Topic 2 TMBIO23: Biology

competence-based curriculum

By Concilie MUKAMWAMBALI
 I. Biology competence based curriculum

Objective: Describe the Rwandan biology

competence based curriculum

Activity: The biology competence based

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

• critical thinking and problem solving skills;

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