computer science syllabus -...

COMPUTER SCIENCE SYLLABUS

(Senior 4, senior 5 and senior 6)

Kigali, December 2011

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

E-mail: [email protected]

Website: www.wda.gov.rw

www.wda.gov.rw

mailto:[email protected]

http://www.wda.gov.rw/

http://www.wda.gov.rw/

MINEDUC/WDA, December 2011 1

TABLE OF CONTENTS TABLE OF CONTENTS....................................................................................................................................................................................... 1

0. Introduction ....................................................................................................................................................................................................... 3

1. The curriculum of IT section as a response to the request on the labor market. ................................................................................................... 4

2.1. Advanced use of software ............................................................................................................................................................................... 5

2.2. Design, setting up, maintenance and administration of data bases .................................................................................................................... 6

2.3. Maintenance and assembly of machines .......................................................................................................................................................... 6

2.4. Design, maintenance and administration of networks ..................................................................................................................................... 6

2.5. Design and installation of the applications or programs .................................................................................................................................. 7

2.6. Development of the Web sites ........................................................................................................................................................................ 7

3. Program and general time table .......................................................................................................................................................................... 8

3.1. General subjects ............................................................................................................................................................................................. 8

3.2. Professional courses ....................................................................................................................................................................................... 9

4. Teachers Profile ................................................................................................................................................................................................10

5. Required equipment ..........................................................................................................................................................................................10

6. Pedagogical advice ...........................................................................................................................................................................................10

7. Hands on activities and internship .....................................................................................................................................................................11

8. Subjects to be evaluated by WORKFORCE DEVELOPMENT AUTHORITY (WDA) .....................................................................................12

8.1. Theory based exams ......................................................................................................................................................................................12

8.2. Practical based exams ....................................................................................................................................................................................12

9. General objectives ............................................................................................................................................................................................13

10. Evaluation ......................................................................................................................................................................................................14

11. Detailed program ............................................................................................................................................................................................15


11.1. Microsoft Office ...........................................................................................................................................................................................15

11.2. Operating systems .......................................................................................................................................................................................33

11.3. Data bases....................................................................................................................................................................................................42

11.4. C Programming ...........................................................................................................................................................................................49

11.5. Algorithms...................................................................................................................................................................................................56

11.6. Introduction to Web .....................................................................................................................................................................................59

11.7. Web design ..................................................................................................................................................................................................66

11.8. Visual Basic.................................................................................................................................................................................................77

11.9. C++ Programming .......................................................................................................................................................................................86

11.10. Maintenance ..............................................................................................................................................................................................93

11.11. Networking .............................................................................................................................................................................................. 111

11.12. Introduction to computers ........................................................................................................................................................................ 120

11.13. System analysis........................................................................................................................................................................................ 129

11.14. Entrepreneurial Competences in Technical Schools .................................................................................................................................. 133

REFERENCES................................................................................................................................................................................................... 138

CURRICULUM DE FRANÇAIS ....................................................................................................................................................................... 140

PHYSICS CURRICULUM FOR ADVANCED LEVEL ..................................................................................................................................... 194

ENGLISH CURRICULUM ................................................................................................................................................................................ 235

PROGAMME DE MATHEMATIQUES ............................................................................................................................................................ 277


0. Introduction

A curriculum adapted for a developing society, i.e. a curriculum which meets the needs for the Rwandan society in full socio-economic

change, such could be the essence of National Curriculum Development Centre. For any Curriculum Developer, it is normal that speeches

emphasize commitment of our political decision makers to transform Rwanda into a regional centre for Information and Communication

Technology. Thus, the scientific personnel of CNDP is focused on the establishment of an adequacy between the curriculum contents and

the intentions expressed with through, not only of the overall policy of the government, but also of the policy of the education sector. This

justifies the actions carried out by a team of Curriculum Developers, experts and teachers, in order to provide the secondary schools holding

the COMPUTER SCIENCE section with a syllabus suitable and fulfilling the modern professional requirements.

This document is the product of a rigorous approach taking its source in the determination of the requirements in ICT competences on the

labour market, and leading to the identification of the contents of training necessary for the exercise of the functions of COMPUTER

SCIENCE specialist of A2 level, while passing by the decomposition of these competences in precise tasks constituting the profile of

function, by the determination, for each task, of the preconditions of acquisitions in terms of knowledge, know-how and attitudes leading to

the profile of qualification, and by regrouping these acquisitions to constitute the teaching – learning subjects. The advantage of this

approach is that the team that developed this curriculum for COMPUTER SCIENCE section privileges the training and banishes any

tendency to make curriculum heavy by adding contents without practical relevance.

The user of this document will definitely find the elements essential for the execution of the curriculum, namely the time table of general

and professional courses, the recommendations concerning the profile of the teachers, the required equipment, and the evaluation at the end

of the cycle. He will also realize that the objectives, as well general as specific, contents and teaching/learning activities rise from an

approach that consisted in referring to the profiles of functions and qualifications arising from the decomposition of competences in precise

tasks and the determination of the preconditions of acquisition for each task. This curriculum was reviewed by WDA in the workshop

that took place at HVP GS Gatagara, from December 18th to 30th, 2011. It enters into force in academic year 2012.


1. The curriculum of IT section as a response to the request on the labor market.

The implementation of this curriculum is in the social and economic context which is characterized by the appearance of the increasingly

mondialized economies. The rapid evolution of information and communication technologies as well as the progress of other technologies

requires new and quite complex contributions of knowledge, know-how and competences for more competitiveness in the world economy.

The curriculum of COMPUTER SCIENCE section is prided to answer requirements of a society in full rebuilding and full development,

namely:

The need for the technicians qualified in ICT,

The need to reduce the importation of ICT solutions as far as possible, as they are often expensive,

The need to make students acquire fundamental knowledge,

The need for minimization of the cost, today too high, of employment of IT specialists,

The need to provide local market with enough software developers,

The need to offer to the Rwandan society qualified personnel in the fields of the networking.

The need to provide schools with computer equipment for training.

The good implementation of this curriculum will contribute to the achievement of the will that Rwanda will become the regional

pivot of information and the communication technologies by 2020.

2. Professional profile of the IT specialist of A2 level

Six competences summarize the professional profile of the IT specialist of A2 level:

The advanced use of the software usually used like MS Word, Excel, power point… etc

Design, installation, maintenance and administration of the data bases.

The maintenance and assembly of the machines.

Design, maintenance and administration of networks.

Design and installation of the applications or programs.

Designing Web sites,


Hereafter we show again the tasks corresponding to each competence:

2.1. Advanced use of software

To write an official letter

To write a report of several pages

To format a document

To publish a document

To print

Organization of the documents

To protect the documents, data

To type data

To format the data

To use functions and formulas

To create graphs

To sort data

To print

To prepare a presentation


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

To set up a data base for SME

To administrate a data base

To use Access

2.3. Maintenance and assembly of machines

To assemble a computer

To install a computer

To configure a computer

To maintain a computer

To repair a computer

To protect a computer

To update software

2.4. Design, maintenance and administration of networks To design a network

To set up a network

To configure a network

To maintain a network

To administrate a network

To repair a network

To extend a network

To protect a network

To share an Internet connection


2.5. Design and installation of the applications or programs To write an algorithm

To write a program using structured language, Object Directed, event Directed.

To create an application in VB

To solve logical problems

2.6. Development of the Web sites To create a Hosted dynamic Web site

To host a Web site

To search information

To communicate

To download files


3. Program and general time table

3.1. General subjects

Senior 4 Senior 5 Senior 6

1 Religion/Morale 1 1 1

2 Political Education 1 1 1

3 French 2 2 2

4 English 2 2 2

5 Mathematics 4 4 4

6 Physics 3 3 3

Total Hours( General courses) 13 13 13


3.2. Professional courses

Senior 4 Senior 5 Senior 6

1 Ms Office 4

2 Operating system (OS) 2 3

3 Data bases (DB) 3 3

4 C Programming 4

5 Algorithm 3

6 Introduction to Web 3

7 Web design 3 3

8 Visual Basic Programming 3 3

9 C++ Programming 3 4

10 Maintenance 4 4

11 Networking 3 5

12 Introduction to computers 2

13 System analysis 2


14 Entrepreneurial Competences in Technical Schools 2

Total Hours( Professional courses) 22 22 22

Total Hours( Professional and General courses) 35 35 35

4. Teachers Profile A0 degree in COMPUTER SCIENCE and related fields with specialization in the field of education.

A0 degree COMPUTER SCIENCE and Training in pedagogy

A1 in COMPUTER SCIENCE and leveling training as well as in pedagogy

5. Required equipment

The availability of one or more data-processing laboratories (computers, projectors LCD, printers, scanners etc), at least one computer for

two pupils

The availability of the suitable didactic material (suitable software for each course)

Provided Library and Internet connection for documentation and research

6. Pedagogical advice Even though the COMPUTER SCIENCE section is registered among the technical sections in Rwanda, it presents a characteristic which

makes of it a field of the learner based teaching. Indeed, the teaching sessions should aim only the acquisition of practical competences

corresponding to the professional profile. This supposes that teacher focuses on practical exercises in the laboratory. In other words, the


teaching process starts from the practice, then the theory is deduced, and the latter illuminates a reflected, fixing and mobilizing practice of

the so psychomotor and emotional assets.

Of course the success of professional course of the COMPUTER SCIENCE section lies in the achievement of the specific objectives of the

curriculum and the Operational objectives of the lessons, but it are important to bear in mind that the curriculum of COMPUTER SCIENCE

section should be integrated. Any situation of learning must be the reflection of the professional field reality. This means that for didactic

reasons, the development of this syllabus led to 13 disciplines. Therefore the National Curriculum Development Centre highly recommends

to the teachers of the professional courses of COMPUTER SCIENCE Section to organize moments of integration of the assets of several

disciplines through practical activities.

More than ever, the Rwandan Curriculum must absolutely adapt to the fast evolution of science and technology, and that is possible only if

the education system keeps Permanent contact with the professional environment.

7. Hands on activities and internship

Hands on activities and internship aim to allow learners to practice the knowledge acquired during the cycle. Where it is possible, the

maximization of opportunities of contact of students with situations that are similar to those from their future profession predisposes them to

more performance in the career. Thus, promoters and school Directors will create within their respective schools an environment favorable

to practices and professional tasks that are complex and mobilizing of resources. Moreover, the tradition of our education system would like

that the school and learners search for a place of training course.


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

8.1. Theory based exams 1. Web design and Data bases

2. Programming( Algorithm, C, C++ and Visual Basic)

3. Architecture(Operating Systems, introduction to computer and Maintenance )

4. Networking

5. Mathematics

6. English

8.2. Practical based exams

A2 final Project (Focus on practical) supervised by their teachers.

N.B Topics must be discussed before to be approved.


9. General objectives

At the end of the cycle, student should be able to:

Edit MS – Word documents;

Manage data using a spreadsheet;

Prepare a PowerPoint presentation.

Explain functionality of various operating systems.

Create and manage a database.

Design and build a network of two or more computers;

Install and configure a network of two or more computers.

Assemble a Computer;

Make a diagnosis and troubleshoot a computer;

Configure, update and upgrade a computer;

Organize and manage files in folders.

Build an algorithm leading to a program.

Produce terms of reference for computerization of a company.

Write a program using C, C++ or Visual Basic language.


Browse the Internet.

Design a Web site.

10. Evaluation During day to day evaluation and after each chapter, practical exercises will be done to help learners understand the lesson. After a certain

number of chapters, teachers will organize situations with experience integration. At the end of a term, a year or even a cycle, there will be a

general evaluation which will include practical exercises and some theoretical concepts. All these forms of evaluation should focus on

practices that relate to professional situation.


11. Detailed program

11.1. Microsoft Office

General objectives:

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

Edit MS – Word documents

Manage data using a spreadsheet

Prepare a PowerPoint presentation

SENIOR 4

Specific objectives Contents Learning Activities

Recognize the titles bar, the menus bar,

the toolbars bar and the ruler

Create, to save, to close a new document

Microsoft Word

Word environment

The title bar

The menu bar

Toolbars

The standard tools bar

The Formatted tools bar

The ruler

Ms Word

Start Menu

Buttons

File name

Extension

To give examples of how to use the toolbars

To use the menu bar, ruler

To ask the Student to create a text document

and save it with the name of his choice



Open an existing document

Type a text

Make the necessary modifications

Process the text formatting

Localization of a file

Folder, File, Extension

Keyboard Keys

Keys Combination

Correcting and deleting/inserting text

Copying and moving text

Text formatting : Bold, Underline, Italic

Font , Size, Paragraph, Column, Tabulation

Paragraph alignment, Paragraph spacing

Text indentation, Paragraph alignment:

justify, right, centre, left

Inserting symbols: Special characters, bullet

and numbering

Borders and shading

Page numbers, headers and footers.

To ask Students to open a document as

indicated by the teacher.

To type a text and to format it

To reproduce document already formatted



To edit a text

Use the correction command

Insert the table of contents

Text Selecting, Copying, Pasting, Cutting

Search/Find, Replace

Short cut keys

Deleting a range of text

The undo command

Spelling and Grammar

Synonymous

Autocorrect

Spelling check

Grammar check

Automatic Table of contents

Applying Style

Titles hierarchy

Page number

Automatic page numbering

Total number of pages

Automatic inserting of date

Automatic inserting of Author‟s name

Give to students a document file, and ask

them to edit it without typing.

Give student time to familiarize with the

mouse and the keyboard

To give practical exercises on the various

tips.

To perform in the laboratory, the auto

correction within an existing document

To create a document containing several

pages with elements such as the page

number, date automation etc.



Insert the head and footer

Insert office object like(Clip Art

Word Art)

Create and edit a table

Print a document

Draw an object

Clip Art, Word Art, Symbols

Inserting date and time

Inserting comments

Inserting a table, Inserting a column,

Inserting a row, Deleting table, Deleting

row, Deleting column

Merging cells, Splitting cells, Drawing a

table

Table auto format

Formula

Print preview, Print dialog box, Print options

Printing of a copy or several copies

Printing in white /black or color

Drawing tools Bar

AutoShapes

To insert objects office such as Clip Art,

Word Art, Symbols, etc…

To create, modify and handle a table using

MS Word

To print one or more copies of a colored

document, then in black and white

To draw by using the drawing tools Located

in the Drawing tools bar



Send one document to many recipients (Mail

Merge)

Mail Merge

Mail merge assistant

List of standard models

Data source

To make exercises on mail merge



Explain the usefulness of spreadsheet

Start Ms Excel

Create, to save, to close a new excel

workbook

Open an existing excel work book

Microsoft Excel

Concept of spreadsheet

Introduction

Microsoft Excel Environment

Titles Bar

Menu Bar

Tool Bar

Worksheets

Formula bar

Ms Excel

Start menu

Buttons

Menu

File name

Extension

Locating files

Folder

File

Extension

ask students To create, save and close a

new Excel workbook

To ask student To open an existing Excel

workbook



Work within excel workbook

Come back on command

Worksheet

Rows, columns

Locating Cells

Contents and format of the cell

Active Cell

Selecting cells

Selecting a range of cells

Selecting multiple range of cells

Selecting a whole sheet

Data input

Edition of cell

Closing of ms Excel

Command “to cancel” and “to repeat”



Insert or delete lines, columns and cells

Arrange the column width

Use the sheet in excel book

Copy a cell or range of cells

Inserting and suppression of the lines,

columns

Inserting and suppression of cells or group of

Cells

Column width

Selecting a sheet

Re-selecting a sheet

Inserting new sheets

Moving a sheet in a workbook

Deleting a sheet

Copying and pasting

To practice on how to delete cells

To erase the contents of a group of cells,

then to restore it without having to repair


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


Specific objectives

Contents Learning Activities

Format a text Formatting of text

Font Choice, size, color

Adjustment Column width

Alignment of cell

Formatting of the numbers

Inserting of columns

Inserting of rows

Creating borders

Merging cells

Background color

Saving a file

To lock a group of cells by using a password

To practice the three types of splitting on

three different worksheets


Specific objectives

Contents

Learning Activities

Start Power point

Create a new presentation

Create, to insert a slide

Change the size and the color of the text

Insert images

PowerPoint

PowerPoint Environment

Titles Bar

Menu Bar

Tool Bar

Formatting Bar

Title

Sub title

Creation of new presentation

Blank presentation

Design template

Auto-content wizard

To create a slide

To insert a slide

To modify a slide

Font,

Size

Color

Style (Bold, Italic, underlined)

Inserting of images:

Clip art

Library Images

Inserting image from a file

Word Art

To launch PowerPoint and observe the

screen

To Create presentations by using the various

Methods

To create, insert and modify a slide

To change the size, the color and the style

of the font in a slide

To make exercises on the image insertion in

the slides


Specific objectives

Contents

Learning Activities

Explain the importance of each presentation

View

Animate a presentation

Print a presentation

Outline view

Slide sorter view

Slider show

Animation

To set an animation

Slide transition

Printing a presentation

Print preview

Printing a copy or several copies

Printing all the presentations

To balance between the views in order to

improve the presentation

To animate a presentation

Printing in black and white or in colored

To print one or more copies of a

presentations


DISTRIBUTION OF LESSONS: SENIOR 4

TERM 1

Week Specific objectives Contents Timing

(periods)

1

Recognize the titles bar, the menus bar, the toolbars

bar and the ruler

Word environment 2

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

Ms Word

Start Menu

2

2-3

Open an existing document Localization of a file 2

Type a text Keyboard Keys 6

4-6

Make the necessary modifications Correcting and deleting/inserting text 2

Process the text formatting Text formatting 4

To edit a text Text Selecting, Copying and Pasting 4

Use the correction command Autocorrect 2

7 Insert the table of contents Automatic Table of contents 2

Insert the head and footer Automatic page numbering 2

8 Insert office object like(Clip Art

Word Art)

Clip Art

Word Art

Symbols

4

9

Create and edit a table Inserting a table

Inserting a column and row

4

10 Print a document Print preview

Print dialog box

Print options

2

Draw an object Drawing tools Bar

AutoShapes

2

11 Revision 2

12 Exams 2

48


TERM 2


(periods)

1 Send one document to many recipients (Mail

Merge) Mail Merge 4

Explain the usefulness of spreadsheet Concept of spreadsheet

Introduction

2

Start Ms Excel Microsoft Excel Environment 2

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

Start menu

Buttons

2

Open an existing excel work book Locating files 2

4 Work within excel workbook Worksheet 4

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

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

columns 2

6 Arrange the column width Column width 2

Use the sheet in excel book Selecting a sheet 2

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

Protect cells Locking, cells Protection and Password 2

8 Split worksheet Horizontal splitting,

vertical splitting 2

Delete the content of the cell To erase

To delete all

To delete the format

To delete the contents

2

9-10 Use graphs Graphs 8

11 Format a text Formatting of text 4

12 REVISION 4

13 EXAMS 4

52


TERM 2


(periods)

1-2 Perform mathematical calculations Numbers and mathematical

Calculations

8

3 Merge cells Merging cells within a cell 2

Sort a list Ascending Order

Descending Order 2

4 Edit a worksheet Selecting

Copying

Pasting

2

Print an excel workbook Page setup

Print preview

Printing dialogue box

2

5-7 Start Power point PowerPoint Environment 2

Create a new presentation Creation of new presentation 4

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

To modify a slide

4

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

Style (Bold, Italic, underlined) 2

8 Insert images Inserting images: 4

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

show 2

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

Slide transition 4

Print a presentation Printing a presentation, Print preview

Printing a copy or several copies

Printing all the presentations

2

11 REVISION 4

12 EXAMS 4

48

11.4. Operating systems


General objective


Explain functionality of various operating systems

SENIOR 4

Specific objectives

Contents Teaching/Leaning Activities

A student should be able to:

give a general definition of the

Operating System

Explain the origin and the evolution

of the OS

Identify the most popular OS

Definition of a software

Two great Software classifications:

system software and application

software.

Definition of an OS

History and evolution of the O.S: -

Automatic

Loading of programs OS

(Bootstrapping),

operation of the old printers and

terminals, the era

of the punch cards (Punched cards),

Multiprogramming, Spooling.

A Short introduction to the Unix OS

Characteristics of the Unix

A Short history of DOS

Characteristics of Windows (Windows

3.11, Windows9x, Windows base NT)

Command DOS: DIR, MD, DEL , CD,

EXIT

Command UNIX: ls, Cd, WHOIS, man,

exit

Explain the bootstrap from a computer in

starting process.

Show that all application programs such as

Word, Excel, Etc are loaded, organized and

managed by OS.

Ask the students to use some command

In the computer lab the student should interact

with DOS, Windows and Linux


Specific objectives Contents Teaching/Leaning Activities

Define the most used OS‟s

concepts

Explain different user interfaces

Use different interface (DOS,

Windows)

Give the functions and the main

roles of OS

Process

System Call

Resource (in general)

Interruptions

DMA

Introduction

Classes of users (Programmers,

operators, End-To use)

The System call interface

The process control language

interface

Job Control language interface

The graphic user interface (GUI)

Shell

System Call in Unix, MS-DOS, system

NT.

The process control language in general,

with Unix, Ms-DOS.

The Batch files, the starting of MS-DOS

The graphic interface

memory Management

Input and Output Management

Files Management

Rights(permission) Management

Define these new concepts by giving examples

from a functioning computer.

In front of a functioning computer, students will

have to notice differences between the DOS

interface and Windows interface.

Try out different interfaces from the command:

Edit, Copy, Autoexec.bat, etc.

Explain OS as an example of Modular system

and to compare it to a way of managing a

company by breaking it in various departments

(Accountancy, personnel, logistics etc).


Specific objectives Contents Teaching/Leaning Activities

Explain process management

Give advantages and disadvantages

of different

planning methods in the lower level

Explain why the OS needs a

planning method

Processes Management

Basic concepts: The process, interruption

and context switch.

Introduction to the process

planning (Scheduling).

The life Cycle of a process

Definition of threads

Process in UNIX, Windows.

Basic principle of scheduling

policies: methods of

planning: pre-emptive, co-

operative method and

methods such as FCFS, SJF, RR,

SRT, HRN and

MFQ

Concept of resource

Condition that causes an endless

loop (Dead lock)

To notice a loop without end

(Dead lock), in windows

Draw a DOS memory partition

Explain the difference in the DOS; Windows

and Unix achieve memory management,

process management.

Give a example of a process cycle starting

from an example of everyday life.

Demonstrate a thread through a Web page

Write a small program to immulate the DMA

and swapping using programming language C

or C++.

Point out that when the message “the program

does not answer” that is a sign of a loop

without end (dead lock).

Show active processes in a computer in

function and time spent by the processor on

each one.


11.2. Operating systems

SENIOR 5


explain the memory management methods Concepts on memory management:

Loading and swapping of process

Method of memory allocation: The

fixed partitions, the variable partitions,

the overheads, the simple pagination

and the establishment of the

pagination.

Virtual memory: Replacement of

pages,comparison between the virtual

memory

and the real memory

Management of memory under

MSDOS:

Overlaying extended memory

Conventional memory and memory

allocation under MS-DOS.

Concept of management of memory

under Windows: Real mode, standard

mode improved mode (enhanced).

Memory management under Unix:

Model of memory model, Swapping,

pagination.

To improve the performance of disks

(Method of blocks memory, of mask,

RAM disc, Reorganization of files

(defragmentation)).

Show the fragmentation of the files using the

WINNT utility fragmentation.

show the existence of the virtual memory

quantity by using the utility of the control

panel

Use the mem command.


Specific objectives

Contents

Learning Activities

Explain the input and output management

Manage files

Manage the permissions on computers

Determine the OS which support the

multiprocessor and multitask.

Input and Output Management:

General Objectives of systems i/o

Structures of the i/o systems (i/o control

system, drives, controllers, transmissions in

block or bytes, concept of abstraction layer,

the buffer memories.

Peripherals of i/o under Unix, under DOS

and Windows

Main I/O components : A:, C: , prn: , lpt1,

lpt2, com1….FDD, hda1, lpr, echo, <, ws

Concept of plug and play and hot plug and

play.

File management (types of file,

identification, system of nomination, in

Unix and Windows).

Limits of the filing systems

Repertories. (Concepts of bases)

Some system services on the files

(Creation, suppression, to copy to

re-elect, post….).

Principle index file operation

The access Limit of resources

Right (administrator, user, etc)

Advantage of the operating systems

supporting the multiprocessor and

multitask

The operating system supporting the

multitask and multiprocessor

Print using the DOS command. Configure

the keyboard using DOS and UNIX

command.

Exercise how to List, find, create, copy,

erase, re-elect, moving a file by DOS

command.

Create various accounts with different rights

Load many processes or programs and

explain

that their execution is carried out by virtual

processors



TERM 1


(periods)

1-2 A student should be able to:

give a general definition of the Operating System

Definition of a software

Two great Software classifications: system

software and application software.

Definition of an OS

4

3-5 Explain the origin and the evolution of the OS History and evolution of the O.S: - Automatic

Loading of programs OS (Bootstrapping),

operation of the old printers and terminals, the era

of the punch cards (Punched cards),

Multiprogramming, Spooling.

6

6-10 Identify the most popular OS A Short introduction to the Unix OS

Characteristics of the Unix

A Short history of DOS

Characteristics of Windows (Windows 3.11,

Windows9x, Windows base NT)

Command DOS: DIR, MD, DEL , CD, EXIT

Command UNIX: ls, Cd, WHOIS, man, exit

10

11 Revision 2

12 Exams 2

24


TERM 2


(periods)

1-3 Define the most used OS‟s concepts Process

System Call

Resource (in general)

Interruptions

DMA

6

4-5 Explain different user interfaces Introduction

Classes of users (Programmers, operators,

End-To use)

The System call interface

The process control language interface

Job Control language interface

The graphic user interface (GUI)

4

6-8 Use different interface (DOS, Windows) Shell

System Call in Unix, MS-DOS, system NT.

The process control language in general, with

Unix, Ms-DOS.

The Batch files, the starting of MS-DOS

The graphic interface

6

9-11 Give the functions and the main roles of OS memory Management

Input and Output Management

Files Management

Rights(permission) Management

6

12 REVISION 2

13 EXAMS 2

26


TERM 3


(periods)

1-10 Explain process management

Give advantages and disadvantages of different

planning methods in the lower level

Explain why the OS needs a planning method

Processes Management

Basic concepts: The process, interruption and

context switch.

Introduction to the process planning

(Scheduling).

The life Cycle of a process

Definition of threads

Process in UNIX, Windows.

Basic principle of scheduling policies:

methods of

planning: pre-emptive, co-operative

method and

methods such as FCFS, SJF, RR, SRT,

HRN and

MFQ

Concept of resource

Condition that causes an endless loop

(Dead lock)

To notice a loop without end (Dead lock),

in windows

20

11 REVISION 2

12 EXAMS 2

24


SENIOR 5

Specific objectives

Contents

Learning Activities

explain the memory management methods

Explain the input and output management

Concepts on memory management:


Method of memory allocation: The

fixed partitions, the variable

partitions, the overheads, the simple

pagination and the establishment of

the pagination.

Virtual memory: Replacement of

pages, comparison between the

virtual memory and the real memory

Management of memory under MS-

DOS:

Overlaying extended memory conventional

memory and memory allocation under

MSDOS.

Concept of management of memory under

Windows: Real mode, standard mode

improved mode (enhanced).

Memory management under Unix: Model of

memory model, Swapping, pagination.


(Method of blocks memory, of mask, RAM

disc, Reorganization of files

(defragmentation)).

Input and Output Management:


Structures of the i/o systems (i/o control

system, drives, controllers, transmissions in

block or bytes, concept of abstraction layer,

the buffer memories.


Specific objectives

Contents

Learning Activities

Manage files

Manage the permissions on computers

Determine the OS which support the

multiprocessor and multitask.

Peripherals of i/o under Unix, under DOS

and windows

Main I/O components: A:, C: , prn: , lpt1,

lpt2, com1….

FDD, hda1, lpr, echo, <, ws

Concept of plug and play and hot plug and

play.

File management (types of file,

identification, system of nomination, in

Unix and Windows).

Limits of the filing systems

Repertories. (Concepts of bases)

Some system services on the files

(Creation, suppression, to copy to

re-elect, post….).

Principle index file operation

The access Limit of resources

Right (administrator, user, etc)

Advantage of the operating systems

supporting the multiprocessor and

multitask

The operating system supporting the

multitask and multiprocessor



TERM 1


(periods)

1-3 explain the memory management methods Concepts on memory management:


6

4-6 explain the memory management methods Management of memory under MS-DOS 6

7-8 explain the memory management methods

9-10


Memory management under Unix 4

11 Revision 2

12 Exams 2

24

TERM 2


(periods)

1-3



4-6

Explain the input and output management Input and Output Management:


Structures of the i/o systems

7-8 Peripherals of i/o under Unix, under DOS and

Windows Main I/O components

9-10 Peripherals of i/o under Unix, under DOS and

Windows Main I/O components

11 Manage files File management

12 REVISION 2

13 EXAMS 2

26


TERM 3


(periods)

1-3

Manage files

File management: Repertories, Some system

services on the files, Principle of index file

operation

6

4-6

Manage the permissions on computers The access Limit of resources, Right (administrator,

user, etc) 6

7-10 Determine the OS which support the multiprocessor and

multitask.

Advantage of the operating systems supporting the

multiprocessor and multitask; The operating system

supporting the multitask and multiprocessor

8

11 REVISION 2

12 EXAMS 2

24


11.3. Data bases

General objective:


Create and manage a database

SENIOR 5

Specific objectives Contents Teaching/learning Activities

define a database

To give the importance of the databases.

Definition

Example from the real world

(the Company)

Data independence and Data access

Data Integrity and safety

Data Recovery after a breakdown

Concurrent Transactions.

Describe and give all kind of information

flowing in company and why they should be

kept in drawers, cupboard….Example of a

school.

Compare the traditional way of information

storage to the computer model.

compare different ways of storage

(traditional versus current) showing the need

for a DBMS

To explain the level or the steps to

make a good data bases

Conceptual Level: Entity,

Association, Property (attribute),

Identifier, Occurrence, Cardinality.

Weak entities.

Hierarchy of the entities and Role

Logical Level: Relations.

Two parts of a relation:

Instance which is a table having

Columns (cardinality) and fields

(Degree).

Diagram to specify the name of

column, the field names and each

type.

Constraint of integrity and Primary

key.

From a real world example explain an entity

as a category, a class of objects, individuals

etc.

From a given number of occurrences explain

how to choose the most qualified property to

be identifier using a student list


Specific objectives

Contents Teaching/ learning activities

Use the interrogation languages theory :

to formulate relational algebra and

relational calculus

Foreign key.

A view

Projection

Selection

The difference

Union

The Cartesian product

Intersection

Division

Joint

DRC ( Domain relational calculus)

TRC (Tupple relational calculus)

Triggers (definition)

Exercise on formula drafting



TERM 1


(periods)

1-2 define a database Definition, Examples 6

3-4

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

Recovery after a breakdown, Concurrent

Transactions.

6

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

Conceptual Level: Entity, Association, Property

(attribute), Identifier, Occurrence, Cardinality,

Weak entities, Hierarchy of the entities,

9

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

11 Revision 3

12 Exams 3

36

TERM 2


(periods)

1-2 To explain in the level or the steps to make a good

data bases

Two parts of a relation:

Instance which is a table having Columns

(cardinality) and fields (Degree).

6

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

names and each type.

6

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

7-8 A view 6

9-11 use the interrogation languages theory : to formulate

relational algebra and relational calculus

Projection 9

12 REVISION 3

13 EXAMS 3

39


TERM 2


(periods)

1-3

use the interrogation languages theory : to formulate

relational algebra and relational calculus

Selection, The difference, Union 9

4-6

The Cartesian product, Intersection, Division, Joint

9

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

relational calculus), Triggers (definition)

12

11 REVISION 3

12 EXAMS 3

36


SENIOR 6

Specific objectives

Contents

Teaching/learning Activities

use the QBE(Queries by example)

use SQL on the data bases

secure a data base

Manage and to administrate a data

Bases

Make a project of computerizing a

service

And / Or queries

Junction

Aggregation (avg, count, min max sum. )

Tupples inserting.

To remove

and validate

To create a table

To add and remove tupples

To program a primary key

A condition (where)

Aggregation

A foreign Key in SQL

To reinforce the integrity

Creation of views

Query on a table

Query on multiple tables

Nested queries

Integrity

The Privacy

The availability

Command GRANT and REVOKES

Backup

Concept of transaction

Concurrent access

Remote access

Project - practical Work on knowledge

Acquired

Exercise on aggregations

Exercise on how to formulate basic sql

Expressions

Exercise on how to formulate safety or

security

in SQL

Computerize one of the services of the

school



TERM 1


(periods)

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

Junction

6

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

5-6 Tupples inserting.

To remove and validate

6

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

9-10 To add and remove tupples

To program a primary key

6

11 Revision 3

12 Exams 3

36

TERM 2


(periods)

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

Aggregation

A foreign Key in SQL

9

4-6 To reinforce the integrity

Creation of views

9

7-10 Query on a table

Query on multiple tables

Nested queries

12

11 secure a data base Integrity 3

12 REVISION 3

13 EXAMS 3

39


TERM 3


(periods)

1-2

secure a data base The Privacy

The availability

6

3-4 Command GRANT and REVOKES

Backup

6

5-8 Manage and to administrate a data bases

Concept of transaction

Concurrent access

Remote access

12

9-10

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

11 REVISION 3

12 EXAMS 3

36


11.4. C Programming

General objective:


Write a program using C language

SENIOR 4

Specific objectives Contents Teaching/learning activities

Use assignment operators

Declare Variables and their type

Define the function main()

Include Precompiler expressions

what the operator does

The difference between “=” and “==”

Variables and their type

Definition and initialization of a variable

Assignment of value to variables char, int,

long, float, double, double long, near, far,

unsigned, signed.

Variable limit

The difference in memory space taken by

each type

The use of printf ()

Execution of the function main()

#include

#define

#if, #else, #endif

#ifdef, #ifndef

Use of the precompiler instructions for

debugging

Student to declare a variable and assign with

“=” then with “==”

Write a small program that displays for

instance „Hello class‟

Familiarize with Including the header files



Declare Constants

Write Instructions

Use arithmetic operators

Use comparison operators

Use Logical operators

Use Bitwise Operators

The difference between a constant and a

variable

Use of a constant

Declaration of a constant with const

Definition

Types of instructions.

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

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

comparison operators

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

use

Logical operators

“&&”, “||”,”! “and their use

Priority of AND versus OR

Bitwise Operators

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

Priority between AND, OR and NOT

student to reassign a value to a constant

Practical exercises on writing instructions

After some examples, ask the student to find

the effect of arithmetic operators.

Writing programs using arithmetical

operators.

Writing programs using arithmetical

operators.

To let the student look for a documentation

on the function of relational operators.

Write programs using the logical operators

and to replace them by the bitwise operators

so that the students realize the difference



Use Incrementing/decrementing Operator

Use Typecasting Operator

Use Conditional operator

Use I/O Instructions

Use Loops and bifurcation instructions

Write Procedures and functions

Incrementing/decrementing Operator

“++”,”--“ and their operation

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

“postfix” (++a)

Typecasting Operator

“(<Type>)” and its use

Rules of changing type

Conditional operator

"?", (ex : (a<b)?printf"1":printf"h";)

Functioning of Conditional operator

I/O Instructions:

Printf()

Scanf()

Getch()

Role of I/O Instructions

Parameters of I/O Instructions

loops

While

Do...while

For

Bifurcation instructions

Continue

Break

Name and syntax of a function

Function without parameter.

function with parameter

functions call

return function

Creation of function

Give the student a program where there is an

error and that needs typecasting for

correction

Write programs using loops

Write programs including bifurcation

instructions

Write a program including functions and

Procedures



Show ranges of the variables

Pass arguments by value, reference,

addresses

Create arrays

Structures

Comment

Global variables

Local variables

Static variables

Global Variables Declaration local Variables

Declaration

Static Variables Declaration

pass by values

pass by reference

pass by address

unidimensional array

bidimensionaal arrays

Pointers

*p, &a operators

Structures interest

Instruction struct

Use of the instruction struct

The accessibility of the elements of

a structure by “- >” and”. “according

to whether it acts access by pointer

or variable

Field of bits

Instruction union

Code comment interest

The use of comment to desactivate one part

of the code.

To comment ,we use “/”, “/*”, “*”

To ask the student to invent a structure of

object having a direction



TERM 1


(periods)

1-2 Use assignment operators what the operator does

The difference between “=” and “==”

8

3-4

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

value, variable limit, The difference in memory space

taken by each type, The use of printf ()

8

5-6

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

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

Use of the precompiler instructions for debugging

8

9 Declare Constants The difference between a constant and a variable

Use of a constant

Declaration of a constant with const

4

10 Write Instructions Instruction

Definition, Types of instructions.

4

11 Revision 4

12 Exams 4

48


TERM 2


(periods)

1

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

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

4

2-3

Use comparison operators Comparison operators

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

8

4-5

Use Logical operators Logical operators

“&&”, “||”,”! “and their use

Priority of AND versus OR

8

6-7

Use Bitwise Operators

Bitwise Operators

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

8

Priority between AND, OR and NOT

8

Use Incrementing/decrementing Operator Incrementing/decrementing Operator

“++”,”--“ and their operation

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

“postfix” (++a)

4

9

Use Typecasting Operator Typecasting Operator

“(<Type>)” and its use

Rules of changing type

4

10-11

Use Conditional operator Conditional operator

Functioning of Conditional operator

8

12 REVISION 4

13 EXAMS 4

52


TERM 3


(periods)

1

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

I/O Instructions Parameters of I/O Instructions

4

2

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

Bifurcation instructions (Continue; Break)

4

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

parameter; function with parameter; functions call;

return function; Creation of function

4

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

Global Variables Declaration local Variables

Declaration; Static Variables Declaration

4

5-6

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

7-8

Create arrays unidimensional array; bidimensionaal arrays;

Pointers *p, &a operators

8

9 Structures Structures interest; Instruction struct; Use of the;

instruction struct ; The accessibility of the

elements of a structure by “- >” and”. “according

to whether it acts access by pointer or variable;

Field of bits

Instruction union

4

10 Comment Code comment interest ; The use of comment to

deactivate one part of the code; To comment ,we

use “/”,

“/*”, “*”

4

11 REVISION 4

12 EXAMS 4

48


11.5. Algorithms

General objective:

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

Build an algorithm leading to a program

SENIOR 4


Convert from one base to another.

Distinguish the functions from Reading

(entered) and those of writing (left).

Give the situation of the use of GOTO

give the situations of the use of various

tests

Introduction to coding

Boolean logic gates

Decimal Base

Binary Base

Hexadecimal base

Binary operations

Decimal to binary conversion

Decimal to binary conversion

Hexadecimal to binary conversion

Binary to hexadecimal conversion

Converting to

any base

Reading and Writing

Reading function (input)

Writing function(output)

Go to (go to)

TESTES

Structure of a test

Conditions (if, if. .else, switch)

Nested Ifs

Exercises on base conversion.

write an algorithm using i/o functions in

pseudo code and flow chart

write an algorithm using the tests with

pseudo code and flow chart


Specific objectives

Contents

Teaching/learning activities

give the situations where we use various

loops

Handle a table

Describe the systematic programming in

a structured way.

Create a program starting from an

algorithm

write a program starting from a flow

chart

LOOPS

Loops (do while, until)

Iterative Loops

Loops in Loops

Use of the Tables in Algorithm

Dynamic Tables

STRUCTURED PROGRAMMING

Structured Programming

Hierarchical Block

Switch from the pseudo code to a

defined programming language

The symbols representing the condition,

actions, loop, input/output

The difference between a algorithm and a flow

chart

give examples of loop and iterative loop

write an algorithm using loops in pseudo

code and flow chart

Exercise on how to draw flowchart with

Tables (to sort, search, fill, average, etc).

Exercise on how to write algorithms

having

tables in pseudo code and flow chart

Give an example of structured program.

From a previous structured program, draw

a flowchart and write a pseudo code.

From a previous structured program, draw

a flowchart and write a pseudo code.

From a flow chart containing the main

studied elements, convert it into a C

program



TERM 1


(periods)

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

Boolean logic gates

Decimal Base

Binary Base

Hexadecimal base

8

5 define an algorithm Definition of an algorithm

Importance of an algorithm

2

6-7

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

8-10

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

11 Revision 2

12 Exams 2

24

TERM 1


(periods)

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

those of writing (left). Reading and Writing 6

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

6-7

give the situations of the use of various tests TESTES

TESTES 4

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

12 REVISION 2

13 EXAMS 2

26


11.6. Introduction to Web

General objective:


Browse the Internet

SENIOR 4



Identify the components of an internet

address

use the hypertext links for browsing

download a file

Explain the advantage of using a

downloading program

Parts an IP address

The address IP and DNS and their

relations

URL

HTTP

WWW

FTP

SMTP

POP

IMAP

Hyperlink

Types of hyperlink (Page, email, file)

The form of a hyperlink (text, image)

Use of hypertexts links

To save link as

Downloading program and their

advantages (Net transport, gozilla or other)

show several addresses and to ask the

student to identify their elements

To make small groups which will have a

subject of their choice and to give a starting

site and to let them browse




use the search engines to find information

explain the Internet dangers

fill an electronic form

Principal existing search engines

(Google, AltaVista,)

Operation of a search engine

Choice of the key words to find

desired information.

The rules and signs associations of

the key words (+ AND, -

EXCEPT…)

Unsecured pages on the internet.

Site with insecure pages.

Pop up or dialogue box coming from

Internet

Reaction during an appearance of

popup or dialogue box during

browsing

Lack of anonymity on Internet

Role of the Form

Types of fields which compose a

form

To ask the student to find information on a

subject of his choice

To fill a form on Internet




configure Outlook

write and send an email

use the contact address

Attach files

Necessary information to be connected to the

server To know the element to be

configured:

Name

Pop, SMTP, IMAP servers

Identification

password

encoding

to leave the messages on the server

or not ports to be used

recipient address

address for a copy : c, bcc

Email Subject

The email text

Priority

Sending Button

To remove an email

The utility of an address book

how to add, to modify, to remove

one contacts

role of attachment

advantage of compressing an

attachment

The limits of sending attached files

(size/time)

The procedure to attach a file

The difference between email management

To ask the students to send emails between

Them

Give the students time to create an address

book of their friends

Redo the exercise of sending emails between

student, but this time with attachment.




use Web mail to send an email

identify and avoid the spams

software and the use of a web mail:

Time of longer connection

possibility of having the same environment

whatever the computer used

Obligation to be connected to the internet for

writing its message

What does spam mean

Rules to avoid receiving spams

Principle of operation of a filter anti

spam filter

To send an email by web mail

Give some examples of spams



communicate by Internet

E-commerce

What does e-commerce mean?

Advantages of e-commerce

Speed

Economy

No need of moving

The risk of use

Web Site which are not sure

Difficulties in case of problems

Forum

What does forum mean?

Advantages and disadvantages of the

forum

Uncertain result for the search

Response time

When problems are resolved, it let

sign in the net

Chat

what allow the chat to be done

Creation of the chat account

existence of ICQ

Voip

What does voip allow to do

Creation of a voip account

Existence of Skype

The possibilities to phone using voip



(periods)

1-2

explain the Internet dangers Unsecured pages on the internet; Site with insecure pages;

Pop up or dialogue box coming from Internet

4

3

fill an electronic form Form : Role, Types of fields 2

4

use the favourites to browse

Favourites

Inclusion of the favourites

2

5

create an email account Necessary information for the creation of an email

account ; The address of the desired email ; Access with

Password

2

6-7

configure Outlook Necessary information to be connected to the server To

know the element to be configured:

4

8

write and send an email recipient address; address for a copy : c, bcc ; Email

Subject ; The email text

2

9

use the contact address The utility of an address book

how to add, to modify, to remove one contacts

2

Attach files role of attachment

advantage of compressing an attachment

The limits of sending attached files (size/time)

The procedure to attach a file

2

11

use Web mail to send an email The difference between email management software and

the use of a web mail

2

REVISION 2

EXAMS 2

26



(periods)

1-2

identify and avoid the spams Spam 4

3-4

communicate by Internet E-commerce 2

5-6

use the favorites to browse

Forum 2

7-8

create an email account Chat 2

9-10

configure Outlook Voip 4

11

REVISION 2

12 EXAMS 2

24


11.7. Web design

General objective:


Design a Web site

SENIOR 5



use HTML language to create linked Web

pages

use suitable file standard

Tags and their effects

Tags properties

Text editor

Internet browser

Types of file images and sounds

Bmp

Jpg

GIF

Png

wav

asf

mp3

Types of image file Characteristic

Types of sounds file characteristic

Image processing software recording

parameters

Treatment sounds software recording

parameters.

Ask the student to create an HTML site of

several page of a subject of his choice.

Let the student discover the effects on

quality and the size of the file when it

modifies the parameters of recordings.



manipulate the sound and the images

create a Web site in HTML

Program enabling to apply the sound and

image

Effects

Filters

Tools for selections (magic

wand, _)

Incrustation of text

Drawing tools

Copies

Program which allow to apply

the effects on the sound

Fade in

Fade out

Copy

Mixer

Rules of design of J.Nielsen

the stages of design

Objective of the site

Planning (distribution of the

spots, journalist, computer

graphics expert…)

Ergonomics

To ask the student to create an image made

up of several images in order to represent a

topic.

To ask the student to create a sound

Composition

To ask the students to create a Web site by

group.

The students must plan and design their own

web site.




use the style sheets to format Web pages

Choice of the colors, button, bars

navigation.

Structure of the site (principal

page, page of history,…)

harvest of information,

images

Weight of the site

Customer satisfaction

Compression of a file

Integration of images and files in

the site

Utility of the style sheets

Modifiable beacon

Properties

Class

Selector of beacon

Style Declaration

To incorporate a style sheet “in

line”,“external” and “imported”

Class and ID

Pseudo class

Positioning using “SPAN” and

“DIV” and the style sheets

The students must plan and design their own

web site.



improve site research using the search

engines

Utility of the metas

How to choose the key words to

include the metas.

Operation principle for the robots of

the search engines

The student will have to choose the key

words of an already existing site and to place

them in the search engine



TERM 1


(periods)

1-3

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

4-7

use suitable file standard Types of file images and sounds

Types of image file Characteristic

Types of sounds file characteristic

Image processing software recording parameters

Treatment sounds software recording parameters.

8

8-10

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

6

11 Revision 2

12 Exams 2

24


TERM 2


(periods)

1-4 manipulate the sound and the

images

Program which allow to apply

the effects on the

sound

8

5-11


Rules of design of J.Nielsen

the stages of design

14

12 REVISION 2

13 EXAMS 2

26


SENIOR 6


Show the possibility and the constraints in

hosting a web site.

Explain the advantages and disadvantages

of various hosting possibilities.

A site on Internet must be hosted by a

server

The various possibilities which can be

offered by a hoster

PHP

Email (pop, IMAP, web mail)

bases data

FrontPage

Cgi

ASP

Hosting Capacity (disk space,

adulterates, a number of connection,

speed)

The type of hosting and their

constraints

free

divided

dedicated

Type of hosting

To host its own site

Use of a FAI

Ask student to search for some sites offering

free hosting and to list their facilities.



check the availability of a domain name

manage files by using the ftp

Launch the web site through the Internet

To go on a site giving the possibility of

having a domain name.

To propose a domain name

To make sure that it is available

Recording of a domain name

Types of necessary data to connect to an

ftp server.

To be able to send, modify, take

again files on a waiter ftp

To reserve a domain name

To establish the link between the

domain name and the Web server

To send the structure of a Web site

on the Web server

Ask students to choose a domain name for

their site and to ensure it is available

Sen. the web site to an ftp server

Launch the web site through a web server.

Ensure the existence of the web site on the

internet



TERM 1

Week Specific objectives

Contents Timing

(periods)

1-5

create dynamic Web pages linked to the

data base

The use of PHP in a Web site; Advantages and

disadvantages of an interpretor language on the server;

Possibilities that PHP language offers ; Types and syntax

of variables writing

Operators

If, switch, for, while, do while

Function of posting (echo, printf…)

Receptions variables of transmitted data by the forms

($_POST, $_GET)

Functions of connection, basic selection, sending of

requests of a data base

10

6-10

choose a domain name

Utility of the domain names; Rules of use of domain name; Need

for being recorded in order to be able to use a domain name

10

11 Revision 2

12 Exams 2

24


TERM 2

Week

Specific objectives Contents Timing

(periods)

1-5

Show the possibility and the

constraints in hosting a web site.

The various possibilities which

can be offered by a hoster;

Hosting Capacity ; types of

hosting and their constraints

10

6-8

Explain the advantages and

disadvantages of various hosting

possibilities.

Type of hosting

6

9-11

check the availability of a

domain name

To go on a site giving the

possibility of having a domain

name

Recording of a domain name

6

12 REVISION 2

13 EXAMS 2

24


TERM 3

Week


(periods)

1-4

manage files using the ftp Types of necessary data to

connect to an ftp server.

8

5-10 Launch the web site through the

Internet

To reserve a domain name ; To

establish the link between

the domain name and the Web

server

To send the structure of a Web

site on the Web server

12

11 REVISION 2

12 EXAMS 2

24


11.8. Visual Basic

General objective:


Write a program using Visual Basic language

SENIOR 5


Define an events oriented language

Use Visual BASIC environment

Present the Form object (Control) as the

main interface in VB development.

Introduction to the event oriented

language

Objects Concept

Events Concept

Visual BASIC

visual BASIC Icon

Integrated visual basic environment

Elements of the IDE

Menu bars

Contextual menu

Object explorer

Tools Bar

Toolbox

project explorer

properties window

Code editor

Environment options (SDI, MDI)

Describe an event in data processing.

Generate events of simple type

Click, double click, right click …

Insert a form object in a project, save it and

exit.



Use various Controls in Visual BASIC.

Open an existing project

Describe the Properties, Syntax, Methods

and Procedures of events.

Compile a simple application in Visual

BASIC

Use the variables, Operators, Test and Loops

in Visual BASIC

Controls

Form

Command buttons

Labels

Text Box

Localization of the project

launch the project

Object Properties(Control)

Syntax

Methods and events

Event-driven Procedures

Compilation and execution in VB

Insert various controls on an Application.

Open projects in various ways.

launch visual BASIC, insert an objects and

to identify the event-driven properties,

Syntax, Methods and Procedures

Launch an application and to compile it.

VB errors identification and correction.

Create an application proposed by the

teacher or of their own choice under the

supervision of their teacher



use the objects (Controls) which cause the

utilization of tests

Write the functions in Visual BASIC

The code elements

Declaration and variable types

Operators

Tests

The objects Combo box, List,

Options box and Check box.

Loops (For… Next, Do… While)

Input Box, Msgbox Functions.

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

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

in a simple VB program



TERM 1

Week


(periods)

1-3 Define an events oriented

language

Introduction to the event

oriented language

6

4-5 Visual BASIC environment Use Visual BASIC

environment

4

6-10

Present the Form object (Control)

as the main

interface in VB development

Elements of the IDE 10

12 REVISION 2

13 EXAMS 2

24


TERM 2


(periods)

1-4 Use various Controls in Visual

BASIC

Controls 8

5-7 Open an existing project Localization of the

project launch the project

6

8-11 Describe the Properties, Syntax,

Methods and

Procedures of events.

Object Properties(Control)

Syntax

Methods and events

Event-driven Procedures

8

12 REVISION 2

13 EXAMS 2

26

TERM 3


(periods)

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

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

Visual BASIC.

The code elements 6

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

of tests

Declaration and variable types 4

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

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

4

11 REVISION 2

12 EXAMS 2

24


SENIOR 6


insert Lists Controls and to write the

corresponding code

Create Menus

Write various graphic elements in Visual

BASIC.

Connect to a local data base.

Lists

ListBox

ComboBox

DriveListBox

DirListBox

FileListBox

Creation and insertion of the menus

and Submenus

Elements of Graphs

Colors

Co-ordinates

Shape

Line

Frame

Access to the data bases:

Inserting t DATA Access Object

ADO(Activex data Object)

Connection to an Access database

base.

Inserting of the Grids

Reading, Editing, suppression,

validation, search for recordings

starting from VB.

Creation of reports in VB.

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


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 )



TERM 1


(periods)

1-4 insert Lists Controls and to write the corresponding

code

Lists 12

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

submenus

6

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

Colors

Co-ordinates

12

11 Revision 3

12 Exams 3

36

TERM 2


(periods)

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

4-11 Connect to a local data base. Access to the data bases

Inserting t DATA Access Object ADO

Connection to an Access database base; Inserting

of the Grids; Reading,

Editing, suppression, validation, search for

recordings starting from VB;


24

12 REVISION 3

13 EXAMS 3

39


TERM 3


(periods)

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

Connecting to SQL Server or Oracle

database

Reading, adding, deleting, validation,

searching, records from VB.

DSN (Data Source Name )

30

11 REVISION 3

12 EXAMS 3

36


11.9. C++ Programming

General objective:


Write a program using C++ language

SENIOR 5


define the C++ language

use conditions

Define the object oriented language.

The existing relationship between C

and C++

Particularities of C++

differences between C and C++

passage from C to C++

Cout and Cin instructions

Conditional Structures (If… else, switch)

Repetition Structures (for, do…

while, While)

Definition of:

Classes and Object

Encapsulation

Inheritance

Polymorphism

Exercise on rewriting simple previously

written in C by introducing new C++

particularities.

Exercise on how to use conditions and

loops

Replace the nested if by Switch

construction

Find an example of a class and an object

from the everyday life and in computer

science

To ask the students to differentiate the

characteristics of an OOP



explain the advantages and the

characteristics of the OOP

use the functions

Advantages of a OOP:

program reusability

Facilitates to write, maintain and

modify long

programs

Facilitates to create the objects

representing entities from real world.

The possibility of creating a special

functions called constructors and

destructors

The possibility of overloading the

operators

Functions without parameters

Global variables and local variable

Predefined Functions

Passing arguments by reference

Passing arguments by value

Passing arguments by address

Overloading of a function

Point out the limits of the C language

and the structured languages in general

Exercise on how to write previous

programs using functions


TERM 1


(periods)

1-6

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

C++

Particularities of C++

differences between C and C++

passage from C to C++

Cout and Cin instructions

18

7-10

use conditions Conditional Structures (If… else, switch)

Repetition Structures (for, do… while, While)

12

11 Revision 3

12 Exams 3

36


TERM 2


(periods)

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

Classes and Object

Encapsulation

Inheritance

Polymorphism

13

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

40


SENIOR 6


Use classes and Objects

Encapsulation

use the Constructors and destructors

use the inheritance

use polymorphisms

use arrays of objects

carry out a C++ project

class creation

object creation

function call

Definitions of the terms

Writings of the Constructors

Writing of the destructors

Basic classes and derived classes

Hierarchy of the classes

Collection of objects

Multiple inheritance

Virtual functions

Friend functions

Arrays of objects

Address of arrays

Pointers

pass an array to a function

use all the acquired concepts

describe the syntax of a class

exercise on how to write programs with

classes

Exercise on how to rewrite old

programs each one with a constructor

and a destructor

Exercise on writing programs

showing inheritance

show the difference between declaring

data or function as private, public and

protected

Exercise on how to write programs

with virtual functions

Exercise on arrays

write programs to sort the array

elements

write a program which includes the

acquired knowledge like, programs

which takes the names of the students

and sorts them alphabetically



TERM 1


(periods)

1-4

Use classes and Objects

Encapsulation

class creation

object creation

function call

14

5-10

use the Constructors and destructors Definitions of the terms

Writings of the Constructors

Writing of the destructors

24

11 Revision 4

12 Exams 4

46


TERM 2


(periods)

1-6

use the inheritance Basic classes and derived classes

Hierarchy of the classes

Collection of objects

Multiple inheritance

24

7-11

use polymorphisms Virtual functions

Friend functions

20

12 REVISION 4

13 EXAMS 4

52

TERM 3


(periods)

1-4

use arrays of objects _ Arrays of objects

_ Address of arrays

_ Pointers

_ pass an array to a function

16

5-10 carry out a C++ project use all the acquired concepts 24

11 REVISION 4

12 EXAMS 4

48


11.10. Maintenance

General Objectives:

The student will be able to:

Assemble a Computer

Make a diagnosis and troubleshoot a computer

Configure, update and upgrade a computer

SENIOR 4


Connect a computer

Identify the connectors for:

Keyboard (PS/2, DIN)

Mouse (PS/2, DUB9)

Screens (VGA, DVI)

Printer (USB, SUB25, Centronics)

Loudspeaker

Electrically connect a computer with

or without UPS

Power necessary for the UPS

What the inverter makes it possible

to protect

Power necessary for a regulator

What the regulator makes it possible

to protect

The power which delivers an

electrical connector is limited

Connect the computer to make it fully

Functional.



Identify mother Board elements

identify the type and the characteristics of

the power supply

Configure and maintain the mouse and

keyboard

AT, ATX, BTX format

Identification and role of the

following elements: chipset northern

and southern

Crush system BIOS

CPU

jumpers, switches

Connector: PS/2, port series, Parallel

port, USB, VGA

IDE

SIMM, DIMM

Power supply connector

CPU socket (CPU slot)

Difference between AT, ATX power

supply housing.

Principles of mechanical and optical

mice.

When and how to clean the mouse

and the keyboard

The existence of keyboard adapted to

each country.

Keyboard configuration

List the elements found on a specific mother

board .

Draw a mother board

Write elements which make the

difference between the two power supply

housing.

Carry out a cleaning of the mouse and to

point out the difference between the

Optical mouse and the mechanical mouse.

Exercise on how to change keyboard

configuration



Configure the display and identify its type

and point out its limits

identify and maintain a printer

install a scanner

identify and configure a modem

Identify the characteristics and the

possibilities of CD, DVD-ROM and writer

drives.

Type of screens: cathodic, LCD,

plasma.

The difference between the colored

displays and others (VGA and

inferior).


dot-matrix printer, jet of ink, Laser

Their advantages and disadvantage

Their principle of operation

Printer with cartridge colour, black,

yellow cyan, separate magenta.

Printer Cleaning

Les scanners.

The principle of Scanners

What a modem can do

internal modems and external

modems

modify the configuration

CD, DVD drive speed

The difference between a DVD

driver of simple and double layers.

Concept of “combo”

What does cash memory do?

Exercise on how to modify the configuration

of the screen and notice the effects.

Open the printer to observe its typical

components.

Scan a text and a photograph.

Install and use a scanner

install and configure a modem

Find the characteristic of a CD or DVD

drive.

Exercise on how to burn a CD



Identify the type and the characteristics of a

hard disk

identify the format ,the type and

characteristics of RAM memory

identify the generation of the processor and

its characteristics

the hard disk components

Cylinder

Platters

Track

Sector

Configurations advised to put several

peripherals IDE.

Limitation of the BIOS and the

capacity of the discs.

Format SIMM, DIMM,

Contrary to the SIMMs, DIMMs

must be put in pairs.

Definition

Description and function

Generations of Processors

Role of a processor fan and sink

The use of cache memory (L1-L3)

The advantage and disadvantage of

the processors with big cache

memory.

Exercise on how to install discs or drives in a

computer.

Exercise on how to calculate the hard

disc capacity

To show RAM memory and to ask the

format or type of them

To show the difference in format

between the generations of processor

install a processor with its ventilator



identify possibilities, formats and the

functions of the extension cards

Format AGP, PCI, ISA,VESA

Graphic cards

Sound card (sampling rate,

resolution, treatment processor of the

sound)

Network card (connectors, speed,

awakes by

chart network)

Video card acquisition

Ports (parallel and serial port

additional)

IDE Card (with RAID or not)

Multi-media card

Extension card request the limited

resources

IRQ, DMA, i/o

Driver Installation

To circulate different cards and ask the

students the function and the format of each

cards.



TERM 1


(periods)

1-2

Connect a computer Identify the connectors

Electrically connect a computer with or

without UPS

6

3-7

Identify mother Board elements elements of the mother Board 15

8-10

identify the type and the characteristics of the power

supply

Difference between AT ,ATX power supply

housing

9

11 Revision 3

12 Exams 3

36


TERM 2


(periods)

1-2

Configure and maintain the mouse and keyboard Principles of mechanical and optical

mice.

Keyboard configuration

6

3-4

Configure the display and identify its type and point

out its limits

Type of screens: cathodic, LCD, plasma.

The difference between the colored displays and

others (VGA and inferior).

6

5-6


dot-matrix printer, jet of ink, Laser Their

advantages and disadvantage

Their principle of operation

Printer with cartridge colour, black,

yellow cyan, separate magenta.

Printer Cleaning

6

7-8 Install a scanner Les scanners

The principle of scanners

6

9

identify and configure a modem

What a modem can do

internal modems and external modems

modify the configuration

3

10-11

Identify the characteristics and the possibilities of

CD, DVD-ROM and writer drives.

CD, DVD drive speed 6

12 REVISION 3

13 EXAMS 3

39


TERM 3


(periods)

1-3

Identify the type and the characteristics of a hard

disk

the hard disk components

Cylinder, Platters, Track and Sector

Configurations advised to put several peripherals

IDE.

Limitation of the BIOS and the capacity of the discs.

9

4

identify the format ,the type and characteristics of

RAM memory

Format SIMM, DIMM 3

5-6

identify the generation of the processor and its

characteristics

Define and describe Processors

Role of a processor fan and sink

The use of cache memory (L1-L3)

The advantage and disadvantage of the processors

with big cache memory.

6

7-10

identify possibilities, formats and the functions of

the extension cards

Format AGP, PCI, ISA,VESA

Graphic cards

Sound card (sampling rate, resolution, treatment

processor of the sound)

Network card (connectors, speed, awakes by

chart network)

Video card acquisition

Ports (parallel and serial port additional)

IDE Card (with RAID or not)

Multi-media card

Extension card request the limited recourses

IRQ, DMA, i/o, Driver Installation

12

11 REVISION 3

12 EXAMS 3

36


SENIOR 5

Specific objectives

Contents


Assemble and disassemble a computer

Configure a BIOS elements (CMOS)

ESD (Electrostatic discharge)

effects.

The existence of protection material

ESD .

Set the mother board inside

the case

Set the hard disks and CD

drive,

DVD drive in the case.

Insert the extension cards

Connect the power supplier to the

motherboard

Connect the panel (POWER

SWITCH, HD LED…)

Insert the processor and jumpers

configuration

Set up of RAM memory

Connect the hard disks , CD driver,

DVD driver and the diskette drivers

on the motherboard

Configure the hard disk drives in

master and Slave

What does computer do when it

starts

Possibility of updating the BIOS

Why update the BIOS

Main parameters of the BIOS: hour

and date

Hard disk configuration

To mount and dismount a computer

Change BIOS parameters and observe

effects.

Launch the CMOS setup utility



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.



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

That does virus mean?

Use of an antivirus

Why and how to update an antivirus

understand the options repair,

remove, quarantined and when to use

them

danger of an infected diskette when

you are starting a Computer

Exercise on how to Install the operating

system and application software (OS +

office)

Exercise on how to update an operating

system by a service pack.

Update office using its high version of office

(e.g. Office 97 at 2000)

Run an anti virus and detect, remove and put

a virus in quarantine.


Specific objectives

Contents


use various of maintenance tools,

Vectors of transmission (media,

network, Internet, email…)

The type of damage create by the

viruses Macro virus

Spyware, the danger of these

programs

Protection:

Antivirus

Anti spyware

Fire wall

Concept of encoding

password (OS, BIOS)

Scandisk

Doctor disc

Defragmentation, Disc speed

Msconfig

Information system

Disc Cleaning

System Restoration

Execute some maintenance tools and check

its effect.


Specific objectives

Contents Teaching/learning activities

Diagnose a computer problem

Repair with good methodologies.

Recover and restore data

Assemble a server

Means of diagnosing:

Internet

OS messages

Peripheral manager

How to avoid

endanger oneself (electricity)

lose the data of the customer

destroy the material of the customer

the most efficient methodology

Technique:

transfer the hard disk on another PC

Bootable CD and bootable diskette

Mode without failures

Restoration CD

Company specialized in the recovery of

information on damaged hard disks.

Possible support for the saving, their

advantages and their disadvantages:

diskette, CDR, CDRW, DVD, flash disc,

JAZ, ZIP, hard disk.

Specific Material of the server:

RAM Memory with error correction

high safety of the Memory (bar kingstone)

SCSI

RAID 0,1,5

Dimensioning RAM, hard Disk

Create a realistic computer problem and

detect to be fixed.

Exercise on how to save data before any

maintenance work

Exercise on how to restore saved data from

the back up media

Define a server as a powerful computer




use and maintain CD-ROM, DVD, Diskette

repair and maintain a laptop

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

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.



TERM 1


(periods)

1-3

Assemble and disassemble a computer Assembling a computer 12

4-5

Configure a BIOS elements (CMOS) Configuration of BIOS 8

6-8

configure the computer by using the possibilities

offered by the control panel

Control panel 12

9-10

Computer maintenance Preventive maintenance 8

11 Revision 4

12 Exams 4

48


TERM 2


(periods)

1-3

install an OS and other software

Installation of OS and other software 12

4-5

update the operating systems and software The reason to update

8

6-8

protect a computer Virus, antivirus, spyware, Anti spyware

Fire wall

Concept of encoding

password (OS, BIOS)

12

9-11

use various of maintenance tools, Maintenance tools:

Scandisk

Doctor disc

Defragmentation, Disc speed

Msconfig

Information system

Disc Cleaning

System Restoration

12

12 REVISION 4

13 EXAMS 4

52


TERM 3


(periods)

1-2

Diagnosise a computer problem Means of diagnosing 8

3

repair with good methodologies How to avoid 4

4-5

Recover and restore data Technique 8

6

Assemble a server Specific Material of the server 4

7-8

use and maintain CD-ROM, DVD, Diskette What we should not do with CD, DVD,

Disquette

Approximate value of capacity of these

various supports

The difference between CD-ROM, CD-

R, CD-RW

The difference between simple and

double DVD, layer, face

Various types of diskettes

Advantages and disadvantages of these

various media

That various technologies of support are

incompatible between it (impossible to

read a DVD on a reader CD) Concept of

zone for the DVD

8



(periods)

9

repair and maintain a laptop Exchangeable Elements (battery, hard Disk,

RAM)

PCMCIA

tools

type of chart

Consumption according to the processor, screen

4

10 set up network material Switch and hub Connections 4

11 REVISION 4

12 EXAMS 4

48


11.11. Networking

General objectives:


· Design and build a network of two or more computers

· Install and configure a network of two or more computers

Senior 5



List the means of transport of information

Describe network Architecture

Identify connections material and define it

utility

Wired

Optical Support

Fiber optic

Copper (UTP-STP): straight, cross over

Console

Serial

Coaxial

Hertzian support (wireless)

LAN: Infrared, Bluetooth, Wifi, Line

sight

WAN: Satellite, Line sight

Satellite

Transmitting terrestrial

Peer to peer

Client Server architecture

Hub

Switch

Bridge

repeater

Router




Identify with each layer of OSI model, the

elements of the network

OSI Layers model

Physical

Data link

Network

Transport

Session

Presentation

Application

Make a cable UTP/STP

To proceed in the

observation and the manipulation

To make cross and normal network cables

To involve the students in building a peer to

peer network and a client-server network

To proceed to the extension and the

Segmentation of the networks using a Hub, a

router, a switch

To justify the implementation of model OSI

To Conduct in identifying the elements of

the network according to their layer OSI



TERM 1


(periods)

1-2

Define a network Introduction to the networks 6

3-7

Describe the facilities of the Network To share the files

To share information

To share Printer

To communicate (Sending and Receiving of the

messages).

15

8

Describe the Types of networks LAN (local area network)

WAN (wide area network)

MAN (Metropolitan Area Network).

3

9-10

Describe and Explain the network topologies Star topology

Bus topology

Ring topology

Mesh topology

6

11 Revision 3

12 Exams 3

36


TERM 2


(periods)

1-7

List the means of transport of information

Make a cable UTP/STP

Optical Support

Hertzian support

21

8-11

Describe network Architecture Peer to peer

Client Server architecture

12

12 REVISION 3

13 EXAMS 3

39

TERM 3


(periods)

1-4

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

5-10

Identify with each layer of OSI model, the elements

of the network

OSI Layers model (Physical; Data link;

Network;

Transport; Session; Presentation; Application

18

11 REVISION 3

12 EXAMS 3

36


SENIOR 6



Define the Protocols in computer

Configure a network with protocol TCP/IP

and class addresses

Configure a DHCP server, DNS server,

Router server, Proxy server

Protocol Definition

Protocol Roles

Classes of the protocol

Some example of the protocols

usually used

The comparison between TCP and

OSI MODEL

IP addresses

Mask

Various Classes of networks

IP addresses Creation

Addresses of the sub-networks

Static Configuration of the IP

addresses

Automatic Configuration (dynamic)

of IP addresses (DHCP)

Configuration of DHCP

Configuration DNS

Configuration of Router

Configuration of proxy

Using examples of the adapted contexts, for

example : an international conference, to

explain the need for speaking a language

(protocol) common

To configure a LAN network with IP

addresses and mask

To point out the difference between a logic

network and a physics by modifying the

network configuration




Use the network tools

Make the difference between Intranet,

Internet

Connect to Internet

Manage Server

The Ping tool

The Tracert tool

The Netstat tool

Winipcfg

Ipconfig

WHOIS tool

The Nslookup tool

Intranet Definition

Internet Definition

Difference between Intranet and

Internet

Internet service provider (ISP)

Connections to the Internet by

Modem (user name, password, phone

number)

Connections to the internet by

wireless connections (SAT, wireless)

xDSL (DIGITAL Subscriber Lines)

Management of :

Users, Account and Password

Permissions

Network security

The back up

student to use the network tools

students to make a Intranet network

students to connect the PC to the Internet by

telephone modem

students to manage the server



TERM 1


(periods)

1-3

Define the Protocols in computer Protocol Definition

Protocol Roles

Classes of the protocol

Some example of the protocols usually

used

15

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

35

11 Revision 5

12 Exams 5

60


TERM 2


(periods)

1-4

Use the network tools The Ping tool

The Tracert tool

The Netstat tool

Winipcfg

Ipconfig

WHOIS tool

The Nslookup tool

20

5-7

Make the difference between Intranet, Internet Intranet Definition

Internet Definition

Difference between Intranet and Internet

15

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)

20

12 REVISION 5

13 EXAMS 5

65


TERM 3


(periods)

1-10

Manage Server Management of :

Users, Account and Password

Permissions

Network security

The back up

50

11 REVISION 5

12 EXAMS 5

60


11.12. Introduction to computers

General objective:


Organize and manage files in folders

Specific objectives

Contents


Relate the history of computer science

Give the impacts of computers

Identify the main components of a computer

Definition of computer related concepts

(IT,ICT, COMPUTER SCIENCE,…)

History of computers

Impact

social

economic

communication

crime

security

privacy

Computer description

Description of the computer

Computer components

Hardware (screen, keyboard,

mouse, CPU, printer)

Software (System and application

software)

Demonstrate computer‟s components in the

laboratory.


Specific objectives

Contents


List the different families of computers

Families of computers

Mainframes

Micro-computers (PC)

Desktop computers

Portable Computers (Laptop or

notebook)

Show computers of each family mentioned


Specific objectives

Contents


Differentiate type of memories

Recognize various connectors and ports

Memory

Definition

Role of the memory

Features

Capacity

Speed

Non volatility

Types of memories

ROM memory

RAM memory

Connectors

Definition

I/O ports and connectors

Serial ports

Parallel port

USB

Keyboard , Mouse Connectors

VGA Connector

Explain the advantages and disadvantages of

each type of memory

observe the different connectors as well as

the input and output ports



Use different peripherals

explain the role of different peripherals

Explain the role of the hard disk

Use the keyboard

Use the mouse

Connect a mouse

Peripherals

Definition

Categories of peripherals

Input peripheral (mouse, keyboard,

scanner, CD/DVD-ROM and

Diskette drives)

Output peripheral (monitor,

Diskette, CD/DVD-ROM

writer, Printer)

The hard disk

Role of the hard disk

The keyboard

Definition

keyboard connector

Keyboard AZERTY

Keyboard QWERTY

Shortcut keys

Mouse

Definition

Mouse CONNECTOR

Type of mouse

Optical mouse

Mechanical mouse

wireless mouse

connect the mouse, the keyboard, screen etc

Explore the CD, DVD

Learn about the role and the contents of the

hard disk

Switch between AZERTY and QWERTY

• To connect the keyboard on the central

processing unit

• Observe and use different types of mouse

available to the school



Use external memories (diskette, flash disk,

CD…)

use the help function

print a help content

Use desktop‟s elements

Use text editors

External Memory

Definition

Role

Advantage and disadvantage Help

Help

Definition

Use of the help

Index

Help Headings

Printing of help content

Windows and its components:

desktop

Task bar

Start menu

Minimize, maximize , Restore and

Close buttons

My Computer

Text Editor functions

Selection

copy/cut /paste

standard toolbars

Formatting toolbars

Save /save as…

print command

Transfer a file from one computer to another

using a diskette, flash, CD...

Display and print the help contents

When and how to use help

Use the desktop, the tasks bar and the menu

bar

start or launch Microsoft Word

Practical exercises on copy/cut /paste

Save/Save as



Manage and use files

File management

New folder

Copy/move of folder from one

location to Another

Move and drop objects.

Creating files by changing the

extension

Creating shortcuts.

Managing files and disc drives.

Renaming/deleting files and folders.

Recycle Bin

File compression

create files and folders to copy/move from

one folder to another

Create a hierarchy of file/Folder


DISTRIBUTION OF LESSONS SENIOR 4

TERM 1


(periods)

1-4 Relate the history of computers

Give the impacts of computers

Definition of computer related concepts

Impact (social, economic, communication,

crime, security, privacy

8

5-7 Identify the main components of a computer

List the different families of computers

Computer description (Hardware, Software )

Families of computers

6

8-10

Differentiate type of memories Memory

Definition

Role of the memory

Features

Types of memories

6

11 Revision 2

12 Exams 2

24


TERM 2


(periods)

1-2

Recognize various connectors and ports

Connectors

I/O ports and connectors

4

3-5

Use different peripherals

explain the role of different peripherals

Peripherals

Input and Output peripheral

6

6-7

Explain the role of the hard disk

The hard disk

Role of the hard disk

4

8-9

Use the keyboard

The keyboard

4

10-11

Use the mouse

Connect a mouse

Mouse

Definition

Mouse CONNECTOR

Type of mouse

4

12 REVISION 2

13 EXAMS 2

26


TERM 3


(periods)

1-2

Use external memories (diskette, flash disk, CD…)

External Memory

• Definition

Role

Advantage and disadvantage Help

4

3-4

use the help function

print a help content

Help

Definition

Use of the help and Index

Help Headings

Printing of help content

4

5-6

Use desktop‟s elements Windows and its components: 4

7

Use text editors Text Editor functions

2

8-10 Manage and use files

File management 6

11 REVISION 2

12 EXAMS 2

24


11.13. System analysis

General objective


Produce terms of reference for computerization of a company

SENIOR 6



define an information system

give examples of information systems

Determine elements of information

system of a company

determine the programmed actions of a

company

identify the automated information

determine sub systems in an information

system

Identify different relationships in a

Company

Definition of information system

Information system of a company

elements of information system of a

company

services and functions of a company

programmed actions of a company

Information system that can be

automated

Automated information system

Functional sub system of an

information System

Concept of relationship

Definition

Classification of entities

Permanent entities

„Movement‟ type entities

Classification of relationships

Permanent relationship

„movement „ type relationship

pupils to describe the operation of their

school or their family

Students to answer questions such as „who

does what? When and how? etc. (for some

companies)

Group discussions on role and

responsibilities from their class and families

use diagram to describe the hierarchy of

communication and relation in the everyday

life




identify the techniques of collection of

information to be used for a given case

differentiate the various techniques

from collections of information

To explain the steps of computerization

of an organization

Tools to collect information

Interview

Document analysis

Enquiries by questionnaires

Observation

Steps of the computerization plan

Preliminary studies

Analysis of what exists

Definition of the objectives

Schedule of conditions

Invitation to tender

Choice

Computerization

Functional Analysis

Structural Analysis

Programming (development of the

solution)

Establishment of the solution

Test decks

Starting

Maintenance

Documentation

pupils to make investigation and specify the

techniques of data-gathering used

pupils to make a study of computerization of

a company and present specifications and

conditions


TERM 1


(periods)

1-2 define an information system

give examples of information systems

Definition of information system 4

3-6 Determine elements of information system

of a company

Information system of a company

elements of information system of a

company

services and functions of a company

8

7-10 Determine the program actions of a

Company

programmed actions of a company 8

11 Revision 2

12 Exams 2

24

TERM 2


(periods)

1-3 identify the automated information Automated information system 6

4-6 determine sub systems in an information system Functional sub system of an information 6

7-11 Identify different relationships in a

company

Concept of relationship

Classification of relationships

10

12 REVISION 2

13 EXAMS 2

26


TERM 3


(periods)

1-3

identify the techniques of collection of

information to be used for a given case

Tools to collect information: 3

differentiate the various techniques from collections

of information

Tools to collect information: 3

4-10 To explain the steps of computerization of an

Organization

Steps of the computerization plan

Preliminary studies

Computerization

Documentation

14

11 REVISION 2

12 EXAMS 2

24


11.14. Entrepreneurial Competences in Technical Schools

MODULE 1 Skill element aimed at: STUDENTS GET A PRECISE IDEA OF WHAT IS MEANT BY SELF-EMPLOYMENT,

THE CONTRACTOR AND HIS COMPANY BASED ON THE FACT THAT THEY HAVE EXPERIENCED BOTH

OPPORTUNITIES AND DRAWBACKS OF AN ENTREPRENEURIAL LFE.

Terminal objective: At the end of this workshop, students will have done the course of the entrepreneurial life basic notions in relation to

the entrepreneur, his environment, market mechanisms as well as notion of product..

Duration of training Theory: 20 H Practice: 20 H

N° Vocational skills Vocational activities to be carried out Necessary

theoretical

knowledge in

mathematics

Necessary

theoretical

knowledge in

physics

Necessary

theoretical

knowledge in

chemistry

Resources

1.1 To explain basic notions

of supply and demand

To be able to distinguish the 5 P

(product, price, place, promotion,

person), and to explain their

importance;

To understand that any product

has to be oriented towards the

client need and that it is

advantageous to discover niches

(mainly in personal specialties)

To discover the necessity to

produce goods/services

different from the ones

available on the market


N° Vocational skills Vocational activities to be carried out Necessary

theoretical

knowledge in

mathematics

Necessary

theoretical

knowledge in

physics

Necessary

theoretical

knowledge in

chemistry

Resources

1.2 To develop an

individual evaluation

basis concerning a

professional career

(entrepreneur or

employee).

To explain entrepreneurial

needs

To define certain skills that if

deepened play, an important

role in professional experience.

To set up a personal

characteristic

To define an entrepreneur

typical feature of someone who

in general has been successful.


MODULE 2 Skill elements aimed at: STUDENTS DEEPEN THEIR ENTREPRENEURIAL SKILLS

Terminal objective: At the end of this workshop, students will have elaborated marketing strategies for their mini-projects taking into

account their professional abilities.

Duration of training Theory 20 H Practice 20 H

N° Vocational

skills

Vocational activities to be carried out Necessary

theoretical

knowledge in

mathematics

Necessary

theoretical

knowledge in

physics

Necessary

theoretical

knowledge in

chemistry

Resources

2.1 To elaborate a

marketing

strategy

for a mini-

project

To carry out an auto-diagnosis on their

marketable skills

financial resources

objectives and other important abilities for

the entrepreneurial life (savings , projects

preparation);

To generate hundreds of ideas of projects

from which a rigorous selection follows.

To select three best project ideas that are

feasible in the area, keeping in mind certain

important environmental factors.

To identify the best project taking into

accounts proper strengths and weaknesses

from one side and opportunities and threats

in the environment on the other side.

To elaborate a marketing strategy for a mini-

project basing oneself on the 5 P.

To set up a planning that covers the three

coming months in order to gather missing

information in formulating a final marketing

strategy.


MODULE 3 Skill element aimed at: STUDENTS WILL PUT INTO PRACTICE THE FIRST TWO MODULES CONTENT

WITH THE HELP OF MINI-PROJECT CARRIED OUT IN GROUPS AND BETESTED OUT ON KEY ELEMENTS OF

ENTREPRENEURIAL LIFE. THEY WILLGIVE THEMSELVES MID-TERM ENTREPRENEURIAL OBJECTIVES.

Terminal objective: At the end of this workshop, students will have experienced key elements of entrepreneurial life through carrying

out mini-project in groups

Duration of training: Theory 20 H Practice 20 H

N° Vocational

skills

Vocational activities to be carried out Necessary

theoretical

knowledge in

mathematics

Necessary

theoretical

knowledge in

physics

Necessary

theoretical

knowledge in

chemistry

Resourc

es

3.1 To discover

vocational and

entrepreneuri

al

skills as well

as

current

financial

states

To identify and analyse mini-projects that

correspond to their skills and their financial

state

To prepare and carry out a market study for

mini-projects

To develop and to improve a marketing

strategy

To acquire financial management principles

and techniques as for example the calculation

of cost price, selling price and cashbook

keeping

To manufacture certain goods or develop

certain services benefits in order to market

them on the city market

To experience market mechanisms (the 5 P:

product, price, place, promotion, person) in

selling a good or a service on the market

To analyze marketing results of their product

(concerning marketing technique, management

and finance);


DISTRIBUTION OF LESSONS: SENIOR 5; SENIOR 6

SENIOR 4 SENIOR 5 SENIOR 6

Module 1 Students get a precise idea of what is meant by self

employment, the contractor and his company, based on

the fact that they have experienced both opportunities and

drawbacks of an entrepreneurial life.

x

Module 2 Students deepen their entrepreneurial skills. x

Module 3 Students will put into practice the first two modules

content with the help of mini-project carried out in group

and be tested out on key elements of entrepreneurial life.

They will give themselves mid-term entrepreneurial

objectives.

x


REFERENCES

1. BRINDLEY K., Word 2002 Made Simple, Made Simple Books, Woburn, 2002

2. BURROWS T, Creating presentations, Dorling Kindersley Ltd, London, 2000

3. COOPER B., Searching the Internet, Dorling Kindersley Ltd, London, 2002

4. DINWIDDIE R., Excel: Formulas & Functions, Dorling Kindersley Ltd, London, 2002

5.http ://www.bced.gov.ca/

6. http://www.dmoz.org/Computers/Hardware/Peripherals/

7. http:/www.ltscotland.org.uk

8. MINEDUC, Secretarial Studies Syllabus, Secretarial option, Kigali, December, 2005

9. MORRIS S., Excel 2000 Made Simple, Made Simple Books, Woburn, 2000

10. www.commentcamarche.com

11. gts teaching materials,1999

12. Cisco academy documentations. 1999.

13. Robert Lafore, Object Oriented programming in Turbo C++, The waite Group Press, 1991 .

14. Cisco academy documentations, 1999.

15. Donald avec James Chellis, Lisa, Windows 2000 Server, MCSE, second edition, BPB PUBLICATIONS.

16. Raghu Ramakrishnan et Johannes Gehrke, Database Management Systems second edition, Mc Graw Hill.

17. Collins Ritchie, Modern Operating systems

18. ROBERT LAFORE, Object-oriented programming in turbo C++, The wait Group, Inc. Calfonia 1991.

19. DAVID I. SCHNEIDER, Essentials of visual basic 6.0

20. PRENTICE HALL, Programming, upper Saddle River, New Jersey 0 7458, 1999.

21. CLAUDE DELANNOY, Programmation en C, eyrolle


PARTICIPANTS TO THE DEVELOPMENT REVIEW OF THIS SYLLABUS

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

2. MPAMO Aimé, Senior Curriculum Developer, WDA

3. KARAMUTSA Gerard, WDA Facilitator

4. HATEGEKIMANA Gratien, WDA Facilitator

5. TURATSINZE Pacifique, WDA Facilitator

6. MUKANGARAMBE Judith, WDA Facilitator

7. NDAHIRO Andre, WDA Facilitator

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

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

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

11. UWUMUREMYI Dominique Savio, Teacher at PSVF

12. NDAGIJIMANA Jerome, Trainer at SOS-THS KIGALI

13. NIYONSENGA Alex, Trainer at KABUGA High School


CURRICULUM DE FRANÇAIS

OPTION : COMPUTER SCIENCE

LEVEL : A2


0. INTRODUCTION

Le programme de l‘enseignement de la langue française dans la filière« Menuiserie » a été conçu de manière à

rendre cohérent le système éducatif rwandais et à répondre aux impératifs liés au statut du français dans notre pays.

Le français, l’une des langues officielles de notre pays, jouit du statut spécial de langue enseignée et administrative.

C'est une langue de communication qui permet aux Rwandais d'entrer en contact avec le monde extérieur. Le français permet aussi aux jeunes

d'étudier, de s'informer et aux intellectuels de faire des recherches dans les différents domaines du savoir.

Dans le contexte du multilinguisme dû à la situation politique et socioéconomique du pays, le français est une

langue enseignée en concordance avec d’autres. L’application de la langue française au Rwanda et ailleurs exige qu'elle soit profondément

enseignée et parfaitement maîtrisée par le menuisier car elle lui servira d'outil de communication et d'instrument de travail dans diverses

activités quotidiennes.

Au premier cycle, il était question de faire acquérir à l‘élève, de façon explicite et détaillée, le maximum de

contenus de base. Au second cycle, il s'agira davantage de développer, d'améliorer, de consolider et de fixer les acquis antérieurs. C'est à ce

niveau que l'apprenant s'exercera à travailler méthodiquement dans une langue de spécialité en faisant preuve d'esprit d'observation, d'analyse,

de synthèse, de critique et de discrétion.

Pour ce faire, le choix des supports didactiques et notamment celui des textes et des illustrations sera effectué

suivant l'option de l'apprenant pour le préparer à embrasser les diverses orientations de sa vie professionnelle.


L'élaboration de ce programme sera centrée sur les points suivants :

Les orientations générales

Les objectifs généraux

Les objectifs spécifiques

Les contenus notionnels

Les notes méthodologiques

L’évaluation

Les facteurs particuliers

Les recommandations

La bibliographie.

1. LES ORIENTATIONS GENERALES

Outre le perfectionnement permanent des capacités de compréhension et d'expression orales et écrites

acquises aux niveaux inférieurs, l'apprentissage de la langue française dans les écoles de menuiserie doit développer chez l'élève la capacité de

raisonnement, d'analyse, de critique et de synthèse.

Dans cette optique, la diversité des supports textuels suivant l'option doit lui permettre d'accéder aux

différentes formes d'informations utiles et de s'imprégner de la culture scientifique et technologique.

Ce programme dans ces détails, permettra aux professeurs de mieux enseigner le français de spécialité et

d'exploiter les contenus grammaticaux jugés fondamentaux.


2. LES OBJECTIFS

2.1 Objectifs généraux

A la fin de la filière de menuiserie A2, l'apprenant devra être capable de :

S'exprimer correctement en français oral et écrit.

Comprendre et analyser différents types de messages oraux et écrits.

Travailler méthodiquement en faisant preuve d'esprit d'observation, d'analyse, de critique et de synthèse.

Transmettre correctement les connaissances acquises dans la langue de spécialité.

Analyser, juger et expliquer les situations-problèmes et étude de cas.


2.2 Objectifs spécifiques

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

Compétences Objectifs spécifiques

1. Compréhension orale et écrite

Interpréter sans difficulté un message sonore, visuel ou écrit

Déceler la structure et l'enchaînement des idées d'un support oral ou écrit.

Identifier les thèmes, les sous-thèmes, les idées générales d'un message lu ou écrit

Repérer différents éléments d'un message oral ou écrit (personnages, circonstances, lieu chronologie des faits).

Identifier différents types de messages écrits.

Identifier la typographie d'un texte (pauses, longueur de vers, de paragraphes, ponctuation, articulateurs principaux).

2. Expression orale et écrite

Produire un message personnel cohérent et consistant dans une langue correcte et cela avec aisance.

Expliquer et décrire une situation, à partir d'un support visuel, audio-visuel, sonore et écrite

Défendre oralement et par écrit son point de vue et son opinion.

Restituer fidèlement les idées en résumant dans ses propres termes un message donné et selon les consignes.

Rédiger une lettre, un rapport, un C.V, un mémo suivant les techniques appropriées.


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



Interpréter sans difficulté un rapport argumentatif

Repérer la structure et les idées essentielles du document original (écrit ou sonore).

Suivre un exposé et retenir les idées principales.

Conjuguer convenablement les verbes suivant leurs groupes

Identifier les éléments situationnels importants dans leur contexte spatio-temporel et socioculturel.

Identifier les types de messages écrits.

Analyser les personnages et leurs relations dans le récit.

Interpréter sans difficulté un message sonore, visuel ou écrit.


Etayer solidement son argumentation manière à persuader, à convaincre son auditoire.

Reformuler et condenser clairement, avec concision les idées rnaîtresses du document original dans ses propres termes.

Animer un exposé dans le but d'informer, d'intéresser, de convaincre et de susciter l'agrément de son auditoire.

Ecrire rapidement et parfaitement un texte quelconque suivant les règles de l’orthographe

Rédiger un rapport et un compte rendu suivant les techniques appropriées.

Rédiger un texte publicitaire avec ou sans légende

Prendre des notes claires et concises

Mener convenablement une enquête par questionnaire


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



Interpréter, discerner et hiérarchiser différents messages à sa portée.

Lire et comprendre un rapport, un P.V et y recueillir des informations essentielles et utiles.

Commenter sur un message radiodiffusé ou télévisé ou téléphonique

Lire et interpréter un message écrit (dans un journal, une affiche, sur une banderole (sur une pancarte...)

Interpréter une affiche et un texte publicitaire.

Suivre ou lire un exposé, en retenir les idées principales, déceler les liens logiques et le poids des arguments.

Lire et interpréter un discours solennel.


Accepter, réfuter, amender l‘opinion d'autrui et proposer son point de vue.

Etayer solidement son argumentation de manière à persuader, convaincre son auditoire

Présenter convenablement son curriculum vitae

Rédiger correctement une lettre officielle, un rapport, un P.V, un compte-rendu, un texte publicitaire, un

communiqué relatif à son domaine.

Animer un exposé en vue d'informer et de convaincre son auditoire.

Mener une enquête à l'aide d'une interview.

Rédiger et présenter un discours solennel.


3. CONTENUS NOTIONNELS

3.1 Contenu notionnel : 4ème année de Menuiserie

ACTIVITES

CONTENUS NOTIONNELS

1. .Explication et description

Le vocabulaire technique propre à une spécialité

• L'explication par des exemples précis·

Types d'explication :

- progressive

- logique

- amplifiée

Organisation et la structure d'un support conformément aux différentes étapes

d'explication

Enumération et caractérisation ordonnées des éléments d'un support

Le vocabulaire précis lié.au champ lexical de la


chose décrite

Concrétisation d'une idée abstraite

Description objective et subjective

Situation de l'événement décrit dans le temps et dans l'espace

Articulation de différentes parties d'une Description

2.Mode d'emploi

Conseils et indications à donner

Contre-indications

Risques, précautions

Effets ou résultats

Effets indésirables

Caractéristiques et propriétés Mode d'utilisation

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

un plan explicite et évident

formulation avec vigueur des idées principales

doit tenir compte de l'auditoire (registre,

vocabulaire, âge...)

doit être clair, vivant, intéressant (gestes, regard,

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


4. Le texte publicitaire Les caractéristiques des textes publicitaires

- images bien choisies

-texte attrayant en rapport avec l'image

- le slogan

- la signature de la firme

- Les titres appropriés et qui ressortent

5. L’Argumentation

Disposition convenable des arguments

Les étapes de l’argumentation (introduction développement, conclusion).

Les types de raisonnement (déductif, concessif et analogique)

Types d'arguments

Des assertions : ce sont des affirmations d'idées,

des définitions, des jugements de valeur plus ou

moins subjectifs donc contestables.


Des arguments d'autorité : ce sont des chiffres,

des citations de spécialistes ou de personnages

célèbres, des références scientifiques ou

historiques qui impressionnent le lecteur.

Des anecdotes : ce sont des petits récits fictifs

ou non qui sous entendent une vérité, une loi, une

idée générale.

Des exemples: ce sont toujours des faits réels

qui sous entendent une idée générale.

Les éléments de l'argumentation : - l'idée directive (thèse) ou point de vue que l'auteur va développer

- les arguments : éléments abstraits, ordonnées selon un ordre.

- Les preuves (exemples) faisant appel à l'expérience personnelle ou à des événements

précis

L'ordre des phrases: - progression grammaticale: usage des

connecteur logiques de L’argumentation


(conjonction, disjonction, cause, conséquence,

opposition, progression thématique)

6. La prise de notes

Les notes sont prises rapidement en respectant :

- une bonne mise en page (paragraphe, alinéas, marge, espacements, majuscules, abréviations...)

- la propreté et la lisibilité du texte (continue, sélective en diagonale)

- l’enchaînement logique des idées, des parties (sectionner les informations principales synthétisées, les idées)

- L’ordre (numérotation des pages, titres, sous- titres, chapitres, souligné, et encadré,... ordre de classement



ACTIVITES

CONTENUS NOTIONNELS

1. Mode d'emploi


Contre-indications





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



doit tenir compte de L’auditoire (registre,





3. Le rapport et Le compte rendu Les caractéristiques d'un bon rapport

- introduction

- un plan détaillé

- Titre

- Sous-titre

- Chapitres

- Sous - chapitre

- Une bonne mise en page

- La cohérence et L’objectivité des idées

Types de rapport

- rapport général (activité d'une durée

déterminée, d'un séminaire, d'une session

de travail...)

-rapport de stage

Les caractéristiques d'un compte - rendu

• Comment rédiger un compte - rendu

(Plan, mise en page, cohérence des idées, fidélité aux faits et aux événements, Style clair)


4. La correspondance privée,

officielle et Curriculum vitae

Différents types de lettres

La disposition d'une lettre

Une lettre à un ami

Une lettre officielle et administrative

Les formules d'appel et les formules finales

· Présentation d'un C.V

· Contenu d'un C.V:



-texte attrayant en rapport avec L’image

- le slogan



6. L’Enquête Questionnaire

Motif de l'enquête

Questions précises et adaptées au public

Types de questions (questions à choix multiples, questions fermées, questions ouvertes)

Thématisation du questionnaire



ACTIVITES

CONTENUS NOTIONNELS

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



doit tenir compte de L’auditoire (registre,




2. Mode d'emploi


Contre-indications








-texte attrayant en rapport avec L’image

- le slogan



4. Le communiqué Les caractéristiques d’un communiqué

Préciser l'objet et le destinataire

Contenu descriptif selon les types de communiqué (réunion, manifestation, ...)

préciser la date, le lieu, la durée et l'heure

indiquer l'émetteur

5. Interview 1. Types de l’interview :

- Oral

- Ecrit (par questionnaire)

2. Caractéristiques de l’interview

6. Note de service

Caractéristiques

Préciser l'objet et le destinataire

Le contenu est descriptif, clair, précis et complet

Langue adaptée au niveau du destinataire.


4. NOTES METHODOLOGIQUES

4. 1 Pour les activités générales

4.1.1 La grammaire – conjugaison

Pour mieux asseoir certaines notions enseignées au cycle inférieur et jugées fondamentales pour l'apprentissage de la

langue, il a été répertorié et proposé pour la classe de 4ème, une série de contenus de grammaire - conjugaison, que normalement un élève

candidat aux classes terminales, est censé avoir acquis et maîtrisé pour ensuite aborder avec assurance les exercices d'argumentation et de

manipulation morphosyntaxiques complexes.

En classes de 5ème et 6ème, la grammaire ne sera plus désormais normative et systématique comme au tronc commun, ou

elle ne constituera dans ces classes qu'une référence occasionnelle certes précieuse, pour mieux faire passer le message, issu des différentes

activités d'étude de langues. Aussi, ce programme ne prescrit- il plus de contenus notionnels pour l’activité grammaire -conjugaison. Néanmoins

toute rencontre, à travers les textes, d'une notion grammaticale non encore maîtrisée, fera l'objet d’une étude détaillée, d'un réemploi et d'une

fixation systématiques.

Ainsi, il est nécessaire que les élèves de 5ème et 6ème reviennent souvent sur les points-ci après, pour mieux les maîtriser progressivement.

1. La syntaxe des propositions

Concordance de temps

Discours direct et indirect. 2. La valeur stylistique des temps et modes


3. La transformation des subordonnées et transformation de l'infinitive en subordonnée et l'inverse

4. Les niveaux de langues

5. Le futur simple, le futur du passé et le conditionnel présent.

6. Les aspects du verbe :

L'accompli et le non- accompli.

L'inchoatif

Le progressif

L'immédiat 7. Les voix du verbe et ses transformations

8. Les mots outils en général

La syntaxe des différentes prépositions dans les transformations 9. La dérivation savante

4.1.2 L'orthographe

Même si un contenu notionnel sur le plan orthographique a été proposé à la classe de 4ème année pour permettre à

l'élève de ce niveau de fixer efficacement, aussi bien en situation de lecture, les mécanismes grammaticaux et syntaxiques déjà abordés pour

L’essentiel au tronc commun, il est apparu que l'approche de l'orthographe en classe de 5ème et de 6ème de l'enseignement secondaire doit

trouver sa place dans chaque activité d'apprentissage de la langue française.

Ainsi conçue, cette activité, primordiale dans la maîtrise de l'utilisation d'une langue correcte, doit permettre l’amélioration du

perfectionnement orthographique :


par l'imprégnation permanente en lecture.

par la prise de notes dans les cours dont le français est la langue, d’enseignement

de façon occasionnelle dans les activités de compréhension et d'expression orales qui ne peuvent cependant se passer de références à l'écrit.

Surtout de façon fonctionnelle quand il s'agit de langue écrite, notamment à travers les activités d'analyse textuelle,

de grammaire et de lexique de textes abordés en classe de lexicologie, ainsi qu'a travers toutes les activités relatives aux différents travaux

d'évaluation (dictée, rédaction ou composition, rémédiation de l'écrit, etc.)

De façon spéciale, puisque l'élève a subi un entraînement intensif en orthographe d'usage au cours des niveaux

inférieurs, une attention particulière sera portée à l'orthographe grammaticale en classe de 5ème et de 6ème année de menuiserie.

En effet, elle reste liée à la grammaire et à la conjugaison. L'élève devra observer, découvrir un phénomène

orthographique, l'intérioriser, le manipuler, l'appliquer tout en formulant une régie de fonctionnement.

4.1.3. Le lexique

Au cycle inférieur, l'élève avait besoin de séances de lexique systématique ou étaient approfondis et réemployés les

mots et les expressions nouvelles dans des exercices de grammaire, d’orthographe, de conjugaison. Au cycle supérieur, l'attention sera plutôt

tournée vers les choix du terme propre, le traitement du lexique soutenu rencontré dans des textes classiques ou des écrits ayant un registre

particulier comme les poèmes, les textes littéraires, les pièces, de théâtres.


L'élève devra donc acquérir:

Un vocabulaire abstrait nécessaire à l'argumentation

Un vocabulaire technique indispensable a l'exploitation d'un texte, d'un œuvre.

Pour y arriver, beaucoup d'activités lui sont proposées, entre autres :

La dérivation

La formation de mots (populaire ou savante)

Les exercices portant sur les emprunts, les archaïsmes, les néologismes, la dénotation / la connotation

Les doublets

Les homonymes

Les antonymes

Les homophones

Les homographes

Les paronymes

Les activités portant sur la famille des mots

Les procédés métonymiques et métaphoriques

La comparaison de supports textuels,

Bref, l'élève sera placé dans une dynamique de créations lexicales, toujours en rapport avec les situations de

communication, ainsi il devra à chaque occasion, différencier le sens contextuel et le sens lexical du mot. Il va sans dire que toutes ces activités

seraient vaines et sans profit si elles ne s'inscrivaient pas dans une ambiance nourrie de lectures riches et diversifiées. Lectures dirigées, en

conformité avec le thème en cours d'étude et lecture personnelles de l'élève. En situation extra- scolaire, l'élève peut acquérir un autre bagage

lexical issu de son entourage socio-économique, sportif etc. des différents média (radio, T.V, vidéo, journaux). C'est un vocabulaire dont il faut

tenir compte. Le professeur aidera L’élève à intégrer sciemment et adéquatement dans son bagage lexical de tous les jours, tout en tenant

compte des niveaux de langue et des aspects techniques ou argotiques de ce nouvel acquis.


4.1.4. Lecture

A la fin du tronc commun, l'élève est déjà habitué à la fois à la lecture silencieuse et à la lecture à haute voix. Au

second cycle, cette activité sera renforcée en créant chez l'apprenant le goût de lire.

Pour le faire, l’on insistera sur:

La lecture libre et autonome

La lecture obligatoire

II s'agit de toutes sortes de lectures faites en dehors des devoirs scolaires. L'apprenant se choisit une œuvre de

sa préférence en tenant compte de sa capacité de compréhension. Toutefois, le professeur tâchera de facilité, l'accès aux livres par le biais de

bibliothèques scolaires et publiques.

a) La lecture libre et autonome

La lecture libre et autonome portera sur n'importe quel document et n'importe quel type d'écrit : texte

littéraire, scientifique technique, informatif, religieux, etc.

Loin d'être un simple « passe - temps », la lecture libre et autonome doit être prise comme un moyen précieux d'acquérir et d'enrichir la

connaissance de l’apprenant, ici l’élève devra établir une fiche de lecture personnelle, prendre note de certaines expressions la langue française

ou de certains adverbes et autres constructions d'élégance de la langue.


b) Lecture obligatoire

La lecture obligatoire porte sur les ouvrages choisis et triés compte tenu des thèmes étudiés en classe et du

niveau des élèves. Les textes ou livres choisis seront orientés vers les aspects aussi variés que possibles : littéraires, scientifiques, techniques,

informatifs, etc. .

Pour la lecture d'une œuvre complète, l'élève choisira les livres de la littérature

négro- africaine, française et ceux appartenant à d'autres littératures.

Les résumés, les fiches de lecture obligatoires, exposés individuels ou en groupes (sous forme de débats ou de

table - ronde) doivent toujours couronner ce deuxième aspect de lecture au cours du second cycle.

Tout bien pesé, ces aspects de l'activité «lecture » en quatrième, en cinquième et en sixième doivent amener l'élève:

A l'observation et à la comparaison des textes par le développement des capacités d'analyse, de synthèse et de réflexion critique.

A la découverte du milieu de la culture proche des adolescents, ainsi que des milieux et cultures différents, par la comparaison, la réflexion et la référence à l’environnement.

A l’élargissement des champs d'investigation et de la réflexion par l'imitation à diverses techniques de la lecture et par la promotion persévérante de la lecture libre et individuelle

A la découverte de la force de l'argumentation

A l'enrichissement du lexique et de la syntaxe

A l'autocorrection

A l'acquisition du goût et de la beauté littéraire d'un texte.


4. 2. Pour les activités spécifiques

La partie « Notes méthodologies » de ce programme présente la démarche et les procédés méthodologiques spécifiques à chaque activité.

4. 3. L'explication

Expliquer : c'est donner 3 quelqu'un les moyens de comprendre un événement, un phénomène, un processus.

4. 3. 1 La préparation

• Choisir le type d'explication (description, interprétation et explication logique)

Bien préparer son explication :

Cerner avec précision le sujet à expliquer : se poser une série de questions : Qui ? Quoi ? Comment ? Pourquoi ?

Définir le phénomène, L’événement, le processus

Décrire en montrant les rapports de cause


4. 3.2 La présentation

Tenir compte du destinataire (ses connaissances, niveau de langues...)

Respecter les régies de la lisibilité : paragraphes, alinéas, termes de liaison (mais, donc, aussi...)

Faire la mise en tableau des informations

S'aider de schémas et de graphiques.

4.4. La description.

Décrire : c'est présenter, de peindre un objet, un personnage (portrait) donner les traits physiques et moraux : un paysage, une scène, la

description facilite la mémorisation d'une idée.

4.4.1 Comment faire une description

La description exige une sélection :

Choisir les éléments à décrire (les détails impressionnants).

Choisir L’ordre de présentation pour restituer (l’émotion).

Ordonner la réalité suivant trois plans :

Le premier plan (près de l’orateur, l’objet est vu dans ses détails)

L'arrière plan (près de l'orateur)


On distingue les formes générales de l'objet

Le second plan (intercalé entre le premier et l’arrière plan).

On distingue les détails les plus importants, les plus saillants)

Préciser l'impression avec les images (mots évocateurs qui donnent à voir)

Bien utiliser le vocabulaire de description

4.4.2. Le vocabulaire de la description

Verbes

Voir, apercevoir, entrevoir, discerner, distinguer, deviner, observer, épier, contempler, examiner, surveiller, scruter, suivre du regard, jeter un

coup d'œil se tenir, s'étendre, se dérouler, apparaitre, se dresser Immense, démesurer,

Adjectifs

Ample, spacieux, exigu, étroit, imposant, grandiose, énorme, gigantesque excessif, monstrueux, colossal


Adverbes et prépositions

Ailleurs, alentour, dedans, dehors, dessus, dessous, ici, là -bas, loin, partout...

Alors, ensuite, aujourd'hui, hier, demain, aussitôt, longtemps, après, avant, dans, entre, depuis, derrière, à gauche, à droite, parmi, à côté de, à

L’abri de, à travers, autour de, au-dessus de, au-dedans de, au bas de...

4.5. Argumentation

L'argumentation est l’art de justifier une opinion, une thèse que l'on veut faire adopter. On cherche à convaincre, à persuader: montrer qu'une

idée ou un comportement s'impose. L'argumentation se fait en trois parties : introduction, développement, synthèse ou conclusion.

4.5.1. Introduction

Enoncé ou rappel du problème

Introduction d'une prise de position

Annoncer les différentes parties de l'argumentation

Remarque:

Eviter d'annoncer un plan qui ne sera pas suivi dans le développement

Eviter de commencer à traiter le sujet dans l’introduction

Eviter d'oublier d'annoncer le plan


4.5.2. Développement

C’est l’appui de la prise de position par des arguments et des preuves solides, irréfutable (technique persuasive). Pour faire un bon

développement il faut :

Suivre le plan du développement

Associer les idées et les exemples

Suivre un raisonnement logique (succession des parties avec une progression logique.)

Soigner l'expression

Mettre en page son essai

4.5.3. Conclusion

La conclusion est l’affirmation de la prise de position qui découle de l’argumentation. Dans la conclusion il faut éviter de :

Développer de nouvelles idées

Bâcler notre conclusion en une phrase

Rédiger une conclusion passe - partout

Emettre un jugement personnel sans nuance ni justification

Proposer une conclusion qui contredise le développement

4.7. La prise des notes

On prend des notes pour ne pas charger sa mémoire de matériaux que le papier conservera avantageusement. En même temps la prise de note

est un moyen et une méthode de réflexion.


4.7.1. Technique de prise des notes

Noter sur le vif les points essentiels du message : idées secondaires et idées générales selon les types de documents (conférence, cours, texte...) sans se préoccuper de leur structure.

Distinguer l'essentiel de l'accessoire

Prendre des notes structures

Noter directement les idées essentielles dans leur plan (notes non rédigées)

Emploi des abréviations & symboles

Respect de la mise en page (marge, paragraphe, recto...)

Relecture et correction des fautes

Rédiger pour présenter un résume de la communication

4.7.2. Utilisation et classement des notes

Numérotation des feuilles

Classement (par année, par thème, par ordre alphabétique etc.)

Exploitation

Indication de références (provenances, dates...)

4.8 Exposé

L’objectif de L’exposé est de transmettre des informations de façon efficace en étant clair, vivant et intéressant


4.8.1. Préparation d'exposé :

• Analyse de l'exposé de la situation de définition de l'idée maîtresse

• Préparation des aides (matériel) et connaissance de l'auditoire

• Elaboration du plan :

Introduction : annonce du sujet

Présentation du plan

Développement: différentes parties

Conclusion : rappel des points essentiels et élargissement

4.9. Le rapport

Dans un rapport on fait la description de l'enchaînement logique et chronologique des faits. II s'agit pour chaque événement d'analyser les

causes et de démontrer les justesses de l'analyse. En fait, le rapport est une synthèse écrite d'une réunion, d'une session de travail, conférence,

séminaire...

Le rapport doit déboucher sur la recommandation d'une action ou d'une série d'actions.

Le rapport implique son rédacteur.\


4.9.1. Préparation d'un rapport

Prise de notes

Consulter les aides:

Enregistrement (magnéto - vidéo)

Les documents divers en relation avec le sujet traité

Les procès verbaux des secrétaires

4.9.2. Rédaction du rapport

Un préambule :

Il renseigne sur l’objet d'un rapport

Il attire l’attention sur la problématique

Il doit être clair, net et précis

Une introduction qui constate et exposé la situation

Un développement qui interprète chaque fait et argumente en faveur d'une thèse peut comporter plusieurs parties.

Chaque partie constate un fait, examine ses conséquences et tire une conclusion partielle. La conclusion générale indique des propositions et

suggère la décision à prendre.


4.10 La correspondance

4.10.1. La lettre officielle

Dans les relations professionnelles et administratives, la lettre officielle, genre très codifié, conserve son importance. Elle obéit à des régies

rigoureuses de présentation et même de rédaction.

Les règles de la disposition

Eléments codifiés Règles à observer Place des éléments

Format et papier

21 x 29,7, papier blanc non régie

Coordonnées de l'expéditeur Mentionner : Monsieur,

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

L’adresse, code postal, téléphone

En haut, à gauche

Coordonnées du destinataire Mentionner : Monsieur,

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

l'adresse.

En haut, à droite, sous la date


Date et lieu d'émission

Ecrire par exemple : Kigali, le 08/1 1/2011

En haut, à droite

Autres mentions d’en- tête L'objet, la référence, le nom du responsable du dossier.

En haut, à gauche, sous l’expéditeur

• La formule d'appel

Cas général:

Monsieur, Madame

Exemple:

Monsieur le Directeur, Maître ou cher Maître (Avocat, notaire), Monsieur le

Maire, Docteur ou Madame, Monsieur, Mon Général, Mon Père (clergé).


• La rédaction de la lettre

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

communication.

Demandes, Commandes Je vous prie de ... je vous prie de bien vouloir ...

Accusés de réception J'ai bien reçu... Comme suite à votre lettre du ... Réf

Réclamations, refus J'ai le regret de vous signaler que ... Je me permets

Informations, envois Vous voudrez bien trouver ci- joint ... j'ai L’honneur de...

• La formule finale

Elle varie en fonction des rapports hiérarchiques entre l'expéditeur et le destinataire.

1. D'inférieur à supérieur

Je vous prie d'agréer l'expression : de mon profond respect de mon dévouement respectueux

2. De supérieur à inférieur

Je vous prie d'agréer l'expression de ma parfaite considération


3. D'égal à égal

Je vous prie de recevoir l'assurance de : mes salutations distinguées et mes sentiments les meilleurs.

4.10.2 La lettre amicale

La lettre amicale obéit à un minimum de règles codifiées

a) Formules d'appel: exemples : Chers parents, Ma chère Maman, Mon petit Christophe, Cher ami, Mon vieux copain etc..,.

b) Formule finale, exemples : Mon meilleur souvenir, Amicalement, Bien cordialement, Sincèrement votre, Très amicalement avec mes sentiments les plus affectueux.

Dans la rédaction, on demande les nouvelles, on donne des informations, des opinions, des sentiments, avec un registre familier (souvent avec

humour)

c) Disposition d’une enveloppe

Elle exerce une influence sur le destinataire

- la feuille est priée en 2, 3 ou 4 selon le format

- la pliure est introduite la première, elle doit se trouver au fond de L’enveloppe


- le timbre : on colle le timbre dans l’angle supérieur droit de L’enveloppe. Elle doit être lisible.

- L'adresse: elle est inscrite dans la moitié inférieure de l’enveloppe. Elle doit être lisible

- L'expéditeur: - on l'inscrit au dos de L’enveloppe - adresse complète + pays Etranger

4.11. Demande d'emploi

La lettre de demande d'emploi complète le curriculum vitae dont elle développe certains aspects.

Présentation : - Envoyer toujours l'original

- Soigner son écriture

- La lecture de la lettre doit être agréable : équilibre le texte dans la page (respect de la marge à gauche et à droite)

- Aérer le texte (utiliser un paragraphe pour chaque point développé) L’orthographe doit être parfaite

- Rappeler en haut et à droit l’adresse complète de l'expéditeur

- Indiquer en haut et à droite l'adresse complète du destinataire

- Indiquer l'objet de votre lettre

Le corps de la lettre doit contenir: - La nature de L’emploi pour lequel on est candidat

- Développer les points importants du C.V. en rapport avec la demande

- Exprimer votre disponibilité


- Formule de politesse

- Joindre le C.V à la lettre

4.12. Le curriculum vitae

Le C.V présente votre vie scolaire et professionnelle, il doit être une bonne image de ce que vous êtes.

• Présentation :

- ne jamais utiliser le verso

- aérer le texte en faisant des paragraphes

- L’orthographe parfaite est indispensable.

• La présentation du contenu d'un C.V

1. Identité complète (en haut et à gauche de la page)

Nom et prénom

Date et lieu de naissance

Nom du père

Nom de la mère

Etat civil.


2. Formation (Etudes faites)

- Mentionner les études faites

- les diplômes obtenus et leurs dates d'obtention.

3. Expérience professionnelle

- fonctions exercées ou emplois tenus (date &périodes)

- stage de formation effectuée

4. Langues pratiquées

- indiquer le niveau de compréhension pour chaque langue

5. Référence (éventuelle)

Citer les noms de 3 personnalités qui vous connaissent très bien.

6. Divers (éventuellement)

- Circonstances particulières

- Association, sport, permis de conduire, connaissances en informatique


4.13. Note & Note de service

4.13.1 Note

C’est un écrit très court sous forme fixe. On y communique des renseignements ou des avis entre des services ou échelons de la hiérarchie.

La note comprend :

-L’entête : -la date

-L’origine : nom du rédacteur et son service

-Le corps : -destinataire

-Motif objet

4.13.2. Note de service

Elle contient un ordre simple, diffusé à tous les membres d'un service ou d'un atelier.

Elle comprend les éléments de la note (voir plus haut) et doit porter la signature du rédacteur.


4.14. Texte publicitaire

Le texte de publicité marque la combinaison entre le texte et L’image.

II comprend :

- le titre qui doit se référer L’image pour créer un suspense. Le destinataire aura envie d'aller plus loin, d'analyser L’image et le texte pour en

savoir plus.

- L’image

- le texte:

- (place variable: sous l'image, à côté, dans l‘image...)

Il a pour fonctions de référer à L’image, de désigner, présenter, mettre en scène et vanter le produit.

- le slogan : - résumé l'argumentation publicitaire, caractérise le produit et apostrophe le lecteur.

- il doit être court, original, spécifique et facile à retenir.

- la signature : nom de la firme qui présente un produit.

4.14. Communiqué

C'est un texte très court de stricte information rédige par un service, une organisation pour diffusion à un large public.


Présentation :

-objet en grand caractères

-corps : - le nom & les coordonnées des organisateurs

-destinataire

- date, lieu, heure

-durée

- autres directives (ordre du jour) suivant les types de communiqué.

4.18. Le compte – rendu

1. Définition : le compte - rendu est un rapport fait sur un événement, une situation, une séance de travail, une réunion...

2. Comment rédiger un compte – rendu

- Prendre les notes en rapport avec L’événement, la situation...

- Rester fidele aux faits, aux tènements en respectant leur chronologie

- Rédiger dans un français clair, simple, compréhensible, avec des termes adéquats et expressifs.


5. APPROCHE D'EVALUATION

L’évaluation des élèves de la filière menuiserie se fera à trois niveaux au cours de l’apprentissage :

1. Au début de l’apprentissage le test de niveau permettra au professeur de vérifier le pré requis des élèves provenant des différents

établissements et remettre le niveau leurs connaissances.

2. Au cours de l’apprentissage l’évaluation formative et progressive portera régulièrement sur les devoirs, les interrogations et les exposés et

sera suivie d'une rémédiation au cours du trimestre suivant.

3. A la fin du cycle le français est l’un de cour de l’examen national

6. FACTEURS PARTICULIERS

L'enseignement du français au second cycle du secondaire complète et approfondie.

Les connaissances déjà acquises au tronc commun. Cependant il devra surmonter un bon nombre de problèmes notamment:

- Les prés requis des élèves au tronc commun

- Le bilinguisme

- Les classes surpeuplées

- La qualification des enseignants au 2ème cycle


- Le manque de matériel didactique et des laboratoires des langues

- L'environnement linguistique

1. Les niveaux des élèves provenant des différentes écoles du pays hétérogènes compte tenu de certains facteurs déterminants comme le

manque de professeurs compétents et qualifiés; celui du matériel didactique. C'est pourquoi au début de la 4ème année, une remise à niveau

visant à harmoniser les connaissances des élèves sera indispensable.

2. Le bilinguisme: nous présumons qu'en 4ème année, l’élève a déjà maîtrisé les chapitres de la grammaire, qu'il n'éprouve aucune difficulté dans

la conjugaison et l’orthographe du français, qu'il dispose d'un lexique riche et qu'il est suffisamment outillé pour écouter, lire et comprendre

n'importe quel message en français. Mais il est probable que la mise en application d'un bilinguisme équilibré au 2ème cycle du secondaire, ne se

réalise pas surtout faute de professeurs qualifiés.

3. Des classes surpeuplées constituent aussi un sérieux obstacle à un travail de qualité tant du coté des élèves que de la part du professeur. II est

difficile d'assurer le suivi des élèves et la fréquence des travaux d’évaluation. De tels groupes sont difficiles à manier au cours des exercices

pratiques.

4. Le manque d'un personnel qualifié et compétent subsiste dans les écoles secondaires. Il faudrait des sessions des recyclages d'enseignants

non qualifiés.

5. Le manque de matériel didactique en général et non-existence des laboratoires de langues en particulier constituent un sérieux handicap à

l’apprentissage des langues étrangères. II faut des bibliothèques bien fournies et des moyens audio- visuels (téléviseurs-vidéothèques).

6. L'environnement linguistique: les élèves connaissent une influence négative du milieu familial ou scolaire, qui ne favorise pas l’influence du

français. II faut multiplier les exercices d'expression orale (exposé et les occasions extra scolaires d'usage du français)


7. REPARTITION DES HEURES

Tableau résumé de distribution des chapitres : Allocation des périodes et contenu par trimestre 4ème année de menuiserie.

NOMBRE DE PERIODES PAR SEMAINE : 1 HEURE.

TRIMESTRE CONTENU NOTIONNEL PERIODE/HEU

RES

PREMIER

TRIMESTRE

CHAPITRE SOUS CHAPITRE

4

I. EXPLICATION ET DESCRIPTION 1. Types d’explications

2. Explication par des vocabulaires techniques avec des

exemples précis

3. Description objective et subjective

II. MODE D’EMPLOI

1. Conseils et indications à donner

2. Contre-indications

3. Risques, précautions

4. Effets ou résultats

5. Effets indésirables

6. Caractéristiques et propriétés

7. Mode d'utilisation

4


Période de révision

Révision sur toute la matière du premier trimestre 1

Examen et confection des bulletins

Examens de fin du trimestre 1

DEUXIEME

TRIMESTRE

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

2. Comment faire un bon exposé

4

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


Révision sur toute la matière du deuxième trimestre 1



TROISIEME

TRIMESTRE

V. L’ARGUMANTATION

1. Disposition convenable des arguments

2. Types d’arguments

3. Les éléments de l’argumentation

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

3


VI. LA PRISE DE NOTES Mise en page

Propreté et la lisibilité du texte

L’enchainement logique des idées et des parties

4. L’ordre et classement

3


Révision sur toute la matière du deuxième trimestre

1




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


TRIMESTRE CONTENU NOTIONNEL PERIODE/HEURES

PREMIER

TRIMESTRE


4

I.MODE D’EMPLOI








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


4

Révision Révision de la matière du premier trimestre 1

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


DEUXIEME

TRIMESTRE

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

2. Type de rapport

3. Les caractéristiques d’un compte rendu

4. Comment rédiger un compte rendu

4

IV .LA CORRESPONDANCE PRI VEE ,

OFFICIELLE ET

C.V

1. Type de lettres

2. La disposition d’une lettre

3. Les formules d’appel et finales

4. Les formules d’un C.V

4

Révision Révision de la matière du deuxième trimestre 1

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

TROISIEME

TRIMESTRE

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

VI. ENQUETE 1. Type de l’enquête

2. Motif de l’enquête

3

Révision Révision annuelle

1

Examen et confection Examen annuel 1


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


TRIMESTRE CONTENU NOTIONNEL PERIODE/HEURES

PREMIER

TRIMESTRE


4

I.MODE D’EMPLOI








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


4

REVISION Révision de la matière du premier trimestre 1

Examen et confection des Examen du premier trimestre 1


bulletins

DEUXIEME

TRIMESTRE

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

IV. LE COMMUNIQUÉ 1. Caractéristiques d’un communiqué

2. Comment faire un communiqué

4

Révision de la matière du

deuxième trimestre

Révision trimestrielle 1

Examen et confection de

bulletin

Examen de fin du second trimestre 1

TROISIEME

TRIMESTRE

V. INTERVIEW 1. Types de l’interview

2. Caractéristique

4

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

Révision Révision annuelle 1

Examen et confection des

bulletins

Examen annuel 1


8. RECOMMANDATIONS

1. La charge horaire hebdomadaire du professeur de français de l’enseignement technique ne devrait pas dépasser 35h pour lui permettre de

travailler efficacement.

2. Rédaction des nouveaux manuels de français conforme au programme de chaque année d'étude.

3. Descente sur terrain des agents du WDA pour évaluer les besoins de professeurs en matière de recyclage.

4. Formation, recyclage et encadrement des professeurs de français.

5. Equipement des bibliothèques scolaires.

6. Equipement des établissements scolaires en matériels audio-visuels

7. Création des inspecteurs de branche au niveau de l’enseignement technique et professionnel.


9. BIBLIOGRAPHIE

A. Manuel

1. R. Charles, C. William ; La communication orale, Nathan, 1988.

2. Claude PEYROUT ET ; La pratique de l’expression écrite, Nathan, 1991.

3. Sylvie GERARD, Philippe LIEVRE MONT ; Viviane LADKA. LA, La correspondance, Nathan, 1992.

4. Guy JUCQUOIS. Rédiger, présenter, composer ; De Bock; 1996.

5. Francois OTT; Pierre ; VAAST; Lire, Ecrire, parler, réussir, Hatier, 1992.

6. Felix N.BIKOI, Françoise C.NAYROLLES, Paul-Marie KOSONOU ; Racine ,SENGHOR. Le francais en seconde, Edicef, 1998.

7. Claire CHARNET ; Jacqueline ROBIN-NIPI; Rédiger un résume, un compte Rendu, une synthèse, Hachette1997.

8. Odile CHANTELAUVE ; Ecrire, Hachette, 1995.

9. Gérard VIGNER. Ecrire pour convaincre, Hachette, 1996.

10. Denis BARIL ? Jean GUILLET ; Techniques de ('expression écrite et orale,

(9ème edition), Dalloz, 1996.

11. La nouvelle meihode de francais 36me, Paris, 1998.

12. Enseigner le Français au Collège et au Lycée, Edicef, 1996.

13. Henri BOER, Nouvelle Introduction à la Didactique du français langue étrangère, International, 1990.

14. Agnes Renard et Cie, Frangais Lecture et Expression 56 Belin, 1997


15. Michel Danilo & Beatrice TAUZIN ; le Français de la communication Professionnelle, CLE. Int

16. M. DANILO & J.LPENFORNIS, Le français de la communication Professionnelle, CLE. International.

17. Francais colmez & M.L. ASTRE & Marc Defradas; L'Acte d'écrire, vocabulaire, grammaire, Expression écrites BORDAS, 1997.

18. Bescherelle, L'orthographe pour tous, Hattier Paris; 1997.

19. Françoise COLMEZ, M.L. ASTRE, M. Defradas. L'Art de lire, Bordas, 1997.

20. G. NIQUET & R. Coulon - L. VARLET - J.P BECK; grammaire des collèges (3d, 46, 5ème) 1996.

21. Y. DELATOUR, D. JENNEPIN& Cie; grammaire du français ; cours de Civilisation franchise de la Sorbonne, Hachette, Paris;1991.

22. C. CADET - Brigitte CHEVALIE - Jean PRUUOST - Marie – France SCULFORT, francais 56me, Textes et Méthode ; Nathan, Paris, 1997.

23. Ghislaine BOULEVEERT - E. GIOVINEAU - N. LAURENT - H. TILLY, grammaire 6ème, Mignard, Paris, 1996.

B. Documents

1. MINEPRISEC, DERP, Anthologie I, II, III, IV.

2. Programme de français au T.C, 1996.

3. Programme de français de l’enseignement secondaire général et pédagogique, 1996.

4. Dictionnaires de français.

5. Programme de français pour les écoles techniques -Agri - Vet- Forêts- Inf. Labo, Hygiène & Assainissement - Mécanique ...


Ce programme a été révisé par :


2. MPAMO Aimé, Supervisor Curriculum Development, WDA






8. MUDAHINYUKA SYLVAIN : ESS/HAMDAN KIMISANGE

9. MUKANYANDWI JANVIERE : G.S GATAGARA

10. NYIRAKURADUSENGE DIANE : G.S GATAGARA


PHYSICS CURRICULUM FOR ADVANCED LEVEL

Option: Computer Science


5

1. INTRODUCTION

Rwanda intends to build a knowledge based economy, with particular emphasis on science and technology as an engine of

development. In this regard, the Ministry of education undertook the 2009 education system reform in which the system of combinations at advanced

level was introduced. In this context, the NCDC found it wise to review Physics curriculum, the 1999 edition. In this revision, the emphasis was

put on the structure of the curriculum, content and methodology in order to equip learners with enough and appropriate knowledge, skills and

attitudes. To meet this pedagogical orientation/need, the curriculum is presented in a three column table. The content suggested in the second

column of the curriculum, has specific objectives to be attained in the first column as well as a methodological note in the third column

which suggests the appropriate teaching/ learning activities to be done.

Physics is a science subject and directly linked to our everyday life activities thus its mastery requires scientific research and

experiments. The curriculum strongly emphasises on the student practical work (laboratory experiments), project work (research work) as well as study

tours. All these learning activities should give learners the opportunity to apply Physics in different contexts, and appreciate the relevance of Physics

in our daily life.

This curriculum also helps learners to use ICT (Information and Communication Technology) tools to support the mastery and

achievement of the desired learning objectives. Technology used in the teaching and learning of Physics, for example simulation on computer, is to be

regarded as a tool to enhance the teaching and learning process and not to replace teachers.

At the end of detailed content of each grade, there is a proposal of lesson distribution to be taught per term.

2. GENERAL OBJECTIVES BY THE END OF A‟ LEVEL

After the completion of Physics course in Advanced Level Secondary Education, the learner should be able to:

a) Apply acquired knowledge, skills and attitudes in daily life problem solving;

b) Express him/herself fluently in teaching language: written and spoken;


6

c) Analyze situations scientifically;

d) Analyze, explain facts and practical applications of phenomena relating to daily life;

e) Identify scientific problems;

f) Collect, evaluate and interpret scientific data;

g) Present results and draw appropriate conclusions;

h) Possess knowledge and skills that would enable him /her to access studies in Physics and related courses in universities and higher

institutions of learning;


7

4. LEARNERS‟ SKILLS TO BE IMPROVED

Skills Main learning activities

Use ICT knowledgably and effectively Writing report using computer

Studying Physics using interactive multimedia material

Using experiments simulations

Doing research using available technological facilities of information

accessibility

Work independently and in a team with minimum

supervision Doing individual work

Participating actively in team group discussion

Time management skills Doing his/her own planning

Following and respecting the timetable and scheduled activities.

Think logically, creatively and critically Thinking logically in problem solving,

Being creative in concept application

Thinking critically about an observation

Having scientific reasoning.

Communicate effectively Demonstrating scientific report writing skills

Writing a good report on experiment performed in class/laboratory

Leading group discussions

Participating actively in group discussions

Communicating clearly a scientific concept

Demonstrate an organizing ability Organizing and planning activities

Explaining the plan

Leading group discussions

Leading group activities

Following-up the realization of the planned activities

Adjusting the plan depending on the results and remarks from the

follow-up


8

Skills Main learning activities

Demonstrate knowledge of basic laboratory skills (lab

precautions and hands on activities) Paying much attention on lab safety rules and precautions,

Reading the experiment guideline,

Select the required lab materials,

Reading the notice and tags of lab materials before using it,

Using the right lab equipment in experiment,

Doing experiment and interpret the results,

Rearranging the lab materials in the right place.

Make a presentation on a given science related topic Doing a research

Doing a report

Calling out and explaining clearly the results from the research

5. METHODOLOGICAL NOTES

The use of teaching resources is crucial in enabling learners to understand Physics concepts.

Teachers should encourage learner‟s hands–on activities using real or concrete materials to help them gain experience, construct

abstract ideas, obtain scientific findings, build self confidence, be independent and inculcate the spirit of cooperation.

In order to assist learners in having positive attitudes towards Physics, confidence and thinking systematically, students have to be

involved into the teaching and learning process. Good moral values can be cultivated through suitable contexts. Learning in groups should be

emphasized to help learners to develop social skills, encourage cooperation and build self confidence. Environment awareness and conservation skills

should also be developed through the teaching and learning process in the classroom by using various examples. Various teaching strategies and

approaches such as direct instruction, discovery learning, investigation, guided research or other methods must be incorporated. Among the approaches

that should be taken into consideration, we can say:

• Learner-centered learning;

• Different learning abilities and styles of learners (individualization);

• Use of relevant, suitable and effective teaching materials;

• Formative evaluation to determine the effectiveness of teaching and learning process.


9

The choice of a suitable approach will stimulate the teaching and learning environment inside or outside the classroom. The

considered suitable approaches include the following:

• Cooperative learning;

• Contextual learning;

• Mastery learning;

• Constructivism.

In this curriculum, suggested various exercises in all chapters may be done in groups or individually.

6. EVALUATION APPROACH

Evaluation or assessment has to be planned and carried out as a part of the classroom activities. Different methods of assessment can

be conducted. These may be in the form of assignments, oral questioning and answering, observations and interviews. Based on the given responses,

teacher can rectify learners‟ misconceptions and weaknesses and also improve his/her own teaching skills. Teacher can then take subsequent

effective measures in conducting remedial and enrichment activities in upgrading learners‟ performances.

The teacher should organise practical tests to verify whether students have indeed acquired the basic skills suggested in this

curriculum: He/she should set standards of passing these tests. It is not recommended to evaluate students on the basis of technical terms; it is the

student's reasoning that matters.


10

7. PROGRAMS

7.1 . PROGRAM FOR SENIOR 4

GENERAL OBJECTIVES BY THE END OF S4 At the end of senior 4, the learner should be able to:

Demonstrate the working of various optical instruments,

Solve problems related to geometrical optic, electricity and kinematics,

Draw and interpret diagrams and graphs related to geometrical optic, electricity and kinematics,

Analyze the problems and explain the phenomena of geometrical optic, electricity and kinematics,

Collaborate with colleagues in order to develop a team spirit,

Demonstrate the awareness of the nature of science, the structure and objectives of the physics course.

PART.I : GEOMETRIC OPTICS

CHAPTER I: REFLECTION AND ITS APPLICATIONS

General objectives: At the end of this chapter, the learner should be able to:

Use different types of mirrors and apply the laws of reflection in daily life situations

Specific objectives Content Learning activities

At the end of this chapter, the learner should

be able to:

Recognise the phenomenon of

reflection

Use a plane mirror to solve specific

practical problems

1.1 Review on Light propagation in straight line

1.2 Light reflection

Laws of light reflection

Reflection of light on plane mirror

Regular reflection and diffusion of light

The law of reversibility of light

Answer questions about linear propagation

of light

Observe reflection of light on plane mirrors

Construct graphically images of objects in


11


Solve some problems relating to light

propagation in straight line

State the effects of translation and

rotation of a plane mirror

Use Fermat principle to obtain the

laws of reflection and refraction

Perform experiments of multiple

reflection of light from plane mirrors

Interpret experimental results of

multiple reflection

Solve problems related to reflection of

light from plane mirrors

Describe a spherical mirror

Determine the image formed by

graphical method

Establish the formula of spherical

mirrors

State the sign convention

Solve problems related to reflection of

light in spherical mirrors

Utilise a spherical mirror to solve

specific practical problems

State the defects of spherical mirrors

Use cylindrical and parabolic mirrors to solve practical problems

Formation of real and virtual image of an

object

Translation and Rotation of plane mirror

Inclined mirrors and multiple images

Spherical mirrors:

Curved mirrors description

Properties of Reflection on spherical

mirrors (concave and convex)

Graphical construction of images of objects in spherical mirrors

The mirror formula

Practical application of curved mirrors

Spherical aberrations

1.3 Other types of curved mirrors:

Cylindrical mirrors

Parabolic mirrors

plane mirror

Deduce properties of the formed image

Establish experimentally the laws of

reflection

Establish experimentally the formula of

rotation of plane mirror

Observe multiple images formed by inclined

mirrors

Give a description of convex and concave

mirrors specifying geometrical elements and

construct images geometrically (homework)

Perform experiments and establish the

formulae mathematically

Observe cylindrical and parabolic mirrors

Discuss in group work the use of cylindrical

and parabolic mirrors

State instruments which use curved mirrors


12

CHAPTER II : REFRACTION


demonstrate knowledge and understanding of the phenomenon of refraction and its laws


State the laws of refraction

Recognise the phenomenon of

refraction

Explain the phenomenon of total

internal reflection

Explain apparent depth

Solve problems involving refraction

Describe the parallel plan surfaces

Determine the displacements of rays

through the parallel plan surfaces

Solve problems involving parallel

plane surface

Describe a prism

State prism formulae

Utilise a prism for: -measuring

refractive index o analysing a beam of light

Solve problems related to a prism

Describe a lens

Give the properties of lenses

State types of lenses

2.1. Description of the phenomena of refraction

2.2. Laws of refraction and its applications

Laws of refraction

The real and apparent depth

The critical angle

Total internal reflection and its practical

application

Refraction through the Parallel plane

surfaces

2.3. Refraction through prisms

Terms associated with refraction through

a prism

Deviation of a ray of light by a glass prism

Angle of minimum deviation and the

measurement of refractive index

Dispersion of light by a prism

Application: Total reflecting prism

2.4 Spherical lenses

Types of lenses

Geometrical terms of spherical thin lens

Observe refraction of light

Establish experimentally the laws of

refraction

Determine the refractive index of medium

Determine experimentally the critical angle

of refraction

Observe and describe a prism

Measure refractive index using a prism

Analyse a beam of light using a prism

Observe and describe different types of

lenses

Observe the action of lenses on a parallel

beam of light

Find experimentally the image position by a

lens

Construct geometrically images formed by


13


Determine experimentally the focal

length and the position of focal point

of lens

Establish the lens formulae

State the sign convention of lenses

State the defects of lenses and how

they occur

Images formed by converging and

diverging lenses

Graphical construction of images formed

by converging and diverging lenses

The lenses formula

Magnification in lenses

The power of lenses

Defects of lenses: chromatic and spherical

aberration

different lenses

Establish experimentally the formulae of

lenses.

Determine experimentally the focal length of

a lens.

CHAPTER III : SOME OPTICAL INSTRUMENTS


Use and explain the operational principle of some optical instruments


Draw a diagram of an eye,

photographic camera, slide projector,

microscope and astronomical

telescope to show how they function

Calculate magnification and power of

a microscope

3.1. Simple optical instruments:

Human eye, Magnifying glass, Camera and

slide projector

3.2.Compound optical instruments:

Microscope and Telescope

Magnifying power of these instruments

Use a microscope to observe cells on a

permanent slide

Use a magnifying glass to observe small

objects

Simulate the correction of the myopia and

hypermetropia by associating lenses


14

PART II : ELECTROSTATICS AND DIRECT CURRENT ELECTRICITY

CHAPTER I : ELECTROSTATICS


demonstrate knowledge and understanding of static electricity

describe and use capacitors in electric circuits


Describe electrostatic charging of

materials

State the two types of charges

State coulomb‟s Law

Draw electric field patterns

Distinguish between conductors and

insulators

Explain charge distribution on

conductors of various shapes

State the principle of superposition

Define flux of an electrical field

through a surface o Deduce Gauss‟s theorem

Define electrostatic potential and

1.1. Electrification by: Friction ; contact and

induction

1.2. Distribution of charge on the surface of a

conductor

1.3. Electric charge and coulomb‟s Law

1.4. The concept of electric field

1.5. Electric field patterns of lines of force

Isolated charges

Unlike charges

Like charges

Uniform electric field

1.6. Electric field due to the distribution of

electric charge

1.7. Flux and Gauss‟s Theorem

1.8. Electrostatic potential

Electric potential energy

Potential difference

Electric potential due to point charge

Electric potential due to system of

Perform experiments of charging a body by

friction

Observe the action between two like

charges and two unlike charges

Charge an electroscope by induction

Charge an electroscope by contact

Observe the action of points

Draw field lines for a point charge

Draw field lines for two like charges

Draw field lines for two unlike charges

Find experimentally the electric fields

between two parallel plates

Perform exercises on calculation of flux


15


bring the idea of potential difference

Establish relation between

electrostatic field and potential

difference

Explain how lightning arrestors work

Define capacitance

Explain the charging and discharging

of a capacitor

State the factors affecting the

capacitance of a paralleled plate

capacitor

Determine the effective capacitance

for the series and parallel arrangement

State applications of capacitors in

everyday life

charges

Relationship between electrostatic field

and potential difference

Lightning and lightning arrestor

1.9.Capacitors

Capacitance of capacitor

Types of capacitors

Parallel plate capacitor

Variable air capacitor

Electrolytic capacitor

Arrangement of capacitors (series and

parallel)

Qualitative treatment of charging and

discharging capacitors

Energy of charged capacitor

Calculate electric potential

Observe and describe different types of

capacitors

Arrange the capacitors in series and parallel

Establish formulae of capacitors in series

and in parallel


16

CHAPTER II : DIRECT CURRENT ELECTRICITY


Draw and interpret diagrams and graphs related to direct current electricity

set up electrical arrangements

Solve problems related to direct current electricity


- Draw simple electric circuits.

- Set up simple electric circuits.

- Define electric potential difference.

- Define the intensity of electric

current.

- State some sources of electric current.

- Set up electric circuits involving

ammeters and voltmeters.

- Define electromotive force; potential

difference and the internal resistance.

- Apply Ohm‟s Law to solve problems.

- Determine the effective resistance of

resistors in series and in parallel.

- Measure resistance.

- Measure the resistivity of a material.

- State Kirchoff‟s Laws

- Determine the e.m.f; resistance;

internal resistance potential difference

of a combination of cells.

- Define back e.m.f; internal resistance

A.

- Identify the charge carrier or ion and

give some examples in electrolysis

2.1 Review of elements of simple electric

circuits and their respective role

2.2 Potential difference :

Measurement of potential difference : The

Voltmeter

2.3 Electric current ( I )

Mechanism of metallic conduction:

I = nevA

The ammeter

2.4 Ohm‟s Law

2.5 Pouillet‟s Law

2.6. Rheostat and potential divider

2.7 Combination of resistances (series; parallel

and mixture)

2.8. Electric energy and power

2.9. Sources of electric current

e.m.f; internal resistance and potential

difference a cross a Cell

combination of cells: series; parallel and

Mixture

2.10. Electrical receptors

Backs e.m.f internal resistance and

potential difference across a receptor

Realize a simple electrical circuit

Measure the electric intensity in a circuit

Measure the voltage at the terminals of a

resistor

Realize a potential divider

Establish experimentally the Ohm‟s law

Establish experimentally the Pouillet‟s law

Measure the voltage across a source of

electrical energy with and without load

Establish mathematically Kirchoff‟s laws


17


and discharge lamps

- Determine the mass deposit

on cathode or on anode.

- Describe a cell

- Give the different types of cells and

accumulator

- Determine the efficiency of

accumulator(in energy and in charge)

- Explain how electric current flows in

liquids and gases

Arrangement of receptors in series and

Parallel

2.11. Kirchhoff‟s Laws

2.12. Electric current in liquids and gases

Electrolysis,

Faraday‟s law

Cells and Electrical accumulator ;

Discharge lamps

Realize an electrolysis of H SO 2 4

Use Faraday‟s law to determine the mass

deposited on cathode or anode



GENERAL OBJECTIVES BY THE END OF S5

At the end of senior 5, the learner should be able to:

Solve problems related involving conservation laws ( linear momentum, angular momentum and energy)

Establish the relationship between linear quantities and angular quantities

Solve problems related to heat expansion and heat transfer

Solve problems related to ideal gas laws and kinetic theory of matter

Determine the characteristics of magnetic field created by magnet and current-currying conductors

Collaborate with colleagues in order to develop a team spirit,

Demonstrate the awareness of the nature of science, the structure and objectives of the physics course.

PART I: MECHANICS

CHAPTER I : DYNAMICS OF A POINT


Solve problems involving Newton‟s laws of motion, linear momentum, power and energy


State Newton‟s laws of motion.

Distinguish between the internal and

external forces acting on a system.

Define inertia: centripetal and

centrifugal forces.

State universal gravitational law.

Definition of Dynamics

1.1 Newton‟s laws of motion

Introduction : mass and inertia

Newton‟s first law of motion : the principle

of Inertia

Definition of Galilean reference frames

Newton‟s second law of motion

Net force

Relationship between the net force and

Determine experimentally the acceleration

of linear motion on an inclined plane

Solve problems related to each of the three

Newton‟s laws of motion

Determine experimentally the centripetal

acceleration


23


State the Kepler‟s laws.

Solve problems involving

Newton‟s laws of motion.

Define: work; energy and power.

State the principle of conservation of

mechanical energy.

Give examples of transformation of

K.E . to P.E. and vice versa.

Solve problems involving; work

energy, power and conservation of

mechanical energy.

Define linear momentum.

acceleration ( a m F . )

Newton‟s third law: Principle of action

and reaction

1.2.Applications of Newton‟s laws of motion

Motion on a horizontal plane with or

without frictional forces

Motion on an inclined plane with or

without friction

Force of inertia

Uniform motion in a circle: centripetal

and centrifugal forces

Weightlessness

Universal gravitation law

Planetary motion and Kepler‟s laws

1.3. Work, Energy and Power

Concepts of work and energy

Kinetic and potential energy

Gravitational potential energy

Elastic potential energy

Conservation of mechanical energy

Power: Definition, formula

1.4. Linear momentum

Definition of linear momentum

Conservation of linear momentum

Generalization of Newton‟s second law:

Solve problems involving work, energy

(potential and kinetic) and power

Discover the vector nature of linear

momentum

Illustrate experimentally the conservation

of linear momentum


24


Define impulse.

Give examples of propulsion by

reaction.

Distinguish between elastic and

inelastic collisions.

Solve problems involving the

law of conservation of linear

momentum.

F dt

dp

Definition of impulse

Applications : Propulsion by reaction,

recoiling gun, lawn spray

Elastic collision (head-on)

Elastic collision ( not head-on)

Inelastic collision (head-on)

Explosion and defragmentation

Solve problems on collisions

Establish relationship between linear and

angular quantities

CHAPTER II: ROTATION OF RIGID BODIES ABOUT A FIXED AXIS


Solve problems involving moments and energy in a rotational motion


Define: moment of a force; moment

of a couple; moment of inertia.

2.1. Concept of rotational motion

2.2. Moment of a force

2.3. Moment of a couple of forces

The concept of a couple

Moment of a couple

Moment of inertia (sphere, cylinder,

Uniform rod, disc, ring)

Solve problems involving rotational motion


25


Calculate: work done by a couple.

Relate linear quantities to angular

quantities.

Define: moment of a force; moment

of a couple; moment of inertia.

2.4. Work done by a force acting on a rotating

body

2.5. Work done by a couple

2.6. Angular momentum and its conservation 2.7. Kinetic energy of a rolling object


26

PART II: HEAT AND THERMODYNAMICS

CHAPTER I: THERMAL EFFECTS


Solve problems related to heat measurement and thermal expansion

Describe the different modes of heat transfer


Describe a thermometer.

State the materials whose physical

properties varies with temperature.

Determine experimentally the specific

heat capacity of a substance by:

electrical method and method of

mixtures.

Define linear expansion; superficial

and cubic expansions. o Solve problems related to

expansion.

o Distinguish different modes of

heat transfer o Describe the thermal energy

transfer processes of

conduction, convection and

radiation

1 .1 Difference between Heat and Temperature

1.2 .Me asurement of heat:

Measurement of heat capacity and

specific heat capacity by: o Electrical method o Method of mixtures

1.3 .T hermal expansion :

Linear expansion

Area expansion

Volume expansion (solid and liquid)

1.4. Modes of heat transfer

Radiation

Convection

Conduction

Measure the heat capacity of a liquid using

the electrical method

Measure the heat capacity of a liquid using

the method of mixtures

Observe the linear expansion of an iron rod

and a copper rod

Observe the volume expansion of a liquid

contained in a balloon

Realize experiments showing the transfer of

heat by conduction

Realize experiment showing the transfer of

heat by convection

Realize experiment showing the transfer of

heat by radiation


28 29

CHAPTER II : LAWS OF THERMODYNAMICS


explain different applications of the first and second laws of thermodynamics


Define internal energy and the total

energy

Determine the work done by an

expanding gas

State the first law of thermodynamics

Apply the first law to gases

Explain isothermal change

Explain adiabatic change

State the second law of

thermodynamics

Describe the Carnot cycle

Determine the efficiency of a heat

engine

. F irst law

Internal energy

Total energy

Work done by an expanding gas

Applications (isothermal process, isochore

process, isobare process etc.)

3.2. Second law

Adiabatic change

Carnot cycle

3.3. Applications: heat engines (Carnot engine,

Diesel engine, refrigeration)

Efficiency of a heat engine

Visit and observe nearby heat engines

Solve problems involving efficiency of heat

engines

Observe and describe the functioning of a

fridge



GENERAL OBJECTIVES BY THE END OF S6

At the end of senior 6, the learner should be able to:

Apply Ampere‟s law, Faraday‟s law, Lenz‟s law to solve various problems related to electromagnetic phenomenon.

Describe the characteristics of alternating voltages and currents

Solve problems related to periodic phenomena and waves

Determine the characteristics of Force on a current in magnetic fields

Explain the concept of modern physics

Collaborate with colleagues in order to develop a team spirit.

General Objectives: The aim of the lesson and experiment is to help the student investigate how the principle of electromagnetic

induction.

PART I: ELECTROMAGNETISM

CHAPTER I: FORCE ON A CURRENT IN MAGNETIC FIELD.

GENERAL OBJECTIVE: By the end of this chapter students will be able to show that the magnetic force on a wire is proportional to

the current in the wire and to use that force to calculate the magnetic field strength.


Describe the motion of a charged

particle in a uniform magnetic field

Determine the electron specific charge

Describe and explain a mass

spectrograph

Describe and explain the cyclotron

Describe the action of a

magnetic field on a current carrying

conductor

Calculate a moment of a couple acting

1.1. Force on moving charge in magnetic field

Characteristics of vector force

Trajectory of moving charge in uniform

magnetic field

Measurement of the electron specific charge

( m e / ) using Helmholtz coils

Applications:

- Mass spectrograph,

- Cyclotron

Observe the motion of a current

carrying bar conductor in a uniform

magnetic field

Observe the factors influencing the

orientation of the force

Deduce the mathematical formula

expressing the force

Observe the force of interaction

between two parallel current carrying

conductors

Establish the formula for the force


36


on a rectangular coil in external

magnetic field.

Define magnetic flux

Give at least three practical

applications of electromagnetic

forces.

Explain how those application devices

function.

Explain magnetic properties of matter

Define the magnetic permeability

Explain the hysteresis loop

1.2. Force on a current in magnetic field

Characteristics of vector force

Force between parallel currents

Torque on a rectangular coil in a magnetic

field

1.3 Work of forces on current – carrying

conductor and magnetic flux

1.4 Applications :

Cotton balance

Barlow‟s wheel

Moving coil galvanometer

Electric motor

Loudspeaker

1.5.Magnetic properties of matter

Magnetic permeability( )

Diamagnetic and Paramagnetic materials

Ferromagnetic materials

- Magnetization curve

- Hysteresis loop

- Demagnetization

between two parallel conductors

considering the fact that one of them is

placed in a magnetic field created by

the other.

Realize a small motor with a current

carrying rectangular coil in a magnetic

field / (Using Barlow‟s wheel)

Determine mathematically the work of

forces on current carrying conductor in

a magnetic field

Measure the magnetic field in a U-

magnet using the Cotton balance

Observe and operate magneto-electric

measuring devices (galvanometer,

voltmeter, ammeter, …)

Illustrate the magnetic permeability of

different substances using a solenoid


CHAPTER II: ELECTROMAGNETIC INDUCTION

GENERAL OBJECTIVE: By the end of the session students will understand the principle of electromagnetic induction and the basis

of Faraday‟s Law.


Describe Faraday‟s experiment

Give the conditions of production of

induced current.

State the factors that influence the

magnitude of induced electromotive

force.

State Faraday‟s law

Apply Lenz‟s law to determine the

direction of induced current or e.m.f

Calculate the quantity of induced

electric charge.

Demonstrate that mechanical energy

in a rotating rectangular coil in

magnetic field is transformed into

electrical energy.

Explain self and mutual induction

phenomena

Give at least two practical examples

of induced electromotive force.

2.1. Conditions for generation of induced

current

2.2 Faraday‟s law

2.3 Direction of induced current

2.4 Lenz‟s law

2.5 Magnitude of induced electromotive force

(e.m.f.)

2.6 Induced current

2.7 Flux linkage

2.8 Quantity of induced electric charge

2.9 Transformation of mechanical energy into

electrical energy

2.10 Induced e.m.f. and force on moving

electrons

2.11 Self induction

2.12 Mutual Induction

2.13 Energy stored in a coil

2.14 Applications :

Dynamo / Alternator

Transformer

Foucault currents

Realize Faraday‟s experiment

Determine factors influencing the

induced current / e.m.f

Obtain mathematically the formula

linking the e.m.f to the magnetic flux

change rate

Observe the generation of electric

energy by a dynamo

Observe experimentally effects of a coil

a in a circuit.

Observe mutual induction between two

coils

Observe a transformer and determine its

transformation ratio (turns – ratio)


PART II: OSCILLATIONS AND WAVES

CHAPTER I: SIMPLE HARMONIC MOTION

GENERAL OBJECTIVE: By the end of this chapter students will be able to describe simple harmonic motion


By the end of this topic the learner should be

able to :

Describe simple harmonic motion

Derive the characteristic equation of

simple harmonic motion

Give examples of systems vibrating

with simple harmonic motion

Determine the frequency of simple

harmonic oscillators

Explain energy exchanges and its

conservation in oscillating systems.

Solve problems related to simple

harmonic motion.

Establish beats frequency

Use a stroboscope to determine the

frequency of a vibrating system.

1.1 Kinematics and dynamics of simple

harmonic motion.

1.2Examples of simple harmonic oscillators

Simple pendulum

Physical (or Compound) pendulum

Mass on a coil spring

Liquid in a U-tube

Torsional pendulum

1.5 Solution of the equation of simple harmonic

motion

1.6 Energy exchanges and its conservation in

oscillating systems.

1.7Superpositon of harmonic motions with same

frequency

Parallel harmonic motions

1.8 Superposition of parallel harmonic motions

with slightly different frequencies (beats)

1.9. Using a stroboscope.

Observe the motion of oscillating

systems (simple pendulum, compound

pendulum, etc) and determine its

characteristics

Determine factors influencing the

period of oscillations in different

oscillating systems

Establish the equation of simple

harmonic motion using the second law

of Newton

Establish mathematically the total

energy of oscillating systems

Observe beats using tuning forks on

resonance box

Measure the frequency using a

stroboscope


CHAPTER II: DAMPED AND FORCED OSCILLATIONS

GENERAL OBJECTIVE: By the end of this chapter, students will be able to understand the free oscillations of a mass and spring,

how energy is shared between potential and kinetic energy, the effects of damping on oscillatory motion, how driving forces dominate oscillatory

motion and the effects of resonance in oscillatory motion


Obtain the equation of damped and

forced oscillations

- Analyze suggested solutions

of those equations

Draw curves of damped and forced

oscillations

Find the time constant and the

quality factor of damped oscillating

systems

Draw resonance curves

Explain the bandwidth and quality

factor of resonating systems

Identify types of resonance

State the advantages and

disadvantages of resonance.

2.1 Damped oscillations

Equation of damped oscillations and its

solutions

Damping modes and their curves (lightly,

heavily and critically damped

oscillations)

Quality factor

2.2 Forced oscillations

Equation of forced oscillations and its

solutions

2.3 Resonance

Resonance curve

Bandwidth and quality factor

Types of resonance

Advantages and disadvantages of

resonance

Observe the motion of oscillating

systems with friction

Establish the equation of damped

oscillations using the second law of

Newton (don‟t forget the friction force!)

Observe the resonance phenomena

Establish the equation of forced

oscillations using the second law of

Newton (don‟t forget the external force)

Draw experimentally the resonance curve

and determine its characteristics


CHAPTER III: ALTERNATING CURRENT

GENERAL OBJECTIVE: By the end of this chapter students will be able:

To explain the difference between alternating current and direct current, describe the basic principles of alternating current,

Describe the characteristics of alternating current with regard to resistance, inductance and capacitance


By the end of this topic, the learner should be

able to :

Define alternating current.

Explain the production of A.C

Explain the meaning of: frequency,

amplitude, and phase of an A.C.

Explain the meaning of root mean

square and peak values.

Establish an equation relating root

mean square and peak value for a

sinusoidal A.C.

Define the impedance of an AC

circuit

Give the phase relationship between

current and p.d. in an AC circuit

Find impedance and phase difference

between current and p.d. in various

series AC circuits (using impedance

diagrams).

Find impedance and phase difference

between current and p.d. in various

parallel AC circuits (using complex

3.1 Properties and production of alternating

current

3.2 The root mean square (r.m.s) and peak values

of alternating current

3.3 Relationship between the r.m.s. and peak

values for a sinusoidal A.C

3.4 Characteristics of an AC circuit

Impedance

Phase difference between current and p.d.

3.5 Examples of A.C.Circuits

3.5.1. Simple circuits

R circuit

L circuit

C circuit

3.5.2 Circuit in series

RL Circuit

RC circuit

LC circuit

RLC circuit

3.5.3 Parallel circuits

RL Circuit

RC circuit

LC circuit

Observe the production of a periodic

e.m.f in a rectangular circuit rotating in

uniform magnetic field.

Measure the p.d, the frequency of an

AC using oscilloscope

Represent alternating current and p.d. in

a phasor diagram (Fresnel Diagram)

Construct a phasor diagram for the

following circuits: R, L, C

Construct a phasor diagram for the

following circuits in series: RL, RC,

LC, RLC



number method).

Calculate the average power in AC

circuit

Obtain the equation of free electrical

oscillations

Compare free mechanical oscillations

and electrical oscillations in LC

circuit

Obtain the equation of damped

electrical oscillations

Compare damped mechanical

oscillations with damped electrical

oscillations

Establish the conditions of resonance

Determine the resonance frequency, the bandwidth and the quality factor

of RLC circuit

Use an oscilloscope to measure

amplitude; frequency; and phase of

electrical oscillations.

Use an oscilloscope to visualize

Lissajous figures

RLC circuit

3.6 Power in A.C. circuit

3.7 Electrical oscillations

Circuits L-C.

Circuit R-L-C

3.8 Resonance in series and parallel RLC circuits

Resonance curve

Bandwidth and quality factor

3.9 Using an oscilloscope

Establish mathematically impedance of

the following parallel AC circuits using

complex number method: RL, RC, LC,

RLC

Observe electrical oscillations in AC

circuit using oscilloscope.

Establish the equation of electrical

oscillations in LC and RLC AC circuits

using Kirchhoff‟s law

Observe resonance curves using

oscilloscope

Observe Lissajous figures using oscilloscope


CHAPTER IV: PROPAGATION OF WAVES

GENERAL OBJECTIVE: By the end of this chapter students will be able to describe the propagation of waves


Describe the wave motion

Distinguish transverse and

longitudinal waves

Give the characteristics of waves.

Explain the phenomena of reflection.

Explain the phenomena of refraction of waves.

Interpret wave patterns of

diffraction.

Establish progressive wave equation

Explain the conditions of interference.

Locate interference fringes

(Constructive interference and

destructive interference).

Give the conditions of obtaining

4.1 The concept of wave

4.2 Types of waves

Transverse waves

Longitudinal waves

4.3 Characteristics of waves

Speed of waves

Wavelength

Frequency

- Phase

Wave fronts

4.4 Properties of waves

Reflection

Refraction

Diffraction

4.5. Progressive waves

- Progressive wave equation

- The principle of superposition

4.6. Interference of waves

4.7. Standing waves

Standing wave equations (fixed end and

Observe waves on a string, spring and

in a ripple tank

Observe the properties of waves in a

ripple tank

Establish mathematically the

progressive wave equation



stationary waves.

Find the position of nodes and

antinodes in stationary waves.

free end)

- Position of nodes and antinodes

- Examples of standing waves: vibrating

strings.

Observe interference of waves in ripple

tank

Observe standing waves on a vibrating string

and in a sound waves apparatus

CHAPTER V: SOUND WAVES

GENERAL OBJECTIVE: By the end of this chapter students will be able to describe the sound waves and solve problems related to

sound waves


Give the characteristics of sound.

Establish relationship between

characteristics of notes and sound

waves

Explain beats and establish beat

frequency

Explain Doppler – Fizeau effect.

Give examples of musical pipe

instruments.

Establish the fundamental frequency

and harmonic 2, harmonic 3,… in

vibrating strings and in pipes

5.1The nature and characteristics of sound waves

5.2 Characteristics of notes

- Pitch

Loudness

Timbre (or quality)

5.3 Beats

5.4 Doppler – Fizeau effect

5.5 Properties of sound waves:

Reflection, refraction, diffraction,

interference

5.6. Musical instruments

Musical scales

Production of stationary sound

waves:

(Waves in strings, waves in pipes)

- Produce sounds with different

vibrating systems (guitar, tuning fork,

drum, hands, …)

- Observe different characteristics of

sound

- Observe beats using tuning forks on a

resonance box

- Enumerate situations in which

Doppler effect is encountered in our

daily life (homework)

- Observe sound properties using sound

waves apparatus

- Verify laws of vibration of a fixed

string using a sonometer


CHAPTER VI: ELECTROMAGNETIC WAVES

GENERAL OBJECTIVE: By the end of this chapter students will be able to describe the nature of electromagnetic waves


Explain the nature of light

Describe light interference

phenomenon

Describe light diffraction phenomenon

Describe the property of light

polarization.

Explain the nature of electromagnetic

waves.

Give the characteristics of

electromagnetic waves.

6.1 Light waves:

Interference

Diffraction

Polarization of light

6.2 Electromagnetic waves

Light and electromagnetic

waves

Spectrum of electromagnetic waves

- Establish mathematically the position of

light interference and diffraction fringes

(Young‟s experiments, Fresnel mirrors,

…)

- Establish similarities between light and

electromagnetic waves (homework)

- Draw the electromagnetic waves

spectrum and highlights its different

parts (gamma rays, X rays, UV, Visible,

IR, Radio waves, …)

- Discuss the polarization property of

light.

- Distinguish different polarizations of

light

PART III: MODERN PHYSICS

CHAPTER I: THE ATOM

GENERAL OBJECTIVE: By the end of this topic; the learner should be able to describe the structure of the atom


By the end of this topic; the learner should be

able to:

1.1 Structure of atom

1.2 Energy levels and formation of spectral lines

- Observe the spectra of radiations (light)

emitted by various substances, using a

spectroscope.



Describe the structure of the atom.

Explain the spectra of atomic

radiations

- Explain how C.R.O and T.V. tubes

function.

- Study the electric and

magnetic deflections of

electrons in cathode tubes

- Distinguish fluorescent and

phosphorescent materials

1.3 Thermo electronic emission:

Cathode rays and its applications

(oscilloscope and T.V. tubes)

- Electron motion in electric and magnetic

fields

- Fluorescence

- Phosphorescence

- Discuss Rutherford and Bohr models of

atom (Enumerate similarities and

differences)

- Discuss experimental results on

hydrogen atom spectra of radiations and

show their contradiction with classical

physics (Balmer Series, Pfund Series,

Paschen Series, …)

- Discuss Bohr‟s quantification postulates

and deduce energy levels of a hydrogen

atom

- Discuss thermo electronic emission

(thermionic emission of electrons)

phenomenon and its applications in

CRO and TV tubes

- Establish mathematically the deflection

of electron in electric field

- Establish mathematically the deflection

of electron in magnetic field

- Discuss the phenomenon of

fluorescence / phosphorescence and its

applications


CHAPTER II: LASER

GENERAL OBJECTIVE: By the end of this chapter students will be able to explain the principle of laser and give its applications


Define a laser

Give laser properties

Explain the stimulated emission of

light

Explain the spontaneous emission of

light

Explain the principle and uses of

Laser.

2.1 Properties of laser

2.2 Spontaneous emission of light

2.3 Stimulated emission of light

2.4 Main functions and uses of Laser

2.5 Dangers of misuse of a laser light

- Observe light laser and give its

properties

- Discuss spontaneous and stimulated

emissions and their role in the

production of laser.

- Discuss applications of lasers

- Discuss the potential dangers of misuse of

lasers


CHAPTER III: X-RAYS

General objective: By the end of this chapter students will be able to explain the production of x-rays, as well as the operation,

purpose, materials, designs, and components of x-ray tubes


Explain the production of X-rays

State the properties of X-rays.

Explain the uses and dangers of X-

rays.

3.1 Production of X-rays ; X-rays tubes

3.2 Properties of X-rays ; uses and dangers soft

and hard X-rays

3.3 X-rays as part of the electromagnetic

spectrum

3.4 X – rays spectra

- Draw the experimental set up for the

production of X – rays (X – ray tube)

- Discuss the properties of X – rays

- Compare X – rays with

electromagnetic waves

- Discuss X – rays emission spectra

- Discuss the effects and uses of X –

rays

47

CHAPTER IV: THE PARTICLE NATURE OF LIGHT

General objective: By the end of this chapter students will be able to describe evidence for the particle nature o f light.


Describe the photoelectric effect.

Explain the factors affecting the

photoelectric emission.

Explain the application of the photoelectric effect.

Apply the equation: hf E to

calculate the energy of the

photoelectrons.

Apply the Einstein‟s formula of

photoelectric effect

( 2

0 2

1 mv hf hf )

Explain why Compton effect cannot

be understood if light is only

considered as a wave

4.1 Photoelectric effect :

Experimental setup and results

Factors affecting photoelectric emission;

photocurrent and kinetic energy of the

photoelectron

photons ; work function and Planck‟s

constant

Applications : Photocells

4.2 Compton effect

Compton experiment

Interpretation of results

Compton wavelength

- Read the description of the

photoelectric emission experiments

and discuss the explanation of results

(What should be the expected results

if light was considered as wave? What

if light is a particle?)

- Discuss factors affecting photoelectric

emission

- Establish the formula for electrons‟

kinetic energy using the energy

conservation law

- Discuss how photocells or solar cells

function

- Discuss the experiment consisting in

scattering of light by electrons and

highlight the Compton effect

- Interpret the Compton effect

considering light as a wave or a

particle

- Establish the Compton wavelength

using the laws of conservation of

linear momentum and energy


48

CHAPTER V: ELECTRONICS

General objectives: By the end of this chapter students will be able to

- Explain the principle and state different applications of semiconductor-based components

- Explain the transmission and reception of information in telecommunication


Distinguish between conductor,

insulator and semiconductor through

energy bands

Describe a semiconductor.

Distinguish between p and n types of

semiconductors.

Describe voltage –current

characteristics of diodes and

transistors.

Explain the everyday use of junction

diode and transistors.

Give practical applications of the

diodes and transistors.

Give an idea of the basic terminology

of communication

(using the principle of radio)

Explain the block diagram of

communication

5.1. Semiconductors

5.1.1 Energy bands in solids

5.1.2 Intrinsic and extrinsic Semiconductors

Charge carriers and electron-hole

The “P” and “N” types of semiconductors

formation; majority charge carriers

5.1.3 Electronic components

Junction diodes :

Junction transistors

Applications of diodes and transistors:

Electric rectification; amplification;

transistor as a switch, integrated circuits

5.2.Telecommunication

Representing information

Transmission of information

Amplitude modulation

Frequency modulation (FM)

Simple radio receiver and transmitter o block diagram for transmitter. o block diagram for receiver.

- Discuss energy bands in solids and

characterize the conductors,

semiconductors and insulators

- Distinguish a semiconductors of type N

and type P

- Realize a circuit with junction diode

and observe different phenomena when

a diode is forward-biased and when a

diode is reverse-biased

- Realize a circuit with a diode and plot

the voltage –current characteristics of a

diode

- Realize a circuit with a transistor and

draw its characteristics.

- Realize different experiments to

illustrate the applications of transistors

and diodes (bridge rectifier circuit,

amplifier circuit).

- Discuss the components used to carry

electrical signals along cables in

telecommunications

- Participate in a study tour (Field visit)


49

CHAPTER VI: INTRODUCTION TO SUBATOMIC PHYSICS

General objectives: By the end of this chapter students will be able to :

Describe fundamental and composite particles and related radiations

Explain the fundamental interactions


Explain the properties of different

radiations

Establish the rate of decay

Give the precautions and applications

of radioactivity in the life.

Explain the concept of particle – wave

duality

Establish the relationship between wave and particle properties

Distinguish between fundamental

particles and composite particles

Distinguish between particles and

antiparticles

State some applications for

elementary particles

Compare matter and antimatter

Describe how antimatter can be used

as a source of energy

6.1. Radioactivity:

Properties of _, _ and _ radiations

Detecting the radiations

Activity and half-life

Safety precautions

Applications

6.2. Introduction to particle Physics

Particle-wave duality o Relationship between energy and

frequency: E = hf o Relationship between linear

momentum and wave vector

Fundamental particles : o Quarks; Leptons; quanta of

interactions (interaction carriers)

Composite particles: protons, neutrons, …

Forces of interaction o Gravitation

- Establish the characteristics of

radiations

- Establish the exponential decay rate

- Discuss ways of detecting radiations

- Discuss ways of protection against

radiations

- Discuss the nature of a particle

- Establish the linear relationship

between energy – impulse of a particle

and its associated wave frequency and

vector

- Discuss characteristics of fundamental

building blocks of matter


50


o Electromagnetic o Weak o Strong

Classification of particles: o Leptons (which don‟t feel strong

interactions: electrons, muon, tauon,

neutrinos …) o Hadrons (which feel strong

interactions: mesons, baryons)

Antiparticle and Antimatter

- Discuss the forces which bind different

fundamental particles into different

structures

- Distinguish fundamental and composite

particles (Please use with precaution the

term “Elementary Particles”)

- Enumerate main properties of particles

and give corresponding classification

- Discuss the concepts of matter and

antimatter


51

CHAPTER VII: ENERGY PROBLEMS IN THE WORLD AND HOW PEOPLE TRY TO SOLVE THEM

General objective: By the end of this chapter students will be able to:

Explain different energy transformations and suggest solutions to energy problems.


Give different forms of energy.

Give the chain of transformation of

energy in different power generation

plants

Explain how different power

generation plants function

Explain the relationship between mass

and energy E=mc 2

Assess energy needs of the world

population and how they are met

Assess energy needs of the Rwandan population and suggest how they can

be met

Sources of energy o Classical sources o Renewable sources

Transformations of energy into different

forms o A hydro-electric power plant o A digester o Solar installation for cooking and

lighting o Windmill o Geothermal installation o Tidal installation o A nuclear power plant o Thermal power plant o Biofuel

Energy problems in the world

Energy problems in Rwanda

- Discuss different forms and sources of

energy

- Discuss the chain of transformations of

energy in different power generation

plants.

- Visit some power generation plants

Discuss energy problems in the world/

Rwanda and suggest the solutions.


9. BIBLIOGRAPHY

1. Advanced Physics, Tom Duncan, John Murray (2000).

2. Fundamentals of Physics, David Halliday, Robert Resnick and Jearl Walker, 7th Edition John Wily (2004).

3. Atkins, K. R., 1972, Physics--Once Over Lightly: New York, John Wiley and Sons.

4. Blight, A. R., 1976, Undulatory swimming with and without waves of contraction: Nature.

5. Calder, N., 1979, Einstein's Universe: New York, Viking Press.

6. Crease, R., and Mann, C. C., 1986, The Second Creation: Makers of the Revolution in Twentieth-Century Physics: New York,

Macmillan. 7. Davies, P., 1983, God and the New Physics: New York, Simon and Schuster.

8. Fenn, J. B., 1982, Engines, Energy, and Entropy: New York, W.H. Freeman.

9 . Physics Advanced Level, Jim Breithampt, Stanley Thornes Publishers (2000).

10. Physics, Patrick Fullick, Heinemann (2000

11. J. Bruce Brackenridge, The Key to Newton's Dynamics: The Kepler Problem and the Principia, Berkeley: University of California

Press, 1995.

12. S. Chandrasekhar, Newton's Principia for the Common Reader, New York: Oxford University Press, 1995.

13. R. Hooykaas, Robert Boyle: A Study in Science and Christian Belief, Lanham, MD: University Press of America, 1997.

14. Alan Michette and Slawke Pfauntsch, X-rays: The First Hundred Years, New York: Wiley, 1997

15. Gordon, J. E., 1978, Structures, or Why Things Don't Fall Down: Middlesex, Penguin Books.

16. Hastings, R. J., 1987, "Creation Physics" and the speed of light; Unpublished manuscript.

17. Heisenberg, W., 1958, Physics and Philosophy: New York, Harper and Brothers.

18. Hoffman, B., 1972, Albert Einstein: Creator and Rebel: New York, New American Library.

19. Lemaitre, G., 1950, The Primeval Atom: New York, Von Nostrand.

20. Morse, P., 1974, Thermal Physics: New York, Benjamin.

21. Trefil, J. S., 1983, The Moment of Creation: Big Bang Physics From Before the First Millisecond to the Present Universe: New York,

Scribner's.

22. Tryon, E. P., 1989, Cosmic Inflation, in Meyers, R. A., ed., Encyclopedia of Astronomy and Physics: San Diego, California,

Academic Press.

23. Wahr, J., 1985, The earth's rotation rate: American Scientist, v. 73

24. Weidner, R. T., and Sells, R. L., 1975, Elementary Physics: Boston, Mass., Allyn and Bacon.

25. Weinberg, S., 1977, The First Three Minutes: A Modern View of the Origin of the Universe: New York, Basic Books.


10

56

. ANNEX: LEAVERS PROFILES

10 . 1 . Common Leavers Profile for all Combinations:

After the completion of advanced level secondary education student should have acquired knowledge, skills and attitudes that enables

him/her to: 1) Use ICT basic knowledge and skills in his/her day to day activities;

2) Express him/her self fluently in teaching language: written, speaking;

3) Show time management skill and being organised;

4) Know and correctly use the rights given by the law;

5) Carry out and help in carrying out a scientific research related to his/her education field,

6) Work in a team, have same vision and contribute towards the attainment of the intended objectives;

7) Be well oriented and very well know what he/she intends to be in the future;

8) Show good habits that protects his /her health and others‟ health especially against HIV/ AIDS and other diseases;

9) Develop self confidence in what he/she does and presentation skills;

10) Be self motivated and work without supervision;

11) Understand Rwandan‟s politics and contribute to resolution of political problems in a spirit of tolerance, liberty and justice;

12) Posses general knowledge and be realistic;

13) Contribute reasonably to the economic growth;

14) Posses knowledge, skills and attitudes that enables him/her to adapt to the changes in the Rwandan society;

15) Know and respect the human rights related to the freedom of speech;

16) Posses knowledge that would enable him/her to access studies in Universities and Higher Learning Institutions;


17) Develop him/her self and contribute to the development of his/her country, creating and managing small/ micro income generating

projects adapted to local realities.

18) Avoid segregation, discrimination, genocide ideology and other bad

ideologies;

19) Posses self evaluation and self confidence in the work he/she does;

20) Understand and ability to explain the relationship between person and his environment hence residing among them in appropriate way;

21) Apply learnt knowledge, skills and attitudes in daily life problem solving.


PARTICIPANTS

- FLORENCE NYIRARUGWIRO, Kabusunzu Secondary School

- HILAIRE HATANGIMBABAZI, G.S. Indangaburezi

- FELIX GASHUGI, ESAPAG Gitwe


ENGLISH CURRICULUM


1.0. Introduction

As an official and international language, English is to be taught in Rwanda so as to facilitate national and world

communication for personal development and for the sharing of information, knowledge, skills, experiences

between Rwanda and the rest of the international community.

In more specific terms, with its current status in Rwanda as one of the official languages, English serves different

interests and purposes, the most prominent being the following ones:

1. It is a vital means of communication in national and international worlds of politics, diplomacy, business,

science and technology, etc

2. It is one of the mediums of teaching and learning in the present Rwandan education system that caters for both

the French-speaking and English-speaking Rwandan communities.

3. It is an integrating factor for the present Rwandan society, which is made up of people coming from a wide

range of cultural and linguistic backgrounds.

4. It contributes to a better understanding of other peoples‟ cultures.

5. It should bring about an understanding and appreciation of technical achievements, their impact upon the

environment, their relation to human needs, and their special implications.

The present programme builds upon three years of General English taught at the Ordinary Level, and is intended

for students who need to understand scientific and technical subjects through English. The emphasis is not

however on teaching highly specialised language but rather on presenting a general technical language common

to crafts and technologies. Specifically the programme aims at presenting the language found in basic texts on

building and building associated trades and technologies, maintenance and repair work, metal work, tailoring,

carpentry and the fundamentals of computer and electrical technology.


Oral/aural work should be an essential part of the course, but the students‟ special/contextual needs are to be

stressed rather than exclusive oral/aural communicative competence at the expense of other skills/ competences.

Reading and writing are not to be neglected, as part of the students‟ work load will include also the reading and

writing of texts. With regard to grammar, only a small amount of coverage of essential grammar points is provided,

as most users of the programme will not be required to demonstrate a full command of English grammar. Pattern

practice is to be presented in relation to technical context and not simply as an exercise, in making sentences and

paragraphs for them.

This curriculum was reviewed by WDA in the workshop that took place at HVP GS Gatagara, from December

18th to 30th, 2011. It enters into force in academic year 2012.

2.0 General Orientation: Learners’ Needs

In language training, learners need to learn particular sets of specific language skills which should reflect the

following:

1. Understanding of factual information in texts related to learners‟ subjects

2. Understanding the vocabulary of the subject including symbols, abbreviations, as well as words not necessarily

recognized as technical terminology

3. Understanding diagrams, tables etc, and are able to relate them to a text, a situation, etc.

4. An ability to identify main points, definitions, formulas, classifications, descriptions of properties, processes,

machines, etc.


5. An ability to discover the meaning of unfamiliar words from context

6. An ability to read, listen to and understand or write a text of more than one paragraph without any problem

7. An ability to write a simple personal and / or official letter, their own C.V., simple notices, advertisements, etc.

3. 0. General Programme Objectives

After careful analysis of the language needs of the target learners, the following broad and general language

programme objectives have been set. These objectives, therefore, do reflect and are in keeping with learner needs

as well as the language teaching policy in current Rwanda. However, they do not replace the specific objectives of

each syllabus or lesson.

By the end of the three-year programme, the learner should be able to:

1. Express himself/herself correctly in spoken and written English

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

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

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

5. Analyse, describe and explain tools and their functions, situations, phenomena and case studies.

4.0 Technical English Syllabuses

In this publication the terms curriculum, programme and syllabus carry different, but interrelated, and sometimes

overlapping, meanings. Curriculum and programme are used interchangeably to refer to the general objectives

and the broad content areas that are meant for attaining those objectives. Thus, all the narrower programmes (or

syllabuses) for the seventeen options in Forms 4, 5 and 6 constitute an English language curriculum for the 5

sections/streams. This curriculum is also referred to as an English language programme for the three-year

advanced level. Syllabus, on the other hand, is employed to refer to the more specific objectives and content

areas to be covered in order to attain those objectives in three separate years: Forms 4, 5and 6.


Syllabus is also used here to refer to each document that guides the teacher for each of the three forms. Clearly,

therefore, curriculum or programme is term that mean more than one syllabus put together. That is why each

teaching schedule for each of the forms is referred to as syllabus.

4.1 Being Clear on Objectives, Goals and Content

The main components of a syllabus are objectives and content, and any well managed teaching and learning

process ought to have objectives and content that are clearly mapped out. In this context, the term general

objectives refer to those broad aims of putting the language programme in place. They define and describe in

general terms what kind of educational outcome (i.e. competent learner) the programme is meant to lead to. The

general objectives also represent both the underpinning educational philosophy and the language teaching policy in

current Rwanda. It is on these objectives that more specific objectives of each syllabus are based.

Specific objectives refers to the measurable linguistic and educational behaviour that the learner is expected to

exhibit after being exposed to each syllabus for each year. Here the principal role of the teacher is to facilitate the

learner towards the achievement of the objectives. It is not however easy for the curriculum developer to design


and prescribe any objective, cut-and-dried content, materials and methods, which the teacher should follow to the

mark. Language learning and teaching is such a complex process that it is only best to trust the teacher‟s

professional judgement to decide what is best for his/her learners at any given time. It is for this reason that

objectives and content set out in this programme should be regarded as suggestive rather than prescriptive. The

setting of very specific objectives with measurable outcomes and the designing of tasks/activities are integral

aspects of lesson planning. Nevertheless, the teacher should exercise accountability and transparencies in setting

lesson objectives, as these should never be in conflict or inconsistent with syllabus objectives. It is essential that

inter-relationship is clearly reflected between general programme objectives, specific syllabus objectives and the

specific/operational objectives for each lesson.

The term goals is used to refer to what the individual teacher plans to achieve in order to move the learners towards

achieving the national language teaching aims and the specific syllabus objectives or the specific/operational lesson

objectives. For instance, the teacher can set his/her goal on facilitating his/her learners to have mastered the sub-

skill of note-taking by the end of five consecutive hours. What actually differentiates goals from objectives is that

the former are set from the teacher‟s perspective, while objectives are set from the perspective of the learners.


Lack of core materials like course books makes it rather impractical for the curriculum developer to design

materials that exhaustively cover learning activities/tasks and the way they should be conducted. The fact that each

group of learners and each learning time is different from one another compounds the difficulty of predicting

content that is appropriate for a population like the one in question . What is indicated in the content column in the

present syllabuses, therefore, constitutes generalisations about notions, functions, concepts, knowledge, skills,

situations, etc. It is expected that each individual teacher will base himself/herself on these generalisations in

finding his/her own way to design tasks/activities and materials that are most accessible and appropriate for the

teaching-learning situation.

4.2 Receptive and Productive Skills

The syllabuses for Forms 4, 5 and 6 are presented in a series of competences/skills that the learner is to

demonstrate at the end of each year‟s instruction. Language being a two-way system made up of reception and

production, the competences, which are sketched below in the form of objectives, have been divided into receptive


skills and productive skills, encompassing listening and reading activities, on the one hand, and speaking and

writing activities, on the other.

Examples of content items which might contribute to the attainment of objectives for each syllabus are listed across

in the content column on the basis of each objective. The individual teacher is invited to use his/her professional

judgment in order to make any additions, subtractions, adaptation, modifications, etc, to the content, with regard to

his/her respective class.

ENGLISH SYLLABUS FOR FORM 4

SPECIFIC OBJECTIVES CONTENT TIME ALLOCATION

By the end of the year, the

learner should be able to:

- Effectively receive

instructions in

different capacities in

his/ her professional

domain

- Attentive listening to recorded materials: audio and video tapes, radio, films etc. In order to distinguish various accents, intonation, stress, tone etc.

5 ½ hrs

- Handle the salient

elements of discussion

by acquainting himself

/herself with

appropriate verbal and

non-verbal

conversations and

habits of arguing out

- Salient elements of discussion

/argument: introduction,

defining terms, constructing

supporting statements,

distinguishing facts from

opinions, values, beliefs and

attitudes.

6hrs


facts, opinions etc.

from the perspective

of the interlocutor

- 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

- Techniques of debate :

parliamentary procedure,

argument between a

5hrs


of arguing out facts,

opinions, feelings,

beliefs, etc

technician and a client or

his/her employer, etc

- 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

- Noun phrases : nouns as

modifiers

- Connecting words: because,

where, though, how,

22hrs


structures that make up

a sentence, a paragraph,

text, etc

nevertheless

- Transition words

- Tense review: past , present

perfect, past perfect, future

perfect

- Reported speech : indirect

speech, indirect questions,

indirect commands

- Passive voice : review of all

tenses

- Subordinate clauses : manner,

time, cause, place, degree,

concession, purpose, result,

condition

- Use of gerund

- Conditionals : review of if clauses



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

Body language

Persuasion

Explanation

Illustration

3hrs

- Read data for - Reading : Texts dealing with 2hrs


comprehension, enjoyment,

sharing information and

acquisition of knowledge in

a wide variety forms and

identify the main points and

supporting details from a

given text

batteries, satellites, aerials, animal

products, climate change, art and

culture, traditional and modern

clothing materials, traditional

economics, etc.

- Read , understand ,then

answer orally questions and

requests

- Questionnaires, direct and indirect

questions, requests, etc.

1hrs

- Effectively explain various

operations in his/her technical

domain

- Group presentations about various

technical fields:

network installation, wiring a

house

surface coating, ceilings

sharpening a handsaw

printing colours, pattern cutting

5hrs

- Speak freely, fluently and

accurately when addressing

an interlocutor

- Oral forms of address

1hr

- Speak fluently and

accurately / distinctly when

addressing big audience

- Public speech: Techniques of

preparing and delivering a speech

7hrs


- Handle the salient elements

of a debate and adopt

appropriate verbal

conventions and habits of

arguing out facts, opinions,

feelings , beliefs, attitudes

- Debate:

Main steps of a debate

Techniques of debate

3hrs

- Write clear and effective

summaries

- Summary writing

1hr

- Write and present a clear and

effective report

- Report writing:

The terms of reference

Collecting information

Arranging the material

Drafting the report

The final report

3hrs

- Make use of appropriate

strategies and techniques in

order to take meaningful

notes in a variety of

situations

Note- taking:

Making notes from a reading

Taking notes from lectures, oral

orders , conferences, talks, on

visits, etc.

1hr


- Find and use information

from a variety of given

sources, including

information sources

- Looking up information in :

Dictionnaries

Catalogue,

Indexe,

Encyclopaedias, etc.

1hr

- Fill in forms correctly

- Filling in a form:

driving license applications

Job applications

Insurance claims

Travel documents etc.

1hr

- Compose various forms of

correspondence

- Writing:

Informal and formal letters

Invitations

Notices

Announcements

Advertisements

3hrs

- Make use of techniques of

conducting an interview

- Interview: Practice in conducting and

being given an interview

4hrs

- Demonstrate both orally and in writing mastery of relevant lexical and syntaxical structures that

- Grammar ,conjugation and vocabulary:

Connectors

Transition words

15hrs


make up a sentence, a paragraph and a full text

Use of the gerund

Phrasal nouns

Review of all tenses

Review of adverbial clauses: concession purpose, result, condition.

Review of reported speech

Appropriate field jargon



SPECIFIC OBJECTIVE CONTENT

TIME ALLOCATION

By the end of the year, the learner should be able to:

- Demonstrate qualities of a good listener

- Listening with concentration and attention: lectures, audio tapes, video tapes, films, radio, T.V, etc.

2hrs

- Appreciate the interlocutor‟s facts, feelings, opinions, attitudes, beliefs, etc.

- Body language: facial expressions, gestures

Compromise

Patience, etc.

2hrs

- Generalise and classify information from listening, viewing and reading

- Data collection and classification according to gender, genre, mode, behavioral trends, etc.

2hrs

- Demonstrate appropriate communication and social skills in attending interviews

- Interview:

Rapport with interviewees,

Patience, politeness expressions, clarity of speech, choice of effective words, body language, voice

7hrs


projection.

Exercises - 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 animal species nutrition ,painting and

decoration, the history of

banks and banking, etc.

4hrs

- 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, dialogues, group discussions, exposé etc.

Accepting and responding to others‟ view

- 10hrs

- 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,

- Report writing

The terms of reference

Collecting information

- 3hrs


spelling, punctuation and grammar

Arranging the material

Drafting the report

The final report

- Demonstrate both orally and in writing mastery of lexical and syntaxical structures that make up a sentence, a paragraph and a full text

- Grammar and conjugation

Review of the conditional

Review of reported speech : difficult forms

Review of subordinate

clauses

Special constructions: e.g. the perfect infinitive

Vocabulary: appropriate field jargon

- 15hrs

- Use the telephone effectively Telephone messages,

conversations

1hr


Teacher’s Notes

1. Preamble

Looking at the language needs already signposted in this programme, one can conclude that the main

purpose of teaching in the target context is to enable learners to communicate effectively with each

other, with their teachers, with other people in their respective technical fields and with the general public

using English as a medium. The ability to communicate competently and effectively (frequently referred

to in this literature as communicative competence or skills) does not come by automatically or through

learning the theory of the target language (i.e. metalanguage). Recent research on second language

acquisition and learning is replete with evidence that successful language learning is enhanced by the

learner immersing himself/herself in practising language skills (i.e. listening, speaking, reading, writing,

vocabulary and grammar) within a relevant social context. The central role of the teacher in such a case

is, therefore, that of setting learning activities/tasks and of managing the learning process in such a way

that the learners are facilitated to acquire and learn technical language relevant to their respective

trades..

2. Which methods?

It is not easy for any syllabus designer to prescribe a single method for the teacher or learner. The best

strategy is for the teacher to acquaint himself/herself with the various language teaching

approaches/methods to be able to decide which one/ones is/are appropriate to his/her teaching context.

He /she should employ his/her own intuition and professional experience to formulate, select, adopt and

adapt methods that are most suitable to the teaching - learning environment, which is normally

influenced by such variables as learning styles/preferences/characteristics of each class, available

material resource to aid teaching-learning activities and tasks, time constraints, administrative/


institutional constraints, etc. It is impossible for any programme to predict what each teaching - learning

environment will look like.

It has already been suggested that the target learners need to develop efficiency and

effectiveness/competence in communication skills (especially reading and writing), with the assumption

that they have a sound basis in listening and speaking. It is nonethe- less, safer for the individual

teacher to treat this generalisation carefully by analysing the peculiar needs of his/her particular class so

that he/she can set more specific goals and objectives as well as prepare specific content and determine

the most appropriate methods, according to arranged priorities. In current English language research

and practice communicative language teaching is in vogue, but this is not without challenges. The

approach has come under fire due to its overemphasis on such things as speaking at the expense of

other skills. Another weakness of the approach is that it objectifies all language learning contexts,

disregarding specific needs of certain specific contexts.

Furthermore, the concept of being communicative is itself open to subjective interpretation, hence

subjective implementation of the so - called “communicative” syllabuses. Apparently, the purpose to

communicate in each context influences the relative emphasis on any one of the language skills. This is

why the teacher is conceived as having an upper hand in identifying the specific needs and priorities of

his/her class than a remote, detached syllabus designer.


3. Methodological guidelines

3.1. Language skills

The following guidelines are only an indicative sketch to stimulate the individual teacher to engage in

critical reflection of his/her professional practice. The so-called guidelines should not be regarded as

absolute gospel to be followed to the mark.

3.1.1. Listening

Most listening takes place in very unstructured, unexpected and unpredictable ways, especially outside

class time. It is feasible and viable for the teacher to prepare and conduct more structured listening

activities/tasks for the learners, such as audio and video tapes, records/songs, films, etc. The most

spontaneous listening opportunity, however, is listening to the teacher as well as to colleagues inside

and outside the classroom. Good listening practice should expose the learner to a variety of English

accents, dialects and registers (especially those pertinent to the respective technical and professional

fields).

3.1.2. Speaking

Many ELT researchers often advance the view that competence / fluency in speaking a language is a

sure indication that someone “knows” that language. Much as there is a lot of truth in such a claim, it is

contended that it is insufficient to be able to listen, comprehend and produce fluent speech in the

second / foreign language but be deficient in reading, writing, grammar and vocabulary. Besides, in

some specific contexts like the technical fields in question, using the language most meaningfully


means the learner‟s ability to fully integrate all the language skills and adapt them to the respective field.

The following strategies and techniques might lead to successful speaking practice:

i). Asking the teacher questions

ii). Answering the teacher‟s questions

iii). Dialogue between the teacher and the learner or role-plays among learners,

iv) . Discussions / debates between the learner and another learner in pair or small groups,

v). Classroom presentations / exposés in topics related to respective teaching fields: Here the learner

selects a topic from a wide range of topics, or formulates his / her own topic related to his / her

respective technical field and then prepares a presentation on it. The teacher might intervene only by

spelling out specifications of that presentation (e.g. length, duration, broad theme, etc)

3.1.3. Reading

Like listening, most reading is unstructured, unpredictable and carried out by learners outside class time

(e.g. reading lecture notes, texts books, journals, newspapers, letters, signposts, notices, reports,

novels, etc). The teacher should strive to stimulate the learners‟ interest in both intensive and extensive

reading, which they can efficiently and effectively carry out outside class time. Structured opportunities

for reading can be designed by the teacher. Here are a few examples:

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

(ii) Intensive reading of reference texts aiming at fast and analytical reading for information and data. This aims at building confidence and familiarising the learner with the language used in their respective fields (electricity, electronics, mechanics, construction, carpentry, tailoring,


public works, telecommunication, accountancy, computer science, veterinary, forestry, arts, sculpture , sewing, agriculture).

(iii) Extensive and methodical reading of prescribed readers (i.e. simple story books) to gain experience of language use in respective technical fields.

3.1.4. Writing

Writing, both as a skill and an exercise, is a recursive process which involves progressive stages. The

progress begins with thinking out ideas and thoughts, through noting these down in a sketchy point form,

to making a rough draft, to reviewing, correcting and revising, to producing a final draft. Tests and

examinations, however, do not cater for all the stages due to time pressure; this fact should be made

known to the learners so that they may differentiate process writing in the daily practice of writing and

writing for examination purposes.

Very often, learners privately carry out writing activities outside class time, so they thus do self-directed

writing practice (e.g. friendly letters, e-mail, articles, etc). Structured and supervised forms of writing may

be organised by the teacher in the following ways:

(i) Guided composition (including all forms of writing, e.g. letters, reports, announcements, advertisements, etc). The teacher should aim at striking a balance between “formative” writing (i.e. writing activities which train the learner how to write meaningfully and “evaluative” writing (i.e. writing tasks which focus on the finished product, with an intention of assessing the learner‟s competence or accuracy in that skill, e.g. composition in tests and examination).

(ii) Note -taking and note-making : These are very invaluable strategies for developing writing competence in the learners. In such situations as lectures, the learners learn over a period of time how to write fast and correctly, while putting their listening skill to full use. Also, the learners develop such techniques as paraphrasing , summarising, classifying data, etc. The


learners in the target context have to grape with the academic requirements of their courses in which making notes is one of the main learning activities they are continuously engaged in. They read on their own relevant materials and compile their own notes, which they then utilise for revision purposes as they prepare for tests and examinations. Here again, the learners make use of summarising and paraphrasing, among other techniques.

4. Technical/professional language skills

As stated in the introduction, this programme aims at enabling the student to use English functionally

and to allow him/her to express him/herself clearly and lucidly within his/her own specialised trade and in

subjects closely allied to it. Within that context and in view of the limited number of hours allocated to

the subject matter, the programme puts emphasis on seven topics around which the technical language

is to be organised:

1. Description and explanation 2. Giving instructions 3. Comprehension and interpretation 4. Note- taking 5. Summarizing 6. Letter writing 7. Reports


4.1. Description and Explanation

These are the two basic forms of exposition. They answer the questions WHAT? HOW? and WHY ?

- What is insurance? - How does a computer work? - Why is an insurance necessary for a car owner?

The important task in describing and explaining is to make sure that your students obtain as clear an

idea as possible of the object or process and that they fully understand what they read or see. To do

this, you should:

a) know the capabilities and back ground of your students b) be aware of the purpose and limits of the description or explanation c) select and arrange the material in the best way d) choose your words correctly e) be concise in expression f) be free from ambiguity g) 0present the material in an interesting way


4.2. Giving instructions

Giving instructions is not as easy as many teachers think. Some credit their students with the power of

mind - reading.

When giving instruction always consider the following points:

a) What is the back-ground of yours students? Have they the ability to understand all that you are saying?

b) Are you giving the instructions at a suitable time? c) Are the instructions so worded that they are not only easy to remember? d) Have you allowed sufficient opportunity for the student to question and confirm? e) Are you bothering to confirm that your instructions have been received and understood?

Effective instructions may include demonstrations and illustrations and the technique of careful repetition

to ensure complete understanding and absorption of the information.

4.3. Comprehension and interpretation

Understanding what the students read is not an automatic process. It involves hard work and demands

intense concentration, particularly if the writer is not helpful in his presentation of the material. They must

be able to read and take the ideas from the page with speed and accuracy.


Reading efficiently depends upon:

a) Good reading ability b) Concentration c) Sound back-ground knowledge d) Wide vocabulary e) Good knowledge of English f) Taking into account what they are looking for.

4.4. Note- taking

When taking notes the students should

a) Have a definite purpose b) Be aware of the limits of that purpose c) Keep the overall subject in mind as they select facts d) Keep their notes in neat order, using headings, subheading and enumeration e) Be prepared to amend their division suddenly if the lecture or book is boldly organised

4.4.1. Making notes from a reading:

Make notes in the following way:

a) Skim the passage or book to discover : - the theme - the scope - the line of development

b) Note down the main divisions and construct suitable headings. Use existing headings if they can help.


c) Under each heading make brief but clear notes of the main points, or those points which they wish to retain

4.4.2. Taking notes from lectures

A typical well organized lecture will probably have such a framework as this:

- The introduction of subject - Explanation - The repetition of the main points to ensure it has gone home - The summing-up and practical conclusion

When taking notes, the following pieces of advice may help:

a) To be prepared by giving some thought to the topic before hand b) To listen carefully for the key introductory phrases c) To space their notes reasonably. Use of proper notebook, or sheets of paper, etc d) To number their notes, especially sequence and lists. e) To keep awake


4.5. Summarizing

The process of summarizing is not an easy one and there is no quick and easy way to develop the

technique. It involves

h) the ability to read efficiently i) the ability to understand j) the skills of judgment and selection k) the art of interpretation and representation

Much of the work in the sections dealing with comprehension and interpretation and the art of note -

taking serves as a preparation to making summaries.

Remember that a summary should be:

a) a selection of the main facts or ideas, or the facts required by the students b) their representation of these ideas c) a connected, grammatical piece of writing


5. Monitoring, Assessment and Evaluation

Monitoring refers to the following up of the process of teaching and learning by the teacher. It entails

such actions as knowing to what extent the learners are interested in a lesson, checking whether the

objectives set for a given lesson have been achieved, or whether the content prepared for the lesson

has been covered. Assessment is used here to refer to the measurement of how successful the

individual learner has achieved the learning objectives set for him/her. It is treated differently from

evaluation, which in this context means the measurement of how successful or effective the teaching-

learning process has been, or how efficient and successful the teacher has been in pursuing his/her

teaching goals. Despite the semantic distinctions, nevertheless, assessment (e.g. quizzes, tests, exams)

and evaluation (e.g. . appraisal sheets, observation schedules, questionnaires) are meant for measuring

whether teaching and learning have been effective and efficient enough, and whether the objectives the

teacher has set for his/her learners have been achieved. They serve as quality control measures for

standards monitoring and maintenance or improvement. It also promotes accountability and motivation

on the part of the teacher and the learners. When assessment or evaluation policies and procedures are


effective, remedial work, aversion of problems and strategies for further learner motivation are easy to

attain.

The world of assessment and evaluation is a very contested, controversial and complex one. Part of its

complexity is to do with the existence of variables or outcomes which are not easily measured. For

instance, what is good or bad teaching? ; Is there any foolproof way of measuring the extent to which

teaching and learning have taken place? ; Is there any single most reliable assessment or evaluation

instrument? How much is the demarcation between the learner’s incidental or self-directed learning and

the learning directed by the teacher? ; Etc. These and other unanswered questions give a glimpse of

what assumptions are usually made about testing and measuring, and how it is not easy to attain

reliability when only one form or procedure of assessment/evaluation is employed.

Monitoring the teaching-learning process, assessing the learners‟ progress and evaluating the quality of

teaching are part of the teacher‟s professional responsibility as manager of his/own class. In reality there

are those assessment and evaluation tasks and procedures which the teacher designs and conducts.


However, there are others which are designed by the school, regional authority or the Ministry of

Education. The focus of this programme is on the classroom-based type of assessment and evaluation.

Assessment or evaluation can be formal / structured (e.g. marked homework exercises, quizzes, tests,

examinations, graded oral or aural exercises, appraisal sheets, questionnaires, etc) or informal (e.g.

unmarked essay writing, learner-directed grammar and vocabulary exercises, oral questions and

answers, teacher self-observation, casual and unrecorded observation of learners, etc). Assessment

and evaluation can also be formative/continuous (e.g. continuous assessment tests and quizzes during

the term) or sommative (e.g. examinations at the end of the term or year). Also, assessment/evaluation

can be either norm-referenced (aiming at achieving certain standards of performance, e.g.

formal/structural accuracy, high grades or marks, etc) or criterion-referenced (aiming at meeting certain

conceded criteria, e.g. communicative effectiveness, wholesomeness of content rather than accuracy of

form, etc). Whatever form is chosen by any teacher at any one time, the triangulation through a variety

of them should be seen to contribute to the improvement of language learning and teaching.


The nature of the programme under review is such that the syllabuses that comprise it are to be followed

by students pursuing seventeen different options. It is up to the individual teacher to set lesson

objectives and teaching goals pertinent to his/class needs and interests. This will provide him/her the

basis for devising assessment and evaluation procedures and tools most relevant to his/her teaching-

learning context, e.g. oral questions, written exercises, quizzes and tests, examinations, etc.

The art of test construction, administration and analysis cannot be discussed in a scope like the present

one. Where applicable, each teacher should be self-reliant in knowing what is best to measure, how to

measure it, when to measure it and what best can be done with the results. On the whole, however,

excessive and frequent testing has often been censured partly for its association with learner

intimidation. It has also been criticised for its tendency towards the „washback‟ effect (i.e. the teacher‟s

propensity for prompting his/her students to rote-learn only the content he/she will assess them on, thus

limiting their learning opportunities). In addition to principles already mentioned above, that the teacher

should provide the learner with support, understanding, guidance and advice is an underlying principle of


any good assessment policy. Furthermore, the teacher should make use of his/her evaluation results to

improve his/her teaching.

6. Assessment and Evaluation Formats

(a) Class-based and school-based assessment (i.e. heavily dependent on each individual school policy)

1. strategic questioning techniques – monitoring and short-term learner assessment, whereby the

teacher makes remedial adjustments, provides correct answers, stimulates further learning, provides further guidance or reinforces motivation.

2. Continuous oral and written presentations, exercises, quizzes, tests, etc 3. Formal trimly examinations 4. End-of-syllabus or end-of-year examination (for promotion to the next year in Forms 4, 5 and 6 )

(b) Assessment at national level

1. English examination from Workforce Development Authority (WDA) at the end of Form 6.

(c) Class-based and school-based evaluation (i.e. heavily dependent on each individual school policy)


1. Strategic questioning techniques employed in evaluation tools( e.g. teacher‟s self-appraisal sheets, appraisal schedules on teacher‟s teaching from the learners or colleagues in observation sessions ; questionnaires filled out by students to evaluate the teacher‟s teaching, progress reports from students at the end of the term or year, etc.),

2. Continuous oral and written presentations, exercises, quizzes, tests, etc (but this is only to some extent, as one cannot be absolutely sure if apparently successful performance measured with grades/marks is a true indicator of the teacher‟s or learners‟ competence)

3. Formal term and yearly examinations 4. End-of-year or end-of-programme examination at the end of Form 6

N.B.

The trend of most assessment and evaluation policies and systems is to assume that marks or grades for language tests and examinations are clear indicators that the teacher has done his/her job well or badly and that the learners have or have not attained relative communicative competence. What undermines this assumption is the fact that many assessment instruments like tests and examinations focus on certain skills, while other skills are neglected or overlooked. Consequently, it is not uncommon to come across students with high scores or grades in written sommative assessment who cannot communicate effectively in speech or even in continuous writing. A major deficiency in such an assessment instrument is likely to be over-concentration or over-weighting of vocabulary and

grammar structures at the expense of the other four skills. Therefore, the most effective instrument for measuring communicative competence is seen as one which rotationally focuses and weights listening, speaking , reading, writing and vocabulary and grammar competences.


In most school-based and national formal assessment situations, existing logistics make it practically difficult to assess certain skills, e.g. lack of recorders and tapes for testing listening ; lack of other aspects of technology and qualified manpower for recording and analysing students’ spoken discourse ; time pressure ; etc. That is why most language tests and examinations might find it only practicable to concentrate on reading comprehension and writing at the expense of listening and speaking. The classroom teacher should, therefore, lay strategies to make up for this shortcoming. For example, he/she can stipulate in his/her scheme of work and lesson plan listening and speaking tasks which are meant for assessment. However, the biggest constraint is that this form of

assessment must be in harmony with the assessment policies and procedures recommended by the respective school as well as by the Ministry of Education. In other words, it is desirable that grades accrued through continuous assessment of that nature should have a place in each student’s entire performance profile.

(d) Evaluation at school level and at national level

Ideally, in addition to external inspection, each school should have its own internal strategies, policies

and procedures for evaluating to what extent it is implementing syllabuses and curricula from Workforce

Development Authority. Usually learners, teachers, educationalists in the Government and the general

public use students‟ performance grades to measure the success of education programmes. Current


research on assessment and evaluation is challenging all the interested parties to review the policies,

criteria, procedures and instruments in use; but this is outside the scope of this publication.

Specifications for class-based and school-based assessment

Each teacher will give out regular oral and/or written quizzes.

Each teacher will give out regular quizzes or presentations/exposés of about 5 minutes on well defined language points.

Each class will do one supervised test plus at least two graded homework each term.

Each class will do various upgraded homework exercises.

Each class will do at least one test each term, with focus on content that has already been covered.

Each class will do at least one examination each year, with focus on content that has been covered so far.


Recommendations

For this programme to be successfully implemented in the Technical Secondary Schools of Rwanda

(TSS), some requirements should be met:

1. Availability of qualified, competent and motivated teachers ; 2. In-service training seminar/workshop for English language teachers for the purpose of orientating

them before they begin to teach the present programme - this is in addition to regular in-service programmes ;

3. Provision of core textbooks and other teacher and student support materials; 4. Government investment in and promotion of materials development carried out in Rwanda and

targeting English Language Teaching (ELT) in the Technical Secondary Schools (TSS), – in particular, motivating teachers who are interested in writing ELT materials ;

5. Provision of audio-visual teaching aids such as cassette players and tapes, radio, TV sets ,newspapers, periodicals, etc ;

6. Monitoring and evaluation by Workforce Development Authority (WDA) ,the institution , should make follow-up visits to the classes after introducing the present programme in order to be able to monitor and evaluate the programme implementation ;

7. Setting up extracurricular activities in schools with the aim of promoting the practice of English language skills (e.g. the English and drama clubs, film clubs, etc.)

8. Promotion of research in the field of ELT, in general, and in the sub-field of English for Academic Purposes/English for Specific Purposes ;

9. Taking into account the discrepancies with regard to the weekly time allocated to this course in English, Workforce Development Authority (WDA) should set two different national examinations: one should be designed for Secretariat, Tourism, Hotel Operations and Graphic Arts, and the other for the rest of the Technical Secondary Schools (TSS).


7. Bibliography

i. English in Electrical Engineering and Electronics by Eric Gledinning, Publ. Oxford

University Press. ii. Basic Technical English by Jeremy Comfort, Steve Hick and Allan Savage Publ.

Oxford U. Press iii. A First Course in Technical English by B. Wood, H. Templeton, M. Webber, publ.

Heinemann Educational Books. iv. English for Technical Students by David Bonamy, publ. Longman . v. English for Motor Vehicle Technology by H. Templeton, publ. H.E.B. vi. English for Mechanical Science by H. Templeton, publ. H.E.B. vii. A Dictionary of Electronics by E.C. Young, publ. New Penguin Books. viii. The Use of English for Technical Students by R.A. Kelly, pul. Hazzap.

Designed by: NSABIMANA Justin

KANA F. Xavier

MWUNGERI Evariste


Participants in the curriculum review


2. MPAMO Aimé, Supervisor Curriculum Development, WDA






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

9. Hilarie NIYOTWAGIRA, Trainer at G.S GATAGARA

10. Laetitia USABYIMBABAZI, Trainer at ESAPAG


PROGAMME DE MATHEMATIQUES


Introduction

Les programmes de mathématiques des sections techniques niveau A2 renforcent les notions acquises au tronc commun et

ont la double mission suivante : permettre à l‟apprenant de mieux comprendre les notions techniques et préparer ce dernier à

l‟enseignement supérieur spécialisé.

Ces programmes abordent les notions de géométrie plane, géométrie de l‟espace, géométrie descriptive, algèbre et statistique

descriptive.

Le programme de la 4ème

année aborde les éléments de géométrie plane, géométrie de l‟espace, trigonométrie, équations et

inéquations du 1er et du 2

ème degré, puissances et logarithmes, nombres complexes, matrices, déterminants et résolutions des

systèmes linéaires.

Le programme de la 5ème

année aborde les notions d‟analyse (étude complète d‟une fonction numérique d‟une variable réelle)

la géométrie descriptive et achève l‟étude des nombres complexes.

Quant au programme de la 6ème

année, il aborde le calcul intégral, l‟étude des fonctions logarithmiques et exponentielles, la

géométrie descriptive et la statistique descriptive.

Les programmes développés pour le niveau A2 comprenant :

- les orientations générales - les objectifs généraux


- les objectifs spécifiques, les contenus notionnels et les références bibliographiques par niveau d‟étude - l‟approche d‟évaluation par cycle - les facteurs particuliers relatifs à ces contenus


Orientations générales

Les programmes de mathématiques proposés pour les sections techniques niveau A2 renferment des contenus notionnels

indispensables à l‟assimilation des contenus des cours techniques.

Le technicien A2 doit être performant, créatif et compétitif sur le marché de l‟emploi comme employé ou comme employeur.

De plus le technicienA2 doit être à même de suivre l‟enseignement supérieur spécialisé.

Les développements théoriques seront allégés, l‟importance sera attachée aux exercices variés choisis dans les thèmes des

cours techniques de chaque spécialité.

Objectifs généraux

1. Développer une pensée claire, logique et cohérente 2. Développer l‟esprit de rigueur, d‟organisation et de synthèse 3. Développer les qualités de soin, ordre, précision et clarté à travers le tracé des figures géométriques, l‟exécution et la

présentation des tâches 4. Reconnaître le rôle d‟outil joué par les mathématiques dans différents domaines de la vie pratique. 5. Développer les capacités d‟observation et de schématisation par la représentation plane des figures de l‟espace. 6. Développer l‟esprit de jugement et de prise de décision fondée sur une argumentation logique.


4ème

Année

Objectifs spécifiques Contenus notionnels

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

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

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

3. Raccorder des arcs avec soin et précision

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

Chap. 1. Rappels : Formes géométriques planes

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

- Définitions et propriétés - Constructions et calculs d‟aires

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

- Méthodes de construction

1.3. Raccordement d‟arcs - Méthodes de construction

Chap2. Calcul vectoriel

2.0. Rappels

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

- Norme d‟un vecteur


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

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

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


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.

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.

3.4. Solides géométriques :

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

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


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

représenter graphiquement une fonction du 1er

degré ; résoudre algébriquement et graphiquement les systèmes

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

topographie

4.7. Formules de transformation

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


18. Représenter graphiquement le fonction

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

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

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


21. Utiliser les propriétés des logarithmes décimaux dans la résolution des équations

22. Utiliser les formes algébriques et trigonométriques d‟un nombre complexe non nul dans la résolution des problèmes du domaine technique

5.6. Logarithmes décimaux ;

- Définitions

- propriétés; - Opérations ; - résolution des équations logarithmiques

Chap.7. Déterminants et systèmes d’équations linéaires

7.1. Matrices

- définitions, écriture et terminologie Notamment : élément d‟une matrice, lignes, colonnes, rangées,

types de matrices, matrices m x n , matrices carrées (d‟ordre 2

et 3), matrices lignes, matrices, colonnes, écriture généralisée

d‟un élément d‟une matrice :, transposée d‟un matrice

- égalité de deux matrices de même type - opérations sur les matrices * addition de deux matrices de même type

* multiplication d‟une matrice par un nombre réel


23. Appliquer les propriétés des matrices et des déterminants à la résolution des systèmes de n équations à n inconnues (n 3 )

* 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

Chap.8.Logique mathématique

8.1. Proposition et table de vérité

8.2. Conjonction, Disjonction, negation

8.3. Implication et équivalence

8.4. Quantificateur


5 ème

année

Objectifs spécifiques. Contenus notionnels

A la fin de ce programme, l‟élève doit être capable de :

Utiliser les propriétés des limites et dérivées à la

résolution des problèmes techniques faisant appel à la

notion d‟étude des fonctions numériques et à leurs

représentations graphiques.

Chapitre I Analyse

1.1. Généralités sur les fonctions numériques d‟une variable réelle 1.1.1 Définitions et exemples

- Fonction - Fonction paire, fonction impaire - Fonction périodique - Fonction croissante - Fonction décroissante - Domaine (ensemble ) de définition

1.2. Limites 1.2.1 Approche intuitive de la notion de limite d‟une fonction en un

point (appartenant ou pas au domaine de définition) 1.2.2 Limite à gauche et limite à droite 1.2.3 Propriétés des limites finies 1.2.4 Extension de la limite lorsque les valeurs de la variable ou

celles de la fonction tendent vers l‟infini : Règles de calcul 1.2.5 Cas d‟indétermination

(

, , .0 ,

0

0)

1.3. Continuité 1.3.1 Continuité en un point, discontinuité en un point 1.3.2 Continuité sur un sous ensemble de R


Déterminer les asymptotes au graphe d‟une fonction

numérique donnée

- Propriétés des fonctions continues

- Opérations sur les fonctions continues - Théorème de valeurs intermédiaires 1.3.3 Fonction réciproque d‟une fonction strictement monotone 1.3.4 Fonction bornées

1.4 Asymptotes

1.4.1 Définitions

1.4.2 Détermination des asymptotes horizontales, verticales, et

obliques

1.5 Dérivées 1.5.1 Dérivée d‟une fonction en un point ou nombre dérivé en un point

1.5.2 Dérivabilité et continuité

1.5.3 Interprétation géométrique du nombre dérivé en un point

1.5.4 Fonctions dérivée

1.5.6 Opérations sur les fonctions dérivables

1.5.7 Propriétés des dérivées

1.5.8 Applications des dérivées

1.6 Tableau de variation d‟une fonction numérique 1.7 Plan d‟étude d‟une fonction et tracée de sa courbe représentative

Types de fonction à études :

- Fonction rationnelles

- cbxaxx 2 ( 0a )


Calculer la dérivée d‟une fonction donnée en un point

donné et interpréter graphiquement et physiquement

les résultats

Etudier les fonctions numériques et faire la

représentation graphique de manière propre et précise

- dcxbxaxx 23 ( 0a )

- dcx

baxx

( 0c )

- edx

cbxaxx

2

( a 0d )

- fex

dcxbxaxx

2

23

(a 0e )

- Fonctions irrationnelles

pxx 2 (Parabole)

22 xaa

bx ( Ellipse)

22 axa

bx (Hyperbole)

- Fonctions trigonométriques


- Fonctions avec expressions contenant des valeurs absolues.


Objectifs spécifiques Contenus notionnels

Etablir les équations des droites et des plans dans

l‟espace

Utiliser les propriétés du produit scalaire dans des

situations techniques tirées des cours techniques.

Chapitre II Géométrie

2.1 Calculs vectoriels dans l‟espace

2.2 Equations des droites de l‟espace

- Equation vectorielle - Equations paramétriques - Equation cartésienne

2.3 Equations de plan dans l‟espace

- Equation vectorielle - Equations paramétriques - Equation cartésienne

2.4 Produit scalaire dans l‟espace

- Définition - Propriétés du produit scolaire - Norme d‟un vecteur - Cessants d‟un couple de vecteurs - Orthogonalité de vecteurs - Repère orthonormé - Expression analytique du produit scolaire

2.5 Orthogonalité

- Droites orthogonales - Droite perpendiculaire à un plan - Plans perpendiculaires - Plans parallèles - Distance d‟un point à un plan - Angles de droites et de plans - Distance commune de 2 droites gauches

2.6 Intersection de plans


Déterminer analytiquement les positions relatives des

éléments de l‟espace

Utiliser les propriétés du produit vectoriel et mixte dans

la résolution des phénomènes physiques

- Intersection de deux plans - Intersection d‟une droite et d‟un plan

2.7 Le produit vectoriel dans l‟espace

- 2.7.1 Définition du produit vectoriel - 2.7.2 Propriétés du produit vectoriel - 2.7.4 Produit mixte dans l‟espace

Chapitre III Géométrie descriptive

3.1 Construction des courbes - Ovale - Ensemble de panier - Ellipse - Parabole - Hyperbole - Développante du cercle

3.2 Projections de points, droites et plans

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

3.3 Projections de polyèdres - Projections de prismes et pyramides

Réguliers dont les bases sont parallèles

à l‟un des plans de projection

- Section plane dans un prisme régulier vu dans une pyramide régulière lorsque le plan rencontre toutes les latérales

3.4 Sections du cône


Construire avec soin et précision certaines courbes

planes

Représenter les projections planes des figures de

l‟espace

- Cône de révolution - Construction des sections : deux méthodes - Section elliptique du cône - Section hyperbolique du cône

3.5 Méthode de Monge 1. Etude de la droite 2. Etude du plan 3. Intersection de 2 plans - Intersection d‟une droite et d‟un plan - Droites et plans perpendiculaires - Perpendiculaire commune à 2 droites gauches - Problèmes classiques

Chapitre IV Nombres complexes

6.1. Ensemble C des nombre complexe : - Définition et propriétés

- opérations dans C - forme algébrique d‟un nombre complexe - module d‟un nombre complexe, - conjugué d‟un nombre complexe ; 6.2. Calculs dans le corps des nombres complexe - racines carrées d‟un nombre complexe - équation du second degré dans C 6.3. Représentation géométrique d‟un nombre complexe.

- Affixe d‟un point ; affixe d‟un vecteur

6.4. Formes trigonométriques d‟un nombre complexe

arguments d‟un nombre complexe non nul

forme trigonométrique arguments d‟un produit et d‟un


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

différentes positions et exécuter les constructions qui s‟y

rapportent.

Appliquer la méthodes de Monge dans les constructions

des droites, plans et dans l‟exécution des problèmes

classiques.

Utiliser les nombres complexes pour résoudre les

problèmes techniques faisant appel au calcul

trigonométrique et les nombres complexes.

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

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

4.3 Applications des nombres complexes

- Calculs des nombres trigonométriques D‟angles multiples d‟un donné

- Etablissement des identités trigonométriques par le formule de MOIVRE

- Résolution des équation et inéquations trigonométriques simples - Construction des polygones réguliers de côtés et déterminations de

la longueur des côtés et de l‟apothème en fonction du rayon


6 ème

année

1. Objectifs spécifiques Contenues notionnels

A la fin de ce programme, l‟élève doit être capable de :

Utiliser les fonctions cyclométriques dans les cours

techniques

Utiliser les fonctions logarithmes et exponentielles dans

la résolution des problèmes rencontrés dans les cours

techniques

Chapitre I. Analyse

1.1. Fonctions 1.1.1. Réciproque d‟une fonction strictement monotone 1.1.2. Définition des fonctions cyclométriques x arcsin x

x arccos x

xx arctan

anxarx cot

1.2. Fonctions logarithmes et exponentielles 1.2.1. Fonction logarithme népérien

- Définitions : f : xx ln

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

1.2.2. Fonction exponentielle de base e

- Définition, notation f : xex

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


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

- Définition : f : xx alog

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

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

- Définition f :xax

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

1.3. Notion de différentielle

- Définition - Propriétés - Différentielle des fonctions usuelles - Interprétations géométrique de la différentielle - Application : calculs appropriés

1.4. Fonctions primitives - Définition - Propriétés

1.4.1. Primitives immédiates


Utiliser la différentielle dans la résolution des problèmes

rencontrés dans les cours techniques

Calculer les primitives et les intégrales des fonctions

usuelles et les appliquer à la résolution des problèmes

des cours techniques

Formules de primitives des fonctions déjà étudiées

1.4.2. Méthodes de primitivation

- Primitivisme par décomposition - Primitivisme par parties - Primitivation par changement de variable

1.4.3. Primitivation de certaines classes de fonctions

- Fonctions rationnelles - Fonctions irrationnelles - Fonctions trigonométriques

1.5.Intégrale d‟une fonction continue

- Définition : b

a

dxxf )(

- Propriétés - Méthodes d‟intégration : calcul d‟intégrales - Applications : calcul de longueur, calcul d‟aires d‟une surface plane

et d‟un volume d‟un solide de révolution


1.6. Equations différentielles (1er

degré, 2e degré)

Chapitre II. Géométrie descriptive

2.1. Etude des plans bissecteurs des plans de projection

- Eléments du second bissecteur - Eléments du premier bissecteurs

2.2. Polyèdres

- Détermination des arêtes visibles et cachées d‟un corps opaque représenté en double projection orthogonales

2.3. Rabattements

- Problèmes du relèvement 2.4. Méthodes des rotations

2.5. Méthodes des changements des plans de projection

Chap III. Statistique des descriptive

1.1. Rappel : Paramètres de position d‟une série statistique 1.2. Caractéristiques de dispersion d‟une série statistique : - étendue,


Résoudre les équations différentielles simples se

ramenant aux problèmes techniques ( circuit électrique

etc.. .)

Déterminer les projections planes des figures situées

dans les plans bissecteurs

Représenter le vu et le caché et appliquer les

techniques apprises dans la résolution des problèmes

de dessin technique

- intervalle interquartile,

- écart moyen, - variance et écart- type, - coefficient de dispersion 1.3. Comparaison de deux séries statistiques 1.4. Séries statistiques doubles - Séries statistiques à 2 variables - Ajustements linéaires

Méthodes graphiques

Méthode des moyennes mobiles et échelonnées

Méthode des moindres carrés

Droite de régression

- Corrélation linéaire


A partir des exemples construits ou donnés, représenter

graphiquement une série double et déterminer le cas

échéant, un ajustement linéaire à main levée ou par la

méthode des moindres carrés.

Déterminer l‟efficacité de cet ajustement linéaire en

fonction du contexte.


Proposition de répartition de la matière du programme de 4ème

année, Niveau A2.

Contenu Nombres d‟heures

Formes géométriques 10

Calcul vectoriel 8

Géométrie de l‟espace 18

Trigonométrie 24

Algèbre 20

Puissances et logarithmes 10

Nombres complexes 15

Déterminants et systèmes linéaires 15

TOTAL : 120


Bibliographie (non exhaustive)

1.DPES - RWANDA : Géométrie de l‟espace, 1ère

et 2° partie, Livre de l‟élève, Imprisco-Kigali, Octobre 1988, Octobre 1989

.

2. CONDAMINE M : Algèbre linéaire et géométrie, 1ère

CDE , Delagrave, 1970

3. GAUTIER C et al : Aleph, Mathématique, 1ère

AB, Hachette, Paris,1974

4. GARNER H et al : Mathématiques, Terminale D, Bordas, Paris, 1989

5. DPES – RWANDA : Complexes 5è année, Livre de l‟élève, Imprisco- Kigali, Février 1990

6. BOUTRIAN E et al : Savoir et savoir faire en mathématiques, 4ème

année niveau B, H. Dessain, Liège 7. GUION : Trigonométrie rectiligne, A.De Boeck Wesmael, Bruxelles

8. MAS - GALANP Anne et al : Mathématiques 2ème

scientifique, Collection Inter Africaine de mathématiques EDICEF 58,

Rue Jean Blenzen 92178 Vanves CEDEX

Notes méthodologiques

Les développements théoriques dans le cours de géométrie de l‟espace seront limitées au strict minimum. Le professeur veiller

à donner de nombreux exercices.

Pour les constructions des courbes, le professeur veillera au soin et à la précision des travaux des apprenants

L‟introduction des nombres complexes se fera à partir de la résolution de ax2 + bx + c = 0 dans R avec D < 0

Les propriétés des matrices seront énoncées et on veillera à donner plusieurs exercices sur les matrices d‟ordre 2 et 3.


Proposition de répartition de la matière du programme de 5éme année, Niveau A2

Contenu Nombre d’heures

Analyse I 40

Géométrie de l‟espace 30

Géométrie descriptive 30

Nombres complexes 20

Total 120

Bibliographie (nom exhaustive)

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

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

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



1. Le professeur insistera graphiquement les définitions de limites et continuité les théorèmes seront énoncés mais non démontrés le professeur insistera sur des exercices diversifiés.

2. Pour le chapitre sur les nombres complexes, le professeur insistera sur les exercices puisés dans les cours techniques. 3. Les cours techniques de géométrie de l‟espace sera essentiellement analytique.

Proposition de répartition de la matière du programme de la 6ème

année, Niveau A2

Contenu Nombres d‟heures

Analyse II 52

Géométrie descriptive 42

Statistique descriptive 26

Total :120


Bibliographie (non exhaustive)

1.VERSCHRAGEN R : Dessin scientifique II ,Ed J. Van In SA - Lierre

2. DESLOOVERE : Cours de géométrie descriptive, A De Boeck - Wesmael, Bruxelles, 1986

3. DPES - RWANDA : Cours de statistique. Livre de l‟élève, Imprisco - Kigali, décembre1988

4. GANTIER C et al : Aleph 1 Analyse Terminale D, Hachette, Paris, 1976

5. GAUTIER C, TERRAL : Mathématiques, Terminales2, Hachette, Paris, 1983

6. AUDIGIER M.N. et al : Mathématique, Terminale C/E

7 .DPES - RWANDA : Analyse 6e, Livre de l‟élève, Imprisco - Kigali, Décémbre 1986


1. La fonction exponentielle de base e sera introduite avant la fonction logarithme népérien

2. Le professeur insistera plus sur les exercices que sur les développements théoriques.


Approche d’évaluation

1. Nécessité d’une évaluation régulière

Un contrôle régulier du travail des apprenants est absolument indispensable à tous les niveaux d‟études.

Il permet au professeur de :

- s‟assurer de l‟efficacité des stratégies utilisées - apprécier le progrès réalisé par les apprenants - s‟occuper individuellement ou en petits groupes des apprenants qui éprouvent des difficultés.

Pour l‟apprenant, l‟évaluation régulière est un stimulant important qui lui permet d‟effectuer une série d‟activités qui fixent les

notions apprises.

2. Type d’évaluation

2.1. Le travail des apprenants en classe. Une première évaluation doit avoir lieu pendant le cours. Après la compréhension de la séquence d‟apprentissage, les

apprenants font des exercices d‟application.

Chaque apprenants doit avoir un cahier d‟exercices réservé à cet effet.

Les cahiers d‟exercices seront régulièrement contrôlés et visés par le professeur.


2.2. Les devoirs

a) Devoirs surveillés en classe b) Devoirs à domicile

Les devoirs surveillés en classe seront corrigés par les apprenants sous la supervision de leur professeur.

Les devoirs à domicile seront faits dans un cahier et le professeur devra s‟assurer si tous les exercices ont été faits.

2.3. Les interrogations écrites

Les interrogations courtes et fréquentes habituent les apprenants à travailler régulièrement.

Elles permettent aussi au professeur de juger du degré d‟assimilation de la matière précédente avant d‟avancer dans le

programme.

Les interrogations générales averties portant sur une matière plus vaste seront organisées.

2.4. Les examens écrits

Les examens écrits seront organisés à la fin de chaque trimestre.

Un examen de fin de trimestre doit être minutieusement préparé selon les suivantes :

a) déterminer les objectifs à évaluer b) formuler plusieurs questions par objectif à évaluer et ce de manière graduelle. c) Fixer la répartition des points par question et/ou par étape de résolution


d) Couvrir toute la matière vue au cours du trimestre. La grille de correction doit être la plus complète possible pour assurer une correction uniforme. L‟examen écrit doit être corrigé

ultérieurement en classe par le professeur.

Facteurs particuliers

1. Le professeur de mathématiques doit déployer des effets particuliers pour montrer à l‟apprenant le bien fondé de l‟enseignement des mathématiques et le relation étroite entre la matière enseignée et les problèmes pratiques de la vie.

2. Compte tenu des difficultés particulières que rencontrent les professeurs de mathématiques des écoles techniques, il est recommandé une concertation régulière des enseignants d‟une même école ou des écoles voisins.

3. Pour une bonne exploitation des programmes élaborés, il est recommandé d‟organiser des séminaires de formation des professeurs de mathématiques des écoles techniques. Il est aussi recommandé de rendre disponible les moyens matériels et humains pour la rédaction des manuels adaptés aux programmes proposés.

4. Le professeur doit créer chez l‟apprenant une certaine motivation qui le conduira à considérer les mathématiques comme un outil indispensable à l‟exercice de sa profession.

5. Les horaires des cours ne devraient pas placer les cours de mathématiques à des heures chaudes de la journée ou à des moments où les apprenants sont fatigués. Les heures de mathématiques devraient se suivre.

6. L‟apprenant devrait disposer d‟une calculatrice pour certains calculs qui exigent une grande précision. Le professeur devra former l‟apprenant à l‟utilisation de la calculatrice.