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]
2
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
MINEDUC/WDA, December 2011 3
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
4
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.
MINEDUC/WDA, December 2011 5
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
MINEDUC/WDA, December 2011 6
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
MINEDUC/WDA, December 2011 7
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
MINEDUC/WDA, December 2011 8
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
MINEDUC/WDA, December 2011 9
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.
MINEDUC/WDA, December 2011 10
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
MINEDUC/WDA, December 2011 11
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 - -
MINEDUC/WDA, December 2011 12
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.
MINEDUC/WDA, December 2011 13
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.
MINEDUC/WDA, December 2011 14
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.
MINEDUC/WDA, December 2011 15
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.
MINEDUC/WDA, December 2011 16
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.
MINEDUC/WDA, December 2011 17
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.
MINEDUC/WDA, December 2011 18
CHAPITER 2: ACCOUNTING SOURCE DOCUMENTS
Specific Objectives Content Proposed teaching and learning activities
The students will be able to:
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
MINEDUC/WDA, December 2011 19
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
MINEDUC/WDA, December 2011 20
CHAPTER 3: THE FUNDAMENTAL ACCOUNTING SYSTEM
Specific Objectives Content Proposed Teaching and Learning activities
The students will be able to:
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
MINEDUC/WDA, December 2011 21
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;
- Under the facilitation of the teacher, students
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
MINEDUC/WDA, December 2011 22
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
MINEDUC/WDA, December 2011 23
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
teacher, carry out the documentary research
MINEDUC/WDA, December 2011 24
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
MINEDUC/WDA, December 2011 25
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
MINEDUC/WDA, December 2011 26
CHAPTER 4: DISCOUNTS
Specific Objectives Content Proposed Teaching and Learning activities
The students will be able to:
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
MINEDUC/WDA, December 2011 27
CHAPTER 5: ENTERPRISE VIS-À-VIS EMPLOYEES RELATION AND TAX ADMINISTRATION
Specific Objectives Content Proposed Teaching and Learning activities
The students will be able to:
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
- Under the facilitation of the teacher, students
do exercises of calculation and recording of
taxes
MINEDUC/WDA, December 2011 28
CHAPTER. 6: SIMPLE INTEREST AND BUSINESS DISCOUNT
The students will be able to:
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
MINEDUC/WDA, December 2011 29
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.
MINEDUC/WDA, December 2011 30
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;
MINEDUC/WDA, December 2011 31
Specific objectives Content Teaching and Learning Activities
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
MINEDUC/WDA, December 2011 32
Specific objectives Content Teaching and Learning Activities
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
MINEDUC/WDA, December 2011 33
Specific objectives Content Teaching and Learning Activities
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
MINEDUC/WDA, December 2011 34
Specific objectives Content Teaching and Learning Activities
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
- Under the facilitation of the teacher,
students do varied exercises of recording
the operations of ordinary loan;
- Based on the prerequisite on the annuity
MINEDUC/WDA, December 2011 35
Specific objectives Content Teaching and Learning Activities
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
- Under the facilitation of the teacher,
students perform varied exercises on the
drawing up of an Depreciation schedule
for a debenture loan
- Under the facilitation of the teacher,
students carry out varied exercises on
recording of the accounting entries for
bonded debts and bond service
MINEDUC/WDA, December 2011 36
Specific objectives Content Teaching and Learning Activities
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
MINEDUC/WDA, December 2011 37
MINEDUC/WDA, December 2011 38
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
MINEDUC/WDA, December 2011 39
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,
MINEDUC/WDA, December 2011 40
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
MINEDUC/WDA, December 2011 41
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
MINEDUC/WDA, December 2011 42
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
MINEDUC/WDA, December 2011 43
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
MINEDUC/WDA, December 2011 44
CHAPTER 3: PARTNERSHIP AND CCOMPANY ACCOUNTS
Specific objectives Content Proposed Teaching and Learning
Activities
The students will be able to:
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
- Under the facilitation of the teacher,
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
- Under the facilitation of the teacher,
students do varied exercises of recording
accounting transaction related to the
constitution of a commercial company
MINEDUC/WDA, December 2011 45
Specific objectives Content Proposed Teaching and Learning
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
- Under the facilitation of the teacher,
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
MINEDUC/WDA, December 2011 46
Specific objectives Content Proposed Teaching and Learning
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
MINEDUC/WDA, December 2011 47
SENIOR 6
CHAPTER 1: PREPARATION OF FINAL STATEMENTS
Specific Objectives Content Proposed Teaching and Learning Activities
The students will be able to:
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
MINEDUC/WDA, December 2011 48
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.
MINEDUC/WDA, December 2011 49
CHAPTER 2: BALANCE SHEET ANALYSIS
The students will be able to:
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
MINEDUC/WDA, December 2011 50
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
- Under the facilitation of the teacher, students
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
MINEDUC/WDA, December 2011 51
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
MINEDUC/WDA, December 2011 52
CHAPTER 3: INTERNAL FINANCING CAPACITY OF AN ENTERPRISE
Specific objectives Contents Teaching and Learning Activities
The students will be able to:
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
MINEDUC/WDA, December 2011 53
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
capacity and uses of fund
Use of the Statement which shows the source
of financing capacity and uses of fund
- Students guided by the teacher carry out the
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
capacity and uses of fund
- Students under the supervision of the teacher,
carry out the group works on the use of
statement showing the source of financing
capacity and uses of fund
MINEDUC/WDA, December 2011 54
CHAPTER 4: THE PROFITABILITY OF A COMPANY
The students will be able to:
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
- Students guided by the teacher carry out the
documentary research to determine the ratios of
capital turnover, working capital, stockholders
equity and assets, then make an analysis of
financial outputs
MINEDUC/WDA, December 2011 55
- Assets
4.2.2 Analysis of financial outputs
- Ratios of profitability of stakeholders
equity
- Ratios of economic profitability
MINEDUC/WDA, December 2011 56
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
MINEDUC/WDA, December 2011 57
CHAPTER 2: COST STATEMENT
Specific objectives Contents Teaching and learning activities
The students should be able to:
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
- On the basis of documentary research in
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.
MINEDUC/WDA, December 2011 58
Specific objectives Contents Teaching and learning activities
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
MINEDUC/WDA, December 2011 59
Specific objectives Contents Teaching and learning activities
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
- On the basis of documentary research in
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
MINEDUC/WDA, December 2011 60
Specific objectives Contents Teaching and learning activities
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
MINEDUC/WDA, December 2011 61
CHAPTER 3: MATERIALS AND PERPETUAL INVENTORY
Specific objectives Contents Teaching and learning activities
The students should be able to:
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.
MINEDUC/WDA, December 2011 62
Specific objectives Contents Teaching and learning activities
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…)
- Under the supervision of the teacher,
students visit the store of school, discuss
with the storekeeper in order to collect
information related to reception of materials
and stock management.
- Under the facilitation of the teacher,
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.
- Under the facilitation of the teacher,
students do various exercises of preparing,
filling of documents recording the quantity
and value of goods taken out of the store
MINEDUC/WDA, December 2011 63
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.
MINEDUC/WDA, December 2011 64
COST ACCOUNTING
SENIOR 6
CHAPTER 1: LABOUR ACCOUNTING SYSTEM
Specific objectives Contents
Teaching and learning activities
The students should be able to:
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
- Under the supervision of the teacher,
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.
MINEDUC/WDA, December 2011 65
Specific objectives Contents
Teaching and learning activities
- 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
MINEDUC/WDA, December 2011 66
CHAPTER 2: RECORDS OF ACCOUNTING DATA IN COST ACCOUNTING
Specific objectives
Contents Teaching and learning activities
The students should be able to:
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
MINEDUC/WDA, December 2011 67
Specific objectives Contents
Teaching and learning activities
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
- Under the facilitation of the teacher,
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
MINEDUC/WDA, December 2011 68
CHAPTER 3: BUDGETARY MANAGEMENT
Specific objectives Contents
Teaching and learning activities
The students should be able to:
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
- Under the supervision of the teacher,
students carry out the documentary research
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.
MINEDUC/WDA, December 2011 69
Specific objectives Contents Teaching and learning activities
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
- Under the supervision of the teacher,
students carry out the documentary
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.
- Under the supervision of the teacher,
students carry out the documentary
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.
MINEDUC/WDA, December 2011 70
11.3 INTRODUCTION TO PRINCIPLE OF MANAGEMENT
SENIOR 4
CHAPTER 1: INTRODUCTION TO PRINCIPLES OF MANAGEMENT
Specific objectives Contents Teaching and learning activities
The students should be able to:
- 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
- Under the supervision of the teacher,
students carry out the documentary research
in groups and identify management
techniques
MINEDUC/WDA, December 2011 71
Specific objectives Contents Teaching and learning activities
- 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.
MINEDUC/WDA, December 2011 72
CHAPTER 2: ENTEPRISE
Specific objectives Contents Teaching and learning activities
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
MINEDUC/WDA, December 2011 73
Specific objectives Contents Teaching and learning activities
- 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
MINEDUC/WDA, December 2011 74
CHAPTER 3: ADMINISTRATIVE FUNCTION
Specific objectives Contents Teaching and learning activities
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
MINEDUC/WDA, December 2011 75
CHAPTER 4: MANAGEMENT STYLE
Specific objectives Contents Teaching and learning activities
The students should be able to:
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.
MINEDUC/WDA, December 2011 76
Specific objectives Contents Teaching and learning activities
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
MINEDUC/WDA, December 2011 77
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
teacher, carry out the documentary research
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
MINEDUC/WDA, December 2011 78
CHAPTER 2: GENERAL SETTINGS
Specific Objectives Content Proposed Teaching and Learning
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
MINEDUC/WDA, December 2011 79
Specific Objectives Content Proposed Teaching and Learning
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
MINEDUC/WDA, December 2011 80
CHAPTER 3: CUSTOMER LEDGER
Specific Objectives Content Proposed Teaching and Learning
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
MINEDUC/WDA, December 2011 81
Specific Objectives Content Proposed Teaching and Learning
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
MINEDUC/WDA, December 2011 82
Specific Objectives Content Proposed Teaching and Learning
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
MINEDUC/WDA, December 2011 83
Specific Objectives Content Proposed Teaching and Learning
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
MINEDUC/WDA, December 2011 84
Specific Objectives Content Proposed Teaching and Learning
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
MINEDUC/WDA, December 2011 85
Specific Objectives Content Proposed Teaching and Learning
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
MINEDUC/WDA, December 2011 86
Specific Objectives Content Proposed Teaching and Learning
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,
students facilitated by the teacher, select the
activity button from supplier window and
view all the supplier records
In order to observe the supplier report,
students facilitated by the teacher, select the
report button from supplier window and
view the wanted report
MINEDUC/WDA, December 2011 87
CHAPTER 5: BANK
Specific Objectives Content Proposed Teaching and Learning
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
MINEDUC/WDA, December 2011 88
Specific Objectives Content Proposed Teaching and Learning
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
Click save and close
5.7 Recording customer receipts
Select the type, bank account,
date, nominal account, detail,
amount, dispute, receipt and
discount
Click save and close
- 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
MINEDUC/WDA, December 2011 89
Specific Objectives Content Proposed Teaching and Learning
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
Click save and close
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
Click save 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
- Under the facilitation of the teacher,
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
MINEDUC/WDA, December 2011 90
Specific Objectives Content Proposed Teaching and Learning
Activities
-View bank reports that are already set up
and ready for immediate use.
5.12 Bank reports
Click on the reports button in the
bank window
Double click on the required
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
MINEDUC/WDA, December 2011 91
CHAPTER 6: PRODUCTS
Specific Objectives Content Proposed Teaching and Learning
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
Click save and close
- The students guided by the teacher, select
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
MINEDUC/WDA, December 2011 92
Specific Objectives Content Proposed Teaching and Learning
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
Click save and close
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
Click save and close
6.6 Viewing transaction
Enter sales value and quantity
sold
Click save and close
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
Click save and close
MINEDUC/WDA, December 2011 93
Specific Objectives Content Proposed Teaching and Learning
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
MINEDUC/WDA, December 2011 94
Specific Objectives Content Proposed Teaching and Learning
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
Click save and close
6.10 Products reports
Click on the reports button in the
product window
Double click on the required
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,
students facilitated by the teacher, select the
report button from product window and
generate the report from the specified item
MINEDUC/WDA, December 2011 95
CHAPTER 7: INVOICING
Specific Objectives Content Proposed Teaching and Learning
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
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 students guided by the teacher, select
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
MINEDUC/WDA, December 2011 96
Specific Objectives Content Proposed Teaching and Learning
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
facilitated by the teacher, select the report
button from invoicing window and generate
the report from the specified item
MINEDUC/WDA, December 2011 97
CHAPTER 8: SALES ORDER PROCESSING (SOP)
Specific Objectives Content Proposed Teaching and Learning
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 students guided by the teacher, select
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
MINEDUC/WDA, December 2011 98
Specific Objectives Content Proposed Teaching and Learning
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
MINEDUC/WDA, December 2011 99
Specific Objectives Content Proposed Teaching and Learning
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
facilitated by the teacher, select the report
button from SOP window and generate the
report from the specified item
MINEDUC/WDA, December 2011 100
CHAPTER 9: PURCHASE ORDER PROCESSING (POP)
Specific Objectives Content Proposed Teaching and Learning
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 students guided by the teacher, select
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
MINEDUC/WDA, December 2011 101
Specific Objectives Content Proposed Teaching and Learning
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
MINEDUC/WDA, December 2011 102
Specific Objectives Content Proposed Teaching and Learning
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
facilitated by the teacher, select the report
button from POP window and generate the
report from the specified item
MINEDUC/WDA, December 2011 103
CHAPTER 10: FIXED ASSETS
Specific Objectives Content Proposed Teaching and Learning
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 students guided by the teacher, select
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
MINEDUC/WDA, December 2011 104
Specific Objectives Content Proposed Teaching and Learning
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
Click save and close
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
MINEDUC/WDA, December 2011 105
CHAPTER 11: FINANCIALS
Specific Objectives Content Proposed Teaching and Learning
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 students guided by the teacher, select
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
MINEDUC/WDA, December 2011 106
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
MINEDUC/WDA, December 2011 107
Specific objectives Contents Learning Activities
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
MINEDUC/WDA, December 2011 108
Specific objectives Contents Learning Activities
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.
MINEDUC/WDA, December 2011 109
Specific objectives Contents Learning Activities
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
MINEDUC/WDA, December 2011 110
Specific objectives Contents Learning Activities
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
MINEDUC/WDA, December 2011 111
Specific objectives Contents Learning Activities
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
MINEDUC/WDA, December 2011 112
Specific objectives Contents Learning Activities
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”
MINEDUC/WDA, December 2011 113
Specific objectives Contents Learning Activities
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
MINEDUC/WDA, December 2011 114
Specific objectives Contents
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
MINEDUC/WDA, December 2011 115
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
MINEDUC/WDA, December 2011 116
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
MINEDUC/WDA, December 2011 117
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
MINEDUC/WDA, December 2011 118
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
MINEDUC/WDA, December 2011 119
TERM 2
Week Specific objectives Contents Timing
(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
MINEDUC/WDA, December 2011 120
TERM 2
Week Specific objectives Contents Timing
(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
MINEDUC/WDA, December 2011 121
11. 6 DATA BASES
General objective:
At the end of this course, Student should be able to:
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
MINEDUC/WDA, December 2011 122
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
MINEDUC/WDA, December 2011 123
DISTRIBUTION OF LESSONS: SENIOR 5
TERM 1
Week Specific objectives Contents Timing
(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
Week Specific objectives Contents Timing
(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
MINEDUC/WDA, December 2011 124
TERM 2
Week Specific objectives Contents Timing
(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
MINEDUC/WDA, December 2011 125
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
MINEDUC/WDA, December 2011 126
DISTRIBUTION OF LESSONS: SENIOR 6
TERM 1
Week Specific objectives Contents Timing
(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
Week Specific objectives Contents Timing
(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
MINEDUC/WDA, December 2011 127
TERM 3
Week Specific objectives Contents Timing
(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
MINEDUC/WDA, December 2011 128
11.7. C PROGRAMMING
General objective:
At the end of this course, Student should be able to:
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
MINEDUC/WDA, December 2011 129
Specific objectives Contents Teaching/learning activities
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
MINEDUC/WDA, December 2011 130
Specific objectives Contents Teaching/learning activities
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
MINEDUC/WDA, December 2011 131
Specific objectives Contents Teaching/learning activities
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
MINEDUC/WDA, December 2011 132
DISTRIBUTION OF LESSONS: SENIOR 4
TERM 1
Week Specific objectives Contents Timing
(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
MINEDUC/WDA, December 2011 133
TERM 2
Week Specific objectives Contents Timing
(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
MINEDUC/WDA, December 2011 134
TERM 3
Week Specific objectives Contents Timing
(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
MINEDUC/WDA, December 2011 135
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
Specific objectives Contents Teaching/learning activities
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
MINEDUC/WDA, December 2011 136
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
MINEDUC/WDA, December 2011 137
DISTRIBUTION OF LESSONS: SENIOR 4
TERM 1
Week Specific objectives Contents Timing
(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
Week Specific objectives Contents Timing
(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
MINEDUC/WDA, December 2011 138
11.9. WEB DESIGN
General objective:
At the end of this course, Student should be able to:
Design a Web site
SENIOR 5
Specific objectives Contents
Teaching/learning activities
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.
MINEDUC/WDA, December 2011 139
Specific objectives Contents Teaching/learning activities
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.
MINEDUC/WDA, December 2011 140
Specific objectives Contents Teaching/learning activities
create a Web site in HTML
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.
MINEDUC/WDA, December 2011 141
Specific objectives Contents Teaching/learning activities
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
MINEDUC/WDA, December 2011 142
DISTRIBUTION OF LESSONS: SENIOR 5
TERM 1
Week Specific objectives Contents Timing
(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
MINEDUC/WDA, December 2011 143
TERM 2
Week Specific objectives Contents Timing
(periods)
1-4 manipulate the sound and the
images
Program which allow to apply
the effects on the
sound
8
5-11
create a Web site in HTML
Rules of design of J.Nielsen
the stages of design
14
12 REVISION 2
13 EXAMS 2
26
MINEDUC/WDA, December 2011 144
SENIOR 6
Specific objectives Contents Teaching/learning activities
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.
MINEDUC/WDA, December 2011 145
Specific objectives Contents Teaching/learning activities
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
MINEDUC/WDA, December 2011 146
DISTRIBUTION OF LESSONS: SENIOR 6
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
MINEDUC/WDA, December 2011 147
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
MINEDUC/WDA, December 2011 148
TERM 3
Week
Specific objectives Contents Timing
(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
MINEDUC/WDA, December 2011 149
11.10. VISUAL BASIC
General objective:
At the end of this course, Student should be able to:
Write a program using Visual Basic language
SENIOR 5
Specific objectives Contents Learning Activities
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.
MINEDUC/WDA, December 2011 150
Specific objectives Contents Teaching/learning activities
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
MINEDUC/WDA, December 2011 151
Specific objectives Contents Teaching/learning activities
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
MINEDUC/WDA, December 2011 152
DISTRIBUTION OF LESSONS: SENIOR 5
TERM 1
Week
Specific objectives Contents Timing
(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
MINEDUC/WDA, December 2011 153
TERM 2
Week Specific objectives Contents Timing
(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
Week Specific objectives Contents Timing
(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
MINEDUC/WDA, December 2011 154
SENIOR 6
Specific objectives Contents Teaching/learning activities
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.
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
MINEDUC/WDA, December 2011 155
DISTRIBUTION OF LESSONS: SENIOR 6
TERM 1
Week Specific objectives Contents Timing
(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
Week Specific objectives Contents Timing
(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;
Creation of reports in VB.
24
12 REVISION 3
13 EXAMS 3
39
MINEDUC/WDA, December 2011 156
TERM 3
Week Specific objectives Contents Timing
(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
MINEDUC/WDA, December 2011 157
11.11. C++ PROGRAMMING
General objective:
At the end of this course, Student should be able to:
Write a program using C++ language
SENIOR 4
Specific objectives Contents Teaching/learning activities
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
MINEDUC/WDA, December 2011 158
Specific objectives Contents Teaching/learning activities
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
MINEDUC/WDA, December 2011 159
TERM 1
Week Specific objectives Contents Timing
(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
MINEDUC/WDA, December 2011 160
Week Specific objectives Contents Timing
(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
MINEDUC/WDA, December 2011 161
Week Specific objectives Contents Timing
(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
MINEDUC/WDA, December 2011 162
Specific objectives Contents Teaching/learning activities
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
DISTRIBUTION OF LESSONS: SENIOR 5
MINEDUC/WDA, December 2011 163
TERM 1
Week Specific objectives Contents Timing
(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
MINEDUC/WDA, December 2011 164
TERM 2
Week Specific objectives Contents Timing
(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
Week Specific objectives Contents Timing
(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
MINEDUC/WDA, December 2011 165
11.12. NETWORKING
General objectives:
At the end of this course, Student should be able to:
· Design and build a network of two or more computers
· Install and configure a network of two or more computers
Senior 5
Specific objectives Contents
Teaching/learning activities
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
MINEDUC/WDA, December 2011 166
Specific objectives Contents
Teaching/learning activities
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
MINEDUC/WDA, December 2011 167
DISTRIBUTION OF LESSONS: SENIOR 5
TERM 1
Week Specific objectives Contents Timing
(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
MINEDUC/WDA, December 2011 168
TERM 2
Week Specific objectives Contents Timing
(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
Week Specific objectives Contents Timing
(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
MINEDUC/WDA, December 2011 169
SENIOR 6
Specific objectives Contents
Teaching/learning activities
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
MINEDUC/WDA, December 2011 170
Specific objectives Contents
Teaching/learning activities
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
MINEDUC/WDA, December 2011 171
DISTRIBUTION OF LESSONS: SENIOR 6
TERM 1
Week Specific objectives Contents Timing
(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
MINEDUC/WDA, December 2011 172
TERM 2
Week Specific objectives Contents Timing
(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
MINEDUC/WDA, December 2011 173
TERM 3
Week Specific objectives Contents Timing
(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
MINEDUC/WDA, December 2011 174
11.13. INTRODUCTION TO COMPUTERS
General objective:
At the end of this course, Student should be able to:
Organize and manage files in folders
Specific objectives
Contents
Teaching/learning activities
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.
MINEDUC/WDA, December 2011 175
Specific objectives
Contents
Teaching/learning activities
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
MINEDUC/WDA, December 2011 176
Specific objectives
Contents
Teaching/learning activities
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
MINEDUC/WDA, December 2011 177
Specific objectives Contents Teaching/learning activities
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
MINEDUC/WDA, December 2011 178
Specific objectives Contents Teaching/learning activities
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
MINEDUC/WDA, December 2011 179
Specific objectives Contents Teaching/learning activities
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
MINEDUC/WDA, December 2011 180
Specific objectives Contents Teaching/learning activities
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.
MINEDUC/WDA, December 2011 181
Specific objectives Contents
Teaching/learning activities
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
MINEDUC/WDA, December 2011 182
Specific objectives Contents Teaching/learning activities
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.
MINEDUC/WDA, December 2011 183
DISTRIBUTION OF LESSONS SENIOR 4
TERM 1
Week Specific objectives Contents Timing
(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
MINEDUC/WDA, December 2011 184
TERM 2
Week Specific objectives Contents Timing
(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
MINEDUC/WDA, December 2011 185
TERM 3
Week Specific objectives Contents Timing
(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
MINEDUC/WDA, December 2011 186
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
MINEDUC/WDA, December 2011 187
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.
MINEDUC/WDA, December 2011 188
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.
MINEDUC/WDA, December 2011 189
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);
MINEDUC/WDA, December 2011 190
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
MINEDUC/WDA, December 2011 191
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)
5. B. CASPAR, G. ENSELME, Comptabilité approfondie et révision, 5ème édition, Editions Litec, (2006)
6. B. et F. GRANDGUILLOT, Comptabilité Générale, 10ème ed. Gualino éditeur, (2006).
7. C. Gowthorpe, Financial Accounting for non-specialists, 2nd edition, Thomson,(2005)
8. Daniel JUSTENS et J.ROSOUX, Introduction à la mathématique financière, 3ème édition, Ed. de Boeck-Wesmael, (1995)
9. Frank Wood and Alan Sangster, Business Accounting , 10th edition, Financial Times, Pearson education, (2005)
10. Frank Wood and Alan Sangster, Business Accounting 1, 8th edition, Financial Times, Pearson education, (1999)
11. Frank Wood and Alan Sangster, Business Accounting 2, 9th edition, Financial Times, Pearson education, (2002)
12. Jan BEBBINGTON, R. GRAY, R. LAUGHLIN, Financial Accounting, Practice and Principles, 3rd ed, Seng Lee press, (2004).
MINEDUC/WDA, December 2011 192
13. Jean-Claude EINSETLER, Gestion d‟entreprise, La comptabilité Analytique, Ed. ECONOMICA, (1991), PARIS.
14. Joseph ANTOINE, Rose-Marie DEHAN-MAROYE, COMPTABILITE, Méthode d‟apprentissage avec tests et corrigés, 6eme Ed, édition
de bœck (2005).
15. Louis DUBRULLE, Didier Jourdain, Comptabilité Analytique de Gestion, 4ème édition, éd. DUNOD, Paris, (2003)
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)
18. N.A.Saleemi, Business Finance Simplified, 2nd edition, N.A.SALEEMI Publishers, (1993)
19. Octave JOKUNG NGUENA, Mathématiques et gestion financière, Applications avec exercices corrigés, 1ère édition, Ed. De Boeck &
Larcier s.a., (2004)
20. P. Alphonse VERHULST & KYUNGU KONGOLO Gervais, Comptabilité des Sociétés, Tome 3, Centre de Recherches
Pédagogiques, (1992).
21. P. Charpentier, M. COUCOUREUX, M. PEREA, B. Roy, D. SOPEL, Comptabilité et Gestion des organisations, éd HACHETTE,
(2005), PARIS.
22. R. NARAYANASWAMY, Financial Accounting, A Managerial Perspective, 2nd ed. Prentice-Hall India, (2005).
MINEDUC/WDA, December 2011 193
23. R.S.Kaplan and A.A.Atkinson, Advanced Management Accounting, 3rd edition, Asoke.K.Ghosh, (2005)
24. S.N Maheshwari and S.K Maheshwari, Advanced Accountancy, 9th edition vol 1, VIKAS, (2004)
25. S.N Maheshwari and S.K Maheshwari, Advanced Accountancy, 9th edition vol II, VIKAS, (2004)
26. S.P.Jain and K.L.Narang, Advanced Accountancy, 10th edition vol 1, KALYANI, (2003)
27. W. B. & R. F. MEIGS, F. SYLVAIN, La comptabilité, un instrument nécessaire à la prise de décisions, 3ème éd, Mc Graw-Hill, Editeur,
28. BRENNEMANN, R. et SEPARI, S., Economie d‟entreprise, Dunod, Paris, 2001
29. BRIAN KNIGHT, Financial management for school (The thinking manageris guide) Heinemann publishers ox ford Ltd, first edition
1993.
30. CADIN, L, et alii, Gestion de ressources humaines ,2ème éd, Dunod, Paris, 2004.
31. DAYAN, A et alii, Manuel de gestion, Vol 2, 2è éd, Ellipses/AUF, Paris, 2004
32. EYRE, ERIC and PETTINGER, R., Mastering basic management, third edition, 1994.
33. KOTLER, and DUBOIS, Marketing management, 10eme edition, nouveaux horizons, Paris, 2004.
34. MANIAK et alii, Méthodes commerciales, Nathan, Paris, 1991
35. Béatrice & Francis GRANDGUILLOT, Comptabilité Analytique, 4ème édition, Gualino éditeur, 2001.
36. Charles T. Horngren, Srikant M. DATAR & George Foster, Cost accounting (A managerial Emphasis), Prentice hall, eleventh Edition,
2003.
MINEDUC/WDA, December 2011 194
37. COLIN DRURY, Costing - An introduction, Aden group, Oxford, fourth edition, 2001.
38. FRANKWOOD & ALAN SANGSTER, Business accounting 2, FT Prentice hall, ninth edition, 2002.
39. FRANKWOOD & ALAN SANGSTER, Business accounting 2, FT Prentice hall, tenth edition 2005.
40. H. BOUQUIN, Comptabilité de gestion, Paris, Economica, 4e éd. Août 2006.
41. Jean-Yves Eglem et John Kennedy, Lexique bilingue de la comptabilité et de la finance, Ed. POCKET, 1998.
42. Louis Dubrulle et Didier Jourdain, Comptabilité Analytique de gestion, 4ème édition, Editions DUNOD, 2003.
43. MAURICE PENDLEBURY & ROGER GROVES, Company accounts, (Analysis, interpretation and understanding) MHL Production
Services Limited, couventry Zrinski, sixth edition,2004
44. P. CHARPENTIER, M. COUCOUREUX, M. PEREA, B. ROY, D SOPEL, Comptabilité et gestion des organisations, Editions
Hachette, 2005.
45. ROBERT S. KAPLAN & ANTHONY A. ATKINSON, Advanced management Accounting, Prentice hall –India,
46. S.N MAHESHWARI & S.K MAHESHWARI, Advanced Accountancy volume I, VIKAS Publishing house, PVT LTD, ninth edition,
2004.
47. S.N. MAHESHWARI & S.K MAHESHWARI, Advanced Accountancy volume II, VIKAS Publishing house PVT LTD, Ninth edition
2005.
48. W. Steve Albrecht, James D. Stice, Earl K. Stice & Monte R. Swain, Accounting Concepts & Applications, 9th Edition, 2005.
49. . Gillian Gilert, Sage Line 50 in Easy Steps: V10 and V11
50. Marshall B. Romney, Accounting Information Systems
MINEDUC/WDA, December 2011 195
51. Software 6.1 operations management by William D. Perpening
52. BRINDLEY K., Word 2002 Made Simple, Made Simple Books, Woburn, 2002
53. BURROWS T, Creating presentations, Dorling Kindersley Ltd, London, 2000
54. COOPER B., Searching the Internet, Dorling Kindersley Ltd, London, 2002.
55. DINWIDDIE R., Excel: Formulas & Functions, Dorling Kindersley Ltd, London, 2002
56. http ://www.bced.gov.ca/
57. http://www.dmoz.org/Computers/Hardware/Peripherals/
58. http:/www.ltscotland.org.uk
59. MINEDUC, Secretarial Studies Syllabus, Secretarial option, Kigali, December, 2005
60. MORRIS S., Excel 2000 Made Simple, Made Simple Books, Woburn, 2000
61. www.commentcamarche.com
62. gts teaching materials,1999
63. Cisco academy documentations. 1999.
64. Robert Lafore, Object Oriented programming in Turbo C++, The waite Group Press, 1991 .
65. Cisco academy documentations, 1999.
66. Donald avec James Chellis, Lisa, Windows 2000 Server, MCSE, second edition, BPB PUBLICATIONS.
MINEDUC/WDA, December 2011 196
67. Raghu Ramakrishnan et Johannes Gehrke, Database Management Systems second edition, Mc Graw Hill.
68. Collins Ritchie, Modern Operating systems
69. 18. ROBERT LAFORE, Object-oriented programming in turbo C++, The wait Group, Inc. Calfonia 1991.
70. 19. DAVID I. SCHNEIDER, Essentials of visual basic 6.0
71. 20. PRENTICE HALL, Programming, upper Saddle River, New Jersey 0 7458, 1999.
72. 21. CLAUDE DELANNOY, Programmation en C, eyrolle
MINEDUC/WDA, December 2011 197
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
MINEDUC/WDA, December 2011 198
CURRICULUM OF MATHEMATICS
OPTION : COMPUTER SCIENCE AND MANEGEMENT
LEVEL : A2
MINEDUC/WDA, December 2011 199
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
MINEDUC/WDA, December 2011 200
- 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.
MINEDUC/WDA, December 2011 201
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
MINEDUC/WDA, December 2011 202
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
MINEDUC/WDA, December 2011 203
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
MINEDUC/WDA, December 2011 204
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
MINEDUC/WDA, December 2011 205
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
MINEDUC/WDA, December 2011 206
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
MINEDUC/WDA, December 2011 207
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
MINEDUC/WDA, December 2011 208
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
MINEDUC/WDA, December 2011 209
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 )
MINEDUC/WDA, December 2011 210
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
MINEDUC/WDA, December 2011 211
- Fonctions avec expressions contenant des valeurs absolues.
MINEDUC/WDA, December 2011 212
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
MINEDUC/WDA, December 2011 213
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
MINEDUC/WDA, December 2011 214
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
MINEDUC/WDA, December 2011 215
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
MINEDUC/WDA, December 2011 216
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.
MINEDUC/WDA, December 2011 217
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
MINEDUC/WDA, December 2011 218
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
MINEDUC/WDA, December 2011 219
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,
MINEDUC/WDA, December 2011 220
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
MINEDUC/WDA, December 2011 221
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.
MINEDUC/WDA, December 2011 222
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
MINEDUC/WDA, December 2011 223
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.
MINEDUC/WDA, December 2011 224
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
MINEDUC/WDA, December 2011 225
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.
Notes méthodologiques
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.
MINEDUC/WDA, December 2011 226
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
MINEDUC/WDA, December 2011 227
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
Notes méthodologiques
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.
MINEDUC/WDA, December 2011 228
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.
MINEDUC/WDA, December 2011 229
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.
MINEDUC/WDA, December 2011 230
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.
MINEDUC/WDA, December 2011 231
CURRICULUM DE FRANÇAIS
OPTION : COMPUTER SCIENCE AND MANEGEMENT
LEVEL : A2
MINEDUC/WDA, December 2011 232
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.
MINEDUC/WDA, December 2011 233
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.
MINEDUC/WDA, December 2011 234
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.
MINEDUC/WDA, December 2011 235
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.
MINEDUC/WDA, December 2011 236
A la fin du programme de la 5ème année de Menuiserie l’élève sera capable de :
Compétences Objectifs spécifiques
1. Compréhension orale et écrite
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.
MINEDUC/WDA, December 2011 237
2. Expression orale et écrite
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 :
Compétences Objectifs spécifiques
1. Compréhension orale et écrite
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.
MINEDUC/WDA, December 2011 238
2. Expression orale et écrite
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.
MINEDUC/WDA, December 2011 239
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
MINEDUC/WDA, December 2011 240
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...)
MINEDUC/WDA, December 2011 241
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
MINEDUC/WDA, December 2011 242
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:
MINEDUC/WDA, December 2011 243
- 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
MINEDUC/WDA, December 2011 244
3.2 Contenu notionnel : 5ème année de Menuiserie
ACTIVITES
CONTENUS NOTIONNELS
1. Mode d'emploi
Conseils et indications à donner
Contre-indications
Risques, précautions
Effets ou résultats
Effets indésirables
Caractéristiques et propriétés Mode d'utilisation
2. 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.
3. Le rapport et Le compte rendu Les caractéristiques d'un bon rapport
MINEDUC/WDA, December 2011 245
- 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)
MINEDUC/WDA, December 2011 246
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:
5. 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
MINEDUC/WDA, December 2011 247
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
3.3 Contenu notionnel : 6ème année de Menuiserie
ACTIVITES
CONTENUS NOTIONNELS
1. 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.
2. Mode d'emploi
Conseils et indications à donner
Contre-indications
Risques, précautions
MINEDUC/WDA, December 2011 248
Effets ou résultats
Effets indésirables
Caractéristiques et propriétés Mode d'utilisation
3. 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
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)
MINEDUC/WDA, December 2011 249
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.
MINEDUC/WDA, December 2011 250
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
MINEDUC/WDA, December 2011 251
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 :
MINEDUC/WDA, December 2011 252
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:
MINEDUC/WDA, December 2011 253
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.
MINEDUC/WDA, December 2011 254
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.
MINEDUC/WDA, December 2011 255
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.
MINEDUC/WDA, December 2011 256
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
MINEDUC/WDA, December 2011 257
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)
MINEDUC/WDA, December 2011 258
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
MINEDUC/WDA, December 2011 259
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
MINEDUC/WDA, December 2011 260
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.
MINEDUC/WDA, December 2011 261
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
MINEDUC/WDA, December 2011 262
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)
MINEDUC/WDA, December 2011 263
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.
MINEDUC/WDA, December 2011 264
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
MINEDUC/WDA, December 2011 265
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...
MINEDUC/WDA, December 2011 266
• 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..,.
MINEDUC/WDA, December 2011 267
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)
MINEDUC/WDA, December 2011 268
- 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.
MINEDUC/WDA, December 2011 269
• 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
MINEDUC/WDA, December 2011 270
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
MINEDUC/WDA, December 2011 271
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.
MINEDUC/WDA, December 2011 272
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.
MINEDUC/WDA, December 2011 273
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
MINEDUC/WDA, December 2011 274
- 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)
MINEDUC/WDA, December 2011 275
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
MINEDUC/WDA, December 2011 276
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
Période de révision
Révision sur toute la matière du deuxième trimestre 1
Examen et confection des bulletins
Examens de fin du 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
MINEDUC/WDA, December 2011 277
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
Période de révision
Révision sur toute la matière du deuxième trimestre
1
Examen et confection des bulletins
Examens de fin du trimestre 1
MINEDUC/WDA, December 2011 278
Tableau résumé de distribution des chapitres : Allocation des périodes et contenu par trimestre 5ème année de menuiserie.
NOMBRE DE PERIODES PAR SEMAINE : 1 HEURE.
TRIMESTRE CONTENU NOTIONNEL PERIODE/HEURES
PREMIER
TRIMESTRE
CHAPITRE SOUS CHAPITRE
4
I.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
II. EXPOSE 1. Les caractéristiques d’un bon exposé
2. Comment faire 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
MINEDUC/WDA, December 2011 279
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
MINEDUC/WDA, December 2011 280
Tableau résumé de distribution des chapitres : Allocation des périodes et contenu par trimestre 6ème année de Menuiserie.
NOMBRE DE PERIODES PAR SEMAINE : 1 HEURE.
TRIMESTRE CONTENU NOTIONNEL PERIODE/HEURES
PREMIER
TRIMESTRE
CHAPITRE SOUS CHAPITRE
4
I.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
II. EXPOSE 1. Les caractéristiques d’un bon exposé
2. Comment faire un bon exposé
4
REVISION Révision de la matière du premier trimestre 1
Examen et confection des Examen du premier trimestre 1
MINEDUC/WDA, December 2011 281
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
MINEDUC/WDA, December 2011 282
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.
MINEDUC/WDA, December 2011 283
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.
MINEDUC/WDA, December 2011 284
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.
MINEDUC/WDA, December 2011 285
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.
MINEDUC/WDA, December 2011 286
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 ...
MINEDUC/WDA, December 2011 287
Ce programme a été révisé par :
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. MUDAHINYUKA SYLVAIN : ESS/HAMDAN KIMISANGE
9. MUKANYANDWI JANVIERE : G.S GATAGARA
10. NYIRAKURADUSENGE DIANE : G.S GATAGARA
MINEDUC/WDA, December 2011 288
CURRICULUM OF ENGLISH
OPTION : COMPUTER SCIENCE AND MANEGEMENT
LEVEL : A2
MINEDUC/WDA, December 2011 289
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.
MINEDUC/WDA, December 2011 290
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.
MINEDUC/WDA, December 2011 291
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.
MINEDUC/WDA, December 2011 292
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
MINEDUC/WDA, December 2011 293
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.
MINEDUC/WDA, December 2011 294
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
MINEDUC/WDA, December 2011 295
- Demonstrate understanding
of standards
- Reading : Texts dealing with
standards in the learners’ respective
technical fields
2hrs
- Demonstrate understanding
of properties
- Reading: Texts dealing with natural
or inherent qualities of
materials/substances in the learners’
respective technical fields under
given conditions.
2hrs
- Demonstrate understanding
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
MINEDUC/WDA, December 2011 296
- 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
MINEDUC/WDA, December 2011 297
- 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
MINEDUC/WDA, December 2011 298
ENGLISH SYLLABUS FOR FORM 5
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
MINEDUC/WDA, December 2011 299
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
MINEDUC/WDA, December 2011 300
- 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
MINEDUC/WDA, December 2011 301
- 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
MINEDUC/WDA, December 2011 302
- 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
MINEDUC/WDA, December 2011 303
ENGLISH SYLLABUS FOR FORM 6
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
MINEDUC/WDA, December 2011 304
- 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
MINEDUC/WDA, December 2011 305
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
MINEDUC/WDA, December 2011 306
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
MINEDUC/WDA, December 2011 307
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
MINEDUC/WDA, December 2011 308
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.
MINEDUC/WDA, December 2011 309
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
MINEDUC/WDA, December 2011 310
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.
MINEDUC/WDA, December 2011 311
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.
MINEDUC/WDA, December 2011 312
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?
MINEDUC/WDA, December 2011 313
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?
MINEDUC/WDA, December 2011 314
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
MINEDUC/WDA, December 2011 315
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
MINEDUC/WDA, December 2011 316
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
MINEDUC/WDA, December 2011 317
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
MINEDUC/WDA, December 2011 318
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
MINEDUC/WDA, December 2011 319
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)
MINEDUC/WDA, December 2011 320
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.
MINEDUC/WDA, December 2011 321
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.
MINEDUC/WDA, December 2011 322
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).
MINEDUC/WDA, December 2011 323
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.
MINEDUC/WDA, December 2011 324
Participants in the curriculum review
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. Filius UZAMUGURA, Trainer at E.S. NKOMERO
9. Hilarie NIYOTWAGIRA, Trainer at G.S GATAGARA
10. Laetitia USABYIMBABAZI, Trainer at ESAPAG