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    Topic 2 TMBIO23: Biology Competence-Based Curriculum: by Concilie MUKAMWAMBALI

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    Cyizere Eric
    The Rwandan biology curriculum was changed to a competence-based curriculum (CBC) in 2016. The CBC focuses on what students can do rather than just knowledge alone. It is characterized by learner-centered and constructivist approaches that develop students' abilities to perform tasks to a prescribed standard. The CBC aims to develop both basic competencies addressed in subject competencies and objectives, as well as generic competencies like critical thinking, creativity, research skills, communication, cooperation, and lifelong learning. The biology CBC is organized into 8 topic areas with 55 total units across grades S4, S5, and S6. Each unit specifies learning objectives, content, suggested activities, assessment criteria, and required resources.

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    Topic 2 TMBIO23: Biology Competence-Based Curriculum: by Concilie MUKAMWAMBALI

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    Cyizere Eric
    25 views9 pages
    The Rwandan biology curriculum was changed to a competence-based curriculum (CBC) in 2016. The CBC focuses on what students can do rather than just knowledge alone. It is characterized by learner-centered and constructivist approaches that develop students' abilities to perform tasks to a prescribed standard. The CBC aims to develop both basic competencies addressed in subject competencies and objectives, as well as generic competencies like critical thinking, creativity, research skills, communication, cooperation, and lifelong learning. The biology CBC is organized into 8 topic areas with 55 total units across grades S4, S5, and S6. Each unit specifies learning objectives, content, suggested activities, assessment criteria, and required resources.

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    The Rwandan biology curriculum was changed to a competence-based curriculum (CBC) in 2016. The CBC focuses on what students can do rather than just knowledge alone. It is characterized by learner-centered and constructivist approaches that develop students' abilities to perform tasks to a prescribed standard. The CBC aims to develop both basic competencies addressed in subject competencies and objectives, as well as generic competencies like critical thinking, creativity, research skills, communication, cooperation, and lifelong learning. The biology CBC is organized into 8 topic areas with 55 total units across grades S4, S5, and S6. Each unit specifies learning objectives, content, suggested activities, assessment criteria, and required resources.

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    25 views9 pages

    Topic 2 TMBIO23: Biology Competence-Based Curriculum: by Concilie MUKAMWAMBALI

    Uploaded by

    Cyizere Eric
    The Rwandan biology curriculum was changed to a competence-based curriculum (CBC) in 2016. The CBC focuses on what students can do rather than just knowledge alone. It is characterized by learner-centered and constructivist approaches that develop students' abilities to perform tasks to a prescribed standard. The CBC aims to develop both basic competencies addressed in subject competencies and objectives, as well as generic competencies like critical thinking, creativity, research skills, communication, cooperation, and lifelong learning. The biology CBC is organized into 8 topic areas with 55 total units across grades S4, S5, and S6. Each unit specifies learning objectives, content, suggested activities, assessment criteria, and required resources.

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    Topic 2 TMBIO23: Biology

    competence-based curriculum

    By Concilie MUKAMWAMBALI
    I. Biology competence based curriculum

    Objective: Describe the Rwandan biology


    competence based curriculum

    Activity: The biology competence based


    curriculum implemented since February 2016 is
    different from the previous one. Referring to
    the biology curricula documents, identify the
    main changes and provide the reason why
    these changes were necessary.
    • The learning provided throughout the education
    system consisting of learning areas, subjects, basic
    and generic competences as well as cross cutting
    issues is known as a “curriculum”.
    • A competence-based curriculum (CBC) focuses on
    what young people can do rather than just on what
    they know.
    • It is characterised by approaches that are largely
    learner-centred, constructivism, criterion-
    referenced, and focused upon learning outcomes.
    • It seeks to develop in learners the ability to learn
    and perform activities to a prescribed standard.
    • Objectives of the CBC are to be achieved through
    both basic and generic competences.
    • Basic Competences are addressed in the broad
    subject competences & in objectives highlighted on a
    year on year basis & in each unit of learning.
    • The selection of types of learning activities must
    focus on how learners are able to demonstrate such
    competences throughout & at the end of the
    learning process. A Generic Competence is not
    specific to a particular subject or situation. Generic
    Competences are transferrable & applicable to a
    range of subjects & situations including employment.
    Core skills

    • critical thinking and problem solving skills;


    • creativity and innovation use imagination beyond
    knowledge provided to generate new ideas and
    construct new concepts;
    • research skills;
    • communication in official languages; cooperation,
    inter personal management and life skills;
    • lifelong learning skills which will help learners to
    update knowledge and skills with minimum external
    support and to cope with evolution of knowledge
    advances
    An extract from the structure of the Biology syllabus, S4
    Bio CBC is organised in 8 topic areas
    1. Biodiversity and classification,
    2. Ecology and conservation,
    3. Organization and maintenance of life,
    4. Reproduction,
    5. Microbiology and biotechnology,
    6. Health and disease,
    7. Genetics and its applications,
    8. Selection and Evolution
    • Topic areas are subdivided into sub-topic areas.
    • Sub-topic areas are made up of 55 units: 20 in S4, 18
    in S5 and 17 in S6.
    • Each unit has the following common components:
    • Each unit is aligned with the periods or number of
    lessons;
    • Each unit has a key unit competence whose
    achievement is pursued by all teaching and learning
    activities undertaken by both the teacher and the
    learners;
    • Each unit key competence is broken into three types
    of Learning Objectives as follows:
    • Type I: Learning Objectives relating to Knowledge and
    Understanding (LOTS)
    • Type II and Type III: These L Os relate to the acquisition of
    Skills, Attitudes and Values (HOTS). These HOTS are actually
    considered to be the ones targeted by the present
    reviewed syllabus.
    • Each unit has content that indicates what should be taught
    and learnt in line with stated L Os.
    • Each unit suggests learning activities that are expected to
    engage learners in an interactive learning process as much
    as possible (learner-centredand participatory approach).
    • Finally, each unit is linked to other subjects, its Assessment
    criteria and the materials (or resources) that are expected
    to be used in the teaching and learning process.

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