SOCIAL STUDIES for Ttcs

SOCIAL STUDIES FOR TTCs OPTION: ECLPE YEAR ONE TUTOR’S GUIDE © 2020 Rwanda Education Board (REB) . All rights reserved. This book is property of the Government of Rwanda. Credit must be given to REB when the content is quoted. ii FOREWORD The Rwanda Education Board is honoured to avail the Social Studies Tutor’s Guide for Teacher Training Colleges (TTCs) in ECLPE and it serves as official guide to teaching and learning of Social Studies. The Rwandan education philosophy is to ensure that young people at every level of education achieve their full potential in terms of relevant knowledge, skills and appropriate attitudes that prepare them to be well integrated in society and exploit employment opportunities. The ambition to develop a knowledge-based society and the growth of regional and global competition in the job market has necessitated the shift to a competence-based curriculum. After a successful shift from knowledge to a competence-based curriculum in general education, TTC curriculum also was revised to align it to the CBC in general education to prepare teachers who are competent and confident to implement CBC in pre-primary and primary education. The rationale of the changes is to ensure that TTC leavers are qualified for job opportunities and further studies in higher education in different programs under education career advancement. I wish to sincerely express my appreciation to the people who contributed towards the development of this document, particularly, REB staff, lecturers, TTC Tutors, Teachers from general education and experts from Local and International Organizations for their technical support. I take this opportunity to call upon all educational stakeholders to bring in their contribution for successful implementation of this textebook. Dr. NDAYAMBAJE Irénée Director General REB. iii ACKNOWLEDGEMENT I wish to sincerely express my special appreciation to the people who played a major role in development of Social Studies Tutor’s Guide for ECLPE Option. It would not have been successful without the support from different education stakeholders. I wish also to thank Rwanda Education Board (REB) leadership who supervised the textbook writing process. I wish to extend my appreciation to REB staff, Lecturers, Tutors, experts from Local and International Organizationsand Teachers from General Education for their effort during the writing of this textbook. MURUNGI Joan Head of Curriculum, Teaching and Learning Resources Department/ REB iv TABLE OF CONTENT FOREWORD �� iii ACKNOWLEDGEMENT ��iv PRESENTATION OF THE TUTOR`S GUIDEGUIDE ��1 PART I. GENERAL INTRODUCTION ��1 1.0. Introduction ��1 1.1. The structure of the guide ��1 1.2. Methodological guidance ��3 SOCIAL STUDIES LESSON PLAN ��19 UNIT: 1 GENERAL INTRODUCTION TO SOCIAL STUDIES ............. 27 1.1. Key unit competence ��27 1.2. Prerequisite( knowledge, skills, attitude and values) ��27 1.3. Cross cutting issues to be addressed ��27 1.4. Guidance on the introductory activity ��27 1.5. List of lessons ��28 1.6. Summary of the unit ��32 1.7. Additional Information for tutors ��32 1.8. End unit assessment (answers) ��36 1.9. Additional activities ��38 UNIT: 2 UNIVERSE AND THE SOLAR SYSTEM ................................... 41 2.1. Key unit competence: ��41 2.2. Prerequisite (knowledge, skills, attitudes and values) ��41 2.3. Cross-cutting issues to be addressed ��41 2.4. Guidance on the introductory activity ��42 2.5. List of lessons and End Unit assessment ��42 2.6. Summary of the unit ��44 2.7. Additional Information ��45 2.8. End unit assessment ��45 2.9. Additional activities ��46 UNIT: 3 FORMATION OF RELIEF FEATURES OF RWANDA ........... 49 3.1. Key unit competence: ��49 3.2. Prerequisite (knowledge, skills, attitudes and values) ��49 3.3. Cross-cutting issues to be addressed ��49 3.4. Guidance on introductory activity ��50 3.5. List of lessons/sub-heading ��50 v 3.6. Summary of the unit ��53 3.7. Additional Information for tutors ��53 3.8. End unit assessment ��54 3.9. Additional activities ��55 UNIT: 4 ROCKS IN RWANDA ..................................................................... 57 4.1 Key unit competence: ��57 4.2. Prerequisite (knowledge, skills, attitudes and values) ��57 4.3. Cross-cutting issues to be addressed: ��57 4.4. Guidance on introductory activity ��58 4.5. List of lessons/sub-heading ��59 4.6. Summary of the unit ��62 4.7. Additional Information ��63 4.8. End unit assessment ��68 4.9. Additional activities ��68 UNIT: 5 SOILS IN RWANDA .................................................................... 71 5.1. Key Unit competence: ��71 5.2. Prerequisite (knowledge, skills, attitudes and values) ��71 5.3. Cross-cutting issues to be addressed ��71 5.4. Guidance on the introductory activity ��72 5.5. List of lessons and End Unit assessment ��72 5.6. Summary of the unit ��77 5.7. Additional information for tutor ��78 5.8. End unit assessment ��78 5.9. Additional activities ��78 UNIT: 6 CLIMATE IN RWANDA ............................................................. 81 6.1. Key unit competence: ��81 6.2. Prerequisite (knowledge, skills, attitudes and values) ��81 6.3. Cross-cutting issues to be addressed ��81 6.4. Guidance on introductory activity ��82 6.5. List of lessons/sub-heading ��82 6.6. Summary of the unit ��86 6.7. Additional Information ��86 6.8. End unit assessment ��86 6.9. Additional activities ��88 UNIT: 7 VEGETATION IN RWANDA ........................................................ 89 7.1. Key unit competence: ��89 7.2. Prerequisite (knowledge, skills, attitudes and values) ��89 7.3. Cross-cutting issues to be addressed ��89 7.4. Guidance on introductory activity ��90 vi 7.5. List of lessons/sub-heading ��90 7.6. Summary of the unit ��93

Load more