore).
 Suivre un exposé et retenir les idées
principales.
 Conjuguer convenablement les verbes suivant leurs groupes
 Identifier les éléments situationnels importants dans leur contexte spatio-temporel et socioculturel.
 Identifier les types de messages écrits.
 Analyser les personnages et leurs
relations dans le récit.
 Interpréter sans difficulté un message
sonore, visuel ou écrit.








Etayer solidement son argumentation manière à persuader, à convaincre son auditoire.
Reformuler et condenser clairement, avec concision les idées rnaîtresses du document original dans
ses propres termes.
Animer un exposé dans le but d'informer, d'intéresser, de convaincre et de susciter l'agrément de son
auditoire.
Ecrire rapidement et parfaitement un texte quelconque suivant les règles de l’orthographe
Rédiger un rapport et un compte rendu suivant les techniques appropriées.
Rédiger un texte publicitaire avec ou sans légende
Prendre des notes claires et concises
Mener convenablement une enquête par questionnaire
145
A la fin du programme de la 6ème année de Menuiserie l’élève sera capable de :
Compétences


Interpréter, discerner et hiérarchiser différents messages à sa portée.
Lire et comprendre un rapport, un P.V et y recueillir des informations essentielles et
utiles.
 Commenter sur un message radiodiffusé ou télévisé ou téléphonique
 Lire et interpréter un message écrit (dans un journal, une affiche, sur une
banderole (sur une pancarte...)
 Interpréter une affiche et un texte publicitaire.
 Suivre ou lire un exposé, en retenir les
idées principales, déceler les liens
logiques et le poids des arguments.



Lire et interpréter un discours solennel.
Accepter, réfuter, amender l‘opinion d'autrui et proposer son point de vue.
Etayer solidement son argumentation de manière à persuader, convaincre son
auditoire
 Présenter convenablement son curriculum vitae
 Rédiger correctement une lettre officielle, un rapport, un P.V, un compte-rendu, un
texte publicitaire, un
communiqué relatif à son domaine.



Animer un exposé en vue d'informer et de convaincre son auditoire.
Mener une enquête à l'aide d'une interview.
Rédiger et présenter un discours solennel.
146
3. CONTENUS NOTIONNELS
3.1 Contenu notionnel : 4ème année de Menuiserie
ACTIVITES
CONTENUS NOTIONNELS
1. .Explication et description
Le vocabulaire technique propre à une spécialité
• L'explication par des exemples précis·
Types d'explication :
- progressive
- logique
- amplifiée
 Organisation et la structure d'un support
conformément aux différentes étapes
d'explication
 Enumération et caractérisation ordonnées des
éléments d'un support

Le vocabulaire précis lié.au champ lexical de la
147
chose décrite
 Concrétisation d'une idée abstraite
 Description objective et subjective
 Situation de l'événement décrit dans le temps et
dans l'espace
 Articulation de différentes parties d'une
Description
2.Mode d'emploi







3. L’exposé
Conseils et indications à donner
Contre-indications
Risques, précautions
Effets ou résultats
Effets indésirables
Caractéristiques et propriétés
Mode d'utilisation
Les caractéristiques d'un bon exposé
 un plan explicite et évident
 formulation avec vigueur des idées principales
 doit tenir compte de l'auditoire (registre,
 vocabulaire, âge...)
 doit être clair, vivant, intéressant (gestes, regard,
 voix, sourire, ton, conviction, dynamisme, rythme, intonation...)
Structuration du temps de prise de parole.
148
4. Le texte publicitaire
Les caractéristiques des textes publicitaires
- images bien choisies
-texte attrayant en rapport avec l'image
- le slogan
- la signature de la firme
- Les titres appropriés et qui ressortent
5. L’Argumentation
Disposition convenable des arguments
 Les étapes de l’argumentation (introduction
développement, conclusion).
 Les types de raisonnement (déductif, concessif
et analogique)

Types d'arguments
Des assertions : ce sont des affirmations d'idées,
des définitions, des jugements de valeur plus ou
moins subjectifs donc contestables.
149
Des arguments d'autorité : ce sont des chiffres,
des citations de spécialistes ou de personnages
célèbres, des références scientifiques ou
historiques qui impressionnent le lecteur.
Des anecdotes : ce sont des petits récits fictifs
ou non qui sous entendent une vérité, une loi, une
idée générale.
Des exemples: ce sont toujours des faits réels
qui sous entendent une idée générale.
 Les éléments de l'argumentation :
- l'idée directive (thèse) ou point de vue que l'auteur va développer
- les arguments : éléments abstraits, ordonnées selon un ordre.
- Les preuves (exemples) faisant appel à l'expérience personnelle ou à des événements
précis
 L'ordre des phrases:
- progression grammaticale: usage des
connecteur logiques de L’argumentation
150
(conjonction, disjonction, cause, conséquence,
opposition, progression thématique)
6. La prise de notes
Les notes sont prises rapidement en respectant :
- une bonne mise en page (paragraphe, alinéas, marge, espacements, majuscules, abréviations...)
- la propreté et la lisibilité du texte (continue, sélective en diagonale)
- l’enchaînement logique des idées, des parties (sectionner les informations principales synthétisées, les idées)
- L’ordre (numérotation des pages, titres, sous- titres, chapitres, souligné, et encadré,... ordre de classement
151
ACTIVITES
CONTENUS NOTIONNELS
1. Mode d'emploi







2. L’exposé
Contre-indications
Mode d'utilisation
 doit tenir compte de L’auditoire (registre,
152
3. Le rapport et Le compte rendu
Les caractéristiques d'un bon rapport
- introduction
- un plan détaillé
- Titre
- Sous-titre
- Chapitres
- Sous - chapitre
- Une bonne mise en page
- La cohérence et L’objectivité des idées
Types de rapport
- rapport général (activité d'une durée
déterminée, d'un séminaire, d'une session
de travail...)
-rapport de stage
Les caractéristiques d'un compte - rendu
• Comment rédiger un compte - rendu
(Plan, mise en page, cohérence des idées, fidélité aux faits et aux événements, Style clair)
153
4. La correspondance privée,
officielle et Curriculum vitae
Différents types de lettres
La disposition d'une lettre
Une lettre à un ami
Une lettre officielle et administrative
Les formules d'appel et les formules finales
· Présentation d'un C.V
· Contenu d'un C.V:
-texte attrayant en rapport avec L’image
- le slogan
6. L’Enquête
Questionnaire




Motif de l'enquête
Questions précises et adaptées au public
Types de questions (questions à choix multiples,
questions fermées, questions ouvertes)
Thématisation du questionnaire
154
ACTIVITES
CONTENUS NOTIONNELS
1. L'exposé
 doit tenir compte de L’auditoire (registre,
2. Mode d'emploi







Contre-indications
Mode d'utilisation
155
-texte attrayant en rapport avec L’image
- le slogan
4. Le communiqué
Les caractéristiques d’un communiqué




5. Interview
Préciser l'objet et le destinataire
Contenu descriptif selon les types de communiqué (réunion, manifestation, ...)
préciser la date, le lieu, la durée et l'heure
indiquer l'émetteur
1. Types de l’interview :
- Oral
- Ecrit (par questionnaire)
2. Caractéristiques de l’interview
Caractéristiques
6. Note de service



Préciser l'objet et le destinataire
Le contenu est descriptif, clair, précis et complet
Langue adaptée au niveau du destinataire.
156
4. NOTES METHODOLOGIQUES
4. 1 Pour les activités générales
4.1.1 La grammaire – conjugaison
Pour mieux asseoir certaines notions enseignées au cycle inférieur et jugées fondamentales pour l'apprentissage de la
langue, il a été répertorié et proposé pour la classe de 4ème, une série de contenus de grammaire - conjugaison, que normalement un élève
candidat aux classes terminales, est censé avoir acquis et maîtrisé pour ensuite aborder avec assurance les exercices d'argumentation et de
manipulation morphosyntaxiques complexes.
En classes de 5ème et 6ème, la grammaire ne sera plus désormais normative et systématique comme au tronc commun, ou
elle ne constituera dans ces classes qu'une référence occasionnelle certes précieuse, pour mieux faire passer le message, issu des différentes
activités d'étude de langues. Aussi, ce programme ne prescrit- il plus de contenus notionnels pour l’activité grammaire -conjugaison. Néanmoins
toute rencontre, à travers les textes, d'une notion grammaticale non encore maîtrisée, fera l'objet d’une étude détaillée, d'un réemploi et d'une
fixation systématiques.
Ainsi, il est nécessaire que les élèves de 5ème et 6ème reviennent souvent sur les points-ci après, pour mieux les maîtriser progressivement.
1. La syntaxe des propositions
 Concordance de temps
 Discours direct et indirect.
2. La valeur stylistique des temps et modes
157
3. La transformation des subordonnées et transformation de l'infinitive en subordonnée et l'inverse
4. Les niveaux de langues
5. Le futur simple, le futur du passé et le conditionnel présent.
6. Les aspects du verbe :
 L'accompli et le non- accompli.
 L'inchoatif
 Le progressif
 L'immédiat
7. Les voix du verbe et ses transformations
8. Les mots outils en général
 La syntaxe des différentes prépositions dans les transformations
9. La dérivation savante
4.1.2 L'orthographe
Même si un contenu notionnel sur le plan orthographique a été proposé à la classe de 4ème année pour permettre à
l'élève de ce niveau de fixer efficacement, aussi bien en situation de lecture, les mécanismes grammaticaux et syntaxiques déjà abordés pour
L’essentiel au tronc commun, il est apparu que l'approche de l'orthographe en classe de 5ème et de 6ème de l'enseignement secondaire doit
trouver sa place dans chaque activité d'apprentissage de la langue française.
Ainsi conçue, cette activité, primordiale dans la maîtrise de l'utilisation d'une langue correcte, doit permettre l’amélioration du
perfectionnement orthographique :
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par l'imprégnation permanente en lecture.
par la prise de notes dans les cours dont le français est la langue, d’enseignement
de façon occasionnelle dans les activités de compréhension et d'expression orales qui ne peuvent cependant se passer de références à
l'écrit.
Surtout de façon fonctionnelle quand il s'agit de langue écrite, notamment à travers les activités d'analyse textuelle,
de grammaire et de lexique de textes abordés en classe de lexicologie, ainsi qu'a travers toutes les activités relatives aux différents travaux
d'évaluation (dictée, rédaction ou composition, rémédiation de l'écrit, etc.)
De façon spéciale, puisque l'élève a subi un entraînement intensif en orthographe d'usage au cours des niveaux
inférieurs, une attention particulière sera portée à l'orthographe grammaticale en classe de 5ème et de 6ème année de menuiserie.
En effet, elle reste liée à la grammaire et à la conjugaison. L'élève devra observer, découvrir un phénomène
orthographique, l'intérioriser, le manipuler, l'appliquer tout en formulant une régie de fonctionnement.
4.1.3. Le lexique
Au cycle inférieur, l'élève avait besoin de séances de lexique systématique ou étaient approfondis et réemployés les
mots et les expressions nouvelles dans des exercices de grammaire, d’orthographe, de conjugaison. Au cycle supérieur, l'attention sera plutôt
tournée vers les choix du terme propre, le traitement du lexique soutenu rencontré dans des textes classiques ou des écrits ayant un registre
particulier comme les poèmes, les textes littéraires, les pièces, de théâtres.
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L'élève devra donc acquérir:
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Un vocabulaire abstrait nécessaire à l'argumentation
Un vocabulaire technique indispensable a l'exploitation d'un texte, d'un œuvre.
Pour y arriver, beaucoup d'activités lui sont proposées, entre autres :
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La dérivation
La formation de mots (populaire ou savante)
Les exercices portant sur les emprunts, les archaïsmes, les néologismes, la dénotation / la connotation
Les doublets
Les homonymes
Les antonymes
Les homophones
Les homographes
Les paronymes
Les activités portant sur la famille des mots
Les procédés métonymiques et métaphoriques
La comparaison de supports textuels,
Bref, l'élève sera placé dans une dynamique de créations lexicales, toujours en rapport avec les situations de
communication, ainsi il devra à chaque occasion, différencier le sens contextuel et le sens lexical du mot. Il va sans dire que toutes ces activités
seraient vaines et sans profit si elles ne s'inscrivaient pas dans une ambiance nourrie de lectures riches et diversifiées. Lectures dirigées, en
conformité avec le thème en cours d'étude et lecture personnelles de l'élève. En situation extra- scolaire, l'élève peut acquérir un autre bagage
lexical issu de son entourage socio-économique, sportif etc. des différents média (radio, T.V, vidéo, journaux). C'est un vocabulaire dont il faut
tenir compte. Le professeur aidera L’élève à intégrer sciemment et adéquatement dans son bagage lexical de tous les jours, tout en tenant
compte des niveaux de langue et des aspects techniques ou argotiques de ce nouvel acquis.
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4.1.4. Lecture
A la fin du tronc commun, l'élève est déjà habitué à la fois à la lecture silencieuse et à la lecture à haute voix. Au
second cycle, cette activité sera renforcée en créant chez l'apprenant le goût de lire.
Pour le faire, l’on insistera sur:
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La lecture libre et autonome
La lecture obligatoire
II s'agit de toutes sortes de lectures faites en dehors des devoirs scolaires. L'apprenant se choisit une œuvre de
sa préférence en tenant compte de sa capacité de compréhension. Toutefois, le professeur tâchera de facilité, l'accès aux livres par le biais de
bibliothèques scolaires et publiques.
a) La lecture libre et autonome
La lecture libre et autonome portera sur n'importe quel document et n'importe quel type d'écrit : texte
littéraire, scientifique technique, informatif, religieux, etc.
Loin d'être un simple « passe - temps », la lecture libre et autonome doit être prise comme un moyen précieux d'acquérir et d'enrichir la
connaissance de l’apprenant, ici l’élève devra établir une fiche de lecture personnelle, prendre note de certaines expressions la langue française
ou de certains adverbes et autres constructions d'élégance de la langue.
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b) Lecture obligatoire
La lecture obligatoire porte sur les ouvrages choisis et triés compte tenu des thèmes étudiés en classe et du
niveau des élèves. Les textes ou livres choisis seront orientés vers les aspects aussi variés que possibles : littéraires, scientifiques, techniques,
informatifs, etc. .
Pour la lecture d'une œuvre complète, l'élève choisira les livres de la littérature
négro- africaine, française et ceux appartenant à d'autres littératures.
Les résumés, les fiches de lecture obligatoires, exposés individuels ou en groupes (sous forme de débats ou de
table - ronde) doivent toujours couronner ce deuxième aspect de lecture au cours du second cycle.
Tout bien pesé, ces aspects de l'activité «lecture » en quatrième, en cinquième et en sixième doivent amener l'élève:
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A l'observation et à la comparaison des textes par le développement des capacités d'analyse, de synthèse et de réflexion critique.
A la découverte du milieu de la culture proche des adolescents, ainsi que des milieux et cultures différents, par la comparaison, la
réflexion et la référence à l’environnement.
A l’élargissement des champs d'investigation et de la réflexion par l'imitation à diverses techniques de la lecture et par la promotion
persévérante de la lecture libre et individuelle
A la découverte de la force de l'argumentation
A l'enrichissement du lexique et de la syntaxe
A l'autocorrection
A l'acquisition du goût et de la beauté littéraire d'un texte.
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4. 2. Pour les activités spécifiques
La partie « Notes méthodologies » de ce programme présente la démarche et les procédés méthodologiques spécifiques à chaque activité.
4. 3. L'explication
Expliquer : c'est donner 3 quelqu'un les moyens de comprendre un événement, un phénomène, un processus.
4. 3. 1 La préparation
• Choisir le type d'explication (description, interprétation et explication logique)
Bien préparer son explication :
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Cerner avec précision le sujet à expliquer : se poser une série de questions :
Qui ? Quoi ? Comment ? Pourquoi ?
Définir le phénomène, L’événement, le processus
Décrire en montrant les rapports de cause
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4. 3.2 La présentation
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Tenir compte du destinataire (ses connaissances, niveau de langues...)
Respecter les régies de la lisibilité : paragraphes, alinéas, termes de liaison (mais, donc, aussi...)
Faire la mise en tableau des informations
S'aider de schémas et de graphiques.
4.4. La description.
Décrire : c'est présenter, de peindre un objet, un personnage (portrait) donner les traits physiques et moraux : un paysage, une scène, la
description facilite la mémorisation d'une idée.
4.4.1 Comment faire une description
La description exige une sélection :
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Choisir les éléments à décrire (les détails impressionnants).
Choisir L’ordre de présentation pour restituer (l’émotion).
Ordonner la réalité suivant trois plans :
Le premier plan (près de l’orateur, l’objet est vu dans ses détails)
L'arrière plan (près de l'orateur)
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On distingue les formes générales de l'objet
Le second plan (intercalé entre le premier et l’arrière plan).
On distingue les détails les plus importants, les plus saillants)
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Préciser l'impression avec les images (mots évocateurs qui donnent à voir)
Bien utiliser le vocabulaire de description
4.4.2. Le vocabulaire de la description
Verbes
Voir, apercevoir, entrevoir, discerner, distinguer, deviner, observer, épier, contempler, examiner, surveiller, scruter, suivre du regard, jeter un
coup d'œil se tenir, s'étendre, se dérouler, apparaitre, se dresser Immense, démesurer,
Adjectifs
Ample, spacieux, exigu, étroit, imposant, grandiose, énorme, gigantesque excessif, monstrueux, colossal
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Adverbes et prépositions
Ailleurs, alentour, dedans, dehors, dessus, dessous, ici, là -bas, loin, partout...
Alors, ensuite, aujourd'hui, hier, demain, aussitôt, longtemps, après, avant, dans, entre, depuis, derrière, à gauche, à droite, parmi, à côté de, à
L’abri de, à travers, autour de, au-dessus de, au-dedans de, au bas de...
4.5. Argumentation
L'argumentation est l’art de justifier une opinion, une thèse que l'on veut faire adopter. On cherche à convaincre, à persuader: montrer qu'une
idée ou un comportement s'impose. L'argumentation se fait en trois parties : introduction, développement, synthèse ou conclusion.
4.5.1. Introduction
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Enoncé ou rappel du problème
Introduction d'une prise de position
Annoncer les différentes parties de l'argumentation
Remarque:
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Eviter d'annoncer un plan qui ne sera pas suivi dans le développement
Eviter de commencer à traiter le sujet dans l’introduction
Eviter d'oublier d'annoncer le plan
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4.5.2. Développement
C’est l’appui de la prise de position par des arguments et des preuves solides, irréfutable (technique persuasive). Pour faire un bon
développement il faut :
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Suivre le plan du développement
Associer les idées et les exemples
Suivre un raisonnement logique (succession des parties avec une progression logique.)
Soigner l'expression
Mettre en page son essai
4.5.3. Conclusion
La conclusion est l’affirmation de la prise de position qui découle de l’argumentation. Dans la conclusion il faut éviter de :
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Développer de nouvelles idées
Bâcler notre conclusion en une phrase
Rédiger une conclusion passe - partout
Emettre un jugement personnel sans nuance ni justification
Proposer une conclusion qui contredise le développement
4.7. La prise des notes
On prend des notes pour ne pas charger sa mémoire de matériaux que le papier conservera avantageusement. En même temps la prise de note
est un moyen et une méthode de réflexion.
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4.7.1. Technique de prise des notes
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Noter sur le vif les points essentiels du message : idées secondaires et idées générales selon les types de documents (conférence,
cours, texte...) sans se préoccuper de leur structure.
Distinguer l'essentiel de l'accessoire
Prendre des notes structures
Noter directement les idées essentielles dans leur plan (notes non rédigées)
Emploi des abréviations & symboles
Respect de la mise en page (marge, paragraphe, recto...)
Relecture et correction des fautes
Rédiger pour présenter un résume de la communication
4.7.2. Utilisation et classement des notes
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Numérotation des feuilles
Classement (par année, par thème, par ordre alphabétique etc.)
Exploitation
Indication de références (provenances, dates...)
4.8 Exposé
L’objectif de L’exposé est de transmettre des informations de façon efficace en étant clair, vivant et intéressant
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4.8.1. Préparation d'exposé :
• Analyse de l'exposé de la situation de définition de l'idée maîtresse
• Préparation des aides (matériel) et connaissance de l'auditoire
• Elaboration du plan :
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Introduction : annonce du sujet
Présentation du plan
Développement: différentes parties
Conclusion : rappel des points essentiels et élargissement
4.9. Le rapport
Dans un rapport on fait la description de l'enchaînement logique et chronologique des faits. II s'agit pour chaque événement d'analyser les
causes et de démontrer les justesses de l'analyse. En fait, le rapport est une synthèse écrite d'une réunion, d'une session de travail, conférence,
séminaire...
Le rapport doit déboucher sur la recommandation d'une action ou d'une série d'actions.
Le rapport implique son rédacteur.\
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4.9.1. Préparation d'un rapport
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Prise de notes
Consulter les aides:
Enregistrement (magnéto - vidéo)
Les documents divers en relation avec le sujet traité
Les procès verbaux des secrétaires
4.9.2. Rédaction du rapport
Un préambule :
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Il renseigne sur l’objet d'un rapport
Il attire l’attention sur la problématique
Il doit être clair, net et précis
Une introduction qui constate et exposé la situation
Un développement qui interprète chaque fait et argumente en faveur d'une thèse peut comporter plusieurs parties.
Chaque partie constate un fait, examine ses conséquences et tire une conclusion partielle. La conclusion générale indique des propositions et
suggère la décision à prendre.
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4.10 La correspondance
4.10.1. La lettre officielle
Dans les relations professionnelles et administratives, la lettre officielle, genre très codifié, conserve son importance. Elle obéit à des régies
rigoureuses de présentation et même de rédaction.
Les règles de la disposition
Eléments codifiés
Règles à observer
Place des éléments
Format et papier
21 x 29,7, papier blanc non régie
Coordonnées de l'expéditeur
Mentionner : Monsieur,
En haut, à gauche
Madame, suivis du nom et du prénom, de la fonction et de
L’adresse, code postal, téléphone
Coordonnées du destinataire
Mentionner : Monsieur,
En haut, à droite, sous la date
Madame, suivi du nom, du prénom, de la fonction et de
l'adresse.
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Date et lieu d'émission
Ecrire par exemple : Kigali, le 08/1 1/2011
En haut, à droite
Autres mentions d’en- tête
L'objet, la référence, le nom du responsable du dossier.
En haut, à gauche, sous l’expéditeur
• La formule d'appel
Cas général:
Monsieur, Madame
Exemple:
Monsieur le Directeur, Maître ou cher Maître (Avocat, notaire), Monsieur le
Maire, Docteur ou Madame, Monsieur, Mon Général, Mon Père (clergé).
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• La rédaction de la lettre
Bannir toute effusion, dire l’essentiel, simplement, clairement. Au début, utiliser une formule de politesse adaptée
communication.
Demandes, Commandes
Je vous prie de ... je vous prie de bien vouloir ...
Accusés de réception
J'ai bien reçu... Comme suite à votre lettre du ... Réf
Réclamations, refus
J'ai le regret de vous signaler que ... Je me permets
Informations, envois
Vous voudrez bien trouver ci- joint ... j'ai L’honneur de...
la situation de
• La formule finale
Elle varie en fonction des rapports hiérarchiques entre l'expéditeur et le destinataire.
1. D'inférieur à supérieur
Je vous prie d'agréer l'expression : de mon profond respect de mon dévouement respectueux
2. De supérieur à inférieur
Je vous prie d'agréer l'expression de ma parfaite considération
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3. D'égal à égal
Je vous prie de recevoir l'assurance de : mes salutations distinguées et mes sentiments les meilleurs.
4.10.2 La lettre amicale
La lettre amicale obéit à un minimum de règles codifiées
a) Formules d'appel: exemples : Chers parents, Ma chère Maman, Mon petit
Christophe, Cher ami, Mon vieux copain etc..,.
b) Formule finale, exemples : Mon meilleur souvenir, Amicalement, Bien cordialement, Sincèrement votre, Très amicalement avec mes
sentiments les plus affectueux.
Dans la rédaction, on demande les nouvelles, on donne des informations, des opinions, des sentiments, avec un registre familier (souvent avec
humour)
c) Disposition d’une enveloppe
Elle exerce une influence sur le destinataire
- la feuille est priée en 2, 3 ou 4 selon le format
- la pliure est introduite la première, elle doit se trouver au fond de L’enveloppe
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- le timbre : on colle le timbre dans l’angle supérieur droit de L’enveloppe. Elle doit être lisible.
- L'adresse: elle est inscrite dans la moitié inférieure de l’enveloppe. Elle doit être lisible
- L'expéditeur: - on l'inscrit au dos de L’enveloppe - adresse complète + pays Etranger
4.11. Demande d'emploi
La lettre de demande d'emploi complète le curriculum vitae dont elle développe certains aspects.
 Présentation :
- Envoyer toujours l'original
- Soigner son écriture
- La lecture de la lettre doit être agréable : équilibre le texte dans la page (respect de la marge à gauche et à droite)
- Aérer le texte (utiliser un paragraphe pour chaque point développé) L’orthographe doit être parfaite
- Rappeler en haut et à droit l’adresse complète de l'expéditeur
- Indiquer en haut et à droite l'adresse complète du destinataire
- Indiquer l'objet de votre lettre
 Le corps de la lettre doit contenir:
- La nature de L’emploi pour lequel on est candidat
- Développer les points importants du C.V. en rapport avec la demande
- Exprimer votre disponibilité
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- Formule de politesse
- Joindre le C.V à la lettre
4.12. Le curriculum vitae
Le C.V présente votre vie scolaire et professionnelle, il doit être une bonne image de ce que vous êtes.
• Présentation :
- ne jamais utiliser le verso
- aérer le texte en faisant des paragraphes
- L’orthographe parfaite est indispensable.
• La présentation du contenu d'un C.V
1. Identité complète (en haut et à gauche de la page)
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Nom et prénom
Date et lieu de naissance
Nom du père
Nom de la mère
Etat civil.
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2. Formation (Etudes faites)
- Mentionner les études faites
- les diplômes obtenus et leurs dates d'obtention.
3. Expérience professionnelle
- fonctions exercées ou emplois tenus (date &périodes)
- stage de formation effectuée
4. Langues pratiquées
- indiquer le niveau de compréhension pour chaque langue
5. Référence (éventuelle)
Citer les noms de 3 personnalités qui vous connaissent très bien.
6. Divers (éventuellement)
- Circonstances particulières
- Association, sport, permis de conduire, connaissances en informatique
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4.13. Note & Note de service
4.13.1 Note
C’est un écrit très court sous forme fixe. On y communique des renseignements ou des avis entre des services ou échelons de la hiérarchie.
La note comprend :
-L’entête : -la date
-L’origine : nom du rédacteur et son service
-Le corps : -destinataire
-Motif objet
4.13.2. Note de service
Elle contient un ordre simple, diffusé à tous les membres d'un service ou d'un atelier.
Elle comprend les éléments de la note (voir plus haut) et doit porter la signature du rédacteur.
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4.14. Texte publicitaire
Le texte de publicité marque la combinaison entre le texte et L’image.
II comprend :
- le titre qui doit se référer L’image pour créer un suspense. Le destinataire aura envie d'aller plus loin, d'analyser L’image et le texte pour en
savoir plus.
- L’image
- le texte:
- (place variable: sous l'image, à côté, dans l‘image...)
Il a pour fonctions de référer à L’image, de désigner, présenter, mettre en scène et vanter le produit.
- le slogan : - résumé l'argumentation publicitaire, caractérise le produit et apostrophe le lecteur.
- il doit être court, original, spécifique et facile à retenir.
- la signature : nom de la firme qui présente un produit.
4.14. Communiqué
C'est un texte très court de stricte information rédige par un service, une organisation pour diffusion à un large public.
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Présentation :
-objet en grand caractères
-corps : - le nom & les coordonnées des organisateurs
-destinataire
- date, lieu, heure
-durée
- autres directives (ordre du jour) suivant les types de communiqué.
4.18. Le compte – rendu
1. Définition : le compte - rendu est un rapport fait sur un événement, une situation, une séance de travail, une réunion...
2. Comment rédiger un compte – rendu
- Prendre les notes en rapport avec L’événement, la situation...
- Rester fidele aux faits, aux tènements en respectant leur chronologie
- Rédiger dans un français clair, simple, compréhensible, avec des termes adéquats et expressifs.
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5. APPROCHE D'EVALUATION
L’évaluation des élèves de la filière menuiserie se fera à trois niveaux au cours de l’apprentissage :
1. Au début de l’apprentissage le test de niveau permettra au professeur de vérifier le pré requis des élèves provenant des différents
établissements et remettre le niveau leurs connaissances.
2. Au cours de l’apprentissage l’évaluation formative et progressive portera régulièrement sur les devoirs, les interrogations et les exposés et
sera suivie d'une rémédiation au cours du trimestre suivant.
3. A la fin du cycle le français est l’un de cour de l’examen national
6. FACTEURS PARTICULIERS
L'enseignement du français au second cycle du secondaire complète et approfondie.
Les connaissances déjà acquises au tronc commun. Cependant il devra surmonter un bon nombre de problèmes notamment:
- Les prés requis des élèves au tronc commun
- Le bilinguisme
- Les classes surpeuplées
- La qualification des enseignants au 2ème cycle
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- Le manque de matériel didactique et des laboratoires des langues
- L'environnement linguistique
1. Les niveaux des élèves provenant des différentes écoles du pays hétérogènes compte tenu de certains facteurs déterminants comme le
manque de professeurs compétents et qualifiés; celui du matériel didactique. C'est pourquoi au début de la 4 ème année, une remise à niveau
visant à harmoniser les connaissances des élèves sera indispensable.
2. Le bilinguisme: nous présumons qu'en 4ème année, l’élève a déjà maîtrisé les chapitres de la grammaire, qu'il n'éprouve aucune difficulté dans
la conjugaison et l’orthographe du français, qu'il dispose d'un lexique riche et qu'il est suffisamment outillé pour écouter, lire et comprendre
n'importe quel message en français. Mais il est probable que la mise en application d'un bilinguisme équilibré au 2 ème cycle du secondaire, ne se
réalise pas surtout faute de professeurs qualifiés.
3. Des classes surpeuplées constituent aussi un sérieux obstacle à un travail de qualité tant du coté des élèves que de la part du professeur. II est
difficile d'assurer le suivi des élèves et la fréquence des travaux d’évaluation. De tels groupes sont difficiles à manier au cours des exercices
pratiques.
4. Le manque d'un personnel qualifié et compétent subsiste dans les écoles secondaires. Il faudrait des sessions des recyclages d'enseignants
non qualifiés.
5. Le manque de matériel didactique en général et non-existence des laboratoires de langues en particulier constituent un sérieux handicap à
l’apprentissage des langues étrangères. II faut des bibliothèques bien fournies et des moyens audio- visuels (téléviseurs-vidéothèques).
6. L'environnement linguistique: les élèves connaissent une influence négative du milieu familial ou scolaire, qui ne favorise pas l’influence du
français. II faut multiplier les exercices d'expression orale (exposé et les occasions extra scolaires d'usage du français)
182
7. REPARTITION DES HEURES
Tableau résumé de distribution des chapitres : Allocation des périodes et contenu par trimestre 4ème année de menuiserie.
NOMBRE DE PERIODES PAR SEMAINE : 1 HEURE.
TRIMESTRE
CONTENU NOTIONNEL
PREMIER
TRIMESTRE
CHAPITRE
PERIODE/HEU
RES
SOUS CHAPITRE
I. EXPLICATION ET DESCRIPTION
1. Types d’explications
2. Explication par des vocabulaires techniques avec des
exemples précis
4
3. Description objective et subjective
II. MODE D’EMPLOI
1. Conseils et indications à donner
2. Contre-indications
4
3. Risques, précautions
4. Effets ou résultats
5. Effets indésirables
6. Caractéristiques et propriétés
7. Mode d'utilisation
183
DEUXIEME
TRIMESTRE
Période de révision
Révision sur toute la matière du premier trimestre
1
Examen et confection des bulletins
Examens de fin du trimestre
1
III. EXPOSE
1. Les caractéristiques d’un bon exposé
4
2. Comment faire un bon exposé
VI. LE TEXTE PUBLICITAIRE
1. Les caractéristiques d’un texte publicitaire
4
Révision sur toute la matière du deuxième trimestre
1
1
1. Disposition convenable des arguments
3
V. L’ARGUMANTATION
TROISIEME
TRIMESTRE
2. Types d’arguments
3. Les éléments de l’argumentation
4. L’ordre des phrases : usage des connecteurs logiques
184
VI. LA PRISE DE NOTES

Mise en page

Propreté et la lisibilité du texte

L’enchainement logique des idées et des parties
3
4. L’ordre et classement
Révision sur toute la matière du deuxième trimestre
1
1
185
Tableau résumé de distribution des chapitres : Allocation des périodes et contenu par trimestre 5ème année de menuiserie.
TRIMESTRE
CONTENU NOTIONNEL
PERIODE/HEURES
CHAPITRE
SOUS CHAPITRE
I.MODE D’EMPLOI
PREMIER
TRIMESTRE
4
II. EXPOSE
4
Révision
Révision de la matière du premier trimestre
1
Examen de fin du premier trimestre
1
186
DEUXIEME
TRIMESTRE
III. LE RAPPORT ET LE COMPTE RENDU
1. Les caractéristiques d’un bon rapport
4
2. Type de rapport
3. Les caractéristiques d’un compte rendu
4. Comment rédiger un compte rendu
IV .LA CORRESPONDANCE PRI VEE ,
OFFICIELLE ET
C.V
1. Type de lettres
4
2. La disposition d’une lettre
3. Les formules d’appel et finales
4. Les formules d’un C.V
TROISIEME
TRIMESTRE
Révision
Révision de la matière du deuxième trimestre
1
Examen de fin du deuxième trimestre
1
V. LE TEXTE PUBLICITAIRE
3
VI. ENQUETE
1. Type de l’enquête
3
2. Motif de l’enquête
Révision
Révision annuelle
1
Examen et confection
Examen annuel
1
187
Tableau résumé de distribution des chapitres : Allocation des périodes et contenu par trimestre 6ème année de Menuiserie.
TRIMESTRE
CONTENU NOTIONNEL
CHAPITRE
I.MODE D’EMPLOI
PREMIER
TRIMESTRE
PERIODE/HEURES
SOUS CHAPITRE
4
II. EXPOSE
4
REVISION
Révision de la matière du premier trimestre
1
Examen et confection des
Examen du premier trimestre
1
188
bulletins
DEUXIEME
TRIMESTRE
III. LE TEXTE PUBLICITAIRE
4
IV. LE COMMUNIQUÉ
1. Caractéristiques d’un communiqué
4
2. Comment faire un communiqué
TROISIEME
TRIMESTRE
Révision de la matière du
deuxième trimestre
Révision trimestrielle
1
Examen et confection de
bulletin
Examen de fin du second trimestre
1
V. INTERVIEW
1. Types de l’interview
4
2. Caractéristique
VI. NOTE DE SERVICE
Les caractéristiques de note de service
4
Révision
Révision annuelle
1
Examen et confection des
bulletins
Examen annuel
1
189
8. RECOMMANDATIONS
1. La charge horaire hebdomadaire du professeur de français de l’enseignement technique ne devrait pas dépasser 35h pour lui permettre de
travailler efficacement.
2. Rédaction des nouveaux manuels de français conforme au programme de chaque année d'étude.
3. Descente sur terrain des agents du WDA pour évaluer les besoins de professeurs en matière de recyclage.
4. Formation, recyclage et encadrement des professeurs de français.
5. Equipement des bibliothèques scolaires.
6. Equipement des établissements scolaires en matériels audio-visuels
7. Création des inspecteurs de branche au niveau de l’enseignement technique et professionnel.
190
9. BIBLIOGRAPHIE
A. Manuel
1. R. Charles, C. William ; La communication orale, Nathan, 1988.
2. Claude PEYROUT ET ; La pratique de l’expression écrite, Nathan, 1991.
3. Sylvie GERARD, Philippe LIEVRE MONT ; Viviane LADKA. LA, La correspondance, Nathan, 1992.
4. Guy JUCQUOIS. Rédiger, présenter, composer ; De Bock; 1996.
5. Francois OTT; Pierre ; VAAST; Lire, Ecrire, parler, réussir, Hatier, 1992.
6. Felix N.BIKOI, Françoise C.NAYROLLES, Paul-Marie KOSONOU ; Racine ,SENGHOR. Le francais en seconde, Edicef, 1998.
7. Claire CHARNET ; Jacqueline ROBIN-NIPI; Rédiger un résume, un compte Rendu, une synthèse, Hachette1997.
8. Odile CHANTELAUVE ; Ecrire, Hachette, 1995.
9. Gérard VIGNER. Ecrire pour convaincre, Hachette, 1996.
10. Denis BARIL ? Jean GUILLET ; Techniques de ('expression écrite et orale,
(9ème edition), Dalloz, 1996.
11. La nouvelle meihode de francais 36me, Paris, 1998.
12. Enseigner le Français au Collège et au Lycée, Edicef, 1996.
13. Henri BOER, Nouvelle Introduction à la Didactique du français langue étrangère, International, 1990.
14. Agnes Renard et Cie, Frangais Lecture et Expression 56 Belin, 1997
191
15. Michel Danilo & Beatrice TAUZIN ; le Français de la communication Professionnelle, CLE. Int
16. M. DANILO & J.LPENFORNIS, Le français de la communication Professionnelle, CLE. International.
17. Francais colmez & M.L. ASTRE & Marc Defradas; L'Acte d'écrire, vocabulaire, grammaire, Expression écrites BORDAS, 1997.
18. Bescherelle, L'orthographe pour tous, Hattier Paris; 1997.
19. Françoise COLMEZ, M.L. ASTRE, M. Defradas. L'Art de lire, Bordas, 1997.
20. G. NIQUET & R. Coulon - L. VARLET - J.P BECK; grammaire des collèges (3d, 46, 5ème) 1996.
21. Y. DELATOUR, D. JENNEPIN& Cie; grammaire du français ; cours de Civilisation franchise de la Sorbonne, Hachette, Paris;1991.
22. C. CADET - Brigitte CHEVALIE - Jean PRUUOST - Marie – France SCULFORT, francais 56me, Textes et Méthode ; Nathan, Paris, 1997.
23. Ghislaine BOULEVEERT - E. GIOVINEAU - N. LAURENT - H. TILLY, grammaire 6ème, Mignard, Paris, 1996.
B. Documents
1. MINEPRISEC, DERP, Anthologie I, II, III, IV.
2. Programme de français au T.C, 1996.
3. Programme de français de l’enseignement secondaire général et pédagogique, 1996.
4. Dictionnaires de français.
5. Programme de français pour les écoles techniques -Agri - Vet- Forêts- Inf. Labo, Hygiène & Assainissement - Mécanique ...
192
Ce programme a été révisé par :
2. MPAMO Aimé, Supervisor Curriculum Development, WDA
8. MUDAHINYUKA SYLVAIN : ESS/HAMDAN KIMISANGE
9. MUKANYANDWI JANVIERE : G.S GATAGARA
10. NYIRAKURADUSENGE DIANE : G.S GATAGARA
193
PHYSICS CURRICULUM FOR ADVANCED LEVEL
Option: Computer Science
194
1. INTRODUCTION
Rwanda intends to build a knowledge based economy, with particular emphasis on science and technology as an engine of
development.
regard,
the Ministry
In thisof education undertook the 2009 education system reform in which the system of combinations at advanced
level was In this context, the NCDC found it wise to review Physics curriculum, the 1999 edition. In this revision, the emphasis was
introduced.
put on theof the curriculum, content and methodology in order to equip learners with enough and appropriate knowledge, skills and
structure
attitudes.
To meet this pedagogical orientation/need, the curriculum is presented in a three column table. The content suggested in the second
curriculum,
column
of thehas specific objectives to be attained in the first column as well as a methodological note in the third column
which suggests
appropriate
teaching/
the learning activities to be done.
Physics is a science subject and directly linked to our everyday life activities thus its mastery requires scientific research and
experiments.
curriculum
strongly
The emphasises on the student practical work (laboratory experiments), project work (research work) as well as study
tours. Allactivities
learning
these should give learners the opportunity to apply Physics in different contexts, and appreciate the relevance of Physics
in our daily
life.
This curriculum also helps learners to use ICT (Information and Communication Technology) tools to support the mastery and
achievement
desired
learning
of the
objectives. Technology used in the teaching and learning of Physics, for example simulation on computer, is to be
regarded
to
enhance
asthe
a tool
teaching and learning process and not to replace teachers.
At the end of detailed content of each grade, there is a proposal of lesson distribution to be taught per term.
2. GENERAL OBJECTIVES BY THE END OF A‟ LEVEL
After the completion of Physics course in Advanced Level Secondary Education, the learner should be able to:
a) Apply acquired knowledge, skills and attitudes in daily life problem solving;
b) Express him/herself fluently in teaching language: written and spoken;
5
195
c) Analyze situations scientifically;
d) Analyze, explain facts and practical applications of phenomena relating to daily life;
e) Identify scientific problems;
f) Collect, evaluate and interpret scientific data;
g) Present results and draw appropriate conclusions;
h) Possess knowledge and skills that would enable him /her to access studies in Physics and related courses in universities and higher
institutions of learning;
6
196
4. LEARNERS‟ SKILLS TO BE IMPROVED
Skills
Main learning activities




Use ICT knowledgably and effectively
Work independently and in a team with minimum
supervision
Time management skills
Think logically, creatively and critically
Communicate effectively
Demonstrate an organizing ability
Writing report using computer
Studying Physics using interactive multimedia material
Using experiments simulations
Doing research using available technological facilities of information
accessibility
 Doing individual work
 Participating actively in team group discussion

















Doing his/her own planning
Following and respecting the timetable and scheduled activities.
Thinking logically in problem solving,
Being creative in concept application
Thinking critically about an observation
Having scientific reasoning.
Demonstrating scientific report writing skills
Writing a good report on experiment performed in class/laboratory
Leading group discussions
Participating actively in group discussions
Communicating clearly a scientific concept
Organizing and planning activities
Explaining the plan
Leading group discussions
Leading group activities
Following-up the realization of the planned activities
Adjusting the plan depending on the results and remarks from the
follow-up
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197
Skills
Main learning activities
Demonstrate knowledge of basic laboratory skills (lab
precautions and hands on activities)







Make a presentation on a given science related topic
 Doing a research
 Doing a report
 Calling out and explaining clearly the results from the research
Paying much attention on lab safety rules and precautions,
Reading the experiment guideline,
Select the required lab materials,
Reading the notice and tags of lab materials before using it,
Using the right lab equipment in experiment,
Doing experiment and interpret the results,
Rearranging the lab materials in the right place.
5. METHODOLOGICAL NOTES
The use of teaching resources is crucial in enabling learners to understand Physics concepts.
Teachers should encourage learner‟s hands–on activities using real or concrete materials to help them gain experience, construct
abstractscientific
obtain
ideas, findings, build self confidence, be independent and inculcate the spirit of cooperation.
In order to assist learners in having positive attitudes towards Physics, confidence and thinking systematically, students have to be
involved and
into learning
the
teaching
process. Good moral values can be cultivated through suitable contexts. Learning in groups should be
emphasized
learners
to develop
to help social skills, encourage cooperation and build self confidence. Environment awareness and conservation skills
should alsothrough
be
developed
the teaching and learning process in the classroom by using various examples. Various teaching strategies and
approaches
direct
instruction,
such asdiscovery learning, investigation, guided research or other methods must be incorporated. Among the approaches
that should
taken
into consideration,
be
we can say:
• Learner-centered learning;
• Different learning abilities and styles of learners (individualization);
• Use of relevant, suitable and effective teaching materials;
• Formative evaluation to determine the effectiveness of teaching and learning process.
8
198
The choice of a suitable approach will stimulate the teaching and learning environment inside or outside the classroom. The
considered suitable
approaches
include the following:
• Cooperative learning;
• Contextual learning;
• Mastery learning;
• Constructivism.
In this curriculum, suggested various exercises in all chapters may be done in groups or individually.
6. EVALUATION APPROACH
Evaluation or assessment has to be planned and carried out as a part of the classroom activities. Different methods of assessment can
be conducted.
These
may be in the form of assignments, oral questioning and answering, observations and interviews. Based on the given responses,
teacherlearners‟
rectify
can
misconceptions and weaknesses and also improve his/her own teaching skills. Teacher can then take subsequent
effective
in
conducting
measures
remedial and enrichment activities in upgrading learners‟ performances.
The teacher should organise practical tests to verify whether students have indeed acquired the basic skills suggested in this
curriculum:
should
set standards
He/she of passing these tests. It is not recommended to evaluate students on the basis of technical terms; it is the
student's
that
matters.
reasoning
9
199
7. PROGRAMS
7.1. PROGRAM FOR SENIOR 4
GENERAL OBJECTIVES BY THE END OF S4
At the end of senior 4, the learner should be able to:
 Demonstrate the working of various optical instruments,
 Solve problems related to geometrical optic, electricity and kinematics,
 Draw and interpret diagrams and graphs related to geometrical optic, electricity and kinematics,
 Analyze the problems and explain the phenomena of geometrical optic, electricity and kinematics,
 Collaborate with colleagues in order to develop a team spirit,
 Demonstrate the awareness of the nature of science, the structure and objectives of the physics course.
PART.I : GEOMETRIC OPTICS
CHAPTER I: REFLECTION AND ITS APPLICATIONS
General objectives: At the end of this chapter, the learner should be able to:
 Use different types of mirrors and apply the laws of reflection in daily life situations
Specific objectives
Content
Learning activities
At the end of this chapter, the learner should
be able to:
 Recognise the phenomenon of
reflection
 Use a plane mirror to solve specific
practical problems
1.1 Review on Light propagation in straight line
1.2 Light reflection
 Laws of light reflection
 Reflection of light on plane mirror
 Regular reflection and diffusion of light
 The law of reversibility of light
Answer questions about linear propagation

of light
Observe reflection of light on plane mirrors

Construct graphically images of objects in

10
200
Specific objectives
 Solve some problems relating to light
propagation in straight line
 State the effects of translation and
rotation of a plane mirror
 Use Fermat principle to obtain the
laws of reflection and refraction
 Perform experiments of multiple
reflection of light from plane mirrors
 Interpret experimental results of
multiple reflection
 Solve problems related to reflection of
light from plane mirrors
 Describe a spherical mirror
 Determine the image formed by
graphical method
 Establish the formula of spherical
mirrors
 State the sign convention
 Solve problems related to reflection of
light in spherical mirrors
 Utilise a spherical mirror to solve
specific practical problems
 State the defects of spherical mirrors
 Use cylindrical and parabolic mirrors
to solve practical problems
Content
Learning activities
 Formation of real and virtual image of an
object
 Translation and Rotation of plane mirror
 Inclined mirrors and multiple images
 Spherical mirrors:
 Curved mirrors description
 Properties of Reflection on spherical
mirrors (concave and convex)
 Graphical construction of images of
objects in spherical mirrors
 The mirror formula
 Practical application of curved mirrors
 Spherical aberrations
plane mirror
Deduce properties of the formed image

Establish experimentally the laws of

reflection
Establish experimentally the formula of

rotation of plane mirror
Observe multiple images formed by inclined

mirrors
Give a description of convex and concave

mirrors specifying geometrical elements and
construct images geometrically (homework)
Perform experiments and establish the

formulae mathematically
Observe cylindrical and parabolic mirrors

Discuss in group work the use of cylindrical

and parabolic mirrors
1.3 Other types of curved mirrors:
 Cylindrical mirrors
 Parabolic mirrors
State instruments which use curved mirrors

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201
CHAPTER II : REFRACTION
 demonstrate knowledge and understanding of the phenomenon of refraction and its laws
Specific objectives
 State the laws of refraction
 Recognise the phenomenon of
refraction
 Explain the phenomenon of total
internal reflection
 Explain apparent depth
 Solve problems involving refraction
 Describe the parallel plan surfaces
 Determine the displacements of rays
through the parallel plan surfaces
 Solve problems involving parallel
plane surface
 Describe a prism
 State prism formulae
 Utilise a prism for: -measuring
refractive index
o analysing a beam of light
 Solve problems related to a prism
 Describe a lens
 Give the properties of lenses
 State types of lenses
Content
Learning activities
2.1. Description of the phenomena of refraction
Observe refraction of light

2.2. Laws of refraction and its applications
 Laws of refraction
 The real and apparent depth
 The critical angle
 Total internal reflection and its practical
application
 Refraction through the Parallel plane
 surfaces
Establish experimentally the laws of

refraction
2.3. Refraction through prisms
 Terms associated with refraction through
a prism
 Deviation of a ray of light by a glass prism
 Angle of minimum deviation and the
measurement of refractive index
 Dispersion of light by a prism
 Application: Total reflecting prism
2.4 Spherical lenses
 Types of lenses
 Geometrical terms of spherical thin lens
12
Determine the refractive index of medium

Determine experimentally the critical angle

of refraction
Observe and describe a prism

Measure refractive index using a prism

Analyse a beam of light using a prism

Observe and describe different types of

lenses
Observe the action of lenses on a parallel

beam of light
Find experimentally the image position by a

lens
C
onstruct geometrically images formed by
202
Specific objectives
 Determine experimentally the focal
length and the position of focal point
of lens
 Establish the lens formulae
 State the sign convention of lenses
Content
Learning activities
 Images formed by converging and
diverging lenses
 Graphical construction of images formed
by converging and diverging lenses
 The lenses formula
 Magnification in lenses
 The power of lenses
 Defects of lenses: chromatic and spherical
aberration
different lenses
Establish experimentally the formulae of

lenses.
Determine experimentally the focal length of

a lens.
 State the defects of lenses and how
they occur
CHAPTER III : SOME OPTICAL INSTRUMENTS
 Use and explain the operational principle of some optical instruments
Specific objectives
 Draw a diagram of an eye,
photographic camera, slide projector,
microscope and astronomical
telescope to show how they function
 Calculate magnification and power of
a microscope
Content
Learning activities
3.1. Simple optical instruments:
Human eye, Magnifying glass, Camera and
slide projector
3.2.Compound optical instruments:
 Microscope and Telescope
 Magnifying power of these instruments
Use a microscope to observe cells on a

permanent slide
Use a magnifying glass to observe small

objects
Simulate the correction of the myopia and

hypermetropia by associating lenses
13
203
PART II : ELECTROSTATICS AND DIRECT CURRENT ELECTRICITY
CHAPTER I : ELECTROSTATICS
 demonstrate knowledge and understanding of static electricity
 describe and use capacitors in electric circuits
Specific objectives
 Describe electrostatic charging of
materials
 State the two types of charges
 State coulomb‟s Law
 Draw electric field patterns
 Distinguish between conductors and
insulators
 Explain charge distribution on
conductors of various shapes
 State the principle of superposition
 Define flux of an electrical field
through a surface
o Deduce Gauss‟s theorem
 Define electrostatic potential and
Content
Learning activities
Perform experiments of charging a body by
1.1. Electrification by: Friction ; contact and
induction
1.2. Distribution of charge on the surface of a
conductor
1.3. Electric charge and coulomb‟s Law
1.4. The concept of electric field
1.5. Electric field patterns of lines of force
 Isolated charges
 Unlike charges
 Like charges
 Uniform electric field
1.6. Electric field due to the distribution of
electric charge
1.7. Flux and Gauss‟s Theorem
friction
Observe the action between two like

charges and two unlike charges
Charge an electroscope by induction

Charge an electroscope by contact

Observe the action of points

Draw field lines for a point charge

Draw field lines for two like charges

Draw field lines for two unlike charges

1.8. Electrostatic potential
 Electric potential energy
 Potential difference
 Electric potential due to point charge
 Electric potential due to system of
Find experimentally the electric fields

between two parallel plates
Perform exercises on calculation of flux

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204
Specific objectives
bring the idea of potential difference
 Establish relation between
electrostatic field and potential
difference
 Explain how lightning arrestors work
 Define capacitance
 Explain the charging and discharging
of a capacitor
 State the factors affecting the
capacitance of a paralleled plate
capacitor
 Determine the effective capacitance
for the series and parallel arrangement
 State applications of capacitors in
everyday life
Content
Learning activities
charges
 Relationship between electrostatic field
and potential difference
 Lightning and lightning arrestor
1.9.Capacitors
 Capacitance of capacitor
 Types of capacitors
 Parallel plate capacitor
 Variable air capacitor
 Electrolytic capacitor
 Arrangement of capacitors (series and
parallel)
 Qualitative treatment of charging and
discharging capacitors
 Energy of charged capacitor
Calculate electric potential

Observe and describe different types of

capacitors
Arrange the capacitors in series and parallel

Establish formulae of capacitors in series

and in parallel
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205
CHAPTER II : DIRECT CURRENT ELECTRICITY
 Draw and interpret diagrams and graphs related to direct current electricity
 set up electrical arrangements
 Solve problems related to direct current electricity
Specific objectives
-
-
-
Draw simple electric circuits.
Set up simple electric circuits.
Define electric potential difference.
Define the intensity of electric
current.
State some sources of electric current.
Set up electric circuits involving
ammeters and voltmeters.
Define electromotive force; potential
difference and the internal resistance.
Apply Ohm‟s Law to solve problems.
Determine the effective resistance of
resistors in series and in parallel.
Measure resistance.
Measure the resistivity of a material.
State Kirchoff‟s Laws
Determine the e.m.f; resistance;
internal resistance potential difference
of a combination of cells.
Define back e.m.f; internal resistance
A.
Identify the charge carrier or ion and
give some examples in electrolysis
Content
Learning activities
2.1 Review of elements of simple electric
circuits and their respective role
2.2 Potential difference :
 Measurement of potential difference : The
Voltmeter
2.3 Electric current ( I )
 Mechanism of metallic conduction:
 I = nevA
The ammeter
2.4 Ohm‟s Law
2.5 Pouillet‟s Law
2.6. Rheostat and potential divider
2.7 Combination of resistances (series; parallel
and mixture)
2.8. Electric energy and power
2.9. Sources of electric current
 e.m.f; internal resistance and potential
difference a cross a Cell
 combination of cells: series; parallel and
Mixture
2.10. Electrical receptors
 Backs e.m.f internal resistance and
potential difference across a receptor
Realize a simple electrical circuit

Measure the electric intensity in a circuit

Measure the voltage at the terminals of a

resistor
Realize a potential divider

Establish experimentally the Ohm‟s law

Establish experimentally the Pouillet‟s law

Measure the voltage across a source of

electrical energy with and without load
Establish mathematically Kirchoff‟s laws

16
206
Specific objectives
-
and discharge lamps
Determine the mass deposit
on cathode or on anode.
Describe a cell
Give the different types of cells and
accumulator
Determine the efficiency of
accumulator(in energy and in charge)
Explain how electric current flows in
liquids and gases
Content
Learning activities
 Arrangement of receptors in series and
Parallel
2.11. Kirchhoff‟s Laws
Realize an electrolysis of H 2SO 4

Use Faraday‟s law to determine the mass

deposited on cathode or anode
2.12. Electric current in liquids and gases
 Electrolysis,
 Faraday‟s law
 Cells and Electrical accumulator ;
 Discharge lamps
17
207
 Solve problems related involving conservation laws ( linear momentum, angular momentum and energy)
 Establish the relationship between linear quantities and angular quantities
 Solve problems related to heat expansion and heat transfer
 Solve problems related to ideal gas laws and kinetic theory of matter
 Determine the characteristics of magnetic field created by magnet and current-currying conductors
 Collaborate with colleagues in order to develop a team spirit,
 Demonstrate the awareness of the nature of science, the structure and objectives of the physics course.
PART I: MECHANICS
CHAPTER I : DYNAMICS OF A POINT
 Solve problems involving Newton‟s laws of motion, linear momentum, power and energy
Specific objectives
 State Newton‟s laws of motion.
 Distinguish between the internal and
external forces acting on a system.
 Define inertia: centripetal and
centrifugal forces.
 State universal gravitational law.
Content
Learning activities
Definition of Dynamics
1.1 Newton‟s laws of motion
 Introduction : mass and inertia
 Newton‟s first law of motion : the principle
of Inertia
 Definition of Galilean reference frames
 Newton‟s second law of motion
 Net force
 Relationship between the net force and
Determine experimentally the acceleration
of linear motion on an inclined plane
Solve problems related to each of the three

Newton‟s laws of motion
Determine experimentally the centripetal

acceleration
208
Specific objectives
 State the Kepler‟s laws.
 Solve problems involving
Newton‟s laws of motion.
 Define: work; energy and power.
 State the principle of conservation of
mechanical energy.
 Give examples of transformation of
K.E. to P.E. and vice versa.
 Solve problems involving; work
energy, power and conservation of
mechanical energy.
 Define linear momentum.
Content
Learning activities
acceleration ( Fm.a)
 Newton‟s third law: Principle of action
and reaction
1.2.Applications of Newton‟s laws of motion
 Motion on a horizontal plane with or
without frictional forces
 Motion on an inclined plane with or
without friction
 Force of inertia
 Uniform motion in a circle: centripetal
and centrifugal forces
 Weightlessness
 Universal gravitation law
 Planetary motion and Kepler‟s laws
Solve problems involving work, energy

(potential and kinetic) and power
1.3. Work, Energy and Power
 Concepts of work and energy
 Kinetic and potential energy
 Gravitational potential energy
 Elastic potential energy
 Conservation of mechanical energy
 Power: Definition, formula
1.4. Linear momentum
 Definition of linear momentum
 Conservation of linear momentum
 Generalization of Newton‟s second law:
Discover the vector nature of linear

momentum
Illustrate experimentally the conservation

of linear momentum
23
209
Specific objectives
Content
Learning activities

 Define impulse.
 Give examples of propulsion by
reaction.
 Distinguish between elastic and
inelastic collisions.
 Solve problems involving
the
law of conservation of linear
momentum.
CHAPTER II:
dp 

dt F
 Definition of impulse
 Applications : Propulsion by reaction,
recoiling gun, lawn spray




Elastic collision (head-on)
Elastic collision ( not head-on)
Inelastic collision (head-on)
Explosion and defragmentation
Solve problems on collisions

Establish relationship between linear and

angular quantities
ROTATION OF RIGID BODIES ABOUT A FIXED AXIS
 Solve problems involving moments and energy in a rotational motion
Specific objectives
 Define: moment of a force; moment
of a couple; moment of inertia.
Content
Learning activities
2.1. Concept of rotational motion
2.2. Moment of a force
2.3. Moment of a couple of forces
 The concept of a couple
 Moment of a couple
 Moment of inertia (sphere, cylinder,
Uniform rod, disc, ring)
Solve problems involving rotational motion
24
210
Specific objectives
 Calculate: work done by a couple.
 Relate linear quantities to angular
quantities.
 Define: moment of a force; moment
of a couple; moment of inertia.
Content
Learning activities
2.4. Work done by a force acting on a rotating
body
2.5. Work done by a couple
2.6. Angular momentum and its conservation
2.7. Kinetic energy of a rolling object
25
211
PART II: HEAT AND THERMODYNAMICS
CHAPTER I: THERMAL EFFECTS
 Solve problems related to heat measurement and thermal expansion
 Describe the different modes of heat transfer
Specific objectives
 Describe a thermometer.
 State the materials whose physical
properties varies with temperature.
 Determine experimentally the specific
heat capacity of a substance by:
electrical method and method of
mixtures.
 Define linear expansion; superficial
and cubic expansions.
o Solve problems related to
expansion.
o Distinguish different modes of
heat transfer
o Describe the thermal energy
transfer processes of
conduction, convection and
radiation
Content
Learning activities
1.1 Difference between Heat and Temperature
Measure the heat capacity of a liquid using
1.2 .Measurement of heat:

Measurement of heat capacity and
specific heat capacity by:
o Electrical method
o Method of mixtures
1.3 .Thermal expansion :
 Linear expansion
 Area expansion
 Volume expansion (solid and liquid)
1.4. Modes of heat transfer
 Radiation
 Convection
 Conduction
the electrical method
Measure the heat capacity of a liquid using

the method of mixtures
Observe the linear expansion of an iron rod

and a copper rod
Observe the volume expansion of a liquid

contained in a balloon
Realize experiments showing the transfer of

heat by conduction
Realize experiment showing the transfer of

heat by convection
Realize experiment showing the transfer of
heat by radiation
26
212
CHAPTER II : LAWS OF THERMODYNAMICS
 explain different applications of the first and second laws of thermodynamics
Specific objectives
 Define internal energy and the total








energy
Determine the work done by an
expanding gas
State the first law of thermodynamics
Apply the first law to gases
Explain isothermal change
Explain adiabatic change
State the second law of
thermodynamics
Describe the Carnot cycle
Determine the efficiency of a heat
engine
Content
Learning activities
. First law
Internal energy
Total energy
Work done by an expanding gas
Applications (isothermal process, isochore
process, isobare process etc.)
3.2. Second law
Adiabatic change
Carnot cycle
3.3. Applications: heat engines (Carnot engine,
Diesel engine, refrigeration)
Efficiency of a heat engine
Visit and observe nearby heat engines
Solve problems involving efficiency of heat

engines
Observe and describe the functioning of a

fridge
29
28
213
 Apply Ampere‟s law, Faraday‟s law, Lenz‟s law to solve various problems related to electromagnetic phenomenon.
 Describe the characteristics of alternating voltages and currents
 Solve problems related to periodic phenomena and waves
 Determine the characteristics of Force on a current in magnetic fields
 Explain the concept of modern physics
 Collaborate with colleagues in order to develop a team spirit.
General Objectives: The aim of the lesson and experiment is to help the student investigate how the principle of electromagnetic
induction.
PART I: ELECTROMAGNETISM
CHAPTER I: FORCE ON A CURRENT IN MAGNETIC FIELD.
GENERAL OBJECTIVE: By the end of this chapter students will be able to show that the magnetic force on a wire is proportional to
thethe
in
current
wire and to use that force to calculate the magnetic field strength.
Specific objectives
 Describe the motion of a charged






particle in a uniform magnetic field
Determine the electron specific charge
Describe and explain a mass
spectrograph
Describe and explain the cyclotron
Describe the action of a
magnetic field on a current carrying
conductor
Calculate a moment of a couple acting
Content
1.1. Force on moving charge in magnetic field
 Characteristics of vector force
 Trajectory of moving charge in uniform
magnetic field
 Measurement of the electron specific charge
( e / m ) using Helmholtz coils
 Applications:
-Mass spectrograph,
-Cyclotron
Learning activities
Observe the motion of a current
carrying bar conductor in a uniform
magnetic field
Observe the factors influencing the

orientation of the force
Deduce the mathematical formula

expressing the force
Observe the force of interaction

between two parallel current carrying
conductors
Establish the formula for the force

214
Specific objectives
on a rectangular coil in external
magnetic field.
 Define magnetic flux
 Give at least three practical
applications of electromagnetic
forces.
 Explain how those application devices
function.
 Explain magnetic properties of matter
 Define the magnetic permeability
 Explain the hysteresis loop
Content
Learning activities
1.2. Force on a current in magnetic field
 Characteristics of vector force
 Force between parallel currents
 Torque on a rectangular coil in a magnetic
field
1.3 Work of forces on current – carrying
conductor and magnetic flux
1.4 Applications :
 Cotton balance
 Barlow‟s wheel
 Moving coil galvanometer
 Electric motor
 Loudspeaker
1.5.Magnetic properties of matter
 Magnetic permeability( )
 Diamagnetic and Paramagnetic materials
 Ferromagnetic materials
-Magnetization curve
-Hysteresis loop
-Demagnetization
between two parallel conductors
considering the fact that one of them is
placed in a magnetic field created by
the other.
Realize a small motor with a current

carrying rectangular coil in a magnetic
field / (Using Barlow‟s wheel)
Determine mathematically the work of

forces on current carrying conductor in
a magnetic field
Measure the magnetic field in a U
magnet using the Cotton balance
Observe and operate magneto-electric

measuring devices (galvanometer,
voltmeter, ammeter, …)
Illustrate the magnetic permeability of

different substances using a solenoid
36
215
CHAPTER II: ELECTROMAGNETIC INDUCTION
GENERAL OBJECTIVE: By the end of the session students will understand the principle of electromagnetic induction and the basis
of Faraday‟s
Law.
Specific objectives
 Describe Faraday‟s experiment
 Give the conditions of production of
induced current.
 State the factors that influence the
magnitude of induced electromotive
force.
 State Faraday‟s law
 Apply Lenz‟s law to determine the
direction of induced current or e.m.f
 Calculate the quantity of induced
electric charge.
 Demonstrate that mechanical energy
in a rotating rectangular coil in
magnetic field is transformed into
electrical energy.
 Explain self and mutual induction
phenomena
 Give at least two practical examples
of induced electromotive force.
Content
2.1. Conditions for generation of induced
current
2.2 Faraday‟s law
2.3 Direction of induced current
2.4 Lenz‟s law
2.5 Magnitude of induced electromotive force
(e.m.f.)
2.6 Induced current
2.7 Flux linkage
2.8 Quantity of induced electric charge
2.9 Transformation of mechanical energy into
electrical energy
2.10 Induced e.m.f. and force on moving
electrons
2.11 Self induction
2.12 Mutual Induction
2.13 Energy stored in a coil
2.14 Applications :
 Dynamo / Alternator
 Transformer
 Foucault currents
Learning activities
Realize Faraday‟s experiment
Determine factors influencing the

induced current / e.m.f
Obtain mathematically the formula

linking the e.m.f to the magnetic flux
change rate
Observe the generation of electric

energy by a dynamo
Observe experimentally effects of a coil

a in a circuit.
Observe mutual induction between two

coils
Observe a transformer and determine its

transformation ratio (turns – ratio)
216
PART II: OSCILLATIONS AND WAVES
CHAPTER I: SIMPLE HARMONIC MOTION
GENERAL OBJECTIVE: By the end of this chapter students will be able to describe simple harmonic motion
Specific objectives
Content
By the end of this topic the learner should be
able to :
 Describe simple harmonic motion
 Derive the characteristic equation of
simple harmonic motion
 Give examples of systems vibrating
with simple harmonic motion
 Determine the frequency of simple
harmonic oscillators
 Explain energy exchanges and its
conservation in oscillating systems.
 Solve problems related to simple
harmonic motion.
1.1 Kinematics and dynamics of simple
harmonic motion.
1.2Examples of simple harmonic oscillators
 Simple pendulum
 Physical (or Compound) pendulum
 Mass on a coil spring
 Liquid in a U-tube
 Torsional pendulum
Observe the motion of oscillating
1.5 Solution of the equation of simple harmonic
motion
Establish the equation of simple

harmonic motion using the second law
of Newton
 Establish beats frequency
 Use a stroboscope to determine the
frequency of a vibrating system.
1.6 Energy exchanges and its conservation in
oscillating systems.
1.7Superpositon of harmonic motions with same
frequency
 Parallel harmonic motions
1.8 Superposition of parallel harmonic motions
with slightly different frequencies (beats)
1.9. Using a stroboscope.
Learning activities
systems (simple pendulum, compound
pendulum, etc) and determine its
characteristics
Determine factors influencing the

period of oscillations in different
oscillating systems
Establish mathematically the total

energy of oscillating systems
Observe beats using tuning forks on

resonance box
Measure the frequency using a

stroboscope
217
CHAPTER II: DAMPED AND FORCED OSCILLATIONS
GENERAL OBJECTIVE: By the end of this chapter, students will be able to understand the free oscillations of a mass and spring,
how energy
shared
between
is potential and kinetic energy, the effects of damping on oscillatory motion, how driving forces dominate oscillatory
motion of
effects
and
resonance
the
in oscillatory motion
Specific objectives
 Obtain the equation of damped and






forced oscillations
- Analyze suggested solutions
of those equations
Draw curves of damped and forced
oscillations
Find the time constant and the
quality factor of damped oscillating
systems
Draw resonance curves
Explain the bandwidth and quality
factor of resonating systems
Identify types of resonance
State the advantages and
disadvantages of resonance.
Content
2.1 Damped oscillations
 Equation of damped oscillations and its
solutions
 Damping modes and their curves (lightly,
heavily and critically damped
oscillations)
 Quality factor
2.2 Forced oscillations
 Equation of forced oscillations and its
solutions
2.3 Resonance
 Resonance curve
 Bandwidth and quality factor
 Types of resonance
 Advantages and disadvantages of
resonance
Learning activities
Observe the motion of oscillating
systems with friction
Establish the equation of damped

oscillations using the second law of
Newton (don‟t forget the friction force!)
Observe the resonance phenomena

Establish the equation of forced

oscillations using the second law of
Newton (don‟t forget the external force)
Draw experimentally the resonance curve

and determine its characteristics
218
CHAPTER III: ALTERNATING CURRENT
GENERAL OBJECTIVE: By the end of this chapter students will be able:
 To explain the difference between alternating current and direct current, describe the basic principles of alternating current,
 Describe the characteristics of alternating current with regard to resistance, inductance and capacitance
Specific objectives
Content
By the end of this topic, the learner should be
able to :
3.1 Properties and production of alternating
current
3.2 The root mean square (r.m.s) and peak values
of alternating current
3.3 Relationship between the r.m.s. and peak
values for a sinusoidal A.C
3.4 Characteristics of an AC circuit
 Impedance
 Phase difference between current and p.d.
3.5 Examples of A.C.Circuits
3.5.1. Simple circuits
 R circuit
 L circuit
 C circuit
3.5.2 Circuit in series
 RL Circuit
 RC circuit
 LC circuit
 RLC circuit
3.5.3 Parallel circuits
 RL Circuit
 RC circuit
 LC circuit
 Define alternating current.
 Explain the production of A.C
 Explain the meaning of: frequency,
amplitude, and phase of an A.C.
 Explain the meaning of root mean
square and peak values.
 Establish an equation relating root
mean square and peak value for a
sinusoidal A.C.
 Define the impedance of an AC
circuit
 Give the phase relationship between
current and p.d. in an AC circuit
 Find impedance and phase difference
between current and p.d. in various
series AC circuits (using impedance
diagrams).
 Find impedance and phase difference
between current and p.d. in various
parallel AC circuits (using complex
Learning activities
Observe the production of a periodic
e.m.f in a rectangular circuit rotating in
uniform magnetic field.
Measure the p.d, the frequency of an

AC using oscilloscope
Represent alternating current and p.d. in

a phasor diagram (Fresnel Diagram)
Construct a phasor diagram for the
following circuits: R, L, C
Construct a phasor diagram for the

following circuits in series: RL, RC,
LC, RLC
219
Specific objectives
number method).
 Calculate the average power in AC
circuit
 Obtain the equation of free electrical
oscillations
 Compare free mechanical oscillations
and electrical oscillations in LC
circuit
 Obtain the equation of damped
electrical oscillations
 Compare damped mechanical
oscillations with damped electrical
oscillations
 Establish the conditions of resonance
 Determine the resonance frequency,
the bandwidth and the quality factor
of RLC circuit
Content
 RLC circuit
3.6 Power in A.C. circuit
3.7 Electrical oscillations
 Circuits L-C.
 Circuit R-L-C
3.8 Resonance in series and parallel RLC circuits
 Resonance curve
 Bandwidth and quality factor
Learning activities
Establish mathematically impedance of

the following parallel AC circuits using
complex number method: RL, RC, LC,
RLC
Observe electrical oscillations in AC

circuit using oscilloscope.
Establish the equation of electrical

oscillations in LC and RLC AC circuits
using Kirchhoff‟s law
Observe resonance curves using

oscilloscope
3.9 Using an oscilloscope
Observe Lissajous figures using oscilloscope

 Use an oscilloscope to measure
amplitude; frequency; and phase of
electrical oscillations.
 Use an oscilloscope to visualize
Lissajous figures
220
CHAPTER IV: PROPAGATION OF WAVES
GENERAL OBJECTIVE: By the end of this chapter students will be able to describe the propagation of waves
Specific objectives
 Describe the wave motion
 Distinguish transverse and
longitudinal waves
 Give the characteristics of waves.
 Explain the phenomena of reflection.
 Explain the phenomena of refraction
of waves.
 Interpret wave patterns of
diffraction.
 Establish progressive wave equation
 Explain the conditions of interference.
 Locate interference fringes
(Constructive interference and
destructive interference).
 Give the conditions of obtaining
Content
4.1 The concept of wave
Learning activities
Observe waves on a string, spring and
in a ripple tank
4.2 Types of waves
 Transverse waves
 Longitudinal waves
Observe the properties of waves in a

ripple tank
4.3 Characteristics of waves
 Speed of waves
 Wavelength
 Frequency
- Phase
 Wave fronts
4.4 Properties of waves
 Reflection
 Refraction
 Diffraction
4.5. Progressive waves
- Progressive wave equation
- The principle of superposition
4.6. Interference of waves
Establish mathematically the

progressive wave equation
4.7. Standing waves
 Standing wave equations (fixed end and
221
Specific objectives
Content
stationary waves.
 Find the position of nodes and
antinodes in stationary waves.
-
free end)
Position of nodes and antinodes
Examples of standing waves: vibrating
strings.
Learning activities
Observe interference of waves in ripple

tank
Observe standing waves on a vibrating string
and in a sound waves apparatus
CHAPTER V: SOUND WAVES
GENERAL OBJECTIVE: By the end of this chapter students will be able to describe the sound waves and solve problems related to
sound waves
Specific objectives
Content
Learning activities
 Give the characteristics of sound.
5.1The nature and characteristics of sound waves
-
 Establish relationship between
characteristics of notes and sound
waves
5.2 Characteristics of notes
- Pitch
 Loudness
 Timbre (or quality)
5.3 Beats
Produce sounds with different
vibrating systems (guitar, tuning fork,
drum, hands, …)
-
Observe different characteristics of
sound
-
Observe beats using tuning forks on a
resonance box
Enumerate situations in which
Doppler effect is encountered in our
daily life (homework)
Observe sound properties using sound
waves apparatus
 Explain beats and establish beat
frequency
 Explain Doppler – Fizeau effect.
5.4 Doppler – Fizeau effect
-
 Give examples of musical pipe
instruments.
 Establish the fundamental frequency
and harmonic 2, harmonic 3,… in
vibrating strings and in pipes
5.5 Properties of sound waves:
 Reflection, refraction, diffraction,
interference
5.6. Musical instruments
 Musical scales
 Production of stationary
sound
waves:
(Waves in strings, waves in pipes)
-
-
Verify laws of vibration of a fixed
string using a sonometer
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CHAPTER VI: ELECTROMAGNETIC WAVES
GENERAL OBJECTIVE: By the end of this chapter students will be able to describe the nature of electromagnetic waves
Specific objectives
 Explain the nature of light
 Describe light interference
phenomenon
 Describe light diffraction
phenomenon
 Describe the property of light
polarization.
 Explain the nature of electromagnetic
waves.
 Give the characteristics of
electromagnetic waves.
Content
6.1 Light waves:
 Interference
 Diffraction
 Polarization of light
6.2 Electromagnetic waves
 Light and electromagnetic
waves
 Spectrum of electromagnetic waves
Learning activities
-
-
-
Establish mathematically the position of
light interference and diffraction fringes
(Young‟s experiments, Fresnel mirrors,
…)
Establish similarities between light and
electromagnetic waves (homework)
Draw the electromagnetic waves
spectrum and highlights its different
parts (gamma rays, X rays, UV, Visible,
IR, Radio waves, …)
Discuss the polarization property of
light.
Distinguish different polarizations of
light
PART III: MODERN PHYSICS
CHAPTER I: THE ATOM
GENERAL OBJECTIVE: By the end of this topic; the learner should be able to describe the structure of the atom
Specific objectives
Content
By the end of this topic; the learner should be
able to:
1.1 Structure of atom
1.2 Energy levels and formation of spectral lines
Learning activities
-
Observe the spectra of radiations (light)
emitted by various substances, using a
spectroscope.
223
Specific objectives
 Describe the structure of the atom.
 Explain the spectra of atomic
radiations
Content
1.3 Thermo electronic emission:
Cathode rays and its applications
(oscilloscope and T.V. tubes)
- Electron motion in electric and magnetic
fields
- Fluorescence
- Phosphorescence
Learning activities
-
-
-
 -Explain how C.R.O and T.V. tubes
function.
-
-
-
Study the electric and
magnetic deflections of
electrons in cathode tubes
Distinguish fluorescent and
phosphorescent materials
-
Discuss Rutherford and Bohr models of
atom (Enumerate similarities and
differences)
Discuss experimental results on
hydrogen atom spectra of radiations and
show their contradiction with classical
physics (Balmer Series, Pfund Series,
Paschen Series, …)
Discuss Bohr‟s quantification postulates
and deduce energy levels of a hydrogen
atom
Discuss thermo electronic emission
(thermionic emission of electrons)
phenomenon and its applications in
CRO and TV tubes
Establish mathematically the deflection
of electron in electric field
Establish mathematically the deflection
of electron in magnetic field
Discuss the phenomenon of
fluorescence / phosphorescence and its
applications
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CHAPTER II: LASER
GENERAL OBJECTIVE: By the end of this chapter students will be able to explain the principle of laser and give its applications
Specific objectives
 Define a laser
 Give laser properties
 Explain the stimulated emission of
light
 Explain the spontaneous emission of
light
 Explain the principle and uses of
Laser.
Content
2.1 Properties of laser
2.2 Spontaneous emission of light
2.3 Stimulated emission of light
2.4 Main functions and uses of Laser
2.5 Dangers of misuse of a laser light
Learning activities
-
-
-
Observe light laser and give its
properties
Discuss spontaneous and stimulated
emissions and their role in the
production of laser.
Discuss applications of lasers
Discuss the potential dangers of misuse of
lasers
225
CHAPTER IV: THE PARTICLE NATURE OF LIGHT
General objective: By the end of this chapter students will be able to describe evidence for the particle nature o f light.
Specific objectives
Content
Learning activities
 Describe the photoelectric effect.
- Read the description of the
4.1 Photoelectric effect :
photoelectric emission experiments
 Explain the factors affecting the
 Experimental setup and results
and discuss the explanation of results
photoelectric emission.
 Factors affecting photoelectric emission;
(What should be the expected results
 Explain the application of the
photocurrent and kinetic energy of the
if light was considered as wave? What
photoelectric effect.
photoelectron
if light is a particle?)
 Apply the equation: E hf to
 photons ; work function and Planck‟s
Discuss factors affecting photoelectric
constant
calculate the energy of the
emission
 Applications : Photocells
photoelectrons.
- Establish the formula for electrons‟
 Apply the Einstein‟s formula of
kinetic energy using the energy
photoelectric effect
conservation law
4.2 Compton effect
1 2
CHAPTER
III:
X-RAYS
( hf hf0  mv )
- Discuss how photocells or solar cells
 Compton experiment
2
function
 Interpretation of results
General objective: By the end of this chapter students will be able to explain the production of x-rays, as well as the operation,
 Compton wavelength
 Explain
why Compton
effect
cannot
purpose,
designs,
and
materials,
components
of x-ray
tubes
- Discuss the experiment consisting in
be understood if light is only
scattering of light by electrons and
considered as a wave
highlight
the Compton effect
Specific objectives
Content
Learning
activities
- Interpret the Compton effect
 Explain the production of X-rays
3.1 Production of X-rays ; X-rays tubes
- Draw
the experimental
set up
considering
light as a wave
or for
a the
3.2 Properties of X-rays ; uses and dangers soft
production of X – rays (X – ray tube)
 State the properties of X-rays.
particle
and
hard
X-rays
Discuss the properties of X – rays
 Explain the uses and dangers of X3.3 X-rays as part of the electromagnetic
Compare the
X –Compton
rays withwavelength
rays.
- Establish
spectrum
electromagnetic
using the laws ofwaves
conservation of
3.4 X – rays spectra
- linear
Discuss
X – rays emission
spectra
momentum
and energy
- Discuss the effects and uses of X –
rays
47
226
CHAPTER V: ELECTRONICS
General objectives: By the end of this chapter students will be able to
- Explain the principle and state different applications of semiconductor-based components
- Explain the transmission and reception of information in telecommunication
Specific objectives
 Distinguish between conductor,





insulator and semiconductor through
energy bands
Describe a semiconductor.
Distinguish between p and n types of
semiconductors.
Describe voltage –current
characteristics of diodes and
transistors.
Explain the everyday use of junction
diode and transistors.
Give practical applications of the
diodes and transistors.
 Give an idea of the basic terminology
of communication
 (using the principle of radio)
 Explain the block diagram of
communication
Content
Learning activities
5.1. Semiconductors
5.1.1 Energy bands in solids
5.1.2 Intrinsic and extrinsic
Semiconductors
 Charge carriers and electron-hole
 The “P” and “N” types of semiconductors
formation; majority charge carriers
5.1.3 Electronic components
 Junction diodes :
 Junction transistors
 Applications of diodes and transistors:
Electric rectification; amplification;
transistor as a switch, integrated circuits
5.2.Telecommunication
 Representing information
 Transmission of information
 Amplitude modulation
 Frequency modulation (FM)
 Simple radio receiver and transmitter
o block diagram for transmitter.
o block diagram for receiver.
-
-
-
-
-
-
Discuss energy bands in solids and
characterize the conductors,
semiconductors and insulators
Distinguish a semiconductors of type N
and type P
Realize a circuit with junction diode
and observe different phenomena when
a diode is forward-biased and when a
diode is reverse-biased
Realize a circuit with a diode and plot
the voltage –current characteristics of a
diode
Realize a circuit with a transistor and
draw its characteristics.
Realize different experiments to
illustrate the applications of transistors
and diodes (bridge rectifier circuit,
amplifier circuit).
Discuss the components used to carry
electrical signals along cables in
telecommunications
Participate in a study tour (Field visit)
48
227
CHAPTER VI: INTRODUCTION TO SUBATOMIC PHYSICS
General objectives: By the end of this chapter students will be able to :
 Describe fundamental and composite particles and related radiations
 Explain the fundamental interactions
Specific objectives
 Explain the properties of different
radiations
 Establish the rate of decay
 Give the precautions and applications
of radioactivity in the life.
 Explain the concept of particle – wave
duality
 Establish the relationship between
wave and particle properties
 Distinguish between fundamental
particles and composite particles
 Distinguish between particles and
antiparticles
 State some applications for
elementary particles
 Compare matter and antimatter
 Describe how antimatter can be used
as a source of energy
Content
Learning activities
6.1. Radioactivity:
 Properties of _, _ and _ radiations
 Detecting the radiations
 Activity and half-life
 Safety precautions
 Applications
-
Establish the characteristics of
radiations
Establish the exponential decay rate
-
Discuss ways of detecting radiations
-
Discuss ways of protection against
radiations
-
Discuss the nature of a particle
Establish the linear relationship
between energy – impulse of a particle
and its associated wave frequency and
vector
-
Discuss characteristics of fundamental
building blocks of matter
-
6.2.Introduction to particle Physics
Particle-wave duality

o Relationship between energy and
frequency: E = hf
o Relationship between linear
momentum and wave vector
Fundamental particles :

o Quarks; Leptons; quanta of
interactions (interaction carriers)
Composite particles: protons, neutrons, …

Forces of interaction

o Gravitation
49
228
Specific objectives
Content
Learning activities
o Electromagnetic
o Weak
o Strong
Classification of particles:

o Leptons (which don‟t feel strong
interactions: electrons, muon, tauon,
neutrinos …)
o Hadrons (which feel strong
interactions: mesons, baryons)
Antiparticle and Antimatter

-
Discuss the forces which bind different
fundamental particles into different
structures
-
Distinguish fundamental and composite
particles (Please use with precaution the
term “Elementary Particles”)
-
Enumerate main properties of particles
and give corresponding classification
-
Discuss the concepts of matter and
antimatter
50
229
CHAPTER VII: ENERGY PROBLEMS IN THE WORLD AND HOW PEOPLE TRY TO SOLVE THEM
General objective: By the end of this chapter students will be able to:
 Explain different energy transformations and suggest solutions to energy problems.
Specific objectives
 Give different forms of energy.
 Give the chain of transformation of
energy in different power generation
plants
 Explain how different power
generation plants function
 Explain the relationship between mass
and energy E=mc2
 Assess energy needs of the world
population and how they are met
 Assess energy needs of the Rwandan
population and suggest how they can
be met
Content
Learning activities
Sources of energy
o Classical sources
o Renewable sources
Transformations of energy into different

forms
o A hydro-electric power plant
o A digester
o Solar installation for cooking and
lighting
o Windmill
o Geothermal installation
o Tidal installation
o A nuclear power plant
o Thermal power plant
o Biofuel
-
Discuss different forms and sources of
energy
-
Discuss the chain of transformations of
energy in different power generation
plants.
-
Visit some power generation plants
Discuss energy problems in the world/
Rwanda and suggest the solutions.
Energy problems in the world

Energy problems in Rwanda

51
230
9. BIBLIOGRAPHY
1. Advanced Physics, Tom Duncan, John Murray (2000).
2. Fundamentals of Physics, David Halliday, Robert Resnick and Jearl
Walker, 7th Edition John Wily (2004).
3. Atkins, K. R., 1972, Physics--Once Over Lightly: New York, John Wiley and Sons.
4. Blight, A. R., 1976, Undulatory swimming with and without waves of contraction: Nature.
5. Calder, N., 1979, Einstein's Universe: New York, Viking Press.
6. Crease, R., and Mann, C. C., 1986, The Second Creation: Makers of the Revolution in Twentieth-Century Physics: New York,
7. Davies,
Macmillan.
P., 1983, God and the New Physics: New York, Simon and Schuster.
8. Fenn, J. B., 1982, Engines, Energy, and Entropy: New York, W.H. Freeman.
9. Physics Advanced Level, Jim Breithampt, Stanley Thornes Publishers (2000).
10. Physics, Patrick Fullick, Heinemann (2000
11. J. Bruce Brackenridge, The Key to Newton's Dynamics: The Kepler Problem and the Principia, Berkeley: University of California
1995.
Press,
12. S. Chandrasekhar, Newton's Principia for the Common Reader, New York: Oxford University Press, 1995.
13. R. Hooykaas, Robert Boyle: A Study in Science and Christian Belief, Lanham, MD: University Press of America, 1997.
14. Alan Michette and Slawke Pfauntsch, X-rays: The First Hundred Years, New York: Wiley, 1997
15. Gordon, J. E., 1978, Structures, or Why Things Don't Fall Down: Middlesex, Penguin Books.
16. Hastings, R. J., 1987, "Creation Physics" and the speed of light; Unpublished manuscript.
17. Heisenberg, W., 1958, Physics and Philosophy: New York, Harper and Brothers.
18. Hoffman, B., 1972, Albert Einstein: Creator and Rebel: New York, New American Library.
19. Lemaitre, G., 1950, The Primeval Atom: New York, Von Nostrand.
20. Morse, P., 1974, Thermal Physics: New York, Benjamin.
21. Trefil, J. S., 1983, The Moment of Creation: Big Bang Physics From Before the First Millisecond to the Present Universe: New York,
Scribner's.
22. Tryon, E. P., 1989, Cosmic Inflation, in Meyers, R. A., ed., Encyclopedia of Astronomy and Physics: San Diego, California,
Press.
Academic
23. Wahr, J., 1985, The earth's rotation rate: American Scientist, v. 73
24. Weidner, R. T., and Sells, R. L., 1975, Elementary Physics: Boston, Mass., Allyn and Bacon.
25. Weinberg, S., 1977, The First Three Minutes: A Modern View of the Origin of the Universe: New York, Basic Books.
231
10. ANNEX: LEAVERS PROFILES
10.1. Common Leavers Profile for all Combinations:
After the completion of advanced level secondary education student should have acquired knowledge, skills and attitudes that enables
him/her to:
1) Use ICT basic knowledge and skills in his/her day to day activities;
2) Express him/her self fluently in teaching language: written, speaking;
3) Show time management skill and being organised;
4) Know and correctly use the rights given by the law;
5) Carry out and help in carrying out a scientific research related to his/her education field,
6) Work in a team, have same vision and contribute towards the attainment of the intended objectives;
7) Be well oriented and very well know what he/she intends to be in the future;
8) Show good habits that protects his /her health and others‟ health especially against HIV/ AIDS and other diseases;
9) Develop self confidence in what he/she does and presentation skills;
10) Be self motivated and work without supervision;
11) Understand Rwandan‟s politics and contribute to resolution of political problems in a spirit of tolerance, liberty and justice;
12) Posses general knowledge and be realistic;
13) Contribute reasonably to the economic growth;
14) Posses knowledge, skills and attitudes that enables him/her to adapt to the changes in the Rwandan society;
15) Know and respect the human rights related to the freedom of speech;
16) Posses knowledge that would enable him/her to access studies in Universities and Higher Learning Institutions;
56
232
17) Develop him/her self and contribute to the development of his/her country, creating and managing small/ micro income generating
projects adapted to local realities.
18) Avoid segregation, discrimination, genocide ideology and other bad
ideologies;
19) Posses self evaluation and self confidence in the work he/she does;
20) Understand and ability to explain the relationship between person and his environment hence residing among them in appropriate way;
21) Apply learnt knowledge, skills and attitudes in daily life problem solving.
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PARTICIPANTS
- FLORENCE NYIRARUGWIRO, Kabusunzu Secondary School
- HILAIRE HATANGIMBABAZI, G.S. Indangaburezi
- FELIX GASHUGI, ESAPAG Gitwe
234
ENGLISH CURRICULUM
235
1.0.
Introduction
As an official and international language, English is to be taught in Rwanda so as to facilitate national and world
communication for personal development and for the sharing of information, knowledge, skills, experiences
between Rwanda and the rest of the international community.
In more specific terms, with its current status in Rwanda as one of the official languages, English serves different
interests and purposes, the most prominent being the following ones:
1. It is a vital means of communication in national and international worlds of politics, diplomacy, business,
science and technology, etc
2. It is one of the mediums of teaching and learning in the present Rwandan education system that caters for both
the French-speaking and English-speaking Rwandan communities.
3. It is an integrating factor for the present Rwandan society, which is made up of people coming from a wide
range of cultural and linguistic backgrounds.
4. It contributes to a better understanding of other peoples‟ cultures.
5. It should bring about an understanding and appreciation of technical achievements, their impact upon the
environment, their relation to human needs, and their special implications.
The present programme builds upon three years of General English taught at the Ordinary Level, and is intended
for students who need to understand scientific and technical subjects through English. The emphasis is not
however on teaching highly specialised language but rather on presenting a general technical language common
to crafts and technologies. Specifically the programme aims at presenting the language found in basic texts on
building and building associated trades and technologies, maintenance and repair work, metal work, tailoring,
carpentry and the fundamentals of computer and electrical technology.
236
Oral/aural work should be an essential part of the course, but the students‟ special/contextual needs are to be
stressed rather than exclusive oral/aural communicative competence at the expense of other skills/ competences.
Reading and writing are not to be neglected, as part of the students‟ work load will include also the reading and
writing of texts. With regard to grammar, only a small amount of coverage of essential grammar points is provided,
as most users of the programme will not be required to demonstrate a full command of English grammar. Pattern
practice is to be presented in relation to technical context and not simply as an exercise, in making sentences and
paragraphs for them.
This curriculum was reviewed by WDA in the workshop that took place at HVP GS Gatagara, from December
18th to 30th, 2011. It enters into force in academic year 2012.
2.0 General Orientation: Learners’ Needs
In language training, learners need to learn particular sets of specific language skills which should reflect the
following:
1. Understanding of factual information in texts related to learners‟ subjects
2. Understanding the vocabulary of the subject including symbols, abbreviations, as well as words not necessarily
recognized as technical terminology
3. Understanding diagrams, tables etc, and are able to relate them to a text, a situation, etc.
4. An ability to identify main points, definitions, formulas, classifications, descriptions of properties, processes,
machines, etc.
237
5. An ability to discover the meaning of unfamiliar words from context
6. An ability to read, listen to and understand or write a text of more than one paragraph without any problem
7. An ability to write a simple personal and / or official letter, their own C.V., simple notices, advertisements, etc.
3. 0. General Programme Objectives
After careful analysis of the language needs of the target learners, the following broad and general language
programme objectives have been set. These objectives, therefore, do reflect and are in keeping with learner needs
as well as the language teaching policy in current Rwanda. However, they do not replace the specific objectives of
each syllabus or lesson.
By the end of the three-year programme, the learner should be able to:
1.
2.
3.
4.
5.
Express himself/herself correctly in spoken and written English
Analyse and understand information in oral, written or graphic form
Work methodically, demonstrating a sense of careful observation, critical thinking, analysis and synthesis
Competently and fluently apply orally and in writing knowledge and skills learnt in his/her field of study
Analyse, describe and explain tools and their functions, situations, phenomena and case studies.
4.0 Technical English Syllabuses
In this publication the terms curriculum, programme and syllabus carry different, but interrelated, and sometimes
overlapping, meanings. Curriculum and programme are used interchangeably to refer to the general objectives
and the broad content areas that are meant for attaining those objectives. Thus, all the narrower programmes (or
syllabuses) for the seventeen options in Forms 4, 5 and 6 constitute an English language curriculum for the 5
sections/streams. This curriculum is also referred to as an English language programme for the three-year
advanced level. Syllabus, on the other hand, is employed to refer to the more specific objectives and content
areas to be covered in order to attain those objectives in three separate years: Forms 4, 5and 6.
238
Syllabus is also used here to refer to each document that guides the teacher for each of the three forms. Clearly,
therefore, curriculum or programme is term that mean more than one syllabus put together. That is why each
teaching schedule for each of the forms is referred to as syllabus.
4.1 Being Clear on Objectives, Goals and Content
The main components of a syllabus are objectives and content, and any well managed teaching and learning
process ought to have objectives and content that are clearly mapped out. In this context, the term general
objectives refer to those broad aims of putting the language programme in place. They define and describe in
general terms what kind of educational outcome (i.e. competent learner) the programme is meant to lead to. The
general objectives also represent both the underpinning educational philosophy and the language teaching policy in
current Rwanda. It is on these objectives that more specific objectives of each syllabus are based.
Specific objectives refers to the measurable linguistic and educational behaviour that the learner is expected to
exhibit after being exposed to each syllabus for each year. Here the principal role of the teacher is to facilitate the
learner towards the achievement of the objectives. It is not however easy for the curriculum developer to design
239
and prescribe any objective, cut-and-dried content, materials and methods, which the teacher should follow to the
mark. Language learning and teaching is such a complex process that it is only best to trust the teacher‟s
professional judgement to decide what is best for his/her learners at any given time. It is for this reason that
objectives and content set out in this programme should be regarded as suggestive rather than prescriptive. The
setting of very specific objectives with measurable outcomes and the designing of tasks/activities are integral
aspects of lesson planning. Nevertheless, the teacher should exercise accountability and transparencies in setting
lesson objectives, as these should never be in conflict or inconsistent with syllabus objectives. It is essential that
inter-relationship is clearly reflected between general programme objectives, specific syllabus objectives and the
specific/operational objectives for each lesson.
The term goals is used to refer to what the individual teacher plans to achieve in order to move the learners towards
achieving the national language teaching aims and the specific syllabus objectives or the specific/operational lesson
objectives. For instance, the teacher can set his/her goal on facilitating his/her learners to have mastered the subskill of note-taking by the end of five consecutive hours. What actually differentiates goals from objectives is that
the former are set from the teacher‟s perspective, while objectives are set from the perspective of the learners.
240
Lack of core materials like course books makes it rather impractical for the curriculum developer to design
materials that exhaustively cover learning activities/tasks and the way they should be conducted. The fact that each
group of learners and each learning time is different from one another compounds the difficulty of predicting
content that is appropriate for a population like the one in question . What is indicated in the content column in the
present syllabuses, therefore, constitutes generalisations about notions, functions, concepts, knowledge, skills,
situations, etc. It is expected that each individual teacher will base himself/herself on these generalisations in
finding his/her own way to design tasks/activities and materials that are most accessible and appropriate for the
teaching-learning situation.
4.2 Receptive and Productive Skills
The syllabuses for Forms 4, 5 and 6 are presented in a series of competences/skills that the learner is to
demonstrate at the end of each year‟s instruction. Language being a two-way system made up of reception and
production, the competences, which are sketched below in the form of objectives, have been divided into receptive
241
skills and productive skills, encompassing listening and reading activities, on the one hand, and speaking and
writing activities, on the other.
Examples of content items which might contribute to the attainment of objectives for each syllabus are listed across
in the content column on the basis of each objective. The individual teacher is invited to use his/her professional
judgment in order to make any additions, subtractions, adaptation, modifications, etc, to the content, with regard to
his/her respective class.
SPECIFIC OBJECTIVES
By the end of the year, the
learner should be able to:
- Effectively receive
instructions in
different capacities in
his/ her professional
domain
- Handle the salient
elements of discussion
by acquainting himself
/herself with
appropriate verbal and
non-verbal
conversations and
habits of arguing out
ENGLISH SYLLABUS FOR FORM 4
CONTENT
TIME ALLOCATION
- Attentive listening to
5 ½ hrs
recorded materials: audio
and video tapes, radio, films
etc. In order to distinguish
various accents, intonation,
stress, tone etc.
- Salient elements of discussion
/argument: introduction,
defining terms, constructing
supporting statements,
distinguishing facts from
opinions, values, beliefs and
attitudes.
6hrs
242
facts, opinions etc.
from the perspective
of the interlocutor
- Demonstrate
understanding of
standards
- Demonstrate
understanding of
properties
- Demonstrate
understanding of
various specifications
in his /her respective
technical fields
- Effectively give out
instructions in
different capacities
- Adopt appropriate
verbal and non - verbal
conventions and habits
- Reading : Texts dealing with
standards in the learners‟
respective technical fields
- Reading: Texts dealing with
natural or inherent qualities
of materials/substances in the
learners‟ respective technical
fields under given conditions.
2hrs
- Presentations dealing with
exact requirements of
qualities and quantities
established for specific
technical conditions.
4hrs
- Commands, instructions,
directions, requests, wishes.
2hrs
- Techniques of debate :
parliamentary procedure,
argument between a
5hrs
2hrs
243
of arguing out facts,
opinions, feelings,
beliefs, etc
- Write clear and
effective summaries
technician and a client or
his/her employer, etc
- Summary writing:
signposting principal ideas
and thoughts, paraphrasing,
condensing etc.
- Effectively express
orally and in writing
properties of
substances/materials
- Presentation: conductivity,
amplitude, temperature,
gravity,
- Acidity ,humidity, metal
behaviour, soils, sands,
corrosion, wood qualities,
texture, history of motor
engines, satellites, lamps,
radio and telecommunication,
computer uses, water and
sanitation, infrastructure,
animal product, clothing
fashions, etc.
- Demonstrate both
orally and in writing
mastery of relevant
lexical and syntactical
- Noun phrases : nouns as
modifiers
- Connecting words: because,
where, though, how,
2 ½ hrs
5hrs
22hrs
244
structures that make up
a sentence, a paragraph,
text, etc
-
-
-
-
nevertheless
Transition words
Tense review: past , present
perfect, past perfect, future
perfect
Reported speech : indirect
speech, indirect questions,
indirect commands
Passive voice : review of all
tenses
Subordinate clauses : manner,
time, cause, place, degree,
concession, purpose, result,
condition
Use of gerund
Conditionals : review of if
clauses
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SPECIFIC OBJECTIVE
CONTENT
TIME ALLOCATION
3hrs
By the end of the year, the
learner should be able to :
- Attentive listening: pronunciation in
- Effectively receive
various accents, intonation, dialects,
information/ message in
registers on tapes, radio, TV,
different capacities in his/her
teacher‟s model, etc.
professional domain
- Listen to and understand
information and requests
given orally
- Giving and receiving instructions,
commands, requests, complaints,
wishes, etc
2hrs
- Handle the salient elements
of discussion by acquainting
himself /herself with
appropriate verbal and nonverbal conventions and
habits of arguing out facts,
opinions, feelings, beliefs,
attitudes , etc. from the
perspective of the
interlocutor
- Listening to recorded arguments:
 Decoding facts from attitudes,
opinions, beliefs, values…
 Detecting evidence, cause, effects
 Drawing conclusions
 Stress, intonation, tone of voice
 Discourse markers
 Connectives
 Body language
 Persuasion
 Explanation
 Illustration
- Reading : Texts dealing with
3hrs
- Read data for
2hrs
246
comprehension, enjoyment,
sharing information and
acquisition of knowledge in
a wide variety forms and
identify the main points and
supporting details from a
given text
batteries, satellites, aerials, animal
products, climate change, art and
culture, traditional and modern
clothing materials, traditional
economics, etc.
- Read , understand ,then
answer orally questions and
requests
- Questionnaires, direct and indirect
questions, requests, etc.
- Effectively explain various
operations in his/her technical
domain
- Group presentations about various
technical fields:
- Speak freely, fluently and
accurately when addressing
an interlocutor
- Oral forms of address
- Speak fluently and
accurately / distinctly when
addressing big audience
- Public speech: Techniques of
preparing and delivering a speech
1hrs
5hrs
 network installation, wiring a
house
 surface coating, ceilings
 sharpening a handsaw
 printing colours, pattern cutting
1hr
7hrs
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- Handle the salient elements
of a debate and adopt
appropriate verbal
conventions and habits of
arguing out facts, opinions,
feelings , beliefs, attitudes
- Debate:
 Main steps of a debate
 Techniques of debate
3hrs
- Write clear and effective
summaries
- Summary writing
1hr
- Write and present a clear and - Report writing:
effective report
 The terms of reference
 Collecting information
 Arranging the material
 Drafting the report
 The final report
-
Make use of appropriate
strategies and techniques in
order to take meaningful
notes in a variety of
situations
Note- taking:
 Making notes from a reading
 Taking notes from lectures, oral
orders , conferences, talks, on
visits, etc.
3hrs
1hr
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- Find and use information
from a variety of given
sources, including
information sources
- Fill in forms correctly
- Looking up information in :
 Dictionnaries
 Catalogue,
 Indexe,
 Encyclopaedias, etc.
1hr
- Filling in a form:
1hr




driving license applications
Job applications
Insurance claims
Travel documents etc.
3hrs
- Compose various forms of
correspondence
- Writing:
 Informal and formal letters
 Invitations
 Notices
 Announcements
 Advertisements
- Make use of techniques of
conducting an interview
- Interview: Practice in conducting and
being given an interview
4hrs
- Demonstrate both orally
and in writing mastery of
relevant lexical and
syntaxical structures that
- Grammar ,conjugation and
vocabulary:
 Connectors
 Transition words
15hrs
249
make up a sentence, a
paragraph and a full text




Use of the gerund
Phrasal nouns
Review of all tenses
Review of adverbial clauses:
concession purpose, result,
condition.
 Review of reported speech
 Appropriate field jargon
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SPECIFIC OBJECTIVE
By the end of the year, the learner
should be able to:
- Demonstrate qualities of a
good listener
- Appreciate the interlocutor‟s
facts, feelings, opinions,
attitudes, beliefs, etc.
- Generalise and classify
information from listening,
viewing and reading
- Demonstrate appropriate
communication and social
skills in attending interviews
CONTENT
TIME ALLOCATION
- Listening with concentration
and attention: lectures,
audio tapes, video tapes,
films, radio, T.V, etc.
2hrs
- Body language: facial
expressions, gestures
 Compromise
 Patience, etc.
- Data collection and
classification according to
gender, genre, mode,
behavioral trends, etc.
2hrs
2hrs
7hrs
- Interview:
 Rapport with
interviewees,
 Patience, politeness
expressions, clarity of
speech, choice of
effective words, body
language, voice
251
projection.
 Exercises
Reading, understanding and
sharing main interesting
information and ideas from
textbooks, newspapers and
other written materials.
Text dealing with:
Construction industry
Radio and telecommunication
Greenhouse effects
Trains and locomotives
Wood technology
Car industry in Japan
Sources of energy
animal species
nutrition ,painting and
decoration, the history of
banks and banking, etc.
- Read data for enjoyment,
information and acquisition of
knowledge in a wide variety
forms and identify the main
points and supporting details
from a given text
-
- Be able to distinguish facts
from opinion, identify
emotive and ambiguous
statements and identify
instances where expert
advice is relevant to a matter
of opinion
- Tone, intonation, stress









4hrs
3hrs
 Sales literature
(advertisements...)
 Political speeches
 medical opinion
 technical radio
programmes
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- Speak freely, fluently and
accurately when addressing an
interlocutor
- Speak fluently and accurately /
distinctly when addressing big
audience
- overcome psychological
barriers
( e.g. stage fright) that might
interfere with his / her fluent
and competent expression
while addressing an
interlocutor or/ an audience
- Compose intelligible and
various forms of
correspondence for public
consumption
- Organize content, write
effectively and with observation
of the conventions of legibility,
- Oral forms of address
- Public speech: Techniques of
preparing and delivering a
speech
1hr
- 3hrs
- Public speech:
- 10hrs
 Body language
 Strategic use of audio-visual
aids, eye contact, voice
projection, etc.
 Continuous oral practice :
debates, dialogues, group
discussions, exposé etc.
 Accepting and
responding to others‟
view
- Writing:
- 3hrs
 Advertisements,
announcements, notice,
etc.
 Purchasing orders,
proformas
 Formal letters
- Report writing
- 3hrs
 The terms of reference
 Collecting information
253
spelling, punctuation and
grammar
 Arranging the material
 Drafting the report
 The final report
- Demonstrate both orally and in
writing mastery of lexical and
syntaxical structures that make
up a sentence, a paragraph
and a full text
- Grammar and conjugation
 Review of the
conditional
 Review of reported
speech : difficult
forms
 Review of subordinate
clauses
 Special constructions:
e.g. the perfect
infinitive
 Vocabulary:
appropriate field
jargon
- Use the telephone effectively
Telephone messages,
conversations
- 15hrs
1hr
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Teacher’s Notes
1. Preamble
Looking at the language needs already signposted in this programme, one can conclude that the main
purpose of teaching in the target context is to enable learners to communicate effectively with each
other, with their teachers, with other people in their respective technical fields and with the general public
using English as a medium. The ability to communicate competently and effectively (frequently referred
to in this literature as communicative competence or skills) does not come by automatically or through
learning the theory of the target language (i.e. metalanguage). Recent research on second language
acquisition and learning is replete with evidence that successful language learning is enhanced by the
learner immersing himself/herself in practising language skills (i.e. listening, speaking, reading, writing,
vocabulary and grammar) within a relevant social context. The central role of the teacher in such a case
is, therefore, that of setting learning activities/tasks and of managing the learning process in such a way
that the learners are facilitated to acquire and learn technical language relevant to their respective
trades..
2. Which methods?
It is not easy for any syllabus designer to prescribe a single method for the teacher or learner. The best
strategy is for the teacher to acquaint himself/herself with the various language teaching
approaches/methods to be able to decide which one/ones is/are appropriate to his/her teaching context.
He /she should employ his/her own intuition and professional experience to formulate, select, adopt and
adapt methods that are most suitable to the teaching - learning environment, which is normally
influenced by such variables as learning styles/preferences/characteristics of each class, available
material resource to aid teaching-learning activities and tasks, time constraints, administrative/
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institutional constraints, etc. It is impossible for any programme to predict what each teaching - learning
environment will look like.
It has already been suggested that the target learners need to develop efficiency and
effectiveness/competence in communication skills (especially reading and writing), with the assumption
that they have a sound basis in listening and speaking. It is nonethe- less, safer for the individual
teacher to treat this generalisation carefully by analysing the peculiar needs of his/her particular class so
that he/she can set more specific goals and objectives as well as prepare specific content and determine
the most appropriate methods, according to arranged priorities. In current English language research
and practice communicative language teaching is in vogue, but this is not without challenges. The
approach has come under fire due to its overemphasis on such things as speaking at the expense of
other skills. Another weakness of the approach is that it objectifies all language learning contexts,
disregarding specific needs of certain specific contexts.
Furthermore, the concept of being communicative is itself open to subjective interpretation, hence
subjective implementation of the so - called “communicative” syllabuses. Apparently, the purpose to
communicate in each context influences the relative emphasis on any one of the language skills. This is
why the teacher is conceived as having an upper hand in identifying the specific needs and priorities of
his/her class than a remote, detached syllabus designer.
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3. Methodological guidelines
3.1. Language skills
The following guidelines are only an indicative sketch to stimulate the individual teacher to engage in
critical reflection of his/her professional practice. The so-called guidelines should not be regarded as
absolute gospel to be followed to the mark.
3.1.1. Listening
Most listening takes place in very unstructured, unexpected and unpredictable ways, especially outside
class time. It is feasible and viable for the teacher to prepare and conduct more structured listening
activities/tasks for the learners, such as audio and video tapes, records/songs, films, etc. The most
spontaneous listening opportunity, however, is listening to the teacher as well as to colleagues inside
and outside the classroom. Good listening practice should expose the learner to a variety of English
accents, dialects and registers (especially those pertinent to the respective technical and professional
fields).
3.1.2. Speaking
Many ELT researchers often advance the view that competence / fluency in speaking a language is a
sure indication that someone “knows” that language. Much as there is a lot of truth in such a claim, it is
contended that it is insufficient to be able to listen, comprehend and produce fluent speech in the
second / foreign language but be deficient in reading, writing, grammar and vocabulary. Besides, in
some specific contexts like the technical fields in question, using the language most meaningfully
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means the learner‟s ability to fully integrate all the language skills and adapt them to the respective field.
The following strategies and techniques might lead to successful speaking practice:
i). Asking the teacher questions
ii). Answering the teacher‟s questions
iii). Dialogue between the teacher and the learner or role-plays among learners,
iv) . Discussions / debates between the learner and another learner in pair or small groups,
v). Classroom presentations / exposés in topics related to respective teaching fields: Here the learner
selects a topic from a wide range of topics, or formulates his / her own topic related to his / her
respective technical field and then prepares a presentation on it. The teacher might intervene only by
spelling out specifications of that presentation (e.g. length, duration, broad theme, etc)
3.1.3. Reading
Like listening, most reading is unstructured, unpredictable and carried out by learners outside class time
(e.g. reading lecture notes, texts books, journals, newspapers, letters, signposts, notices, reports,
novels, etc). The teacher should strive to stimulate the learners‟ interest in both intensive and extensive
reading, which they can efficiently and effectively carry out outside class time. Structured opportunities
for reading can be designed by the teacher. Here are a few examples:
(i)
(ii)
Intensive reading of short passages to sort and extract main ideas or thoughts and supporting
details
Intensive reading of reference texts aiming at fast and analytical reading for information and
data. This aims at building confidence and familiarising the learner with the language used in
their respective fields (electricity, electronics, mechanics, construction, carpentry, tailoring,
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(iii)
public works, telecommunication, accountancy, computer science, veterinary, forestry, arts,
sculpture , sewing, agriculture).
Extensive and methodical reading of prescribed readers (i.e. simple story books) to gain
experience of language use in respective technical fields.
3.1.4. Writing
Writing, both as a skill and an exercise, is a recursive process which involves progressive stages. The
progress begins with thinking out ideas and thoughts, through noting these down in a sketchy point form,
to making a rough draft, to reviewing, correcting and revising, to producing a final draft. Tests and
examinations, however, do not cater for all the stages due to time pressure; this fact should be made
known to the learners so that they may differentiate process writing in the daily practice of writing and
writing for examination purposes.
Very often, learners privately carry out writing activities outside class time, so they thus do self-directed
writing practice (e.g. friendly letters, e-mail, articles, etc). Structured and supervised forms of writing may
be organised by the teacher in the following ways:
(i)
(ii)
Guided composition (including all forms of writing, e.g. letters, reports, announcements,
advertisements, etc). The teacher should aim at striking a balance between “formative” writing
(i.e. writing activities which train the learner how to write meaningfully and “evaluative” writing
(i.e. writing tasks which focus on the finished product, with an intention of assessing the
learner‟s competence or accuracy in that skill, e.g. composition in tests and examination).
Note -taking and note-making : These are very invaluable strategies for developing writing
competence in the learners. In such situations as lectures, the learners learn over a period of
time how to write fast and correctly, while putting their listening skill to full use. Also, the
learners develop such techniques as paraphrasing , summarising, classifying data, etc. The
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learners in the target context have to grape with the academic requirements of their courses in
which making notes is one of the main learning activities they are continuously engaged in.
They read on their own relevant materials and compile their own notes, which they then utilise
for revision purposes as they prepare for tests and examinations. Here again, the learners
make use of summarising and paraphrasing, among other techniques.
4.
Technical/professional language skills
As stated in the introduction, this programme aims at enabling the student to use English functionally
and to allow him/her to express him/herself clearly and lucidly within his/her own specialised trade and in
subjects closely allied to it. Within that context and in view of the limited number of hours allocated to
the subject matter, the programme puts emphasis on seven topics around which the technical language
is to be organised:
1.
2.
3.
4.
5.
6.
7.
Description and explanation
Giving instructions
Comprehension and interpretation
Note- taking
Summarizing
Letter writing
Reports
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4.1. Description and Explanation
These are the two basic forms of exposition. They answer the questions WHAT? HOW? and WHY ?
- What is insurance?
- How does a computer work?
- Why is an insurance necessary for a car owner?
The important task in describing and explaining is to make sure that your students obtain as clear an
idea as possible of the object or process and that they fully understand what they read or see. To do
this, you should:
a)
b)
c)
d)
e)
f)
g)
know the capabilities and back ground of your students
be aware of the purpose and limits of the description or explanation
select and arrange the material in the best way
choose your words correctly
be concise in expression
be free from ambiguity
0present the material in an interesting way
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4.2. Giving instructions
Giving instructions is not as easy as many teachers think. Some credit their students with the power of
mind - reading.
When giving instruction always consider the following points:
a) What is the back-ground of yours students? Have they the ability to understand all that you are
saying?
b) Are you giving the instructions at a suitable time?
c) Are the instructions so worded that they are not only easy to remember?
d) Have you allowed sufficient opportunity for the student to question and confirm?
e) Are you bothering to confirm that your instructions have been received and understood?
Effective instructions may include demonstrations and illustrations and the technique of careful repetition
to ensure complete understanding and absorption of the information.
4.3. Comprehension and interpretation
Understanding what the students read is not an automatic process. It involves hard work and demands
intense concentration, particularly if the writer is not helpful in his presentation of the material. They must
be able to read and take the ideas from the page with speed and accuracy.
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Reading efficiently depends upon:
a)
b)
c)
d)
e)
f)
Good reading ability
Concentration
Sound back-ground knowledge
Wide vocabulary
Good knowledge of English
Taking into account what they are looking for.
4.4.
Note- taking
When taking notes the students should
a)
b)
c)
d)
e)
Have a definite purpose
Be aware of the limits of that purpose
Keep the overall subject in mind as they select facts
Keep their notes in neat order, using headings, subheading and enumeration
Be prepared to amend their division suddenly if the lecture or book is boldly organised
4.4.1. Making notes from a reading:
Make notes in the following way:
a) Skim the passage or book to discover :
- the theme
- the scope
- the line of development
b) Note down the main divisions and construct suitable headings. Use existing headings if they can
help.
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c) Under each heading make brief but clear notes of the main points, or those points which they
wish to retain
4.4.2. Taking notes from lectures
A typical well organized lecture will probably have such a framework as this:
-
The introduction of subject
Explanation
The repetition of the main points to ensure it has gone home
The summing-up and practical conclusion
When taking notes, the following pieces of advice may help:
a)
b)
c)
d)
e)
To be prepared by giving some thought to the topic before hand
To listen carefully for the key introductory phrases
To space their notes reasonably. Use of proper notebook, or sheets of paper, etc
To number their notes, especially sequence and lists.
To keep awake
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4.5.
Summarizing
The process of summarizing is not an easy one and there is no quick and easy way to develop the
technique. It involves
h)
i)
j)
k)
the ability to read efficiently
the ability to understand
the skills of judgment and selection
the art of interpretation and representation
Much of the work in the sections dealing with comprehension and interpretation and the art of note taking serves as a preparation to making summaries.
Remember that a summary should be:
a) a selection of the main facts or ideas, or the facts required by the students
b) their representation of these ideas
c) a connected, grammatical piece of writing
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5.
Monitoring, Assessment and Evaluation
Monitoring refers to the following up of the process of teaching and learning by the teacher. It entails
such actions as knowing to what extent the learners are interested in a lesson, checking whether the
objectives set for a given lesson have been achieved, or whether the content prepared for the lesson
has been covered. Assessment is used here to refer to the measurement of how successful the
individual learner has achieved the learning objectives set for him/her. It is treated differently from
evaluation, which in this context means the measurement of how successful or effective the teachinglearning process has been, or how efficient and successful the teacher has been in pursuing his/her
teaching goals. Despite the semantic distinctions, nevertheless, assessment (e.g. quizzes, tests, exams)
and evaluation (e.g. . appraisal sheets, observation schedules, questionnaires) are meant for measuring
whether teaching and learning have been effective and efficient enough, and whether the objectives the
teacher has set for his/her learners have been achieved. They serve as quality control measures for
standards monitoring and maintenance or improvement. It also promotes accountability and motivation
on the part of the teacher and the learners. When assessment or evaluation policies and procedures are
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effective, remedial work, aversion of problems and strategies for further learner motivation are easy to
attain.
The world of assessment and evaluation is a very contested, controversial and complex one. Part of its
complexity is to do with the existence of variables or outcomes which are not easily measured. For
instance, what is good or bad teaching? ; Is there any foolproof way of measuring the extent to which
teaching and learning have taken place? ; Is there any single most reliable assessment or evaluation
instrument? How much is the demarcation between the learner’s incidental or self-directed learning and
the learning directed by the teacher? ; Etc. These and other unanswered questions give a glimpse of
what assumptions are usually made about testing and measuring, and how it is not easy to attain
reliability when only one form or procedure of assessment/evaluation is employed.
Monitoring the teaching-learning process, assessing the learners‟ progress and evaluating the quality of
teaching are part of the teacher‟s professional responsibility as manager of his/own class. In reality there
are those assessment and evaluation tasks and procedures which the teacher designs and conducts.
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However, there are others which are designed by the school, regional authority or the Ministry of
Education. The focus of this programme is on the classroom-based type of assessment and evaluation.
Assessment or evaluation can be formal / structured (e.g. marked homework exercises, quizzes, tests,
examinations, graded oral or aural exercises, appraisal sheets, questionnaires, etc) or informal (e.g.
unmarked essay writing, learner-directed grammar and vocabulary exercises, oral questions and
answers, teacher self-observation, casual and unrecorded observation of learners, etc). Assessment
and evaluation can also be formative/continuous (e.g. continuous assessment tests and quizzes during
the term) or sommative (e.g. examinations at the end of the term or year). Also, assessment/evaluation
can be either norm-referenced (aiming at achieving certain standards of performance, e.g.
formal/structural accuracy, high grades or marks, etc) or criterion-referenced (aiming at meeting certain
conceded criteria, e.g. communicative effectiveness, wholesomeness of content rather than accuracy of
form, etc). Whatever form is chosen by any teacher at any one time, the triangulation through a variety
of them should be seen to contribute to the improvement of language learning and teaching.
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The nature of the programme under review is such that the syllabuses that comprise it are to be followed
by students pursuing seventeen different options. It is up to the individual teacher to set lesson
objectives and teaching goals pertinent to his/class needs and interests. This will provide him/her the
basis for devising assessment and evaluation procedures and tools most relevant to his/her teachinglearning context, e.g. oral questions, written exercises, quizzes and tests, examinations, etc.
The art of test construction, administration and analysis cannot be discussed in a scope like the present
one. Where applicable, each teacher should be self-reliant in knowing what is best to measure, how to
measure it, when to measure it and what best can be done with the results. On the whole, however,
excessive and frequent testing has often been censured partly for its association with learner
intimidation. It has also been criticised for its tendency towards the „washback‟ effect (i.e. the teacher‟s
propensity for prompting his/her students to rote-learn only the content he/she will assess them on, thus
limiting their learning opportunities). In addition to principles already mentioned above, that the teacher
should provide the learner with support, understanding, guidance and advice is an underlying principle of
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any good assessment policy. Furthermore, the teacher should make use of his/her evaluation results to
improve his/her teaching.
6. Assessment and Evaluation Formats
(a) Class-based and school-based assessment (i.e. heavily dependent on each individual school
policy)
1. strategic questioning techniques – monitoring and short-term learner assessment, whereby the
teacher makes remedial adjustments, provides correct answers, stimulates further learning,
provides further guidance or reinforces motivation.
2. Continuous oral and written presentations, exercises, quizzes, tests, etc
3. Formal trimly examinations
4. End-of-syllabus or end-of-year examination (for promotion to the next year in Forms 4, 5 and 6 )
(b)
Assessment at national level
1. English examination from Workforce Development Authority (WDA) at the end of Form 6.
(c)
Class-based and school-based evaluation (i.e. heavily dependent on each individual school policy)
270
1. Strategic questioning techniques employed in evaluation tools( e.g. teacher‟s self-appraisal sheets,
appraisal schedules on teacher‟s teaching from the learners or colleagues in observation
sessions ; questionnaires filled out by students to evaluate the teacher‟s teaching, progress reports
from students at the end of the term or year, etc.),
2. Continuous oral and written presentations, exercises, quizzes, tests, etc (but this is only to some
extent, as one cannot be absolutely sure if apparently successful performance measured with
grades/marks is a true indicator of the teacher‟s or learners‟ competence)
3. Formal term and yearly examinations
4. End-of-year or end-of-programme examination at the end of Form 6
N.B.
 The trend of most assessment and evaluation policies and systems is to assume that marks or
grades for language tests and examinations are clear indicators that the teacher has done his/her job
well or badly and that the learners have or have not attained relative communicative competence.
What undermines this assumption is the fact that many assessment instruments like tests and
examinations focus on certain skills, while other skills are neglected or overlooked. Consequently, it is
not uncommon to come across students with high scores or grades in written sommative assessment
who cannot communicate effectively in speech or even in continuous writing. A major deficiency in
such an assessment instrument is likely to be over-concentration or over-weighting of vocabulary and
grammar structures at the expense of the other four skills. Therefore, the most effective instrument for
measuring communicative competence is seen as one which rotationally focuses and
weights listening, speaking , reading, writing and vocabulary and grammar competences.
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 In most school-based and national formal assessment situations, existing logistics make it practically
difficult to assess certain skills, e.g. lack of recorders and tapes for testing listening ; lack of other
aspects of technology and qualified manpower for recording and analysing students’ spoken
discourse ; time pressure ; etc. That is why most language tests and examinations might find it only
practicable to concentrate on reading comprehension and writing at the expense of listening and
speaking. The classroom teacher should, therefore, lay strategies to make up for this shortcoming.
For example, he/she can stipulate in his/her scheme of work and lesson plan listening and speaking
tasks which are meant for assessment. However, the biggest constraint is that this form of
assessment must be in harmony with the assessment policies and procedures recommended by the
respective school as well as by the Ministry of Education. In other words, it is desirable that grades
accrued through continuous assessment of that nature should have a place in each student’s entire
performance profile.
(d) Evaluation at school level and at national level
Ideally, in addition to external inspection, each school should have its own internal strategies, policies
and procedures for evaluating to what extent it is implementing syllabuses and curricula from Workforce
Development Authority. Usually learners, teachers, educationalists in the Government and the general
public use students‟ performance grades to measure the success of education programmes. Current
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research on assessment and evaluation is challenging all the interested parties to review the policies,
criteria, procedures and instruments in use; but this is outside the scope of this publication.
Specifications for class-based and school-based assessment
 Each teacher will give out regular oral and/or written quizzes.
 Each teacher will give out regular quizzes or presentations/exposés of about 5 minutes on well
defined language points.
 Each class will do one supervised test plus at least two graded homework each term.
 Each class will do various upgraded homework exercises.
 Each class will do at least one test each term, with focus on content that has already been covered.
 Each class will do at least one examination each year, with focus on content that has been covered
so far.
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Recommendations
For this programme to be successfully implemented in the Technical Secondary Schools of Rwanda
(TSS), some requirements should be met:
1. Availability of qualified, competent and motivated teachers ;
2. In-service training seminar/workshop for English language teachers for the purpose of orientating
them before they begin to teach the present programme - this is in addition to regular in-service
programmes ;
3. Provision of core textbooks and other teacher and student support materials;
4. Government investment in and promotion of materials development carried out in Rwanda and
targeting English Language Teaching (ELT) in the Technical Secondary Schools (TSS), – in
particular, motivating teachers who are interested in writing ELT materials ;
5. Provision of audio-visual teaching aids such as cassette players and tapes, radio, TV sets
,newspapers, periodicals, etc ;
6. Monitoring and evaluation by Workforce Development Authority (WDA) ,the institution , should
make follow-up visits to the classes after introducing the present programme in order to be able to
monitor and evaluate the programme implementation ;
7. Setting up extracurricular activities in schools with the aim of promoting the practice of English
language skills (e.g. the English and drama clubs, film clubs, etc.)
8. Promotion of research in the field of ELT, in general, and in the sub-field of English for Academic
Purposes/English for Specific Purposes ;
9. Taking into account the discrepancies with regard to the weekly time allocated to this course in
English, Workforce Development Authority (WDA) should set two different national examinations:
one should be designed for Secretariat, Tourism, Hotel Operations and Graphic Arts, and the other
for the rest of the Technical Secondary Schools (TSS).
274
7. Bibliography
i. English in Electrical Engineering and Electronics by Eric Gledinning, Publ. Oxford
University Press.
ii. Basic Technical English by Jeremy Comfort, Steve Hick and Allan Savage Publ.
Oxford U. Press
iii. A First Course in Technical English by B. Wood, H. Templeton, M. Webber, publ.
Heinemann Educational Books.
iv. English for Technical Students by David Bonamy, publ. Longman .
v. English for Motor Vehicle Technology by H. Templeton, publ. H.E.B.
vi. English for Mechanical Science by H. Templeton, publ. H.E.B.
vii. A Dictionary of Electronics by E.C. Young, publ. New Penguin Books.
viii. The Use of English for Technical Students by R.A. Kelly, pul. Hazzap.
Designed by:
NSABIMANA Justin
KANA F. Xavier
MWUNGERI Evariste
275
Participants in the curriculum review
2. MPAMO Aimé, Supervisor Curriculum Development, WDA
8. Filius UZAMUGURA, Trainer at E.S. NKOMERO
9. Hilarie NIYOTWAGIRA, Trainer at G.S GATAGARA
10. Laetitia USABYIMBABAZI, Trainer at ESAPAG
276
PROGAMME DE MATHEMATIQUES
277
Introduction
Les programmes de mathématiques des sections techniques niveau A2 renforcent les notions acquises au tronc commun et
ont la double mission suivante : permettre à l‟apprenant de mieux comprendre les notions techniques et préparer ce dernier à
l‟enseignement supérieur spécialisé.
Ces programmes abordent les notions de géométrie plane, géométrie de l‟espace, géométrie descriptive, algèbre et statistique
descriptive.
Le programme de la 4ème année aborde les éléments de géométrie plane, géométrie de l‟espace, trigonométrie, équations et
inéquations du 1er et du 2ème degré, puissances et logarithmes, nombres complexes, matrices, déterminants et résolutions des
systèmes linéaires.
Le programme de la 5ème année aborde les notions d‟analyse (étude complète d‟une fonction numérique d‟une variable réelle)
la géométrie descriptive et achève l‟étude des nombres complexes.
Quant au programme de la 6ème année, il aborde le calcul intégral, l‟étude des fonctions logarithmiques et exponentielles, la
géométrie descriptive et la statistique descriptive.
Les programmes développés pour le niveau A2 comprenant :
-
les orientations générales
les objectifs généraux
278
-
les objectifs spécifiques, les contenus notionnels et les références bibliographiques par niveau d‟étude
l‟approche d‟évaluation par cycle
les facteurs particuliers relatifs à ces contenus
279
Orientations générales
Les programmes de mathématiques proposés pour les sections techniques niveau A2 renferment des contenus notionnels
indispensables à l‟assimilation des contenus des cours techniques.
Le technicien A2 doit être performant, créatif et compétitif sur le marché de l‟emploi comme employé ou comme employeur.
De plus le technicienA2 doit être à même de suivre l‟enseignement supérieur spécialisé.
Les développements théoriques seront allégés, l‟importance sera attachée aux exercices variés choisis dans les thèmes des
cours techniques de chaque spécialité.
Objectifs généraux
1. Développer une pensée claire, logique et cohérente
2. Développer l‟esprit de rigueur, d‟organisation et de synthèse
3. Développer les qualités de soin, ordre, précision et clarté à travers le tracé des figures géométriques, l‟exécution et la
présentation des tâches
4. Reconnaître le rôle d‟outil joué par les mathématiques dans différents domaines de la vie pratique.
5. Développer les capacités d‟observation et de schématisation par la représentation plane des figures de l‟espace.
6. Développer l‟esprit de jugement et de prise de décision fondée sur une argumentation logique.
280
4ème Année
Contenus notionnels
A la fin de ce programme, l‟apprenant devra être capable de :
Chap. 1. Rappels : Formes géométriques planes
1. Identifier et construire les figures géométriques du plan ;
reconnaître leurs propriétés et calculer leurs aires
1.1.
-
Figuras géométriques du plan, Triangles, quadrilatères,
polygones réguliers et cercle.
Définitions et propriétés
Constructions et calculs d‟aires
2. Maîtriser les techniques de construction des courbes du 1.2.
second degré.
-
Constructions des courbes du second degré : (Parabole,
hyperbole, ellipse, ovale, etc….)
Méthodes de construction
3. Raccorder des arcs avec soin et précision
1.3.
-
Raccordement d‟arcs
Méthodes de construction
Chap2. Calcul vectoriel
4. Appliquer le calcul vectoriel à la résolution des problèmes 2.0. Rappels
des cours techniques
- Opérations sur les vecteurs du plan (Addition, soustraction,
multiplication par un réel)
- Norme d‟un vecteur
281
2.1. Produit scolaire
Définition et propriétés
2.2. Distance
5. Appliquer la notion du produit scolaire à la résolution des - Propriétés
problèmes des cours techniques
Chap 3. Géométrie de l’espace
3.1. Eléments de l‟espace ; points, droites et plans
3.2. Positions relatives de droites et de plans :
6. Représenter les éléments de l‟espace et déterminer leurs
positions relatives
-
Intersection de 2 droites
Intersection d‟une droite et d‟un plan
Intersection de 2 plans
Droites gauches
3.3. Projections parallèles et théorème de Thalès
282
7. Définir les projections parallèlles et leurs applications
8. Identifier , dessiner et caractériser les principaux solides
géométriques, en calculer l‟aire latérale, l‟aire totale et le
volume.
3.4. Solides géométriques :
-
Représentations et projections
Calculs d‟aires et des volumes
9. Définir le cercle trigonométrique et convertir les différentes Chapitre 4. Trigonométrie
mesures d‟angles.
4.1. Cercle trigonométrique
10. Repérer à l‟aide du cercle trigonométrique le sinus, le
cosinus, la tangente d‟un angle quelconque ; vérifier des
identités remarquables
-
Définition et propriété
4.2. Nombres trigonométriques d‟un angle :
- Définitions et relation fondamentales
11. Utiliser les nombres trigonométriques des angles
4.3.Nombres
trigonométriques des angles remarquables et des
remarquables et des angles associés.
12. Acquérir la capacité de lire les nombres trigonométriques angles associés(opposés,complémentaires, supplémentaires,…)
d‟un angle donné dans une table.
4.4. Tables des nombres trigonométriques : (Information)
13. Représenter graphiquement les fonctions circulaires
4.5. Représentation graphique point par point des fonctions
circulaires
14. Appliquer les notions de trigonométrie à la résolution des
triangles et/ou des problèmes de topographie
4.6. Relations trigonométriques dans un triangle rectangle,
relations trigonométriques dans un triangle quelconque ;
15. Utiliser les formules de transformation dans les calculs et résolutions des triangles rectangles et quelconques, problèmes de
dans la vérification des identités.
283
topographie
4.7. Formules de transformation
16. Résoudre les équations du 1er degré à une inconnue ;
représenter graphiquement une fonction du 1er degré ;
Chapitre .5. Algèbre
résoudre algébriquement et graphiquement les systèmes
5.1. Rappels : Equation, inéquation, fonction du 1er degré et
systèmes d‟équations linéaires.
Définitions, résolution, dans R, des équations et
inéquations du 1er degré à une inconnue
- Représentation graphique point par point d‟une fonction du
1er degré.
- Systèmes d‟équations linéaires ;
- Systèmes de 2 équations à 2 inconnues
17. Résoudre les équations et inéquations du second degré à
- Systèmes de 3 équations à 3 inconnues
une inconnue ainsi que des problèmes se ramenant au
- Définitions et résolutions
second degré et interpréter graphiquement leurs solutions
5.2. Equations et inéquations du second degré à une inconnue ;
-
-
Définitions, résolutions, dans R, de l‟équation
-
Résolution et discussion de l‟équation générale du second
degré
Propriétés des racines d‟une équations du second degré
Factorisation de
-
284
5.2.2. Inéquations du second degré :
- Définition, résolution et représentation des solutions sur une
axe.
-
-
Equations paramétriques avec contraintes sur nombre et le
signe des racines,
Résolution, dans R, d‟équations réductibles au second
degré (Equations réciproques, équations irrationnelles
simples)
Résolution des problèmes du second degré
18. Représenter graphiquement le fonction
5.3. Fonction du second degré
-
Définition
Représentation graphique d‟une fonction du second degré
 Représentation de Y= ax2
 Représentation de Y= ax2 + bx + c
19. Utiliser les propriétés des puissances et des radicaux
5.4. Puissance à exposants rationnels et radicaux d‟indice n (n ≥2)
d‟indice n (n ≥2) dans les calculs.
- Définitions, propriétés, opérations
20. Appliquer les notions de progressions arithmétiques et 5.5. Progressions arithmétiques et géométriques :
géométriques dans la résolution des problèmes
- Définitions,
- propriétés,
- recherche d‟un terme quelconque,
- calcul de la sommes des termes
285
5.6. Logarithmes décimaux ;
21. Utiliser les propriétés des logarithmes décimaux dans la
résolution des équations
22. Utiliser les formes algébriques et trigonométriques d‟un
nombre complexe non nul dans la résolution des problèmes
du domaine technique
-
Définitions
-
propriétés;
Opérations ;
résolution des équations logarithmiques
Chap.7. Déterminants et systèmes d’équations linéaires
7.1. Matrices
- définitions, écriture et terminologie
Notamment : élément d‟une matrice, lignes, colonnes, rangées,
types de matrices, matrices m x n , matrices carrées (d‟ordre 2
et 3), matrices lignes, matrices, colonnes, écriture généralisée
d‟un élément d‟une matrice :, transposée d‟un matrice
- égalité de deux matrices de même type
- opérations sur les matrices
* addition de deux matrices de même type
* multiplication d‟une matrice par un nombre réel
286
* multiplication de deux matrices
7.2. Déterminants
-
-
déterminant d‟une matrice carrée d‟ordre 2, calcul du
déterminant d‟une matrice carrée d‟ordre 3 par la règle des
mineurs ; calcul de déterminants d‟ordre 3 par la règle de
Sarrüs
propriétés des déterminants
7.3. Résolution de systèmes n équations à n inconnues (n  3) ;
méthode de Cramer
23. Appliquer les propriétés des matrices et des déterminants à
la résolution des systèmes de n équations à n inconnues (n
 3)
Chap.8.Logique mathématique
8.1. Proposition et table de vérité
8.2. Conjonction, Disjonction, negation
8.3. Implication et équivalence
8.4. Quantificateur
287
5 ème année
Objectifs spécifiques.
Contenus notionnels
Chapitre I Analyse
A la fin de ce programme, l‟élève doit être capable de :
Utiliser les propriétés des limites et dérivées à la
résolution des problèmes techniques faisant appel à la
notion d‟étude des fonctions numériques et à leurs
représentations graphiques.
1.1. Généralités sur les fonctions numériques d‟une variable réelle
1.1.1 Définitions et exemples
- Fonction
- Fonction paire, fonction impaire
- Fonction périodique
- Fonction croissante
- Fonction décroissante
- Domaine (ensemble ) de définition
1.2. Limites
1.2.1 Approche intuitive de la notion de limite d‟une fonction en un
point (appartenant ou pas au domaine de définition)
1.2.2 Limite à gauche et limite à droite
1.2.3 Propriétés des limites finies
1.2.4 Extension de la limite lorsque les valeurs de la variable ou
celles de la fonction tendent vers l‟infini : Règles de calcul
1.2.5 Cas d‟indétermination
0

( ,   ,
)
0. ,
0

1.3. Continuité
1.3.1 Continuité en un point, discontinuité en un point
1.3.2 Continuité sur un sous ensemble de R
288
-
Propriétés des fonctions continues
Opérations sur les fonctions continues
Théorème de valeurs intermédiaires
1.3.3 Fonction réciproque d‟une fonction strictement monotone
1.3.4 Fonction bornées
1.4 Asymptotes
-
1.4.1 Définitions
1.4.2 Détermination des asymptotes horizontales, verticales, et
obliques
1.5 Dérivées
1.5.1 Dérivée d‟une fonction en un point ou nombre dérivé en un point
1.5.2 Dérivabilité et continuité
1.5.3 Interprétation géométrique du nombre dérivé en un point
1.5.4 Fonctions dérivée
1.5.6 Opérations sur les fonctions dérivables
1.5.7 Propriétés des dérivées
1.5.8 Applications des dérivées
Déterminer les asymptotes au graphe d‟une fonction
numérique donnée
1.6 Tableau de variation d‟une fonction numérique
1.7 Plan d‟étude d‟une fonction et tracée de sa courbe représentative
Types de fonction à études :
-
-
Fonction rationnelles
x  ax 2  bx  c ( a  0 )
289
Calculer la dérivée d‟une fonction donnée en un point
donné et interpréter graphiquement et physiquement
les résultats
x
-
ax  b
cx  d
( c  0)
-
x
ax 2  bx  c
dx  e
-
x
ax 3  bx 2  cx  d
ex 2  f
Etudier les fonctions numériques et faire la
représentation graphique de manière propre et précise
x  ax 3  bx 2  cx  d ( a  0 )
( ad  0)
(a e  0 )
Fonctions irrationnelles
x   2 px (Parabole)
x
b
a2  x2
a
( Ellipse)
x
b 2
x  a2
a
(Hyperbole)
-
Fonctions trigonométriques
290
-
Fonctions avec expressions contenant des valeurs absolues.
291
Contenus notionnels
Etablir les équations des droites et des plans dans Chapitre II Géométrie
l‟espace
2.1 Calculs vectoriels dans l‟espace
2.2 Equations des droites de l‟espace
- Equation vectorielle
- Equations paramétriques
- Equation cartésienne
2.3 Equations de plan dans l‟espace
- Equation vectorielle
- Equations paramétriques
- Equation cartésienne
2.4 Produit scalaire dans l‟espace
- Définition
- Propriétés du produit scolaire
- Norme d‟un vecteur
- Cessants d‟un couple de vecteurs
- Orthogonalité de vecteurs
- Repère orthonormé
- Expression analytique du produit scolaire
Utiliser les propriétés du produit scalaire dans des 2.5 Orthogonalité
situations techniques tirées des cours techniques.
- Droites orthogonales
- Droite perpendiculaire à un plan
- Plans perpendiculaires
- Plans parallèles
- Distance d‟un point à un plan
- Angles de droites et de plans
- Distance commune de 2 droites gauches
2.6 Intersection de plans
292
- Intersection de deux plans
- Intersection d‟une droite et d‟un plan
2.7 Le produit vectoriel dans l‟espace
-
2.7.1 Définition du produit vectoriel
2.7.2 Propriétés du produit vectoriel
2.7.4 Produit mixte dans l‟espace
Chapitre III Géométrie descriptive
3.1 Construction des courbes
- Ovale
- Ensemble de panier
- Ellipse
- Parabole
- Hyperbole
- Développante du cercle
Déterminer analytiquement les positions relatives des
3.2 Projections de points, droites et plans
éléments de l‟espace
- Projections d‟un point
- Projections d‟une droite quelconque, de droite particulières
- Positions relatives de 2 droites
Utiliser les propriétés du produit vectoriel et mixte dans
- Projections d‟un plan quelconque
la résolution des phénomènes physiques
3.3 Projections de polyèdres
- Projections de prismes et pyramides
Réguliers dont les bases sont parallèles
à l‟un des plans de projection
Section plane dans un prisme régulier vu dans une pyramide
régulière lorsque le plan rencontre toutes les latérales
3.4 Sections du cône
-
293
Construire avec soin et précision certaines
planes
courbes
Représenter les projections planes des figures de
l‟espace
- Cône de révolution
- Construction des sections : deux méthodes
- Section elliptique du cône
- Section hyperbolique du cône
3.5 Méthode de Monge
1. Etude de la droite
2. Etude du plan
3. Intersection de 2 plans
- Intersection d‟une droite et d‟un plan
- Droites et plans perpendiculaires
- Perpendiculaire commune à 2 droites gauches
- Problèmes classiques
Chapitre IV Nombres complexes
6.1. Ensemble C des nombre complexe :
- Définition et propriétés
- opérations dans C
- forme algébrique d‟un nombre complexe
- module d‟un nombre complexe,
- conjugué d‟un nombre complexe ;
6.2. Calculs dans le corps des nombres complexe
- racines carrées d‟un nombre complexe
- équation du second degré dans C
6.3. Représentation géométrique d‟un nombre complexe.
- Affixe d‟un point ; affixe d‟un vecteur
6.4. Formes trigonométriques d‟un nombre complexe
 arguments d‟un nombre complexe non nul
 forme trigonométrique arguments d‟un produit et d‟un
294
Déterminer l‟intersection d‟un cône avec un plan dans
différentes positions et exécuter les constructions qui s‟y
4.1 Rappel : Forme trigonométrique d‟un nombre complexe
rapportent.
4.2 Racines d‟un nombre complexe
- Racines de l‟unité, représentation graphique
- Racines d‟un nombre complexe
4.3 Applications des nombres complexes
Appliquer la méthodes de Monge dans les constructions
des droites, plans et dans l‟exécution des problèmes
classiques.
-
Calculs des nombres trigonométriques
D‟angles multiples d‟un donné
-
Etablissement des identités trigonométriques par le formule de
MOIVRE
Résolution des équation et inéquations trigonométriques simples
Construction des polygones réguliers de côtés et déterminations de
la longueur des côtés et de l‟apothème en fonction du rayon
-
Utiliser les nombres complexes pour résoudre les
problèmes techniques faisant appel au calcul
trigonométrique et les nombres complexes.
295
6 ème année
1. Objectifs spécifiques
Contenues notionnels
A la fin de ce programme, l‟élève doit être capable de :
Utiliser les fonctions cyclométriques dans les cours
techniques
Chapitre I. Analyse
1.1. Fonctions
1.1.1. Réciproque d‟une fonction strictement monotone
1.1.2. Définition des fonctions cyclométriques
x  arcsin x
x  arccos x
x  arctan x
x  ar cot anx
1.2. Fonctions logarithmes et exponentielles
1.2.1. Fonction logarithme népérien
- Définitions : f : x  ln x
- Propriétés
- Valeur approchée du nombre e
Utiliser les fonctions logarithmes et exponentielles dans
- Etude et représentation graphique
la résolution des problèmes rencontrés dans les cours
- Equations logarithmiques
techniques
- Fonctions contenant des logarithmes
1.2.2. Fonction exponentielle de base e
-
Définition, notation f : x  e x
Propriétés
Etude et représentation graphique
Equations exponentielles
Fonctions contenant des exponentielles de base e.
296
1.2.3. Fonctions logarithmes de base (a › o et a  1)
-
Définition : f : x  log a x
Propriété
Dérivation
Logarithmes de base a
Changement de base
Equations logarithmiques
-
1.2.4. Fonctions exponentielles de base a (a › o et a  1)
Définition f : x  a x
Propriétés
Relation entre
Dérivation
Equations exponentielles
1.3. Notion de différentielle
- Définition
- Propriétés
- Différentielle des fonctions usuelles
- Interprétations géométrique de la différentielle
- Application : calculs appropriés
1.4. Fonctions primitives
- Définition
- Propriétés
1.4.1. Primitives immédiates
297
Formules de primitives des fonctions déjà étudiées
1.4.2. Méthodes de primitivation
-
Primitivisme par décomposition
Primitivisme par parties
Primitivation par changement de variable
1.4.3. Primitivation de certaines classes de fonctions
Utiliser la différentielle dans la résolution des problèmes
rencontrés dans les cours techniques
-
Fonctions rationnelles
Fonctions irrationnelles
Fonctions trigonométriques
Calculer les primitives et les intégrales des fonctions
usuelles et les appliquer à la résolution des problèmes 1.5.Intégrale d‟une fonction continue
des cours techniques
b
-
Définition :
 f ( x)dx
a
-
Propriétés
Méthodes d‟intégration : calcul d‟intégrales
Applications : calcul de longueur, calcul d‟aires d‟une surface plane
et d‟un volume d‟un solide de révolution
298
1.6. Equations différentielles (1 er degré, 2e degré)
Chapitre II. Géométrie descriptive
2.1. Etude des plans bissecteurs des plans de projection
-
Eléments du second bissecteur
Eléments du premier bissecteurs
2.2. Polyèdres
Détermination des arêtes visibles et cachées d‟un corps opaque
représenté en double projection orthogonales
2.3. Rabattements
-
- Problèmes du relèvement
2.4. Méthodes des rotations
2.5. Méthodes des changements des plans de projection
Chap III. Statistique des descriptive
1.1. Rappel : Paramètres de position d‟une série statistique
1.2. Caractéristiques de dispersion d‟une série statistique :
- étendue,
299
Résoudre les équations différentielles simples se
ramenant aux problèmes techniques ( circuit électrique
etc.. .)
Déterminer les projections planes des figures situées
dans les plans bissecteurs
intervalle interquartile,
- écart moyen,
- variance et écart- type,
- coefficient de dispersion
1.3. Comparaison de deux séries statistiques
1.4. Séries statistiques doubles
- Séries statistiques à 2 variables
- Ajustements linéaires
 Méthodes graphiques
 Méthode des moyennes mobiles et échelonnées
 Méthode des moindres carrés
 Droite de régression
- Corrélation linéaire
Représenter le vu et le caché et appliquer les
techniques apprises dans la résolution des problèmes
de dessin technique
300
A partir des exemples construits ou donnés, représenter
graphiquement une série double et déterminer le cas
échéant, un ajustement linéaire à main levée ou par la
méthode des moindres carrés.
Déterminer l‟efficacité de cet ajustement linéaire en
fonction du contexte.
301
Proposition de répartition de la matière du programme de 4 ème année, Niveau A2.
Contenu
Nombres d‟heures
Formes géométriques
10
Calcul vectoriel
8
Géométrie de l‟espace
18
Trigonométrie
24
Algèbre
20
Puissances et logarithmes
10
Nombres complexes
15
Déterminants et systèmes linéaires
15
TOTAL : 120
302
Bibliographie (non exhaustive)
1.DPES - RWANDA : Géométrie de l‟espace, 1ère et 2° partie, Livre de l‟élève, Imprisco-Kigali, Octobre 1988, Octobre 1989
.
2. CONDAMINE M
: Algèbre linéaire et géométrie, 1ère CDE , Delagrave, 1970
3. GAUTIER C et al
: Aleph, Mathématique, 1ère AB, Hachette, Paris,1974
4. GARNER H et al
: Mathématiques, Terminale D, Bordas, Paris, 1989
5. DPES – RWANDA : Complexes 5è année, Livre de l‟élève, Imprisco- Kigali, Février 1990
6. BOUTRIAN E et al : Savoir et savoir faire en mathématiques, 4ème année niveau B, H. Dessain, Liège
7. GUION
: Trigonométrie rectiligne, A.De Boeck Wesmael, Bruxelles
8. MAS - GALANP Anne et al : Mathématiques 2ème scientifique, Collection Inter Africaine de mathématiques EDICEF 58,
Rue Jean Blenzen 92178 Vanves CEDEX
Notes méthodologiques
Les développements théoriques dans le cours de géométrie de l‟espace seront limitées au strict minimum. Le professeur veiller
à donner de nombreux exercices.
Pour les constructions des courbes, le professeur veillera au soin et à la précision des travaux des apprenants
L‟introduction des nombres complexes se fera à partir de la résolution de ax 2 + bx + c = 0 dans R avec D < 0
Les propriétés des matrices seront énoncées et on veillera à donner plusieurs exercices sur les matrices d‟ordre 2 et 3.
303
Proposition de répartition de la matière du programme de 5éme année, Niveau A2
Contenu
Nombre d’heures
Analyse I
40
Géométrie de l‟espace
30
Géométrie descriptive
30
Nombres complexes
20
Total 120
Bibliographie (nom exhaustive)
1.
2.
3.
4.
5.
6.
VERSCRAGER R, : Dessin scientifique II Ed, J..Van In S.A -Lierre
DPES-RWANDA, : Complexes 5e, livre de l‟élève, impresco-Kigali, 1990
GAUTIER C et al : Aleph 1 Analyse, terminale D, Hachette, Paris, 1976
GAUTIER C et al : Aleph 1 Géométrie, Terminale CE,Hachette,Paris,1974
GAUTIER C et al : Aleph 1 Algèbre / Géométrie 1ére CDE, Hachette, 1974
ADAM A et al : Mathématique 6B,A de Boeck, Bruxelles 1991.
304
1. Le professeur insistera graphiquement les définitions de limites et continuité les théorèmes seront énoncés mais non
démontrés le professeur insistera sur des exercices diversifiés.
2. Pour le chapitre sur les nombres complexes, le professeur insistera sur les exercices puisés dans les cours techniques.
3. Les cours techniques de géométrie de l‟espace sera essentiellement analytique.
Proposition de répartition de la matière du programme de la 6 ème année, Niveau A2
Contenu
Nombres d‟heures
Analyse II
52
Géométrie descriptive
42
Statistique descriptive
26
Total :120
305
Bibliographie (non exhaustive)
1.VERSCHRAGEN R : Dessin scientifique II ,Ed J. Van In SA - Lierre
2. DESLOOVERE
: Cours de géométrie descriptive, A De Boeck - Wesmael, Bruxelles, 1986
3. DPES - RWANDA : Cours de statistique. Livre de l‟élève, Imprisco - Kigali, décembre1988
4. GANTIER C et al : Aleph 1 Analyse Terminale D, Hachette, Paris, 1976
5. GAUTIER C, TERRAL : Mathématiques, Terminales2, Hachette, Paris, 1983
6. AUDIGIER M.N. et al : Mathématique, Terminale C/E
7 .DPES - RWANDA : Analyse 6 e, Livre de l‟élève, Imprisco - Kigali, Décémbre 1986
1. La fonction exponentielle de base e sera introduite avant la fonction logarithme népérien
2. Le professeur insistera plus sur les exercices que sur les développements théoriques.
306
Approche d’évaluation
1. Nécessité d’une évaluation régulière
Un contrôle régulier du travail des apprenants est absolument indispensable à tous les niveaux d‟études.
Il permet au professeur de :
-
s‟assurer de l‟efficacité des stratégies utilisées
apprécier le progrès réalisé par les apprenants
s‟occuper individuellement ou en petits groupes des apprenants qui éprouvent des difficultés.
Pour l‟apprenant, l‟évaluation régulière est un stimulant important qui lui permet d‟effectuer une série d‟activités qui fixent les
notions apprises.
2. Type d’évaluation
2.1. Le travail des apprenants en classe.
Une première évaluation doit avoir lieu pendant le cours. Après la compréhension de la séquence d‟apprentissage, les
apprenants font des exercices d‟application.
Chaque apprenants doit avoir un cahier d‟exercices réservé à cet effet.
Les cahiers d‟exercices seront régulièrement contrôlés et visés par le professeur.
307
2.2. Les devoirs
a) Devoirs surveillés en classe
b) Devoirs à domicile
Les devoirs surveillés en classe seront corrigés par les apprenants sous la supervision de leur professeur.
Les devoirs à domicile seront faits dans un cahier et le professeur devra s‟assurer si tous les exercices ont été faits.
2.3.
Les interrogations écrites
Les interrogations courtes et fréquentes habituent les apprenants à travailler régulièrement.
Elles permettent aussi au professeur de juger du degré d‟assimilation de la matière précédente avant d‟avancer dans le
programme.
Les interrogations générales averties portant sur une matière plus vaste seront organisées.
2.4.
Les examens écrits
Les examens écrits seront organisés à la fin de chaque trimestre.
Un examen de fin de trimestre doit être minutieusement préparé selon les suivantes :
a) déterminer les objectifs à évaluer
b) formuler plusieurs questions par objectif à évaluer et ce de manière graduelle.
c) Fixer la répartition des points par question et/ou par étape de résolution
308
d) Couvrir toute la matière vue au cours du trimestre.
La grille de correction doit être la plus complète possible pour assurer une correction uniforme. L‟examen écrit doit être corrigé
ultérieurement en classe par le professeur.
Facteurs particuliers
1. Le professeur de mathématiques doit déployer des effets particuliers pour montrer à l‟apprenant le bien fondé de
l‟enseignement des mathématiques et le relation étroite entre la matière enseignée et les problèmes pratiques de la vie.
2. Compte tenu des difficultés particulières que rencontrent les professeurs de mathématiques des écoles techniques, il
est recommandé une concertation régulière des enseignants d‟une même école ou des écoles voisins.
3. Pour une bonne exploitation des programmes élaborés, il est recommandé d‟organiser des séminaires de formation des
professeurs de mathématiques des écoles techniques. Il est aussi recommandé de rendre disponible les moyens
matériels et humains pour la rédaction des manuels adaptés aux programmes proposés.
4. Le professeur doit créer chez l‟apprenant une certaine motivation qui le conduira à considérer les mathématiques
comme un outil indispensable à l‟exercice de sa profession.
5. Les horaires des cours ne devraient pas placer les cours de mathématiques à des heures chaudes de la journée ou à
des moments où les apprenants sont fatigués. Les heures de mathématiques devraient se suivre.
6. L‟apprenant devrait disposer d‟une calculatrice pour certains calculs qui exigent une grande précision. Le professeur
devra former l‟apprenant à l‟utilisation de la calculatrice.
309

to full curriculum - Msgr.Felicien Mubiligi Catholic

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