computer science and management curriculum a2

MINEDUC/WDA, December 2011 1

COMPUTER SCIENCE AND MANAGEMENT SYLLABUS

(Senior 4, senior 5 and senior 6)

Republic of Rwanda WORKFORCE DEVELOPMENT AUTHORITY – WDA

Ministry of Education Empowering people with employable skills and entrepreneurship capacity

P. O. BOX 2707 Tel: (+250) 255113365

Website:ww.wda.gov.rw

E-mail: [email protected]

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TABLE OF CONTENTS TABLE OF CONTENTS....................................................................................................................................................................................... 2

0. Introduction ....................................................................................................................................................................................................... 4

1. The curriculum of computer science and management section as a response to the request on the labor market. ............................................. 5

2. Professional profile of the COMPUTER SCIENCE AND MANAGEMENT specialist of A2 level .................................................................... 5

2.1. Advanced use of software ........................................................................................................................................................................... 6

2.2. Design, setting up, maintenance and administration of data bases ................................................................................................................ 7

2.3. Maintenance and assembly of machines ...................................................................................................................................................... 7

2.4. Design, maintenance and administration of networks .................................................................................................................................. 7

2.5. Design and installation of the applications or programs ............................................................................................................................... 8

2.6. Development of the Web sites ..................................................................................................................................................................... 8

2.7 Financial Accounting ................................................................................................................................................................................... 8

2.8 Introduction to principle of management ...................................................................................................................................................... 9

2.9 Cost Accounting .......................................................................................................................................................................................... 9

2.10 Computerized Accounting .......................................................................................................................................................................... 9

3. Program and general time table .........................................................................................................................................................................10

3.1. General subjects .........................................................................................................................................................................................10

3.2. Professional courses ...................................................................................................................................................................................11

4. Teachers Profile ................................................................................................................................................................................................12

5. Required equipment ..........................................................................................................................................................................................12

6. Pedagogical advice ...........................................................................................................................................................................................12

7. Hands on activities and internship .....................................................................................................................................................................13

8. Subjects to be evaluated by WORKFORCE DEVELOPMENT AUTHORITY (WDA) .....................................................................................14


8.1. Theory based exams ...................................................................................................................................................................................14

8.2. Practical based exams ................................................................................................................................................................................14

9. General objectives ............................................................................................................................................................................................15

10. Evaluation ......................................................................................................................................................................................................16

11. DETAILED PROGRAM ................................................................................................................................................................................17

11.1 FINANCIAL ACCOUNTING ..................................................................................................................................................................17

11.2 COST ACCOUNTING .............................................................................................................................................................................56

11.3 INTRODUCTION TO PRINCIPLE OF MANAGEMENT........................................................................................................................70

11.4 COMPUTERISED ACCOUNTING ..........................................................................................................................................................77

11.5 MICROSOFT OFFICE ...........................................................................................................................................................................106

11. 6 DATA BASES .......................................................................................................................................................................................121

11.7. C PROGRAMMING..............................................................................................................................................................................128

11.8. ALGORITHMS .....................................................................................................................................................................................135

11.9. WEB DESIGN .......................................................................................................................................................................................138

11.10. VISUAL BASIC ..................................................................................................................................................................................149

11.11. C++ PROGRAMMING .......................................................................................................................................................................157

11.12. NETWORKING ..................................................................................................................................................................................165

11.13. INTRODUCTION TO COMPUTERS .................................................................................................................................................174

11.14. ENTREPRENEURIAL COMPETENCES IN TECHNICAL SCHOOLS ..............................................................................................186

REFERENCES................................................................................................................................................................................................... 191

CURRICULUM OF MATHEMATICS .............................................................................................................................................................. 192

CURRICULUM DE FRANÇAIS ....................................................................................................................................................................... 192

CURRICULUM OF ENGLISH .......................................................................................................................................................................... 192

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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 AND MANAGEMENT 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 AND MANAGEMENT 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 AND MANAGEMENT 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 done 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.


1. The curriculum of computer science and management 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 AND MANAGEMENT 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 computer science and management 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 COMPUTER SCIENCE AND MANAGEMENT specialist of A2 level

Eight competences summarize the professional profile of the computer science and management 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.

Design, maintenance and administration of networks.

Design and installation of the applications or programs.

Designing Web sites


Using software accounting

Compile financial statements

Calculating total cost of product

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


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


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

2.7 Financial Accounting

Determine precisely the long term bank expenses and revenues

Record correctly the accounting transactions of the companies

Prepare on time the final accounts of the companies

Identify, determine and value with exactitude the essential financial resources for the realization of the activities of an institution

Do the transactions of an enterprise in an honest and concise way

Facilitate the decision-making based on the correct analysis and interpretation of the financial statements.

Prepare and fill correctly the books of accounting records in accordance with the national chart of accounts

Handle regularly the books of accounts by mastering the accounts.

Calculate the bank expenses and revenues of a short term


2.8 Introduction to principle of management

Analyze business of the company, its organisational structure and various functions;

Take an active part in human resource management.

2.9 Cost Accounting

Assist the institution in the determination of salary for personnel;

Prepare a set of accounts for cost accounting system

Prepare and carry out the budget meeting of an enterprise

Manage the stock in an ordered way;

Calculate the various costs.

2.10 Computerized Accounting

Easily setup the accounting software for the organization‟s practical usage.

Use and appreciate the role prime books in generating the data/information required by users.


3. Program and general time table

3.1. General subjects

Senior 4 Senior 5 Senior 6

1 French 2 2 2

2 English 2 2 2

3 Mathematics 4 4 4

Total Hours( General courses) 8 8 8


3.2. Professional courses

Senior 4 Senior 5 Senior 6

1. Ms Office 4 - -

2. Financial accounting 9 7 5

3. Cost Accounting - 6 4

4. Introduction to principles of management and Auditing 3 - -

5. Computerised accounting - - 4

6. Data bases (DB) - 3 3

7. Algorithm 2 - -

8. C Programming 3 - -

9. Web design - 3 3

10. Visual Basic Programming - 2 3

11. C++ Programming 3 3 -

12. Networking - 3 3

13. Introduction to computers 3 - -


14. Entrepreneurial Competences in Technical Schools - - 2

Total Hours( Professional courses) 27 27 27

Total Hours( Professional and General courses) 35 35 35

4. Teachers Profile

A0 degree in COMPUTER SCIENCE, COMPUTER SCIENCE AND MANAGEMENT and related fields with specialization in the

field of education.

A0 degree COMPUTER SCIENCE, COMPUTER SCIENCE AND MANAGEMENT and Training in pedagogy.

A1 in COMPUTER SCIENCE, COMPUTER SCIENCE AND MANAGEMENT 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 AND MANAGEMENT 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 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 AND MANAGEMENT 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 AND MANAGEMENT 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 AND

MANAGEMENT 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.


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. Financial accounting

4. Cost Accounting

5. Networking

6. Mathematics

7. 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.


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.


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.


11. DETAILED PROGRAM

11.1 FINANCIAL ACCOUNTING

SENIOR 4

CHAPTER. 1: PRELIMINARY CONCEPTS

Specific Objectives Content Proposed teaching and Learning activities

The students will be able to:

Define the concepts

“accounting and financial

accounting”

Explain the importance of

financial accounting

1.1 Definition of the concept “accounting”

1.2 Definition of the term” financial accounting”

1.3 Importances of financial accounting

1.3.1 For the company

1.3.2 For the third parties

- Students facilitated by the teacher carry out

the documentary research in groups on the

definition of accounting and financial

accounting.

- Under the supervision of the teacher, the

students visit the accountancy of the school

and discuss with the accountant so as to find

out the importances of accounting.


CHAPITER 2: ACCOUNTING SOURCE DOCUMENTS

Specific Objectives Content Proposed teaching and learning activities


Define the accounting

documents

Design the accounting

documents

2.1 Definitions of some accounting documents:

Invoice

Voucher

Receipt

Cash receipt

Cash requisition

Debit note

Credit note

Cheque

2.2 Designing of:

Invoice

Voucher

Receipt

Cash receipt

- By an exercise of brain-storming the students

identify the various accounting documents and

find out its definitions

- Under the facilitation of the teacher, students

carry out the various exercises of designing

and filling the accounting source documents


Specific Objectives Content Proposed teaching and learning activities

Fill in the accounting

documents taking into account

the principle of the relative

importance

Cash requisition

Debit note

Credit note

2.3 Filling of some accounting documents

according to their order of preference

Invoice

Voucher

Receipt

Cash receipt

Cash requisition

Debit note

Credit note

Cheque

by taking into consideration their order of

preference


CHAPTER 3: THE FUNDAMENTAL ACCOUNTING SYSTEM

Specific Objectives Content Proposed Teaching and Learning activities


Describe and classify the

economic flows

Describe the accounting

principles

Record economic flows by

3.1 Definition of economic flows

3.2 Characteristics of economic flows

3.3 Classification of economic flows

Cash flow

Financial flow

Internal flow

External flow

3.4 Accounting principles /Concepts

- Guided by the teacher, students carry out the

documentary research in groups on the

definition, characteristics and classification

of economic flows

Guided by the teacher, students carry out the

documentary research in groups on

accounting principles

- Under supervision of the teacher, students


using the principle of the

double entry system

Describe the account

3.5 Double entry system for business transactions

3.6 Description of an account

Definition and parts of an account

Structure of an account

Balancing off an account

on the basis of prerequisite, proceede with the

data entries of economic flows and deduce the

principle of double entry system

- Based on the prerequisites of introduction to

accounting in ordinary level, the students

under the orientation of a teacher find out the

definition of account and its parts;


make various exercises on economic flows,

identify parts of an account and calculate its

balances;

- Under the facilitation of the teacher, by an

exercise of brain-storming, students identify

various accounts and classify them according

to the matching concept principle


Classify the accounts

according to the matching

concept principle

3.7 Classification of the accounts according to the

matching concept principle

3.7.1 Classification of the accounts

- Long and Medium term capital account

- Fixed Assets accounts

- Stock accounts

- Customers and suppliers accounts

- Financial accounts

- Expenses accounts

- Revenue accounts

- Trading, Profit and Loss accounts

- Operating statement account

3.7.2 Matching concept principle

3.8 Presentation of the national chart of accounts

4 Definition of the chart of accounts

5 Accounting cordification

- By brain-storming, students under the

supervision of the teacher, find out the

definition of the chart of accounts

- By group, students facilitated by the teacher,

refer in the national chart of accounts and

make exercises of designing the chart of

accounts adapted by the institution


Conceive the chart of

accounts of the institution

adapted to the national chart

of accounts

Describe the function of each

account;

Proceed to the effects of

increase and decrease in an

account

Define the books of original

3.9 Operation on accounts

3.10 The effects of increases and decreases in an account

3.11 Fundamental books of Accounts

3.11.1 Definition

- Journal

- General ledger

- Based on the concrete cases, students,

guided by the teacher, carry out the

recording of the operations in the accounts

and identify its functions

- Students, under the supervision of the

teacher, carry out the documentary research

in groups find out the definitions of books of

original entry and of the trial balance

- Guided by the teacher, students make

exercises of drawing and filling of the books

of prime entry and of the trial balance

- Students under the supervision of the



entry and trial balance

Design and fill the books of

original entry and trial

balance

- Carry out the application of

various methods of inventory

by respecting the principle of

perpetual inventory methods

- Books of Inventory

- Trial Balance

3.11.2 Drawing and filling

- Journal

- General ledger

- Books of Inventory

- Trial Balance

3.12 Inventories and Going concern concept

3.12.1 Perpetual inventory

- Definition

- Recording

- Application

3.12.2 Periodic inventory

- Definition

- Recording

- Application

3.12.3 Difference between Perpetal and Periodic

inventory

in groups and find out the definition, record

the accounting transactions and proceed to

its different inventory applications

- Facilitated by the teacher, students discuss

and discover the difference between the two

methods.

- Students do varied exercises suggested by

the teacher in order to inculcate the

application of these two methods, by

deducing and respecting the concept of

going concern

- By brain-storming, the students find out the

definition of a balance sheet

- Through the documentary research, students

proceed with the presentation of the

different types of Balance sheet (Horizontal

Balance sheet, Vertical Balance sheet,…) by

respecting the historical cost concept


Present the balance sheet

according to the principle of

the historical cost

3.12.4 Going concern concept

3.13 Balance sheet

Definition

Balance sheet presentation

- Assets

- Liability

Historical cost concept


CHAPTER 4: DISCOUNTS



Describe, calculate and enter

the various discount on sales

4.1. Description of r discount

4.1.1 Definition

4.1.2 Types of discounts:

Trade discount

cash discount

4.2.1 4.2. Recording of the discounts

4.2.2 During invoicing

4.2.3 After invoicing

- Based on the documentary research, students

oriented by the teacher, find out the

definition and types of the discount on sales

- Guided by the teacher, students in groups,

carry out exercises of calculation and of

recording the discount on invoice and other

source documents


CHAPTER 5: ENTERPRISE VIS-À-VIS EMPLOYEES RELATION AND TAX ADMINISTRATION



Calculate and record the

expenses of personnel

calculate and record tax

revenues

5.1. Enterprise relation with employees

Steps of computing employees charges

Recording of employees charges

5.2. Enterprise relation with tax administration

5.2.1 Practical modalities of deductions and payment of

taxes

- VAT

- Final payment on account

- Other taxes

5.2.2 Recording accounting entries of taxes

- In groups, students guided by the teacher,

carry out exercises of calculation and

recording of remuneration

- By the use of role play, students carry out

the simulation of a situation of taxes

determination and their payment


do exercises of calculation and recording of

taxes


CHAPTER. 6: SIMPLE INTEREST AND BUSINESS DISCOUNT


Calculate the simple interests;

Describe and negotiate the

commercial and trade bills;

6.1. Simple interest

6.1.1Notion of simple interest;

6.1.2 Calculation of simple interest;

6.1.3 Calculation of capital, interest rates and

interest period;

6.1.4 Calculation of the future value and the Net

Present Value (NPV) with simple interest.

6.2 Discount

6.2.1 Meaning of discount

- On the basis of daily life experiences

enriched by the documentary research,

students guided by the teacher, find out the

concept of interest in general and of simple

interest in particular

- guided by the teacher, students proceed to

the calculation of simple interest and the

deduction of the formulas

- By the use of documentary research,

students facilitated by the teacher, find out

the meaning of the concept „discount

commercial and rational discount‟

- Through role play, students carry out the

simulation of a situation of negotiation of a

commercial transaction and of calculation of


Calculate the banking

charges;

Describe and evaluate the

equivalence of commercial

and trade bills;

6.2.2 Calculation of commercial and rational discounting

6.2.3 Calculation of the actual commercial value and

rational value;

6.2.4 Discount statement and calculation of bank

charges

6.2.5 Equivalences

- Meaning

- Average due date

- Maturity date

discount

- On the basis of the results of the role play,

the students under the facilitation of the

teacher, proceed to the description of the

formulas of calculating discount, bank

charges and current value

- By groups, students, through the precedent

cases prepared by the teacher, discribe the

maening of equivalence and carry out

calculation relating to it.


SENIOR 5

CHAPTER 1: COMPOUND INTEREST AND BUSINESS DISCOUNT

Specific objectives Content Teaching and Learning Activities

- Solve the problems of

compound interests;

1.1. Compound Interest

1.1.1 Meaning of compound interest;

1.1.2 Calculation of compound interest;

1.1.3 Computation of principal, interest rates

and interest period;

1.1.4 Time value of money and Time value

of money at a given compound interest

1.1.5 Compound interest at proportional

rates

1.2. Discount of Compound interest

1.2.1 Actual commercial value;

1.2.2 Equivalence of compound interest;

- On the basis of the prerequisite on the

simple interests enriched by the

documentary research, students guided by

the teacher find out the definition of

compound interest;

- Facilitated by the teacher, students

describe the formula of compound

interest, then compute the principal,

interest rates and determine the interest

period, time value of money, time value

of money at a given compound interest

and compound interest at proportional

rates- Under the facilitation of the teacher,

students make varied exercises in

connection with the discount of

compound interest;



Identify and classify the

annuities

1.3. Annuities

1.3.1 Introduction

Meaning of annuities and Types of annuities

1.3.2 Calculation of annuity;

1.3.3 Calculation of constant annuity rates

and numbers of annuities;

1.3.4 Calculation of the present value of series of constant

annuities at the end of a specified period

1.3.5 Computation of final value and present value of series

of annuities at the beginning of a specified period

1.3.6 Annuities in geometric progression and annuities in

arithmetic progression

- students guided by the teacher, find out the

meaning of annuities and identify its types

- Based on the prerequisite on compound

interest under the facilitation of the

teacher, proceed to the description of the

formulas of calculating annuity,

calculating annuity, constant annuity

rates, number of annuities, present value

of series of constant annuities at the end

of specified period, final value and

present value of series of annuities at the

beginning of a specified period, annuities

in geometric progression and annuities in

arithmetic progression



Calculate the annuities;

1.4. Ordinary loans

1.4.1 Definition

1.4.2 Relationship between an annuity and a

loan

1.4.3 Calculation of repayment of first

instalment

- Based on the prerequisite on the

compound interests and annuities, also on

the documentary research carried out,

students facilitated by the teacher define

the concept „ordinary loan‟

- Based on the prerequisite on the

compound interest and annuities, students

under the facilitation of the teacher,

proceed to the description of the formula

for calculating ordinary loan and

determination of capital, annuity,

depreciation, preparation of the repayment

programme and duration of an ordinary

loan



Define the Ordinary loans

Identify the relationship between

an annuity and loan

Calculate the repayment of first

installment

Calculate the nth term and last

installment to be repaid

Calculate the constant annuity

1.4.4 Calculation of the „nth‟ and last instalment to be

repaid

1.4.5 Calculation of the constant annuity

1.4.6 Preparation of the repayment

programme

1.4.7 Duration of an ordinary loan

1.4.8 Determination of capital, annuity and



Determine the preparation of the

repayment programme

Determine the duration of an

ordinary loan

Determine the capital, the

annuity and depreciation

of an ordinary loans

depreciation

- Determination of capital paid

after payment of „nth‟ annuity

- Determination of the remaining capital to

reimburse after repayment of 1st annuity

- Evaluation of the remaining capital to reimburse

after repayment of 1st annuity

- Modalities of ordinary loans

1.4.9 Depreciation schedule of an ordinary

loans

- Definition of a financial depreciation

1.4.10 Depreciation annuity

- Depreciation schedule of ordinary

- By the use of the documentary research,

students facilitated by the teacher, find out

the definition of a financial depreciation

- Under the facilitation of the teacher,

students do varied exercises of drawing up

the Depreciation schedule of an ordinary

loan


students do varied exercises of recording

the operations of ordinary loan;

- Based on the prerequisite on the annuity



Draw up the Depreciation

schedule of an ordinary loans

Record the operations of

ordinary loans

loans with constant annuity;

- Depreciation schedule of ordinary loans

with constant depreciation

- Depreciation schedule of ordinary

loans with refunding “in fine”

1.4.11 Recording of ordinary loans

1.5 Debenture – Loans

1.5.1 Definition

1.5.2 Characteristics of debentures

- Conditions of emission

- Modalities of debenture

- Classification of the obligation

1.5.3 Depreciation schedule of debenture-loans

and ordinary loan, also on the

documentary research, students guided by

the teacher, define the concept „debenture-

loan‟ and identify its characteristics


students perform varied exercises on the

drawing up of an Depreciation schedule

for a debenture loan


students carry out varied exercises on

recording of the accounting entries for

bonded debts and bond service



Define the debenture loans and

Identify the characteristics of

debentures

Draw up the Depreciation

schedule of debenture loans

Record the accounting entries

for bonded debts and services

- Depreciation schedule of a debenture – loans with

constant annuity;

- Depreciation schedule of a debenture-loans with

constant depreciation

- Depreciation schedule of a debenture-

loans with refunding “in fine”

1.5.4 Accounting entries for bonded debts

- Borrowed shares at cost

- Borrowed shares bellow cost

1.5.5 Accounting entries for bond services

- Redeemable at cost

- Redeemable below cost


CHAPTER. 3 : TRANSACTION OF THE FINAL ACCOUNTS

The students will be able to

Define the financial year and

describe the legal obligations

and taxation relating to it

Describe to the extra accountant

inventory;

3.1 General introduction

3.1.1 Definition of a financial year

3.1.2 Legal obligations and taxation

3.2 Year end stock taking

3.2.1 Definition

3.2.2 Principles

- The students, guided by the teacher,

carry out the documentary research and

find out the definition of a financial year

and identify the legal obligations and

taxation relating to it

- Guided by the teacher, students carry out

the documentary research, then define

an extra-accountant inventory and its

principles

- Based on the prerequisites on the

perpetual and periodic inventory, students

under the facilitation of the teacher,

proceed on the recording of accounting

entries for the year end stock taking


Describe, apply the various

methods of depreciation and

record the accounting data

relating to it by respecting the

principle of prudence

Define the term depreciation

and explain its causes

Calculate and record the

depreciation of an asset by

using different methods

3.2.3 Recording of accounting entries for

the year end stock taking

- Inventory statement

- Inventory of the fixed assets

- Inventory of stocks

- Inventory of the accounts of the suppliers and

customers accounts

- Inventory of the financial accounts

3.3 Depreciation

3.3.1 Definition

3.3.2 Causes of depreciation

Physical

Economical

- Students guided by the teacher, carry out

the documentary research and find out the

definition of a depreciation and causes of

depreciation

- The students, under the supervision of

the teacher, carry out varied exercises of

calculation of depreciation using various

methods and carry out its accounting

records

- Based on the prerequisite on

depreciation, students under the

facilitation of the teacher carry out the

analysis of the concrete cases on

disposal of fixed assets prepared by the

teacher so as to determine un

depreciated and depreciated fixed assets,


Determine different sales of

fixed assets

3.3.3 Methods for Calculating the depreciation

- Straight-line method

- Reducing or diminishing balance method

- etc

3.3.4 Accounting entries for depreciation

3.3.5 Disposal of fixed assets

Disposal of undepreciated fixed assets ;

Disposal of depreciated fixed assets;

Accounting entries for appreciation;

- Principle of prudence

then proceed to its accounting records

by respecting the principle of prudence.

- The students, under the supervision of

the teacher, carry out varied exercises on

calculation of the various types of

provisions and record the accounting

entries by respecting the principle of

prudence


Define the term provision and

describe its roles in a company

Calculate the provision

of a company

3.4. Provisions

3.4.1 Definition

3.4.2 Role of the provision

Economical

Financial

Calculation of the provision

- Provision for depreciation

- Provision for bad debts and doubtful

debts

- Provision set by the rules of financial

institutions

- Accounting entries for provisions

Creation and increase of the

provisions

Reduction and cancellation of the

provisions

Final use of provisions

3.5 Adjustments For Final Accounts

3.5.1 Definition and role of adjustments;

- By brain-storming, students under

facilitation of the teacher, find out the

definition and role of adjustments

- Based on the prerequisite on the year

end stock taking of the financial

accounts, the students, assisted by the

teacher, define the concept „banking

reconciliation‟ and explain the reasons

to perform it

- Taking into consideration the concrete

cases, under the supervision of the

teacher, students make varied exercises

on the adjustment of the final accounts

by respecting the principle of


describe the adjustment of the

final accounts by respecting the

principle of independence

Define the concept Bank

reconciliation

3.5.2 Bank reconciliation;

3.5.3 Adjustments of the management

accounts

- Accounting entries for revenues and

expenses prepaid;

- Expenses to be paid and revenues to be

received.

independence

- By the use of brain-storming, students

guided by the teacher, find out the other

types of adjustments for the final

accounts


Describe the adjustment of the

management accounting by

respecting the principle of

independence

3.5.4 Principle of independence

3.5.5 Other adjustments for final accounts


CHAPTER 3: PARTNERSHIP AND CCOMPANY ACCOUNTS

Specific objectives Content Proposed Teaching and Learning

Activities


Prepare the sole trader accounts

Identify and characterize the

different types of the companies

Enter the transaction related to

the constitution of a company

3.1 Review of sole trader accounts

3.2.Forms / types of business

Organizations

- Sole trader

- Partnership

- Limited liability company

- Co-operative Company

3.3.Characteristics

3.4. Constitution of a commercial company

(Partnership, Limited company

and Co-operative Company)

Contributions


students carry out the documentary

research and revise the preparation of

sole trader account, characterize,

classify business organization

- By an exercise of brain-storming,

students guided by the teacher, identify

the methods and various stages of

establishment of a commercial company


students do varied exercises of recording

accounting transaction related to the

constitution of a commercial company



Activities

Describe the operations relating

to the modification of the

capital

Record the operations relating

to the modification of the

capital;

- Types of contributions;

- Subscription;

- Payment in full discharge;

Immediate;

Partial;

Constitution expenses

Management bodies

Accounting entries

3.5. Modification of social capitals (Partnership Limited

company and Co-operative Company)

Evaluation of shares

Increase in the authorized capital

Reduction of the authorized capital

Depreciation of the authorized capital

Accounting entries

- By brain-storming, students discover the

current value of the social capitals

(partinership, Limited company and Co-

operative Company) with the nominal

value


students carry out varied exercises on

the record of the transaction relating to

the modification of the capital

-Under the facilitation of the teacher,

students prepare the financial statements

of the partnership, limited company, co-

operative



Activities

Prepare the financial statements

of partnership, limited company

and co-operative company

Describe the means of winding-

up or dissolution of a company

Record the operations relating

to the winding-up or dissolution

of a company.

3.6 Preparation of final accounts

- Partnership

- Limited company

- Co-operative Company

3.7. Winding-up or dissolution of a company

(Partnership , Limited company

and Co-operative Company)

Liquidation

Fusion

Accounting entries

- Guided by the teacher, students describe

the difference between the life of a

company and that of the human being by

identifying the means of its dissolution

- Students guided by the teacher, carry out

exercises of recording accounting

transactions related to the winding-up of

a company


SENIOR 6

CHAPTER 1: PREPARATION OF FINAL STATEMENTS

Specific Objectives Content Proposed Teaching and Learning Activities


Calculate the net profit and net

loss;

Allocate and record the net

profit and net loss;

1.1. Calculation of Net profit or Net Loss

Trading, profit and loss accounts

- Gross profit/Loss;

- Net profit/loss

- Records of accounting entries

Allocation of net profit or net loss

- Allocation of the net profit or net loss in

an individual company;

- Allocation of the net profit or net loss in

a company;

- Records of accounting entries.

- Based on the prerequisite on the basic

accounting records, students under facilitation of

the teacher, carry out varied exercises of

calculating gross profit, net profit or net loss,

then record the data

- Facilitated by the teacher, students carry out the

debates and discussions in groups on the records

of accounting entries as well as assignment of

allocating the Net profit or Net loss according to

the type of a company

- Based on the prerequisite on the accounting

records, depreciation, inventory and the year end

stock taking , students draw up the tables of


Specific Objectives Content Proposed Teaching and Learning Activities

Present the various tables of

Financial statements.

Enclose and reopen the

accounts by respecting the

principle of going concern

1.2 Final statements

Depreciation schedule

Provisions schedule

Final trial balance

Operating statement

Closing balance sheet

1.3 Closing and opening of an account

Closing an account

Opening an account

Principle of going concern

final statement through exercises of application

prepared by the teacher

- Based on the prerequisite on the accounts,

students carry out varied exercises on the closing

and opening of an account by respecting the

principle of going concern.


CHAPTER 2: BALANCE SHEET ANALYSIS


Carry out the correction of the

Balance sheet

Represent graphically the

structure of the Balance sheet

Determine the working capital

and the needs for funds for the

2.1 Balance sheet entries

Basic analysis and classification of a balance

sheet

Presentation of a balance sheet in wide

perspectives

- Expressed as in percentages

- Expressed in amounts

2.2 Structure of a balance sheet

2.2.1 Horizontal style

2.2.2 Vertical style

2.2.3 Circular graph

- On the basis of the prerequisite on the Balance

sheet, students guided by the teacher through the

use of questions and answers, carry out the basic

analysis and classification of a balance sheet

- On the basis of practical exercises and on the

prerequisite of balance sheet, students guided by

the teacher present the balance sheet in a wide

perspectives

- Based on the practical exercises and on the

prerequisite of Balance sheet, students represent

graphically the structure of a Balance sheet


company

Explain the causes of the

variations of working capital of

a company;

Determine the needs for Cash

flow

2.3 Equilibrium Structure of Balance sheet

2.3.1 Concept of need for fund and working capital

- Concept of “need for fund”

- Concept of “working capital”

2.3.2 Analyze and evolution of the working capital

2.3.3 Cash flow

- Definition

- Analysis and evolution of cash flow

2.3.4 Cash flow deficit

2.3.5 Movements of cash flow


carry out the documentary research and describe

the notion of the working capital and need for

fund

- Students guided by the teacher, carry out varied

exercises on the analysis and evolution of the

working capital

- Referring to the notion of the working capital

and the need for fund, students find out the

definition of cash flow and carry out its analysis

and evolution

- Students guided by the teacher carry out the

documentary research on the study of ratios and

find out the definition of ratio and make an

analysis and interpretation of the Balance sheet


Analyze and interpret the

Balance sheet by using ratio

method;

2.3.6 Cash flow forecasting

2.4 Study of ratios

2.4.1 Definition

2.4.2 Classification of ratios

- Liquidity/solvency ratios

- Working capital Efficiency ratios/Activity ratios

- Profitability ratios

- Gearing/leverage/Capital structure/Financial risk

ratios

- Investor ratios

by using ration method


CHAPTER 3: INTERNAL FINANCING CAPACITY OF AN ENTERPRISE

Specific objectives Contents Teaching and Learning Activities


Identify the various aspects of

gross internal financing, net

internal financing and internal

financing capacity in order to

integrate within the framework

of company‟s self sponsorship;

Draw up and describe the

statement of internal financing

capacity of an enterprise

3.1 Introduction

Gross internal financing

Net internal financing

Internal financing capacity

- Facilitated by the teacher, students carry out the

debates and discussions in groups and find out the

definition of gross internal financing, net internal

financing and internal financing capacity


3.2. Determination of the internal financing and the

cash-flow

3.3 Statement of source of fund and its uses

Structures of the statement showing the sources

of fund and its uses

Statement showing the source of financing

capacity and uses of fund

- Presentation of statement showing the

source of financing capacity and uses of

fund

- Presentation of the Initial statement

which shows the source of financing


Use of the Statement which shows the source

of financing capacity and uses of fund


documentary research and find out the definition

of the internal financing and the cash-flow, then

calculate by using its formula.

- After discussions and debates enriched by the

questions and answers, students describe the

sources of fund of an enterprise

- Referring to the concept of Balance sheet

evolution of the working capital, students

guided by the teacher, do varied exercises on the

statement showing the source of financing


- Students under the supervision of the teacher,

carry out the group works on the use of

statement showing the source of financing



CHAPTER 4: THE PROFITABILITY OF A COMPANY


Evaluate, analyse and interprete

the profitability of a company

4 .1 Break-even point

4.1.1 Definition;

4.1.2 Mode of calculation and its

presentation;

4.1.3 Utility of calculating the break-even point and

graphs;

4.1.4 Multiple dead points;

4.2 Ratios of total profitability

4.2.1 Ratios of capital turnover

- Working capital

- Stockholders' equity

- Students guided by the teacher, carry out the

documentary research and define the break-even

point, calculate and present it, utility of

calculating the breack-even point, analyze the

break-even point graphically and multiple dead

points


documentary research to determine the ratios of

capital turnover, working capital, stockholders

equity and assets, then make an analysis of

financial outputs


- Assets

4.2.2 Analysis of financial outputs

- Ratios of profitability of stakeholders

equity

- Ratios of economic profitability


11.2 COST ACCOUNTING

SENIOR 5

CHAPTER 1: GENERAL INTRODUTION

Specific objectives Contents Teaching and learning activities

The students should be able to:

Define cost accountingg

Explain objectives of management

accounting

Identify and distinguish the similarities and

differences between cost accounting and

financial accounting

1.1. Definition of cost accounting

1.2. Objectives of cost accounting

1.3. Distinction and comparison between

Cost accounting and financial

accounting

- On basis of documentary research carried

out in groups, students under the

supervision of the teacher find the definition

as well as objectives of Cost accounting

- Through debates supplemented by

prerequisites, students, under the teacher‟s

facilitation, identify and distinguish the

similarities and differences between Cost

accounting and financial accounting


CHAPTER 2: COST STATEMENT



Define the concept “cost”

Determine the different types of costs

Define and compute the purchase,

production and distribution costs

Define and compute the labour cost and

service cost

2.1 Definition of the concept “cost”

2.2 Determination of costs

2.3 Types of costs

2.3.1 Product costs

2.3.2 Period costs

2.3.3 Imputed costs

2.4 Hierarchical organization of costs

2.4.1 Purchase cost

2.4.2 Production cost

2.4.3 Distribution cost

2.4.4 Other costs

Labour cost

- Definition of labour cost

- Computation of labour cost

Service cost

- Definition of service costing

- Types of services (Transport,

Hotels, Hospital, Restaurant,

Electricity)

- Units used by each service

- Computation of service cost

- On the basis of documentary research in

groups, students, under the teacher‟s

supervision, define the concept “cost”

and determine product, period and

imputed costs.

- By the use of concrete cases, students,

guided by the teacher, define and compute

the purchase, production and distribution

costs


groups, students, under the teacher‟s

supervision, define the labour and service

costs, determine various types of services

as well as the various units used by each

service.

- Oriented by the teacher, students are

exercised in computing labour and service

costs.



Allocate overheads in various costs

2.5. Allotment and apportionment of overheads

2.5.1 Overheads allotment

Definition

Stages

- Collection of overheads

- Overhead analysis

- Overhead absorption

2.5.2 Overheads apportionment

Definition

Bases of apportionments

- Definition of a basis of

apportionment

- Basis of apportionment

choice

- Qualities of a basis of

apportionment

Equitable

Practicable

Economical

Reasonable

Accurate

- By the use of concrete

cases, students facilitated by the

teacher, do the allotment and

apportionment of overheads



Describe method of the centre analysis

Compute the labour cost unit

Take the decision-making based from the

computed analytical results

Use the various methods of the partial costs

in different exercises

2.5.3 Overhead analysis sheet

Definition

Importance

Parts

2..6 Methods of the centre analysis

Definition of the centre analysis

Category of the centre analysis

Roles of the centre analysis

Choice of the labour cost units

Computation of the labour cost

units

2..7 Calculation and interpretation of

profitability by activity branch or

product

2.7.1 Operating statement

2.7.2 Interpretation

2.8 Particular cost cases

2.8.1 Methods of partial costs analysis


groups, students, under supervision of the

teacher, define the centre analysis,

categorize them and explain their role.

- On the basis of concrete case, students,

guided by the teacher are exercised in

calculating the cost of labour unit

- Through the case study, students, under

supervision of the teacher, exercise in

analyzing the profit or loss and suggest

decisions to be taken in order to maximize

the profit.

- On the basis of a concrete cases, the

teacher shows students how to use the

various methods of partial costs analysis



Explain the production cost by stages

Variable cost method

- Distinction between variable

and fixed costs

- Computation of the variable

cost

- Contribution margin

- Differential income statement

Direct material cost method

- Computation of the direct cost

- Margin on direct cost

- Analytical operating statement in

direct cost

Specific cost method

- Definition of the specific cost

- Computation of the specific cost

- Margin on specific cost

- Analytical operating statement

in specific cost

Marginal cost method

- Definition of the marginal cost

- Objective of the marginal analysis

- Computation of the marginal cost

- Marginal revenue and marginal profit

2.8.2 Production cost by stages

Goods in progress

Activity-based costing

Manufacturing by phase

Order-based costing

By- products

Joint products

Scrap and waste

- From various exercises, students, guided by

the teacher, determine the result using the

analytical operating statement.

- Under the supervision of the teacher,

students visit a manufacturing company and

learn through the production circuit, the

stages of production


CHAPTER 3: MATERIALS AND PERPETUAL INVENTORY



Define the term material

Identify categories of materials

Analyze carefully the various supplies so

as to be able to make choice of the best

supplier

Prepare forms related to internal

management of the institution

Fill forms related to internal cash flows of

the institution

Follow the execution of an order

3.1 Materials

3.1.1 Definition of materials

3.1.2 Category of materials

Raw materials

Indirect materials

Business containers

3.2 Perpetual inventory

3.2.1 Procurement of goods

- Supply analysis

- Order placing

Preparation of purchase

order

Filling of the purchase

order

- Order execution follow-up

- By an exercise of brain-storming, students

define the material and identify its

categories

- On basis of concrete cases suggested by

the teacher, students determine the criteria

of supplies analysis.

- Oriented by the teacher, the students are

exercised in elaborating and filling the

purchase order

- Through a role play, students learn how

order execution follow-up is done.



Verify the conformity of goods delivered

Fill correctly and carefully documents of

stock management

Label and put in order the articles in stock

Determine regularly the stock levels

Find the value of goods in stock

Prepare and fill correctly the documents

related to goods taken out of the store

3.2.2 Reception of materials

- Material control

Quantity control

Quality control

Documents control (Invoices, Purchase

order ….)

3.2.3 Store organization

Prepare and fill documents that record the

receipts of goods (Goods received note,

Acknowledgement of receipts…)

Principles of store

organization

Determination of stock levels (minimum

stock, maximum stock, base stock, float

stock, safety stock, average stock,…)

Determination of the delivery period

Evaluation of

the stock

3.2.3 Goods taken out of the store

Prepare and fill the documents that record

goods taken out of the store (Delivery

note, Requisition note…)


students visit the store of school, discuss

with the storekeeper in order to collect

information related to reception of materials

and stock management.


students do various exercises of preparing,

filling of documents recording the received

goods in store and the store organization as

well as on the computation of stock levels,

the delivery period and the value of goods

in the store.


students do various exercises of preparing,

filling of documents recording the quantity

and value of goods taken out of the store


Specific objectives Contents

Teaching and learning activities

Find the value of goods taken out of store

Identify the variances occurred at the time of

stock management

Evaluation of goods taken out of the store

- Average cost method

- First In, First Out (FIFO) method

- Last In, First Out (LIFO) method

- Specific identification method

- On the basis of report of visit and interview

with the storekeeper, students, directed by

the teacher, find out and justify causes of

variance between stock at the real cost and

stock at the specific identification method.


COST ACCOUNTING

SENIOR 6

CHAPTER 1: LABOUR ACCOUNTING SYSTEM




Define the term « labour »

Identify objectives of the labour cost

accounting

Identify and elaborate documents related to

remuneration

Analyse the documents related to

remuneration

Determine remuneration according to the

various methods

1.1. Definition of labour

1.2. Objectives of the labour cost accounting

1.3. Payroll accounting

1.3.1. Documents related to remuneration

(Remittance slip, Pay slip, Payment

list,..)

1.3.2. Ticking and attendance control

Piecework tickets

Clock cards

1.4. Remuneration methods

1.4.1 Holiday pay

1.4.2 Piecework payment

1.4.3. Payment with premium


students carry out the documentary research

in groups on the definition and objectives of

the labour cost accounting;

- Oriented by the teacher, students observe

documents used in the determination of

remuneration and design the standard

models.

- Through a role play, students practice the

ticking and attendance control situation.

- On the basis of demonstration exercise,

students compute remunerations according

to different methods.




- Allocate and apportion the

personnel costs

1.5. Allotment and apportionment of

personnel costs

1.5.1 Direct costs allotment

1.5.2 Overheads apportionment

1.5.3 Overheads absorption

- From a concrete case, students guided by

the teacher, proceed to the allotment and

apportionment of personnel costs


CHAPTER 2: RECORDS OF ACCOUNTING DATA IN COST ACCOUNTING

Specific objectives

Contents Teaching and learning activities


Define the cost accounting

State and draw up the different cost control

accounts

Record accounting entries in cost control

accounts

Define the integrated accounts

Record accounting entries in integrated

accounts

2.1 Cost accounts

2.1.1 Definition

2.1.2 Cost control accounts

- General ledger adjustment

account

- Store ledger control account

- Wages control account

- Production overhead account

- Administrative overhead

account

- Selling and distribution

overhead account

- Work-in-progress ledger control

account

- Finished goods ledger control

account

- Cost of sales account

- Costing profit and loss account

2.2 Integrated accounts

2.2.1 Definition

- By a documentary research in groups,

students, guided by teacher, define and draw

up the cost control accounts.

- From various examples proposed by the

teacher, students are exercised in recording

accounting entries in

cost control accounts

- Oriented by the teacher, students carry out

the documentary research and find the

meaning of integrated accounts




Define and find out reasons of reconciliation

Proceed to the reconciliation of cost and

financial accounts

2.2.2 Recording methods

- The double entry method

- The third entry method

2.3. Reconciliation of cost and financial

accounts

2.3.1 Definition of reconciliation

2.3.2 Reasons for reconciliation of

accounts

2.3.3 Work of Reconciliation of accounts


students are exercised in recording

accounting entries in integrated accounts

according to different recording methods

- By a documentary research in groups,

students, guided by teacher, define and find

out reasons of reconciliation.

- By exercises of application suggested by

the teacher, students carry out the

reconciliation work


CHAPTER 3: BUDGETARY MANAGEMENT




Define the budget

Find out advantages and disadvantages of

the budgetary method

Describe techniques of the budgetary method

Classify budgets

Prepare budgets

Defend budget in an enterprise

3.1. Definition of concepts:

Budgetary management

Management forecast

3.2. Advantages and disadvantages of the

budgetary method

3.3. Techniques of the budgetary method

Economic techniques

Statistical techniques

Discounting techniques

Accounting techniques

3.4. Classification of budgets

According to time

According to function

According to flexibility

3.5. Hierarchy of budget in an enterprise

Sales budget

Production budget and budgeted

stock levels

Direct materials usage budget

Direct materials purchase

budget



in groups on the definition, advantages and

classification of budgets, as well as

techniques of the budgetary method.

- After visit on field followed by a debate,

students identify the hierarchical process of

budgets in an enterprise.



Define the budgetary control and execution

Describe the purpose of the budgetary

control

Analyze and interpret variances

Direct labour budget

Factory overhead budget

Selling and administration budget

Departmental budgets

Master budget

Cash budgets

3.6. Budgetary control and execution

3.6.1. Definition of budgetary execution

3.6.2. Definition and purpose of budgetary

control

3.6.3. Budgetary control of sales, costs and

profits/loss

Total sales variances

Total costs variances

Total profits variances

3.6.4. Standard costs

Definition of the standard costs

Standard costs usage

Computation of standard costs

and profits

Variance analysis

- Direct costs variances

- Overhead variances



research in groups on definitions and

purpose of the budgetary execution and

control.

- Through the case study, students are

exercised to control the execution of sales

and costs budgets and the profit making, as

well as the analysis and interpretation of

variances.



research in groups on the definition and

usage of standard costs.

- On the basis of examples proposed by the

teacher students compute standard costs and

profits; analyze and interpret variances.


11.3 INTRODUCTION TO PRINCIPLE OF MANAGEMENT

SENIOR 4

CHAPTER 1: INTRODUCTION TO PRINCIPLES OF MANAGEMENT



- Define the concept “management”

- Identify the importance of management,

reasons of management evolution and

management techniques

1.1 Definition of management

1.2 Importance of management

Division of labour

Increase in productivity

Rational use of resources

1.3 Reasons of management evolution

Presence of aggressive competition

Use of human resources

motivational methods

Use of management sophisticated

tools

1.4 Management techniques

Participative management technique

Direction by objective technique

Control technique

- The students, directed by the teacher, carry

out the documentary research in groups in

order to define and find out the importance

of management.

- After the documentary research

supplemented by by discussions and

debates, students identify reasons of

management evolution



in groups and identify management

techniques



- Identify qualities of a manager

1.5 Qualities of a manager

Self-confidence

Initiative spirit

Decision making ability

Flexibility

Emotional maturity

Personality

Work assignment ability

Sociability

- From concrete cases, students, facilitated

by the teacher discuss and find out qualities

of a manager.


CHAPTER 2: ENTEPRISE


Define the company

Identify the common characteristics to all

Companys

Describe the organisational structure of

the company

2.1 Definition

2.2 Company characteristics

Initial need of capital

Profit maximisation

Autonomous entity

Production of goods and services

Income distribution

2. 3. Company structure

Definition of the concepts: Structure and

Organizational chart

Characteristics of an company structure

- Basic characteristics of a

company structure

Hierarchical link

Functional link

Work link

- The students oriented by the teacher,

through debates and discussions

supplemented by prerequisites of

entrepreneurship course learned in

O‟level, define the Company and identify

its characteristics.

-

- On the basis of concrete cases, students

guided by the teacher discuss and find out

the definition, characteristics, types of a

company and finally discribe the

organisational structure of the company



- Discribe the structure of a company

Companies Department

Specialization

Coordination

Training

Types of organisation structure

- Line organisation

- Staff organisation

- Line and staff organisation

- Management by committee


CHAPTER 3: ADMINISTRATIVE FUNCTION


Define the administrative function

Analyze the functions of management

State the instruments of a good

administration

3.1 Definition of the administrative function

3.2 Functions of management)

Planning

Organising

Leading

Co-ordinating

Controlling

Staffing

3.3 Instruments of a good administration

Accounting and secretarial

bureau

Public relations

Statistics

ICT

On the basis of prerequisites of

entrepreneurship course learned in O‟level,

students guided by the teacher, carry out an

exercise

of brain-storming, find out the definition of

the administrative function and analyse

functions of management.

- On the basis of prerequisites on

definitions of the concepts administration,

management, the students, through the

debates and the discussions, give off the

instruments of a good administration


CHAPTER 4: MANAGEMENT STYLE



Define the concept “Power”

Identify forms of exercise of power

Describe the evolution of the power

organization within the company

4.1 Definition

4.2 Forms of exercise of power

4.2.1 Autocratic type

- Authoritative exploitor

- Authoritative paternalist

4.2.2 Democratic type

- Advisory

- Participative

4.3 Evolution of the power organization

within the

company

4.3.1 Centralization

4.3.2 Decentralization

- On the basis of prerequisites of history and

political education courses learned in O‟level

supplemented by the role play, students

guided by the teacher, define the power,

identify its forms and describe the evolution

of its organization.



Illustrate notions of delegation of powers

Describe the process of control of the

exercise of power

4.4 Delegation of powers

Definition

Importance

Conditions

Delegation of signature

Resistance to the delegation

4.5 Control of the exercise of power

Procedures of control

Government of the company

4.6. Effects of control

- On the basis of daily life examples

supplemented by a role play, students guided

by the teacher illustrate the notions of power

delegation

- After the documentary research enhanced

by discussions and debates, students describe

the process of control of the exercise of

power


11.4 COMPUTERISED ACCOUNTING

SENIOR 6

CHAPITER I: GENERAL INTRODUCTION

Specific Objectives Content Proposed Teaching and Learning

Activities

- Define the concepts „software and

accounting software‟

-Identify the types of software

- Identify the types of accounting software

-Describe the importance of accounting

software

1.1 Definition of basic concepts

Software

Accounting Software

1.2 Types of software

Application software

Off-the-shelf software

Embedded software

Tailor-made software

1.3 Types of accounting software

Sage Line 30/50/100/500/1000

QuickBooks

SAP

Oracle Financials

Sage Pastel

Tally

1.4 Importance of accounting software

Provide timely information

Provide accurate information

Provide up-to date information

Produce accurate business reports

- The students in groups, supervised by the


in order to define software and accounting

software, identify the types of software and

accounting software

- Guided by the teacher, students visit the

company using accounting software or carry

out the documentary research to describe the

importance of the accounting software


CHAPTER 2: GENERAL SETTINGS


Activities

Make the configuration of the

sage program

- Identify the different sage toolbars

2.1 Starting the sage program

Click on start

Point to sage program

Click on sage accounts

The sage line 50 appears

2.2 Sage toolbars

Customers

Suppliers

Nominal

Bank

Products

Invoicing

Sales order processing(SOP)

Purchase order processing (POP)

Financials

2.3 General Settings of the program

Click on settings on the menu bar

Click on the menu required

The students in small groups, guided by the

teacher, visit the computer laboratory and

log on

the computers so as to enter in sage program

and view the sage toolbars



Activities

- Find out the general settings

- Edit or view the company preferences

- Choose setting of financial area which will

be used

- Set up the customer and supplier defaults

2.4 Company preferences

Enter your company name

Enter full address details

2.5 Other setting

Enter the currency settings

Enter the financial year

Enter the account status

Enter the department categories

Enter the product categories

2.6 Customer and supplier defaults

Select supplier/customer defaults

from the settings option

Click on the relevant tab to enter

the necessary details

- While in the computer laboratory, the

students assisted by the teacher select the

setting toolbar and enter the name of the

company, address, currency, financial year,

account status, department categories and

product categories

- With the help of the teacher, students select

the customer and supplier defaults from the

setting toolbar in order to enter the necessary

details


CHAPTER 3: CUSTOMER LEDGER


Activities

- Open the general customer account

- Open the personal customer account

3.1 General customer toolbars

New

Record

Price list

Activity

Aged

Invoice

Credit

Statement

Report

3.2 Personal customer toolbars

Customer details

Customer defaults

Customer credit control

Customer sales

Customer graphs

Customer activity

Customer memo

3.3 Creating customer records

Select customer from main

toolbar

Use details to store customer

name, address and contact

information

Use open balance (O/B) button to

enter opening balance where

required

Use credit control to enter credit

terms agreed with customer

The students guided by the teacher, select

the general customer toolbars and view the

given different options



Activities

- Enter the customer record details

Select account status from the

drop down box

Click save and close to finish

3.4 Batch customer invoice

Choose invoice from the toolbar

Enter account (a/c) code

Change invoice date different

from the current system

Enter the invoice number

Change nominal code if different

from defaults

Enter net value of invoice

3.5 Batch customer credit note

Click credit from the customer

toolbar

Enter the customer account code

Enter credit details for each

customer

Check all values are correct

Click save and close to return to

customer window

3.6 Debtors Analysis

From the customer window,

select the required customer

Click aged to bring up the aged

balances date default box

Click OK to bring up the aged

balances window

For a transaction breakdown

click on detailed

Click close to return

- Assisted by the teacher, the students create

a new Customer account and enter the

required information



Activities

Record the customer invoice details

- Record the batch customer credit note

3.7 Credit charges

From the toolbar choose the

customer button

Highlight the appropriate

customer then click the record

button

Click on credit control tab

Change any other terms as

required then save

Click close to return to customer

window

3.8 Customer statement

From the customer window, click

on the statements button

Choose the statement layout

needed

Ensure preview is checked

Click generate report to bring up

the selection criteria

Click OK to preview statement

Students, under the facilitation of the

teacher, select the customer details and enter

necessary information

- The students, under the supervision of the

teacher, select the invoice and credit note

option from the customer toolbar and enter

the necessary required information‟s



Activities

- Determine the required period for clearing

the debts

- State credit charges to customers who do

not pay on time.

- View the situation of the customer's

statement

- Open the general supplier account

4.1 General supplier toolbar

New

Record

Price list

Activity

Aged

Invoice

Credit

Report

4.2 Personal supplier toolbar

Supplier details

Supplier defaults

Supplier credit control

Supplier purchases

Supplier graph

Supplier activity

Supplier memo

- With the assistance of the teacher, the

students, select the aged option and specify

the agreed time and modalities of payment

- Students, guided by the teacher, choose and

highlight the appropriate customer account

from the customer toolbar, then enter the

necessary information in the credit control

menu

- In order to view the customer statement,

students facilitated by the teacher, select the

statement button from customer window and

view all the customers records, then generate

the report

The students guided by the teacher, select

the general supplier toolbars and view the

given different options



Activities

- Open the personal supplier account

4.3 Creating supplier records

Click on record to bring up the

supplier record window

Use details to enter supplier

information

Use O/B button to enter an

opening balance where required

Use the credit control tab to enter

any agreed credit terms

Select account status from the

drop down box

Enter the suppler details for

payments transfers

Click save to store the customer

record

4.4 Recording supplier invoices

From the supplier window, click

invoice to bring up the batch

supplier Invoices window

Type the supplier account code

Enter the date and other invoice

details

When all details are correct, save

to post the details

Close to return to suppliers

window

- Assisted by the teacher, the student create a

new supplier account and enter the required

information



Activities

- Enter the supplier record details

4.5 Batch supplier credit note

Click credit from the supplier

toolbar

Enter the supplier account code

Enter credit details for each

supplier

Check all values are correct

Click save and close to return to

supplier window

4.6 Supplier aged balance

From the supplier window, click

on the supplier required

Enter appropriate dates

Click OK to display the aged

balance report

To see the transactions which

make up the aged balance, click

detailed

Close each window when

finished

4.7 Supplier Activity

From supplier window, click on

supplier you want to look at

Click on activity

In the next box, enter the

transaction/date range

Click OK to bring up the activity

window

Click close to return to the

supplier window

Students, under the facilitation of the

teacher, select the supplier details and enter

necessary information



Activities

- Record the supplier invoice details

- Record the batch supplier credit note

- State credit charges to suppliers who do not

pay on time.

- View the situation of the supplier

transaction

- Observe the situation of the supplier

report

4.8 Supplier reports

Click on the reports button in the

suppliers window

Double click on the required

folder

Select and double click the

needed item (from here)

Click OK to preview the report

- The students, under the supervision of the

teacher, select the invoice and credit note

options from the supplier toolbar and enter

the necessary required information

With the assistance of the teacher, the

students, select the aged option and specify

the agreed time and modalities of payment

- Students, guided by the teacher, choose and

highlight the appropriate supplier account

from the supplier toolbar, then enter the

necessary information in the credit control

menu

- In order to view the supplier activity,


activity button from supplier window and

view all the supplier records

In order to observe the supplier report,


report button from supplier window and

view the wanted report


CHAPTER 5: BANK


Activities

-Open the bank toolbar

-Access the bank account

5.1 The bank toolbar

New

Record

Reconcile

Payment

Supplier

Remittance

Receipt

Customer

Transfer

Recurring

Statement

Cheque

Reports

5.2 Bank account

Bank current account

Bank deposit account

Building society account

Petty cash account

Company credit card

Credit card receipts

5.3 Bank record

Account details

Bank details

Contact

Activity

Memo

- The students guided by the teacher, select

the bank toolbar and view the given different

options

-With the assistance of the teacher, students

make a relevant choice of bank‟s operation

in accordance with the situation



Activities

-Enter up the bank record details

-Record all the payments carried out by the

bank that do not involve a supplier account

5.4 Recording bank payment

Select bank account, date,

nominal account, detail, net value

and tax

Click save and close

5.5 Supplier invoice payments

Select the payee

Choose pay in full or save

immediately and close

5.6 Bank receipts

Select bank account, date,

nominal account, detail, net value

and tax


5.7 Recording customer receipts

Select the type, bank account,

date, nominal account, detail,

amount, dispute, receipt and

discount


- Students, under the facilitation of the

teacher, fill in the bank record details

-Under the supervision of the teacher,

students select the record toolbar from the

bank window in order to record the bank

payment not involving the supplier account

- Guided by the teacher, students select the

record toolbar from the bank window in

order to record the bank payment entailing

the supplier account



Activities

-Record the payments made by the bank that

entail the supply account

-Record amount of money received by the

company not related to the invoices sent

-Record the customer payments received by

the company

-Use the bank transfer option to transfer

money between bank accounts

-Choose the bank account to be used for the

payments

- View the situation of the bank statement

- Match transactions posted against a bank

account with the statement received from the

bank.

5.8 Bank transfers

Select the account from, account

to, the amount and date


5.9 Generating cheques

Select the bank account

Select the cheque on bank toolbar

Enter the date range

Select the cheque to be printed

Click print cheque and close

5.10 Bank statement

Select the transaction dates,

preview a sample report, choose

the output

Click OK

5.11 Bank account reconciliation

Click on reconcile to view the

situation of the bank account

reconciliation

Click on adjustment to add

element in reconciliation, then

save or discard and close


-Students, under the supervision of the

teacher, select receipt option from the bank

window and enter the information not

concerning the invoices sent


students select receipt option from the bank

window and enter the information relating

to the invoices sent to the customers

-Assisted by the teacher, students select

transfer option from the bank window in

order to transfer money between bank

accounts



Activities

-View bank reports that are already set up

and ready for immediate use.

5.12 Bank reports


bank window


folder

Choose either print, preview, file

or e-mail to send the report

Select the needed item

Click generate report

Click OK to finish

-Students, guided by the teacher, select the

bank account from the bank window, then

choose the cheque option for the payments

- In order to view the bank statement,

students, facilitated by the teacher, select the

statement button from the bank window and

view the specified bank account records

-Assisted by the teacher , students select

reconcile button from the bank window in

order to make the bank account

reconciliation

- In order to view the bank report, students

facilitated by the teacher, select the report

button from bank window and generate the

report from the specified item


CHAPTER 6: PRODUCTS


Activities

-Open the product toolbar

-Use the products record option to create a

separate record for each of the company‟s

products.

6.1 The products toolbar

New

Record

Price list

Activity

Shortfall

In

Out

Transfer

Stock take

Check stock make up

Returns

Labels

Reports

6.2 The products record

Details

Memo

Bill of Materials (BOM)

Sales

Graph

Activity

Discount

6.3 Products details

Click on product code, item type,

description and category



the product toolbar and view the given

different options

- Students, under the facilitation of the

teacher, select the details, defaults, memo,

bill of materials and discount from the

product record window, enter and the

necessary information then view the sales,

graph and activity outputs



Activities

-Enter up the products details

-Set up the default for the company‟s

products

-Fill in the bill of materials toolbar from the

product window

-Specify the quantity sold and the

corresponding values

6.4 Products defaults

Choose nominal code and

supplier account


6.5 Bill of materials

Click on product code, assembly

level, link level, description and

category

Click on refresh in case of

change in product details


6.6 Viewing transaction

Enter sales value and quantity

sold


6.7 Products activity

Choose the Activity tab from within

the Product Record window.

Click on product code, category

number and name and range to

change the date




Activities

- View the product transactions

- Record product adjustments to increase

the available stock level

6.8 Products adjustment

Product adjustment in

Select the product(s) that

adjustments are entered for

Click in.

Enter the adjustment details one

line per adjustment

Click print list, to print a record

of product adjustments

Click save to save entries

Click discard to clear the entered

data and to start again.

Click close to exit

Product adjustment out

Select the product(s) that

adjustments are entered for

Click Out

Enter the adjustment details one

line per adjustment

Click print list, to print a record

of product adjustments

Click save to save entries

Click discard to clear the

entered data and to start again

Click close to exit

-Assisted by the teacher, students select “In

button” from product window so as to adjust

the increase of available stock level



Activities

- Record product adjustments to decrease

the “in stock” balance

- Use the product transfer option to increase

the “in stock” quantity of product assemblies

using component which are currently in

stock

-View products reports that are already set

up and ready for use

6.9 Products transfers

Enter the product code, details,

date and quantity in stock options


6.10 Products reports


product window


folder

Select and double click the

needed item

Click OK to preview the report

Guided by the teacher, students select “Out

button” from product window so as to adjust

the decrease of “in stock” balance

-Facilitated by the teacher, students select

transfer button from product window in

order to increase the quantity of products

assemblies in stock

- In order to view the product report,


report button from product window and

generate the report from the specified item


CHAPTER 7: INVOICING


Activities

-Open the invoicing toolbar

-View the details related to the invoicing

window

-Create invoices, quotes or proformas to

send to customers for supplied products

7.1 Invoicing toolbar

New/Edit

Print

Update

Labels

Reports

7.2 Invoicing

Number of invoice,

Type of invoice,

Date of invoicing

Name of customer

Printed

Posted

7.3 Product invoice

Product details

Product order details

Product footer details

Product payment details

7.4 Service invoice

Service details

Service order details

Service footer details

Service payment details


the invoicing toolbar and view the given

different options

-Facilitated by the teacher, students open the

invoicing window and view the related

details

-Students assisted by the teacher, fill in the

product code, description, quantity, unit

price, total price and VAT from details tab



Activities

-Create invoices, quotes or proformas to

send to customers for provided service

-Update the sales and nominal ledgers with

the invoice and credit note transaction

information.

-View invoice reports that are already set up

and ready for use.

7.5 Updating the ledgers after invoices

Select the invoices or credit notes to

update the ledgers

Click Update

Select the type of output required

from the option buttons available

click OK to update ledgers and print,

preview or save the updated ledgers

Report

7.6 Producing reports

Select the invoices to be reported on.

Click Reports.

Select (double-click) the folder for

the type of report to run

Select how you want to display your

report from the drop-down list

Click Generate Report

-Students assisted by the teacher, fill in the

service code, description, quantity, unit

price, total price and VAT from details tab

-Under the supervision of the teacher,

students select the invoices or credit notes so

as to update the ledgers

- In order to view the invoice report, students


button from invoicing window and generate

the report from the specified item


CHAPTER 8: SALES ORDER PROCESSING (SOP)


Activities

-Open the Sales Order Processing (SOP)

toolbar

- Enter the information related to the sales

of the company by using the SOP toolbar

8.1 SOP toolbar

New/Edit

Allocate stock to sales order

Dispatch a sales order

Amend changes to a sales order

Print a sales order

Run sales order reports

8.2 Sales order

Click new from the SOP toolbar

Type required date if different to

current date

Enter customer account code

Enter the product code

Enter quantity ordered

Click on Save and close

8.3 Allocating stock

Click on the sales orders to

allocate

Click allocate

Click yes to confirm allocation of

stock

Note changes in sales order status

Click close

8.4 Despatching sales orders

From the SOP window, select the

required orders

Click deliver

Click yes to print delivery notes

if required


the SOP toolbar and view the given different

options

-Assisted by the teacher, students select new

option from SOP window in order to enter

the necessary information



Activities

-Use the allocate option from SOP window

to automatically allocate stock to the

selected sales order

8.5 Amending and printing of sales orders

Select the sales order from the

SOP and click amend

Amend the allocation

Click close and note any changes

in status

8.6 Sales orders reports

From the SOP window, click

reports

Double-click appropriate folder

and select required layout

Check to review report

Enter criteria i.e. Sales order no.

Click OK to generate report

-Students facilitated by the teacher, click

allocate tab from SOP window so as to

automatically allocate the stock

-Guided by the teacher, students select

orders to be delivered from the SOP

window, then proceed with printing if

necessary

-In order to amend the sales orders, students

guided by the teacher, select the sales order

from SOP window for the occurred

amendment and proceed with printing if

wanted



Activities

-Use the despatch option from SOP

window to automatically print the delivery

note

-Make the changes in the sales orders

through amending option, then print the sales

orders

-View sales orders reports that are already

set up and ready for use.

- In order to view the SOP report, students


button from SOP window and generate the



CHAPTER 9: PURCHASE ORDER PROCESSING (POP)


Activities

-Open the Purchase Order Processing (POP)

toolbar

- Enter the information related to the

ordered products by using the POP toolbar

-Put in order the purchased items of the

company by using POP window

-Record the delivered items and update the

stock after deliveries

9.1 The POP toolbar

Create or view a purchase order

Put a purchase order

Record purchase order deliveries

Amend changes to a purchase

order

Update the purchase order

Print a purchase order

Run purchase order reports

9.2 Creating a purchase order

Click on New/Edit from POP

toolbar

Enter required date

Enter supplier account code

Enter the product code

Enter quantity being ordered

Click Save and Close

9.3 Placing the purchase order „on order‟

From the POP window, highlight

all orders you wish to place “on

order”

Click order

Click yes to confirm you your

“on order”

Note that items now ON-ORDER

Click Close


the POP toolbar and view the given different

options

-Assisted by the teacher, students select new

option from POP window in order to enter

the necessary information



Activities

-Make the changes in the purchase order

through amending option, then put in order

the purchased items of the company by using

POP window

-Record a part of delivered items and

update product record details after deliveries

9.4 Recording deliveries

From the POP window, select

any orders you wish to mark as

delivered

Click deliver

Click yes in the box to confirm

delivery and update stock records

Note the purchase order now

displays as COMPLETE

If finished, click close

9.5 Processing purchases manually

From the POP window, select the

purchase order you require

Click amend to bring up amend

deliveries window

Click on the order button to place

“on order”

Note the order now looks normal

and the full order quantity

appears in this delivery

Click close

-From POP window, students facilitated by

the teacher, highlight all orders so as to place

them on order

-Guided by the teacher, students select

orders from POP window in order to deliver



Activities

-View purchase order reports that are already

set up and ready for use.

9.6 Recording deliveries manually

From the POP window, select the

order you wish to record delivery

for

Click amend

Enter the part quantity received

in the This Delivery column

Click on the delivery button to

update your product record

details

Click yes to confirm updating of

order

Click close to finish and note

status is PART

9.7 Purchase order reports

Form the POP window, click

reports

Select required layout

Check preview is select

Click generate report

Enter criteria if any applies

Click OK to generate the report

Click OK and close

-Students assisted by the teacher, select the

required purchase order so as to amend and

place on order the purchased items

-Facilitated by the teacher, students select

the order that the delivery has made for, then

click the amend button from the POP

window to enter a part of a quantity received

and proceed with updating by using the

delivery button

- In order to view the POP report, students


button from POP window and generate the



CHAPTER 10: FIXED ASSETS


Activities

-Open the fixed assets toolbar from modules

tab

-Use the fixed assets record option to

record the company‟s fixed assets.

10.1 The fixed assets toolbar

Create a fixed asset record

Report on asset valuation

Dispose a fixed Asset

Run fixed asset reports

10.2 Recording your fixed assets

From modules, click fixed assets

register

Any asset record will appear

Double click on record to view

details

Click close

10.3 Adding fixed assets records

From the fixed assets toolbar click

record

Enter a unique code to easily

identify assets, no space allowed

Type a description

Enter serial no for extra

information

Enter location if relevant

Enter date purchased

If asset was bought from one of

the current suppliers, select A/C

For reporting purposes you can

categories your Fixed Assets,

select category from drop down

list here


the fixed assets register option from modules

tab and view the given different options

-Under the facilitation of the teacher,

students choose the record button in order to

record all fixed assets of the company



Activities

-Open the posting tab from fixed assets

record option and fill in the information

about fixed assets depreciation

-Use the valuation button from the fixed

assets window to view the total valuation of

fixed assets

10.4 Fixed assets depreciation

After entering the Fixed Assets

Record details, select the posting

tab

Select department where

applicable

Enter nominal ledger balance

sheet account code

Enter nominal ledger profit and

loss account code

Select depreciation method

Enter annual percentages rate of

depreciation

Enter cost price(Net)

Click the current book value


10.5 Valuation of Fixed assets

From the Fixed Assets window

click valuation to bring up the

Asset valuation window

Click close to finish

-Students assisted by the teacher, fill in data

of fixed assets depreciation into the posting

tab of

-With the assistance of the teacher, students

observe in valuation option the total amount

of fixed assets


CHAPTER 11: FINANCIALS


Activities

-Open the financial toolbar

-Use audit trail button from financials

window to view all transactions recorded by

the company during an accounting period

-View the current debit or credit balance for

all used nominal account codes

11.1 Financial toolbar

The produce the Audit trail

Run the Trial Balance

Produce the Profit and Loss

Produce the Balance Sheet

11.2 Audit trail

From the main toolbar, click

Financials to bring up the

financial window displaying the

Audit Trail

Use both horizontal and vertical

arrow buttons and scroll bars to

examine all transaction

Click close after examining the

Audit Trail

11.3 Trial balance

From the Financial toolbar, click

trial. This brings up the criteria

box

Ensure preview is selected

Click criteria and select period

required

Click OK to generate the Trial

Balance

To print click print and then

close


the financial toolbar and view the given

different options

-Assisted by the teacher, students select audit

button from financials window in order to

view all the transactions recorded during a

given accounting period

- The students facilitated by the teacher,

select trial tab from financials window so as

to view the current debit or credit balance


11.5 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

Recognize the titles bar, the menus bar,

the toolbars bar and the ruler

Create, to save, to close a new document

Microsoft Word

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



Open an existing document

Type a text

Make the necessary modifications

Process the text formatting

Localization of a file

Folder, File,Extension

Keyboard Keys

Keys Combination

Correcting and deleting/inserting text

Copying and moving text

Text formatting : Bold, Underline, Italic

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.

To ask Students to open a document as

indicated by the teacher.

To type a text and to format it

To reproduce document already formatted



To edit a text

Use the correction command

Insert the table of contents

Text Selecting, Copying, Pasting, Cutting

Search/Find, Replace

Short cut keys

Deleting a range of text

The undo command

Spelling and Grammar

Synonymous

Autocorrect

Spelling check

Grammar check

Automatic Table of contents

Applying Style

Titles hierarchy

Page number

Automatic page numbering

Total number of pages

Automatic inserting of date

Automatic inserting of Author‟s name

Give to students a document file, and ask

them to edit it without typing.

Give student time to familiarize with the

mouse and the keyboard

To give practical exercises on the various

tips.

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.



Insert the head and footer

Insert office object like(Clip Art

Word Art)

Create and edit a table

Print a document

Draw an object

Clip Art, Word Art, Symbols

Inserting date and time

Inserting comments

Inserting a table, Inserting a column,

Inserting a row, Deleting table, Deleting

row, Deleting column

Merging cells, Splitting cells, Drawing a

table

Table auto format

Formula

Print preview, Print dialog box, Print options

Printing of a copy or several copies

Printing in white /black or color

Drawing tools Bar

AutoShapes

To insert objects office such as Clip Art,

Word Art, Symbols, etc…

To create, modify and handle a table using

MS Word

To print one or more copies of a colored

document, then in black and white

To draw by using the drawing tools Located

in the Drawing tools bar



Send one document to many recipients (Mail

Merge)

Mail Merge

Mail merge assistant

List of standard models

Data source

To make exercises on mail merge



Explain the usefulness of spreadsheet

Start Ms Excel

Create, to save, to close a new excel

workbook

Open an existing excel work book

Microsoft Excel

Concept of spreadsheet

Introduction

Microsoft Excel Environment

Titles Bar

Menu Bar

Tool Bar

Worksheets

Formula bar

Ms Excel

Start menu

Buttons

Menu

File name

Extension

Locating files

Folder

File

Extension

ask students To create, save and close a

new Excel workbook

To ask student To open an existing Excel

Workbook



Work within excel workbook

Come back on command

Worksheet

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

Command “to cancel” and “to repeat”



Insert or delete lines, columns and cells

Arrange the column width

Use the sheet in excel book

Copy a cell or range of cells

Inserting and suppression of the lines,

columns

Inserting and suppression of cells or group of

Cells

Column width

Selecting a sheet

Re-selecting a sheet

Inserting new sheets

Moving a sheet in a workbook

Deleting a sheet

Copying and pasting

To practice on how to delete cells

To erase the contents of a group of cells,

then to restore it without having to repair



Learning Activities

Protect cells

Split worksheet

Delete the content of the cell

Use graphs

Locking

cells Protection

Password

Horizontal splitting,

vertical splitting

Horizontal and vertical splitting

To erase

To delete all

To delete the format

To delete the contents

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


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


Specific objectives

Contents

Learning Activities

Start Power point

Create a new presentation

Create, to insert a slide

Change the size and the color of the text

Insert images

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

To create a slide

To insert a slide

To modify a slide

Font,

Size

Color

Style (Bold, Italic, underlined)

Inserting of images:

Clip art

Library Images

Inserting image from a file

Word Art

To launch PowerPoint and observe the

screen

To Create presentations by using the various

Methods

To create, insert and modify a slide

To change the size, the color and the style

of the font in a slide

To make exercises on the image insertion in

the slides


Specific objectives

Contents

Learning Activities

Explain the importance of each presentation

View

Animate a presentation

Print a presentation

Outline view

Slide sorter view

Slider show

Animation

To set an animation

Slide transition

Printing a presentation

Print preview

Printing a copy or several copies

Printing all the presentations

To balance between the views in order to

improve the presentation

To animate a presentation

Printing in black and white or in colored

To print one or more copies of a

Presentations


DISTRIBUTION OF LESSONS: SENIOR 4

TERM 1

Week Specific objectives Contents Timing

(periods)

1

Recognize the titles bar, the menus bar, the toolbars

bar and the ruler

Word environment 2

Create, to save, to close a new document The ruler

Ms Word

Start Menu

2

2-3

Open an existing document Localization of a file 2

Type a text Keyboard Keys 6

4-6

Make the necessary modifications Correcting and deleting/inserting text 2

Process the text formatting Text formatting 4

To edit a text Text Selecting, Copying and Pasting 4

Use the correction command Autocorrect 2

7 Insert the table of contents Automatic Table of contents 2

Insert the head and footer Automatic page numbering 2

8 Insert office object like(Clip Art

Word Art)

Clip Art

Word Art

Symbols

4

9

Create and edit a table Inserting a table

Inserting a column and row

4

10 Print a document Print preview

Print dialog box

Print options

2

Draw an object Drawing tools Bar

AutoShapes

2

11 Revision 2

12 Exams 2

48


TERM 2


(periods)

1 Send one document to many recipients (Mail

Merge)

Mail Merge 4

Explain the usefulness of spreadsheet Concept of spreadsheet

Introduction

2

Start Ms Excel Microsoft Excel Environment 2

3 Create, to save, to close a new excel workbook Ms Excel

Start menu

Buttons

2

Open an existing excel work book Locating files 2

4 Work within excel workbook Worksheet 4

5 Come back on command Command “to cancel” and “to repeat” 2

Insert or delete lines, columns and cells Inserting and suppression of the lines,

columns 2

6 Arrange the column width Column width 2

Use the sheet in excel book Selecting a sheet 2

7 Copy a cell or range of cells Copying and pasting 2

Protect cells Locking, cells Protection and Password 2

8 Split worksheet Horizontal splitting,

vertical splitting 2

Delete the content of the cell To erase

To delete all

To delete the format

To delete the contents

2

9-10 Use graphs Graphs 8

11 Format a text Formatting of text 4

12 REVISION 4

13 EXAMS 4

52


TERM 2


(periods)

1-2 Perform mathematical calculations Numbers and mathematical

Calculations

8

3 Merge cells Merging cells within a cell 2

Sort a list Ascending Order

Descending Order 2

4 Edit a worksheet Selecting

Copying

Pasting

2

Print an excel workbook Page setup

Print preview

Printing dialogue box

2

5-7 Start Power point PowerPoint Environment 2

Create a new presentation Creation of new presentation 4

Create, insert a slide To create a slide, To insert a slide

To modify a slide

4

Change the size and the color of the text Font, Size, Color

Style (Bold, Italic, underlined) 2

8 Insert images Inserting images: 4

Explain the importance of each presentation view Outline view, Slide sorter view and Slider

show 2

9-10 Animate a presentation Animation, To set an animation

Slide transition 4

Print a presentation Printing a presentation, Print preview

Printing a copy or several copies

Printing all the presentations

2

11 REVISION 4

12 EXAMS 4

48


11. 6 DATA BASES

General objective:


Create and manage a database

SENIOR 5

Specific objectives Contents Teaching/learning Activities

define a database

To give the importance of the databases.

Definition

Example from the real world

(the Company)

Data independence and Data access

Data Integrity and safety

Data Recovery after a breakdown

Concurrent Transactions.

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

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.

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


Specific objectives

Contents

Teaching/ learning activities

Use the interrogation languages theory :

to formulate relational algebra and

relational calculus

Foreign key.

A view

Projection

Selection

The difference

Union

The Cartesian product

Intersection

Division

Joint

DRC ( Domain relational calculus)

TRC (Tupple relational calculus)

Triggers (definition)

Exercise on formula drafting



TERM 1


(periods)

1-2 define a database Definition, Examples 6

3-4

To give the importance of the data bases Data independence, access, Integrity and safety,

Recovery after a breakdown, Concurrent

Transactions.

6

5-7 To explain the level or the steps to make a good databases

Conceptual Level: Entity, Association, Property

(attribute), Identifier, Occurrence, Cardinality,

Weak entities, Hierarchy of the entities,

9

8-10 Role, Logical Level, two parts of a relation 9

11 Revision 3

12 Exams 3

36

TERM 2


(periods)

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).

6

3-4 Diagram to specify the name of column, the field

names and each type.

6

5-6 Constraint of integrity, Primary key, Foreign key. 6

7-8 A view 6

9-11 use the interrogation languages theory : to formulate

relational algebra and relational calculus

Projection 9

12 REVISION 3

13 EXAMS 3

39


TERM 2


(periods)

1-3

use the interrogation languages theory : to formulate

relational algebra and relational calculus

Selection, The difference, Union 9

4-6

The Cartesian product, Intersection, Division, Joint

9

7-10 DRC ( Domain relational calculus), TRC (Tupple

relational calculus), Triggers (definition)

12

11 REVISION 3

12 EXAMS 3

36


SENIOR 6

Specific objectives

Contents

Teaching/learning Activities

use the QBE(Queries by example)

use SQL on the data bases

secure a data base

Manage and to administrate a data

Bases

Make a project of computerizing a

Service

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

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 aggregations

Exercise on how to formulate basic sql

Expressions

Exercise on how to formulate safety or

security

in SQL

Computerize one of the services of the

school



TERM 1


(periods)

1-2 use the QBE(Queries by example) And /Or queries

Junction

6

3-4 Aggregation (avg, count, min max sum. ) 6

5-6 Tupples inserting.

To remove and validate

6

7-8 use SQL on the data bases To create a table 6

9-10 To add and remove tupples

To program a primary key

6

11 Revision 3

12 Exams 3

36

TERM 2


(periods)

1-3 use SQL on the data bases A condition (where)

Aggregation

A foreign Key in SQL

9

4-6 To reinforce the integrity

Creation of views

9

7-10 Query on a table

Query on multiple tables

Nested queries

12

11 secure a data base Integrity 3

12 REVISION 3

13 EXAMS 3

39


TERM 3


(periods)

1-2

secure a data base The Privacy

The availability

6

3-4 Command GRANT and REVOKES

Backup

6

5-8 Manage and to administrate a data bases

Concept of transaction

Concurrent access

Remote access

12

9-10

make a project of computerizing a service Project - practical Work on knowledge acquired 6

11 REVISION 3

12 EXAMS 3

36


11.7. C PROGRAMMING

General objective:


Write a program using C language

SENIOR 4

Specific objectives Contents Teaching/learning activities

Use assignment operators

Declare Variables and their type

Define the function main()

Include Precompiler expressions

what the operator does

The difference between “=” and “==”

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 ()

Execution of the function main()

#include

#define

#if, #else, #endif

#ifdef, #ifndef

Use of the precompiler instructions for

debugging

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



Declare Constants

Write Instructions

Use arithmetic operators

Use comparison operators

Use Logical operators

Use Bitwise Operators

The difference between a constant and a

variable

Use of a constant

Declaration of a constant with const

Definition

Types of instructions.

Arithmetic operators “+”,” - “, “*”,”/“, “%”,

“+=”,” - = ", “/=”, “*=”, “%=” and their use.

comparison operators

“<”, “>”, “<=”, “>=”, “==”,”! = " and their

use

Logical operators

“&&”, “||”,”! “and their use

Priority of AND versus OR

Bitwise Operators

“&”, “|”, “~”, “^”, “<<”, “>>” and their use.

Priority between AND, OR and NOT

student to reassign a value to a constant

Practical exercises on writing instructions

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.

Write programs using the logical operators

and to replace them by the bitwise operators

so that the students realize the difference



Use Incrementing/decrementing Operator

Use Typecasting Operator

Use Conditional operator

Use I/O Instructions

Use Loops and bifurcation instructions

Write Procedures and functions

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

"?", (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

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



Show ranges of the variables

Pass arguments by value, reference,

addresses

Create arrays

Structures

Comment

Global variables

Local variables

Static variables

Global Variables Declaration local Variables

Declaration

Static Variables Declaration

pass by values

pass by reference

pass by address

unidimensional array

bidimensionaal arrays

Pointers

*p, &a operators

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 desactivate one part

of the code.

To comment ,we use “/”, “/*”, “*”

To ask the student to invent a structure of

object having a direction



TERM 1


(periods)

1-2 Use assignment operators what the operator does

The difference between “=” and “==”

8

3-4

Declare Variables and their type Variables and their type: Definition, Assignment of

value, variable limit, The difference in memory space

taken by each type, The use of printf ()

8

5-6

Define the function main() Execution of the function main() 8

7-8 Include Precompiler expressions #include, #define, #if, #else, #endif, #ifdef, #ifndef,

Use of the precompiler instructions for debugging

8

9 Declare Constants The difference between a constant and a variable

Use of a constant

Declaration of a constant with const

4

10 Write Instructions Instruction

Definition, Types of instructions.

4

11 Revision 4

12 Exams 4

48


TERM 2


(periods)

1

Use arithmetic operators Arithmetic operators “+”,” - “, “*”,”/“, “%”,

“+=”,” - = ", “/=”, “*=”, “%=” and their use.

4

2-3

Use comparison operators Comparison operators

“<”, “>”, “<=”, “>=”, “==”,”! = " and their use

8

4-5

Use Logical operators Logical operators

“&&”, “||”,”! “and their use

Priority of AND versus OR

8

6-7

Week

Use Bitwise Operators

Specific objectives

Bitwise Operators

“&”, “|”, “~”, “^”, “<<”, “>>” and their use.

Contents

8

Timing

(periods)

Priority between AND, OR and NOT

8

Use Incrementing/decrementing Operator Incrementing/decrementing Operator

“++”,”--“ and their operation

the difference between “preffix” (a++) and

“postfix” (++a)

4

9

Use Typecasting Operator Typecasting Operator

“(<Type>)” and its use

Rules of changing type

4

10-11

Use Conditional operator Conditional operator

Functioning of Conditional operator

8

12 REVISION 4

13 EXAMS 4

52


TERM 3


(periods)

1

Use I/O Instructions I/O Instructions: Printf(); Scanf(); Getch(); Role of

I/O Instructions Parameters of I/O Instructions

4

2

Use Loops and bifurcation instructions Loops (While, Do...while; For)

Bifurcation instructions (Continue; Break)

4

3 Write Procedures and functions Name and syntax of a function; function without

parameter; function with parameter; functions call;

return function; Creation of function

4

4 Show ranges of the variables Global variables; Local variables; Static variables;

Global Variables Declaration local Variables

Declaration; Static Variables Declaration

4

5-6

Pass arguments by value, reference, addresses pass by values; pass by reference; pass by address 8

7-8

Create arrays unidimensional array; bidimensionaal arrays;

Pointers *p, &a operators

8

9 Structures 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

4

10 Comment Code comment interest ; The use of comment to

deactivate one part of the code; To comment ,we

use “/”,

“/*”, “*”

4

11 REVISION 4

12 EXAMS 4

48


11.8. ALGORITHMS

General objective:

At the end of this course, Students should be able to:

Build an algorithm leading to a program

SENIOR 4


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

give the situations of the use of various

tests

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

Reading and Writing

Reading function (input)

Writing function(output)

Go to (go to)

TESTES

Structure of a test

Conditions (if, if. .else, switch)

Nested Ifs

Exercises on base conversion.

write an algorithm using i/o functions in

pseudo code and flow chart

write an algorithm using the tests with

pseudo code and flow chart


Specific objectives

Contents

Teaching/learning activities

give the situations where we use various

loops

Handle a table

Describe the systematic programming in

a structured way.

Create a program starting from an

algorithm

write a program starting from a flow

chart

LOOPS

Loops (do while, until)

Iterative Loops

Loops in Loops

Use of the Tables in Algorithm

Dynamic Tables

STRUCTURED PROGRAMMING

Structured Programming

Hierarchical Block

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

give examples of loop and iterative loop

write an algorithm using loops in pseudo

code and flow chart

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

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



TERM 1


(periods)

1-4 Convert from one base to another. Introduction to coding

Boolean logic gates

Decimal Base

Binary Base

Hexadecimal base

8

define an algorithm Definition of an algorithm

Importance of an algorithm

2

6-7

Explain the advantage of a variable in an algorithm. Variables 4

8-10

Explain operators to be used in an algorithm Expressions and Operators 6

11 Revision 2

12 Exams 2

24

TERM 1


(periods)

1-3 Distinguish the functions from Reading (entered) and

those of writing (left). Reading and Writing 6

4-5 Give the situation of the use of GOTO Go to (go to) 4

6-7

give the situations of the use of various tests TESTES

TESTES 4

8-11 give the situations where we use various loops LOOPS 8

12 REVISION 2

13 EXAMS 2

26


11.9. WEB DESIGN

General objective:


Design a Web site

SENIOR 5



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.



manipulate the sound and the images

create a Web site in HTML

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

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 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

To ask the students to create a Web site by

group.

The students must plan and design their own

web site.




use the style sheets to format Web pages

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

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

The students must plan and design their own

web site.



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



TERM 1


(periods)

1-3

use HTML language to create linked Web pages Tags and their effects 6

4-7

use suitable file standard 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.

8

8-10

manipulate the sound and the images Program enabling to apply the sound and image effects

6

11 Revision 2

12 Exams 2

24


TERM 2


(periods)

1-4 manipulate the sound and the

images

Program which allow to apply

the effects on the

sound

8

5-11


Rules of design of J.Nielsen

the stages of design

14

12 REVISION 2

13 EXAMS 2

26


SENIOR 6


Show the possibility and the constraints in

hosting a web site.

Explain the advantages and disadvantages

of various hosting possibilities.

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

Type of hosting

To host its own site

Use of a FAI

Ask student to search for some sites offering

free hosting and to list their facilities.



check the availability of a domain name

manage files by using the ftp

Launch the web site through the Internet

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

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

Ask students to choose a domain name for

their site and to ensure it is available

Sen. the web site to an ftp server

Launch the web site through a web server.

Ensure the existence of the web site on the

Internet



TERM 1

Week Specific objectives

Contents Timing

(periods)

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

10

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

10

11 Revision 2

12 Exams 2

24


TERM 2

Week

Specific objectives Contents Timing

(periods)

1-5

Show the possibility and the

constraints in hosting a web site.

The various possibilities which

can be offered by a hoster;

Hosting Capacity ; types of

hosting and their constraints

10

6-8

Explain the advantages and

disadvantages of various hosting

possibilities.

Type of hosting

6

9-11

check the availability of a

domain name

To go on a site giving the

possibility of having a domain

name

Recording of a domain name

6

12 REVISION 2

13 EXAMS 2

24


TERM 3

Week


(periods)

1-4

manage files using the ftp Types of necessary data to

connect to an ftp server.

8

5-10 Launch the web site through the

Internet

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

12

11 REVISION 2

12 EXAMS 2

24


11.10. VISUAL BASIC

General objective:


Write a program using Visual Basic language

SENIOR 5


Define an events oriented language

Use Visual BASIC environment

Present the Form object (Control) as the

main interface in VB development .

Introduction to the event oriented

language

Objects Concept

Events Concept

Visual BASIC

visual BASIC Icon

Integrated visual basic environment

Elements of the IDE

Menu bars

Contextual menu

Object explorer

Tools Bar

Toolbox

project explorer

properties window

Code editor

Environment options (SDI, MDI)

Describe an event in data processing.

Generate events of simple type

Click, double click, right click …

Insert a form object in a project, save it and

exit.



Use various Controls in Visual BASIC.

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

Controls

Form

Command buttons

Labels

Text Box

Localization of the project

launch the project

Object Properties(Control)

Syntax

Methods and events

Event-driven Procedures

Compilation and execution in VB

Insert various controls on an Application.

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



use the objects (Controls) which cause the

utilization of tests

Write the functions in Visual BASIC

The code elements

Declaration and variable types

Operators

Tests

The objects Combo box, List,

Options box and Check box.

Loops (For… Next, Do… While)

Input Box, Msgbox Functions.

Functions sqr (), val (), str ()

Use inputBox (), msgBox (), val () functions

in a simple VB program



TERM 1

Week


(periods)

1-3 Define an events oriented

language

Introduction to the event

oriented language

6

4-5 Visual BASIC environment Use Visual BASIC

environment

4

6-10

Present the Form object (Control)

as the main

interface in VB development

Elements of the IDE 10

12 REVISION 2

13 EXAMS 2

24


TERM 2


(periods)

1-4 Use various Controls in Visual

BASIC

Controls 8

5-7 Open an existing project Localization of the

project launch the project

6

8-11 Describe the Properties, Syntax,

Methods and

Procedures of events.

Object Properties(Control)

Syntax

Methods and events

Event-driven Procedures

8

12 REVISION 2

13 EXAMS 2

26

TERM 3


(periods)

1-3 Compile a simple application in Visual BASIC Compilation and execution in vb 6

4-6 Use the variables, Operators, Test and Loops in

Visual BASIC.

The code elements 6

7-8 use the objects (Controls) which cause the utilization

of tests

Declaration and variable types 4

9-10 Write the functions in Visual BASIC. Input Box, Msgbox Functions.

Functions sqr (), val (), str ()

4

11 REVISION 2

12 EXAMS 2

24


SENIOR 6


insert Lists Controls and to write the

corresponding code

Create Menus

Write various graphic elements in Visual

BASIC.

Connect to a local data base.

Connect to a remote database

Lists

ListBox and ComboBox

DriveListBox and DirListBox

FileListBox

Creation and insertion of the menus

and Submenus

Elements of Graphs

Colors

Co-ordinates

Shape, Line and 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.


ODBC (Object Database

Connectivity)

Connecting to SQL Server or Oracle

database

Reading, adding, deleting, validation,

searching records from VB.

DSN (Data Source Name )

insert list control on an application in Visual

BASIC.

Insert Menus and submenus on a Form

Use some graphic elements on an application

in Visual BASIC.

Exercise on connecting an Access, SQL data

base from VB



TERM 1


(periods)

1-4 insert Lists Controls and to write the corresponding

code

Lists 12

5-6 Create Menus Creation and insertion of the menus and

submenus

6

7-10 Write various graphic elements in Visual BASIC Elements of Graphs

Colors

Co-ordinates

12

11 Revision 3

12 Exams 3

36

TERM 2


(periods)

1-3 Write various graphic elements in Visual BASIC Elements of Graphs 9

4-11 Connect to a local data base. 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;


24

12 REVISION 3

13 EXAMS 3

39


TERM 3


(periods)

1-10 Connect to a remote database ODBC (Object Database Connectivity)

Connecting to SQL Server or Oracle

database

Reading, adding, deleting, validation,

searching, records from VB.

DSN (Data Source Name )

30

11 REVISION 3

12 EXAMS 3

36


11.11. C++ PROGRAMMING

General objective:


Write a program using C++ language

SENIOR 4


define the C++ language

use conditions

Define the object oriented language.

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



explain the advantages and the

characteristics of the OOP

use the functions

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

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

Point out the limits of the C language

and the structured languages in general

Exercise on how to write previous

programs using functions


TERM 1


(periods)

1-6

define the C++ language The existing relationship between C and

C++

Particularities of C++

differences between C and C++

passage from C to C++

Cout and Cin instructions

18

7-10

use conditions Conditional Structures (If… else, switch)

Repetition Structures (for, do… while, While)

12

11 Revision 3

12 Exams 3

36

TERM 2



(periods)

1-4 Define the object oriented language. Definition of:

Classes and Object

Encapsulation

Inheritance

Polymorphism

12

5-11

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

21

12 REVISION 3

13 EXAMS 3

39

TERM 3



(periods)

1-10

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

30

11 REVISION 3

12 EXAMS 3

36

SENIOR 5



Use classes and Objects

Encapsulation

use the Constructors and destructors

use the inheritance

use polymorphisms

use arrays of objects

carry out a C++ project

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

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



TERM 1


(periods)

1-4

Use classes and Objects

Encapsulation

class creation

object creation

function call

12

5-10

use the Constructors and destructors Definitions of the terms

Writings of the Constructors

Writing of the destructors

18

11 Revision 3

12 Exams 3

36


TERM 2


(periods)

1-6

use the inheritance Basic classes and derived classes

Hierarchy of the classes

Collection of objects

Multiple inheritance

18

7-11

use polymorphisms Virtual functions

Friend functions

15

12 REVISION 3

13 EXAMS 3

39

TERM 3


(periods)

1-4

use arrays of objects Arrays of objects

Address of arrays

Pointers

pass an array to a function

12

5-10 carry out a C++ project use all the acquired concepts 18

11 REVISION 3

12 EXAMS 3

36


11.12. 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



List the means of transport of information

Describe network Architecture

Identify connections material and define it

utility

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

Hub

Switch

Bridge

repeater

Router




Identify with each layer of OSI model, the

elements of the network

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



TERM 1


(periods)

1-2

Define a network Introduction to the networks 6

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 LAN (local area network)

WAN (wide area network)

MAN (Metropolitan Area Network).

3

9-10

Describe and Explain the network topologies Star topology

Bus topology

Ring topology

Mesh topology

6

11 Revision 3

12 Exams 3

36


TERM 2


(periods)

1-7

List the means of transport of information

Make a cable UTP/STP

Optical Support

Hertzian support

21

8-11

Describe network Architecture Peer to peer

Client Server architecture

12

12 REVISION 3

13 EXAMS 3

39

TERM 3


(periods)

1-4

Identify connections material and define it utility Hub; Switch; Bridge; repeater; Router 12

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

18

11 REVISION 3

12 EXAMS 3

36


SENIOR 6



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

Protocol Definition

Protocol Roles

Classes of the protocol

Some example of the protocols

usually used

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

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




Use the network tools

Make the difference between Intranet,

Internet

Connect to Internet

Manage Server

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)

Management of :

Users, Account and Password

Permissions

Network security

The back up

student to use the network tools

students to make a Intranet network

students to connect the PC to the Internet by

telephone modem

students to manage the server



TERM 1


(periods)

1-3

Define the Protocols in computer Protocol Definition

Protocol Roles

Classes of the protocol

Some example of the protocols usually

used

9

4-10

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

21

11 Revision 3

12 Exams 3

36


TERM 2


(periods)

1-4

Use the network tools The Ping tool

The Tracert tool

The Netstat tool

Winipcfg

Ipconfig

WHOIS tool

The Nslookup tool

12

5-7

Make the difference between Intranet, Internet Intranet Definition

Internet Definition

Difference between Intranet and Internet

9

8-11

Connect to 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)

12

12 REVISION 3

13 EXAMS 3

39


TERM 3


(periods)

1-10

Manage Server Management of :

Users, Account and Password

Permissions

Network security

The back up

30

11 REVISION 3

12 EXAMS 3

36


11.13. INTRODUCTION TO COMPUTERS

General objective:


Organize and manage files in folders

Specific objectives

Contents


Relate the history of computer science

Give the impacts of computers

Identify the main components of a computer

Definition of computer related concepts

(IT,ICT, COMPUTER SCIENCE,…)

History of computers

Impact

social

economic

communication

crime

security

privacy

Computer description

Description of the computer

Computer components

Hardware (screen, keyboard,

mouse, CPU, printer)

Software (System and application

software)

Demonstrate computer‟s components in the

laboratory.


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


Specific objectives

Contents


Differentiate type of memories

Recognize various connectors and ports

Memory

Definition

Role of the memory

Features

Capacity

Speed

Non volatility

Types of memories

ROM memory

RAM memory

Connectors

Definition

I/O ports and connectors

Serial ports

Parallel port

USB

Keyboard , Mouse Connectors

VGA Connector

Explain the advantages and disadvantages of

each type of memory

observe the different connectors as well as

the input and output ports



Use different peripherals

explain the role of different peripherals

Explain the role of the hard disk

Use the keyboard

Use the mouse

Connect a mouse

Peripherals

Definition

Categories of peripherals

Input peripheral (mouse, keyboard,

scanner, CD/DVD-ROM and

Diskette drives)

Output peripheral (monitor,

Diskette, CD/DVD-ROM

writer, Printer)

The hard disk

Role of the hard disk

The keyboard

Definition

keyboard connector

Keyboard AZERTY

Keyboard QWERTY

Shortcut keys

Mouse

Definition

Mouse CONNECTOR

Type of mouse

Optical mouse

Mechanical mouse

wireless mouse

connect the mouse, the keyboard, screen etc

Explore the CD, DVD

Learn about the role and the contents of the

hard disk

Switch between AZERTY and QWERTY

• To connect the keyboard on the central

processing unit

• Observe and use different types of mouse

available to the school



Use external memories (diskette, flash disk,

CD…)

use the help function

print a help content

Use desktop‟s elements

Use text editors

External Memory

Definition

Role

Advantage and disadvantage Help

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

Text Editor functions

Selection

copy/cut /paste

standard toolbars

Formatting toolbars

Save /save as…

print command

Transfer a file from one computer to another

using a diskette, flash, CD...

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

Practical exercises on copy/cut /paste

Save/Save as



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



install an OS and other software

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

What 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.




use and maintain CD-ROM, DVD, Diskette

repair and maintain a laptop

Configure a BIOS elements (CMOS)

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

Exchangeable Elements (battery, hard Disk, RAM) PCMCIA

tools

type of chart Consumption according to the processor,

Screen

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

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.

Change BIOS parameters and observe

effects.

Launch the CMOS setup utility



configure the computer by using the

possibilities offered by the control panel

Computer maintenance

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.


DISTRIBUTION OF LESSONS SENIOR 4

TERM 1


(periods)

1-2 Relate the history of computers

Give the impacts of computers

Identify the main components of a computer

List the different families of computers

Definition of computer related concepts

Impact (social, economic, communication,

crime, security, privacy

Computer description (Hardware, Software )

Families of computers

6

3-4 Differentiate type of memories Memory

Definition

Role of the memory

Features

Types of memories

6

5-6

Recognize various connectors and ports

Connectors

I/O ports and connectors

6

7-8 Use different peripherals

explain the role of different peripherals

Peripherals

Input and Output peripheral

6

9-10 Explain the role of the hard disk

The hard disk

Role of the hard disk

6

11 Revision 3

12 Exams 3

36


TERM 2


(periods)

1-2

Use the keyboard

Use the mouse

Connect a mouse

The keyboard

Mouse

Definition

Mouse CONNECTOR

Type of mouse

6

3-5

Use external memories (diskette, flash disk,

CD…)

External Memory

• Definition

Role and Advantage and disadvantage Help

9

6

use the help function

print a help content

Help

Definition

Help Headings

Printing of help content

3

7-8

Use desktop‟s elements

Use text editors Text Editor

Windows and its components

functions

6

10-11

Manage and use files

File management 9

12 REVISION 3

13 EXAMS 3

39


TERM 3


(periods)

1-2

Install an OS and other software

6

3

Update the operating systems and software 3

4 Protect a computer

3

5

use and maintain CD-ROM, DVD, Diskette

6

6-7

Repair and maintain a laptop

3

8 Configure a BIOS elements (CMOS) 3

9 Configure the computer by using the

possibilities offered by the control panel

3

10 Computer maintenance 3

11 REVISION 3

12 EXAMS 3

36


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 Theory: 20 H Practice: 20 H

N° Vocational skills Vocational activities to be carried out Necessary

theoretical

knowledge in

mathematics

Necessary

theoretical

knowledge in

physics

Necessary

theoretical

knowledge in

chemistry

Resources

1.1 To explain basic notions

of supply and demand

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


N° Vocational skills Vocational activities to be carried out Necessary

theoretical

knowledge in

mathematics

Necessary

theoretical

knowledge in

physics

Necessary

theoretical

knowledge in

chemistry

Resources

1.2 To develop an

individual evaluation

basis concerning a

professional career

(entrepreneur or

employee).

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.


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

Vocational activities to be carried out Necessary

theoretical

knowledge in

mathematics

Necessary

theoretical

knowledge in

physics

Necessary

theoretical

knowledge in

chemistry

Resources

2.1 To elaborate a

marketing

strategy

for a mini-

project

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 mini-

project 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.


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

Vocational activities to be carried out Necessary

theoretical

knowledge in

mathematics

Necessary

theoretical

knowledge in

physics

Necessary

theoretical

knowledge in

chemistry

Resourc

es

3.1 To discover

vocational and

entrepreneuri

al

skills as well

as

current

financial

states

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);


DISTRIBUTION OF LESSONS: SENIOR 5; SENIOR 6

SENIOR 4 SENIOR 5 SENIOR 6

Module 1 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.

x

Module 2 Students deepen their entrepreneurial skills. x

Module 3 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.

x


REFERENCES

1. A.Francis, Business Mathematics and Statistics, 6th edition, Thomson, (2004)

2. Alain DELOS, Comptabilité, Edition HACHETTE Education, Paris, (2004)

3. Andre FRANCIS, Business Mathematics and Statistics, 6th edition, Thomson Learning, (2005)

4. Armand DAYAN et al., Manuel de gestion, vol. 2, 2ème édition, ELLIPSES/AUF, (2004)

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16. M.W.E Glautier and B.Underdown, Accounting Theory and Practice, 7th edition, Financial Times, Pearson education, (2001)

17. Mor NIANG, Comptabilité des Sociétés Commerciales, Comptabilité Approfondie, Epreuves d‟Examens, 2ème édition, Saint-Paul,

(2002)

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23. R.S.Kaplan and A.A.Atkinson, Advanced Management Accounting, 3rd edition, Asoke.K.Ghosh, (2005)

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26. S.P.Jain and K.L.Narang, Advanced Accountancy, 10th edition vol 1, KALYANI, (2003)

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2003.


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72. 21. CLAUDE DELANNOY, Programmation en C, eyrolle


LIST OF PARTICIPANTS CURRICULUM DEVELOPMENT

1. Eng. HABIMANA Theodore, Director of TVET Training, WDA

2. MPAMO Aimé, Supervisor Curriculum Development, 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. UWUMUREMYI Dominique Savio, Teacher at PSVF

9. NDAGIJIMANA Jerome, Trainer at SOS-THS KIGALI

10. NIYONSENGA Alex, Trainer at KABUGA High School

11. Esperance NDAYISENGA, Trainer at Ecole Technique St Kizito SAVE

12. Jean Claude UWAYEZU, Trainer at College St Emmanuel/IT de HANIKA

13. Nathan SEMABUMBA, Trainer at College St Emmanuel/IT de HANIKA


CURRICULUM OF MATHEMATICS

OPTION : COMPUTER SCIENCE AND MANEGEMENT

LEVEL : A2


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 2

ème 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


- 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

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.


4ème

Année

Objectifs spécifiques Contenus notionnels

A la fin de ce programme, l’apprenant devra être capable de :

1. Identifier et construire les figures géométriques du plan ; reconnaître leurs propriétés et calculer leurs aires

2. Maîtriser les techniques de construction des courbes du second degré.

3. Raccorder des arcs avec soin et précision

4. Appliquer le calcul vectoriel à la résolution des problèmes des cours techniques

Chap. 1. Rappels : Formes géométriques planes

1.1. Figuras géométriques du plan, Triangles, quadrilatères, polygones réguliers et cercle.

- Définitions et propriétés - Constructions et calculs d’aires

1.2. Constructions des courbes du second degré : (Parabole, hyperbole, ellipse, ovale, etc….)

- Méthodes de construction

1.3. Raccordement d’arcs - Méthodes de construction

Chap2. Calcul vectoriel

2.0. Rappels

- Opérations sur les vecteurs du plan (Addition, soustraction, multiplication par un réel)

- Norme d’un vecteur


5. Appliquer la notion du produit scolaire à la résolution des problèmes des cours techniques

6. Représenter les éléments de l’espace et déterminer leurs positions relatives

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.

9. Définir le cercle trigonométrique et convertir les différentes mesures d’angles.

2.1. Produit scolaire

Définition et propriétés

2.2. Distance

- Propriétés

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 :

- 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

3.4. Solides géométriques :

- Représentations et projections - Calculs d’aires et des volumes


10. Repérer à l’aide du cercle trigonométrique le sinus, le cosinus, la tangente d’un angle quelconque ; vérifier des identités remarquables

11. Utiliser les nombres trigonométriques des angles remarquables et des angles associés.

12. Acquérir la capacité de lire les nombres trigonométriques d’un angle donné dans une table.

13. Représenter graphiquement les fonctions circulaires

14. Appliquer les notions de trigonométrie à la résolution des triangles et/ou des problèmes de topographie

15. Utiliser les formules de transformation dans les calculs et dans la vérification des identités.

16. Résoudre les équations du 1er degré à une inconnue ;

représenter graphiquement une fonction du 1er

degré ; résoudre algébriquement et graphiquement les systèmes

Chapitre 4. Trigonométrie

4.1. Cercle trigonométrique

- Définition et propriété

4.2. Nombres trigonométriques d’un angle :

- Définitions et relation fondamentales 4.3.Nombres trigonométriques des angles remarquables et des

angles associés(opposés,complémentaires, supplémentaires,…)

4.4. Tables des nombres trigonométriques : (Information)

4.5. Représentation graphique point par point des fonctions

circulaires

4.6. Relations trigonométriques dans un triangle rectangle,

relations trigonométriques dans un triangle quelconque ;

résolutions des triangles rectangles et quelconques, problèmes de

topographie

4.7. Formules de transformation


17. Résoudre les équations et inéquations du second degré à une inconnue ainsi que des problèmes se ramenant au second degré et interpréter graphiquement leurs solutions

18. Représenter graphiquement le fonction

Chapitre .5. Algèbre

5.1. Rappels : Equation, inéquation, fonction du 1er degré et

systèmes d’équations linéaires.

- Définitions, résolution, dans R, des équations et inéquations du 1

er degré à une inconnue

- Représentation graphique point par point d’une fonction du 1

er degré.

- Systèmes d’équations linéaires ; - Systèmes de 2 équations à 2 inconnues - Systèmes de 3 équations à 3 inconnues - Définitions et résolutions

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

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


19. Utiliser les propriétés des puissances et des radicaux d’indice n (n ≥2) dans les calculs.

20. Appliquer les notions de progressions arithmétiques et géométriques dans la résolution des problèmes

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

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

5.4. Puissance à exposants rationnels et radicaux d’indice n (n ≥2) - Définitions, propriétés, opérations

5.5. Progressions arithmétiques et géométriques :

- Définitions, - propriétés, - recherche d’un terme quelconque, - calcul de la sommes des termes

5.6. Logarithmes décimaux ;

- Définitions

- propriétés; - Opérations ; - résolution des équations logarithmiques


du domaine technique

23. Appliquer les propriétés des matrices et des déterminants à

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

* 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


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


5 ème

année

Objectifs spécifiques. Contenus notionnels

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.

Chapitre I Analyse

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


Déterminer les asymptotes au graphe d’une fonction

numérique donnée

- 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

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

- cbxaxx 2 ( 0a )


Calculer la dérivée d’une fonction donnée en un point

donné et interpréter graphiquement et physiquement

les résultats

Etudier les fonctions numériques et faire la

représentation graphique de manière propre et précise

- dcxbxaxx 23 ( 0a )

- dcx

baxx

( 0c )

- edx

cbxaxx

2

( a 0d )

- fex

dcxbxaxx

2

23

(a 0e )

- Fonctions irrationnelles

pxx 2 (Parabole)

22 xaa

bx ( Ellipse)

22 axa

bx (Hyperbole)

- Fonctions trigonométriques


- Fonctions avec expressions contenant des valeurs absolues.


Objectifs spécifiques Contenus notionnels

Etablir les équations des droites et des plans dans

l’espace

Utiliser les propriétés du produit scalaire dans des

situations techniques tirées des cours techniques.

Chapitre II Géométrie

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

2.5 Orthogonalité

- 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


Déterminer analytiquement les positions relatives des

éléments de l’espace

Utiliser les propriétés du produit vectoriel et mixte dans

la résolution des phénomènes physiques

- 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

3.2 Projections de points, droites et plans

- Projections d’un point - Projections d’une droite quelconque, de droite particulières - Positions relatives de 2 droites - Projections d’un plan quelconque

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


Construire avec soin et précision certaines courbes

planes

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


Déterminer l’intersection d’un cône avec un plan dans

différentes positions et exécuter les constructions qui s’y

rapportent.

Appliquer la méthodes de Monge dans les constructions

des droites, plans et dans l’exécution des problèmes

classiques.

Utiliser les nombres complexes pour résoudre les

problèmes techniques faisant appel au calcul

trigonométrique et les nombres complexes.

4.1 Rappel : Forme trigonométrique d’un nombre complexe 4.2 Racines d’un nombre complexe

- Racines de l’unité, représentation graphique - Racines d’un nombre complexe

4.3 Applications des nombres complexes

- 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


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

Utiliser les fonctions logarithmes et exponentielles dans

la résolution des problèmes rencontrés 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

xx arctan

anxarx cot

1.2. Fonctions logarithmes et exponentielles 1.2.1. Fonction logarithme népérien

- Définitions : f : xx ln

- Propriétés - Valeur approchée du nombre e - Etude et représentation graphique - Equations logarithmiques - Fonctions contenant des logarithmes

1.2.2. Fonction exponentielle de base e

- Définition, notation f : xex

- Propriétés - Etude et représentation graphique - Equations exponentielles - Fonctions contenant des exponentielles de base e.


1.2.3. Fonctions logarithmes de base (a › o et a 1)

- Définition : f : xx alog

- Propriété - Dérivation - Etude et représentation graphique - Logarithmes de base a - Changement de base - Equations logarithmiques

- 1.2.4. Fonctions exponentielles de base a (a › o et a 1)

- Définition f :xax

- Propriétés - Relation entre - Dérivation - Etude et représentation graphique - 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


Utiliser la différentielle dans la résolution des problèmes

rencontrés dans les cours techniques

Calculer les primitives et les intégrales des fonctions

usuelles et les appliquer à la résolution des problèmes

des cours techniques

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

- Fonctions rationnelles - Fonctions irrationnelles - Fonctions trigonométriques

1.5.Intégrale d’une fonction continue

- Définition : b

a

dxxf )(

- 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


1.6. Equations différentielles (1er

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,


Résoudre les équations différentielles simples se

ramenant aux problèmes techniques ( circuit électrique

etc.. .)

Déterminer les projections planes des figures situées

dans les plans bissecteurs

Représenter le vu et le caché et appliquer les

techniques apprises dans la résolution des problèmes

de dessin technique

- 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


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.


Proposition de répartition de la matière du programme de 4ème

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


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 ax2 + 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.


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. VERSCRAGER R, : Dessin scientifique II Ed, J..Van In S.A -Lierre 2. DPES-RWANDA, : Complexes 5

e, livre de l’élève, impresco-Kigali, 1990

3. GAUTIER C et al : Aleph 1 Analyse, terminale D, Hachette, Paris, 1976 4. GAUTIER C et al : Aleph 1 Géométrie, Terminale CE,Hachette,Paris,1974 5. GAUTIER C et al : Aleph 1 Algèbre / Géométrie 1ére CDE, Hachette, 1974 6. ADAM A et al : Mathématique 6B,A de Boeck, Bruxelles 1991.


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 6ème

année, Niveau A2

Contenu Nombres d’heures

Analyse II 52

Géométrie descriptive 42

Statistique descriptive 26

Total :120


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 6e, 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.


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.


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 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.


CURRICULUM DE FRANÇAIS


LEVEL : A2


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.


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.


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.


2.2 Objectifs spécifiques

A la fin du programme de la 4ème année de menuiserie l’élève sera capable de :

Compétences Objectifs spécifiques

1. Compréhension orale et écrite

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).

2. Expression orale et écrite

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.


A la fin du programme de la 5ème année de Menuiserie l’élève sera capable de :



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

A la fin du programme de la 6ème année de Menuiserie l’élève sera capable de :



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.


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


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

Conseils et indications à donner

Contre-indications

Risques, précautions

Effets ou résultats

Effets indésirables

Caractéristiques et propriétés Mode d'utilisation

3. L’exposé 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.

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.

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

(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



ACTIVITES

CONTENUS NOTIONNELS

1. Mode d'emploi


Contre-indications





2. L’exposé Les caractéristiques d'un bon exposé



doit tenir compte de L’auditoire (registre,



voix, sourire, ton, conviction, dynamisme, rythme, intonation...) Structuration du temps de prise de parole.

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)


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


ACTIVITES

CONTENUS NOTIONNELS

1. L'exposé Les caractéristiques d'un bon exposé



doit tenir compte de L’auditoire (registre,



voix, sourire, ton, conviction, dynamisme, rythme, intonation...) Structuration du temps de prise de parole.

2. Mode d'emploi


Contre-indications








-texte attrayant en rapport avec L’image

- le slogan



4. Le communiqué Les caractéristiques d’un communiqué

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

5. Interview 1. Types de l’interview :

- Oral

- Ecrit (par questionnaire)


2. Caractéristiques de l’interview

6. Note de service

Caractéristiques

Préciser l'objet et le destinataire

Le contenu est descriptif, clair, précis et complet

Langue adaptée au niveau du destinataire.


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


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 :


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.

L'élève devra donc acquérir:


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 :

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.


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:

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.


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:

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.


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 :

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


4. 3.2 La présentation

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 :

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)


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)

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


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

Enoncé ou rappel du problème

Introduction d'une prise de position

Annoncer les différentes parties de l'argumentation

Remarque:

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


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 :

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 :

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.


4.7.1. Technique de prise des notes

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

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


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 :

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.\

4.9.1. Préparation d'un rapport

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 :

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.

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,

Madame, suivis du nom et du prénom, de la fonction et de

L’adresse, code postal, téléphone

En haut, à gauche

Coordonnées du destinataire Mentionner : Monsieur,

Madame, suivi du nom, du prénom, de la fonction et de

l'adresse.

En haut, à droite, sous la date

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).

• La rédaction de la lettre

Bannir toute effusion, dire l’essentiel, simplement, clairement. Au début, utiliser une formule de politesse adaptée la situation de

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 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

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

- 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

- 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)

Nom et prénom

Date et lieu de naissance

Nom du père

Nom de la mère

Etat civil.

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

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.

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.

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.


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

- 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 4ème 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 2ème 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)


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 PERIODE/HEU

RES

PREMIER

TRIMESTRE

CHAPITRE SOUS CHAPITRE

4

I. EXPLICATION ET DESCRIPTION 1. Types d’explications

2. Explication par des vocabulaires techniques avec des

exemples précis

3. Description objective et subjective

II. MODE D’EMPLOI

1. Conseils et indications à donner

2. Contre-indications

3. Risques, précautions

4. Effets ou résultats

5. Effets indésirables

6. Caractéristiques et propriétés

7. Mode d'utilisation

4


Période de révision

Révision sur toute la matière du premier trimestre 1

Examen et confection des bulletins

Examens de fin du trimestre 1

DEUXIEME

TRIMESTRE

III. EXPOSE 1. Les caractéristiques d’un bon exposé

2. Comment faire un bon exposé

4

VI. LE TEXTE PUBLICITAIRE 1. Les caractéristiques d’un texte publicitaire 4


Révision sur toute la matière du deuxième trimestre 1



TROISIEME

TRIMESTRE

V. L’ARGUMANTATION

1. Disposition convenable des arguments

2. Types d’arguments

3. Les éléments de l’argumentation

4. L’ordre des phrases : usage des connecteurs logiques

3


VI. LA PRISE DE NOTES Mise en page

Propreté et la lisibilité du texte

L’enchainement logique des idées et des parties

4. L’ordre et classement

3


Révision sur toute la matière du deuxième trimestre

1




Tableau résumé de distribution des chapitres : Allocation des périodes et contenu par trimestre 5ème année de menuiserie.


TRIMESTRE CONTENU NOTIONNEL PERIODE/HEURES

PREMIER

TRIMESTRE


4

I.MODE D’EMPLOI








II. EXPOSE 1. Les caractéristiques d’un bon exposé


4

Révision Révision de la matière du premier trimestre 1

Examen et confection des bulletins Examen de fin du premier trimestre 1


DEUXIEME

TRIMESTRE

III. LE RAPPORT ET LE COMPTE RENDU 1. Les caractéristiques d’un bon rapport

2. Type de rapport

3. Les caractéristiques d’un compte rendu

4. Comment rédiger un compte rendu

4

IV .LA CORRESPONDANCE PRI VEE ,

OFFICIELLE ET

C.V

1. Type de lettres

2. La disposition d’une lettre

3. Les formules d’appel et finales

4. Les formules d’un C.V

4

Révision Révision de la matière du deuxième trimestre 1

Examen et confection des bulletins Examen de fin du deuxième trimestre 1

TROISIEME

TRIMESTRE

V. LE TEXTE PUBLICITAIRE 1. Les caractéristiques d’un texte publicitaire 3

VI. ENQUETE 1. Type de l’enquête

2. Motif de l’enquête

3

Révision Révision annuelle

1

Examen et confection Examen annuel 1


Tableau résumé de distribution des chapitres : Allocation des périodes et contenu par trimestre 6ème année de Menuiserie.


TRIMESTRE CONTENU NOTIONNEL PERIODE/HEURES

PREMIER

TRIMESTRE


4

I.MODE D’EMPLOI








II. EXPOSE 1. Les caractéristiques d’un bon exposé


4

REVISION Révision de la matière du premier trimestre 1

Examen et confection des Examen du premier trimestre 1


bulletins

DEUXIEME

TRIMESTRE

III. LE TEXTE PUBLICITAIRE 1. Les caractéristiques d’un texte publicitaire 4

IV. LE COMMUNIQUÉ 1. Caractéristiques d’un communiqué

2. Comment faire un communiqué

4

Révision de la matière du

deuxième trimestre

Révision trimestrielle 1

Examen et confection de

bulletin

Examen de fin du second trimestre 1

TROISIEME

TRIMESTRE

V. INTERVIEW 1. Types de l’interview

2. Caractéristique

4

VI. NOTE DE SERVICE Les caractéristiques de note de service 4

Révision Révision annuelle 1

Examen et confection des

bulletins

Examen annuel 1


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.


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

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 ...


Ce programme a été révisé par :








8. MUDAHINYUKA SYLVAIN : ESS/HAMDAN KIMISANGE

9. MUKANYANDWI JANVIERE : G.S GATAGARA

10. NYIRAKURADUSENGE DIANE : G.S GATAGARA


CURRICULUM OF ENGLISH


LEVEL : A2


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.


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.

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. Express himself/herself correctly in spoken and written English

2. Analyse and understand information in oral, written or graphic form

3. Work methodically, demonstrating a sense of careful observation, critical thinking, analysis and synthesis

4. Competently and fluently apply orally and in writing knowledge and skills learnt in his/her field of study

5. 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.


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 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 less

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 sub-skill 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.

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 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.


ENGLISH SYLLABUS FOR FORM 4

SPECIFIC OBJECTIVES CONTENT TIME ALLOCATION

By the end of the year, the

learner should be able to:

- Effectively receive

instructions in different

capacities in his/ her

professional domain

- Attentive listening to recorded

materials: audio and video tapes,

radio, films etc. In order to distinguish

various accents, intonation, stress,

tone etc.

5 ½ hrs

- Handle the salient elements

of discussion by acquainting

himself /herself with

appropriate verbal and non-

verbal conversations and

habits of arguing out facts,

opinions etc. from the

perspective of the

interlocutor

- Salient elements of discussion

/argument: introduction, defining

terms, constructing supporting

statements, distinguishing facts from

opinions, values, beliefs and

attitudes.

6hrs


- Demonstrate understanding

of standards

- Reading : Texts dealing with

standards in the learners’ respective

technical fields

2hrs


of properties

- Reading: Texts dealing with natural

or inherent qualities of

materials/substances in the learners’

respective technical fields under

given conditions.

2hrs


of various specifications in

his /her respective technical

fields

- Presentations dealing with exact

requirements of qualities and

quantities established for specific

technical conditions.

4hrs

- Effectively give out

instructions in different

capacities

- Commands, instructions, directions,

requests, wishes.

2hrs

- Adopt appropriate verbal and

non - verbal conventions and

habits of arguing out facts,

opinions, feelings, beliefs, etc

- Techniques of debate : parliamentary

procedure, argument between a

technician and a client or his/her

employer, etc

5hrs


- Write clear and effective

summaries

- Summary writing: signposting

principal ideas and thoughts,

paraphrasing, condensing etc.

2 ½ hrs

- 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.

5hrs

- Demonstrate both orally and

in writing mastery of relevant

lexical and syntactical

structures that make up a

sentence, a paragraph, text,

etc

- Noun phrases : nouns as modifiers

- Connecting words: because, where,

though, how, nevertheless

- Transition words

- Tense review: past , present perfect,

past perfect, future perfect

- Reported speech : indirect speech,

indirect questions, indirect

commands

22hrs


- 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



SPECIFIC OBJECTIVE CONTENT TIME ALLOCATION

By the end of the year, the learner

should be able to :

- Effectively receive information/

message in different capacities in

his/her professional domain

- Attentive listening: pronunciation in various

accents, intonation, dialects, registers on tapes,

radio, TV, teacher’s model, etc.

3hrs

- 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

non- verbal 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

3hrs


Body language

Persuasion

Explanation

Illustration

- Read data for 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

- Reading : Texts dealing with batteries,

satellites, aerials, animal products, climate

change, art and culture, traditional and modern

clothing materials, traditional economics, etc.

2hrs

- Read , understand ,then answer

orally questions and requests

- Questionnaires, direct and indirect questions,

requests, etc.

1hrs

- Effectively explain various operations

in his/her technical domain

- Group presentations about various technical

fields:

network installation, wiring a house

surface coating, ceilings

sharpening a handsaw

printing colours, pattern cutting

5hrs


- Speak freely, fluently and accurately

when addressing an interlocutor

- Oral forms of address

1hr

- Speak fluently and accurately /

distinctly when addressing big

audience

- Public speech: Techniques of preparing and

delivering a speech

7hrs

- 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

effective report

- Report writing:

The terms of reference

Collecting information

Arranging the material

Drafting the report

The final report

3hrs


- 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.

1hr

- Find and use information from a

variety of given sources, including

information sources

- Looking up information in :

Dictionnaries

Catalogue,

Indexe,

Encyclopaedias, etc.

1hr

- Fill in forms correctly

- Filling in a form:

driving license applications

Job applications

Insurance claims

Travel documents etc.

1hr


- Compose various forms of

correspondence

- Writing:

Informal and formal letters

Invitations

Notices

Announcements

Advertisements

3hrs

- 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 make

up a sentence, a paragraph and a

full text

- Grammar ,conjugation and vocabulary:

Connectors

Transition words

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

15hrs



SPECIFIC OBJECTIVE CONTENT

TIME ALLOCATION

By the end of the year, the learner should be

able to:

- Demonstrate qualities of a good

listener

- Listening with concentration and

attention: lectures, audio tapes, video

tapes, films, radio, T.V, etc.

2hrs

- Appreciate the interlocutor’s facts,

feelings, opinions, attitudes, beliefs,

etc.

- Body language: facial expressions,

gestures

Compromise

Patience, etc.

2hrs

- Generalise and classify information

from listening, viewing and reading

- Data collection and classification

according to gender, genre, mode,

behavioral trends, etc.

2hrs


- Demonstrate appropriate

communication and social skills in

attending interviews

- Interview:

Rapport with interviewees,

Patience, politeness

expressions, clarity of speech,

choice of effective words, body

language, voice projection.

Exercises

7hrs

- 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

- 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

4hrs


animal species

nutrition ,painting and decoration, the

history of banks and banking, etc.

- 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

Sales literature (advertisements...)

Political speeches

medical opinion

technical radio

programmes

3hrs

- Speak freely, fluently and accurately

when addressing an interlocutor

- Oral forms of address

1hr

- Speak fluently and accurately /

distinctly when addressing big audience

- Public speech: Techniques of preparing

and delivering a speech

- 3hrs

- overcome psychological barriers

( e.g. stage fright) that might interfere

with his / her fluent and competent

expression while addressing an

interlocutor or/ an audience

- Public speech:

Body language

Strategic use of audio-visual aids,

eye contact, voice projection, etc.

Continuous oral practice : debates,

- 10hrs


dialogues, group discussions,

exposé etc.

Accepting and responding to

others’ view

- Compose intelligible and various forms of

correspondence for public consumption

- Writing:

Advertisements, announcements,

notice, etc.

Purchasing orders, proformas

Formal letters

- 3hrs

- Organize content, write effectively and

with observation of the conventions of

legibility, spelling, punctuation and

grammar

- Report writing

The terms of reference

Collecting information

Arranging the material

Drafting the report

The final report

- 3hrs

- 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

- 15hrs


Review of subordinate clauses

Special constructions: e.g. the

perfect infinitive

Vocabulary: appropriate field

jargon

- Use the telephone effectively Telephone messages, conversations

1hr

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/ 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.


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 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) Intensive reading of short passages to sort and extract main ideas or thoughts and supporting details

(ii) 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, public works, telecommunication, accountancy, computer science, veterinary, forestry, arts, sculpture , sewing,

agriculture).

(iii) 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) 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).

(ii) 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 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. Description and explanation

2. Giving instructions

3. Comprehension and interpretation

4. Note- taking

5. Summarizing

6. Letter writing

7. Reports

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) know the capabilities and back ground of your students

b) be aware of the purpose and limits of the description or explanation

c) select and arrange the material in the best way

d) choose your words correctly

e) be concise in expression

f) be free from ambiguity

g) 0present the material in an interesting way

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.

Reading efficiently depends upon:

a) Good reading ability

b) Concentration

c) Sound back-ground knowledge

d) Wide vocabulary

e) Good knowledge of English

f) Taking into account what they are looking for.

4.4. Note- taking

When taking notes the students should

a) Have a definite purpose

b) Be aware of the limits of that purpose

c) Keep the overall subject in mind as they select facts


d) Keep their notes in neat order, using headings, subheading and enumeration

e) 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.

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) To be prepared by giving some thought to the topic before hand

b) To listen carefully for the key introductory phrases

c) To space their notes reasonably. Use of proper notebook, or sheets of paper, etc

d) To number their notes, especially sequence and lists.

e) To keep awake

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) the ability to read efficiently

i) the ability to understand

j) the skills of judgment and selection

k) 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


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 teaching-learning 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 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. 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.

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

teaching-learning 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 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)


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.


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 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

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).


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.


Participants in the curriculum review








8. Filius UZAMUGURA, Trainer at E.S. NKOMERO

9. Hilarie NIYOTWAGIRA, Trainer at G.S GATAGARA

10. Laetitia USABYIMBABAZI, Trainer at ESAPAG