1. education

REPUBLIC OF RWANDA
MINISTRY OF EDUCATION
ENTREPRENEURSHIP SYLLABUS FOR ORDINARY LEVEL
S1 - S3
Kigali, 2015
ENTREPRENEURSHIP SYLLABUS
FOR
ORDINARY SECONDARY LEVEL
Senior 1, 2 and 3
i
© 2015 Rwanda Education Board
All rights reserved
This syllabus is the property of Rwanda Education Board. Credit must be provided to the author and source of the document when the
content is quoted.
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Foreword
The Rwanda Education Board is honoured to avail this Syllabus which serve as official document and guide to competency-based teaching and
learning in order to ensure consistency and coherence in the delivery of quality education across all levels of general education in Rwandan
schools.
The Rwandan education philosophy is to ensure that young people at every level of education achieve their full potential in terms of relevant
knowledge, skills and appropriate attitudes that prepare them to be well integrated in society and exploit employment opportunities.
In line with efforts to improve the quality of education, the government of Rwanda emphasizes the importance of aligning the syllabus,
teaching and learning and assessment approaches in order to ensure that the system is producing the kind of citizens the country needs.
Many factors influence what children are taught, how well they learn and the competencies they acquire, among them the relevance of the
syllabus, the quality of teachers’ pedagogical approaches, the assessment strategies and the instructional materials available. The ambition to
develop a knowledge-based society and the growth of regional and global competition in the jobs market has necessitated the shift to a
competency-based syllabus. With the help of the teachers, whose role is central to the success of the syllabus, learners will gain appropriate
skills and be able to apply what they have learned in real life situations. Hence they will make a difference not only to their own lives but also
to the success of the nation.
I wish to sincerely extend my appreciation to the people who contributed towards the development of this syllabus, particularly REB and its
staff who organized the whole process from its inception. Special appreciation goes to the development partners who supported the exercise
throughout. Any comment or contribution would be welcome for the improvement of this syllabus.
Mr. GASANA I. Janvier
Director General of Rwanda Education Board (REB)
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Acknowledgement
I wish to sincerely extend my special appreciation to the people who played a major role in development of this syllabus. It would not have
been successful without the participation of different education stakeholders and financial support from different donors that I would like to
express my deep gratitude.
My thanks first go to the Rwanda Education Board staffs who were involved in the conception and syllabus writing. I wish to extend my
appreciation to lecturers and teachers of Entrepreneurship from different educational institutions whose efforts during conception of this
syllabus are much valuable. I owe gratitude to different education partners such as UNICEF, UNFPA, DFID and Access to Finance Rwanda for
their financial and technical support.
We also value the contribution of other education partner organisations such as National EDC/Akazi Kanoze, RSB, REMA, Handicap
International, Wellspring Foundation, MINECOFIN and Local and International consultants. Their respective initiative, co- operation and
support were basically responsible for the successful production of this syllabus by Curriculum and Pedagogical Material Production
Department (CPMD).
Dr. Joyce MUSABE,
Head of department,
Curriculum and pedagogical material production department,
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The list of participants who were involved in the elaboration of the syllabus
Rwanda Education Board Staff
I.
Supervisor – Curriculum, Pedagogical Material Department (CPMD)
Mr. GATERA Augustin (Director of Languages and Humanities)
II.
Curriculum Specialist– Curriculum, Pedagogical Material Department (REB)
Mr. Florian RUTIYOMBA (Entrepreneurship Curriculum Specialist)
III.
Lecturers and Teachers
Dr. MBASSANA Elie Marvin (University of Rwanda, College of Business and Economics)
Mr. KANYIKE John Paul (New Life Christian High School)
Mr. KAMUGISHA Rogers Patrick (Cornerstone Leadership Academy, Rwanda)
Mr. TOMUSANGE Brian (FAWE Girls Secondary School, Kigali)
Mr. MUVUNYI Kiba (SOS)
IV.
Resource persons
Ms. BAGIRISHYA Judith (Subject Specialist, Examination and Accreditation Department, REB)
Ms. ELIZABETH Miller Pittman (Curriculum Specialist, EDC Akazi Kanoze)
Ms. MUKARUGAMBWA Anne Marie (Project Manager, EDC Akazi Kanoze II)
Mr. MPORANZI Samuel (Director of engineering and urban planning standards unit, Rwanda Standards Board)
V.
Quality assurer / editor
Ms. MUGEMANYI Lucie
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Table of Contents
Foreword ....................................................................................................................................................................................................................... iii
Acknowledgement......................................................................................................................................................................................................... iv
The list of participants who were involved in the elaboration of the syllabus ................................................................................................................v
1. Introduction ................................................................................................................................................................................................................8
1.1 Background to entrepreneurship syllabus review ....................................................................................................................................................................8
1.2 Rationale for teaching and learning of entrepreneurship ........................................................................................................................................................8
1.2.1Entrepreneurship and society .............................................................................................................................................................................................8
1.2.2Entrepreneurship and learners............................................................................................................................................................................................9
1.2.3Ccompetencies ..................................................................................................................................................................................................................10
1.2.4Entrepreneurship and developing competencies..............................................................................................................................................................12
2. Pedagogical approach...............................................................................................................................................................................................12
2.1. The competency-based curriculum design philosophy............................................................................................................................................................12
2.2. Link to prior learning experiences ...........................................................................................................................................................................................13
2.3. Teaching and learning methods ..............................................................................................................................................................................................13
2.3.1Role of the teacher.............................................................................................................................................................................................................13
2.3.2The role of the learner .......................................................................................................................................................................................................14
2.4. Special needs education and inclusive approach.....................................................................................................................................................................14
3. Assessment approach ...............................................................................................................................................................................................15
3.1. Purpose of assessment ..........................................................................................................................................................................................15
3.2. Types of assessment ..............................................................................................................................................................................................16
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3.2.1.
Formative and continuous assessment (assessment for learning) .................................................................................................................16
3.2.2.
Summative assessment (assessment of learning) ..........................................................................................................................................16
3.3. Record keeping ......................................................................................................................................................................................................17
3.4. Item writing in summative assessment..................................................................................................................................................................17
3.5. Structure and format of the examination ..............................................................................................................................................................18
3.6. Reporting to parents ..............................................................................................................................................................................................18
4. The syllabus structure...............................................................................................................................................................................................19
5. Resources..................................................................................................................................................................................................................19
5.1. List of materials needed.........................................................................................................................................................................................19
5.2. Human resource requirements in successful teaching and learning of entrepreneurship ....................................................................................20
5.3. Strategies to address special education needs ......................................................................................................................................................20
5.4. Adaption of teaching methods and approaches ....................................................................................................................................................21
1. Syllabus Units............................................................................................................................................................................................................22
6.1 Senior One Units.....................................................................................................................................................................................................................22
6.2 Senior Two Syllabus Units.......................................................................................................................................................................................................37
6.3 Senior Three Syllabus Units ....................................................................................................................................................................................................52
2. References ................................................................................................................................................................................................................71
3. Curricula / Syllabi ......................................................................................................................................................................................................73
4. Appendices ...............................................................................................................................................................................................................74
9.1 Subjects and weekly time allocation for ordinary level ..........................................................................................................................................................74
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1. Introduction
1.1 Background to entrepreneurship syllabus review
As Rwanda moves towards Universal Secondary Education and 12 years of basic education, it is imperative that those graduating from
secondary school are equipped with competences to ensure that they can be productive after graduation. Therefore, it on this quest that a
careful review of the secondary school entrepreneurship syllabus was carried out to ensure that the key transferable soft skills that employers
need are being provided to all secondary graduates, academic skills as well as communication and team-work skills. What learners are taught
and the competencies they acquire is influenced by many factors among which is the relevancy of the curriculum, the appropriate
pedagogical approach by teachers, assessment strategies and the necessary and sufficient instructional materials.
A competence based curriculum guides the development of competencies, associated with methodologies and assessment strategies that
specify the outcomes which are consistent with personal, community and labor markets the needs. This syllabus offers learners the
opportunity to apply what they have learned to real life situations and to make a difference in their own life with the help of teachers whose
role is central to the success of the curriculum delivery.
This entrepreneurship competence based syllabus, therefore, intends to equip learners with a combination of knowledge; skills, attitudes and
values that a learner must demonstrate during and after each level of learning process that enables them to accomplish a certain task
satisfactorily, while personal characteristics such as motivation, self-confidence, and willpower are part of that context
1.2 Rationale for teaching and learning of entrepreneurship
1.2.1 Entrepreneurship and society
The developmental process and capital formation cannot – in the long run – be achieved by the state or by donor funds alone. While both
of these must contribute, the backbone of the process should be a middle class of Rwandan entrepreneurs. Productive entrepreneurship
must be fostered to perform its traditional role of creating wealth, employment and vital innovations through opportunities for profit.
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Entrepreneurship education is a vital part of the process to ensure society prosperity, and a driving force behind more employment, growth
and competitiveness. A successful entrepreneur is an asset to the society. He or she contributes to the wellbeing of a society in several ways
such as provision of goods and services, creating new markets, new technologies, new institutional forms, new jobs and net increases in the
real productivity that improves the living conditions of the people.
Entrepreneurship is a great enabler, which can help level the playing field between developed and developing countries and regions. It is
envisaged that with Entrepreneurship Education, Rwanda will transform from a subsistence agricultural economy to a knowledge -based
society, with a vibrant class of entrepreneurs.
1.2.2 Entrepreneurship and learners
The subject is meant to change attitudes of learners and focus more on self-employment, self reliance and raise awareness amongst young
people as well as the broader community for promotion of the potential youth enterprises. The attitude of young people is also a driver
of their productivity. Many Rwandan youth lack a culture of entrepreneurship while some youth perceive a certain kind of jobs as jobs
for second zone citizens. This further translates into a negative attitude towards learning skills related to those perceived blue-collar jobs.
Entrepreneurship education will ensure that the key transferable soft skills that employers need are being provided to all secondary
graduates, academic skills as well as communication and team-work skills. Entrepreneurship education will also result into reducing skills
gaps and shortages; improving productivity and business performance; increasing opportunities to boost the skills and productivity of
everyone in the sector’s workforce, including action on equal opportunities; and improving quality and relevance of training for
employment among learners
Using this syllabus, students will have: progressively more challenging educational activities; experiences that will enable them to develop the
insight needed to discover and create entrepreneurial opportunities; and the expertise to successfully start and manage their own businesses
to take advantage of these opportunities. Education in entrepreneurship therefore, helps learners to apply the business knowledge, skills and
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attitudes acquired to solve environmental, economic and social problems in their everyday lives.
1.2.3 Ccompetencies
A competency is a combination of knowledge, skills, attitude, and values that a learner must demonstrate during and after each level of
learning process that enable him/her to accomplish a certain task satisfactorily. Basic competencies are addressed in the stated broad subject
competences and in objectives highlighted year on year basis and in each of units of learning.
The generic competencies, basic competences that must be emphasized and reflected in the learning process are briefly described below and
teachers will ensure that learners are exposed to tasks that help the learners acquire the skills.
Generic competencies
Critical and problem solving skills: The acquisition of such skills will help learners to think imaginatively, innovatively and broadly to evaluate
and find solutions to problems encountered in our surrounding.
Creativity and innovation: The acquisition of such skills will help learners to take initiatives and use imagination beyond knowledge provided in
classroom to generate new ideas and construct new concepts.
Research: This will help learners to find answers to questions based on existing information and concepts and use it explain phenomena from
gathered information.
Communication in official languages: Teachers, irrespective of being language teachers will ensure the proper use of the language of
instruction by learners. The teachers should communicate clearly and confidently and convey ideas effectively through spoken and written
by applying appropriate language and relevant vocabulary.
Cooperation, inter personal management and life skills: This will help the learner to cooperate as a team in whatever task assigned and to
practice positive ethical moral values and while respecting rights, feelings and views of others. Perform practical activities related to
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environmental conservation and protection. Advocate for personal, family and community health, hygiene and nutrition and responding
creatively to a variety of challenges encountered in life.
Lifelong learning: The acquisition of such skills will help learners to update knowledge and skills with minimum external support. The learners
will be able to cope with evolution of knowledge advances for personal fulfillment in areas that are relevant to their improvement and
development.
Broad entrepreneurship competences
The overall goal of entrepreneurship education is to give students the attitudes, knowledge and skills to act in an entrepreneurial way.
During and at the end of lower Secondary level, learners should be able to:
1. Make viable entrepreneurial decisions in life.
2. Manage resources properly and responsibly
3. Make rational work and career choices in life
4. Save for future needs and manage finance in daily activities
5. Scan and implement business opportunities from the environment;
6. Perform basic accounting for a business
7. Develop and implement a viable business plan
8. Pay taxes in accordance to Rwanda tax law
9. Apply standards in business operations
10. Apply ethical behaviors in business
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1.2.4 Entrepreneurship and developing competencies
The national policy documents based on national aspirations identify some ‘basic Competencies’ alongside the ‘Generic Competencies’’ that
will develop higher order thinking skills and help student learn subject content and promote application of acquired knowledge and skills. The
basic competencies alongside the generic competencies are stated in such way that will develop higher order thinking skills and which will
help subject learning and application of what has been learnt in real life situation.
Through learning sessions such as group work discussions, presentations, debates, research work, field visits, role plays and business
simulations games, learners develop abilities and skills that are transferable to new situations such as Critical thinking, Research and problem
solving, Creativity and innovation and Communication
The above learning activities learners don’t only develop competencies but also values like appreciating diversity, determination,
involvement, tolerance, responsibility, respect, loyalty, patience, dignity and the like.
2. Pedagogical approach
2.1. The competency-based curriculum design philosophy
A competency-based Entrepreneurship syllabus generally builds on active and participatory teaching methods. The change to a competencybased curriculum is about transforming learning, ensuring that learning is deep, enjoyable and habit-forming. Its main characteristics are the
practical, project-based approach, promoting practical experience through workshops, cooperation with different organizations and
enterprises, including learning settings outside school, and last but not least the hands-on approach of setting up and running student
projects. At the same time, each learner is an individual with his/her own needs, pace of learning, experiences and abilities. Teaching
strategies must therefore be varied but flexible within well-structured sequences of lessons:
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2.2. Link to prior learning experiences
The syllabus is not introducing new contents to learners but should build on student’s learning experiences such as personal, family or
community in its delivery. Entrepreneurship is subject that has links with many other subjects such as mathematics, Accounting, French,
citizenship, English, and others; therefore, it should be delivered showing the relationship with other subjects which will help bring out the
relevancy of the subject to learning process.
2.3. Teaching and learning methods
The methodological approaches used in this syllabus are based on active and participatory teaching and learning. The extent to which a
teaching method is to be used largely depends on the topic being handled, the learners’ learning or comprehension capacities, and the
resources available for use in the learning/teaching process. The activities employed are learner centered, where the learner is the main actor
and the teacher is expected to apply a series of interactive active learning.
N.B: It is recommended that the teacher must always wrap-up every group activity with learners giving feedback or sharing through class
presentations, discussions, questions and answers to come to an agreed content summary or conclusion of the lesson
2.3.1 Role of the teacher
Since the competency based curriculum is about learners’ active participation in the learning process, the teachers ought to stick to a learner
centered approach where the teacher plays the role of the coach / facilitator in order to value learners’ needs and expectations.
The teacher’s role in the delivery of this syllabus should include among others:

Organize learners in classroom or study areas

Designs the tasks to be performed and then works as facilitator throughout the whole process of learning

Provide the necessary support to the challenging tasks
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
Plan and design appropriate tasks that can provoke learners to think critically, be creative and innovative and be actively involved
during the learning process

Organize and develop learning/teaching materials/resources

Design appropriate assessment to measure the achievement of set objectives
2.3.2 The role of the learner
A competency-based curriculum cannot be successful without the learners’ full involvement in the learning process. They should be ready
and willing to work with their teacher(s) in the delivery of this syllabus.
The role of the learner therefore, in the effective delivery of the syllabus should include:

Regular attendance in the classroom

Active participation in group work or activities

Do/work on activities, assessments, and any other activity provided

Seek for assistance and feedback from fellow students and teachers

Imitate/apply learnt material in their school or daily life

Respect school rules and regulations

Search for more information through continuous research using various sources like books, internet etc.
2.4. Special needs education and inclusive approach
All Rwandans have the right to access education regardless of their different needs. The underpinnings of this provision would naturally hold
that all citizens benefit from the same menu of educational programs. The possibility of this assumption is the focus of special needs
education. The critical issue is that we have persons/ learners who are totally different in their ways of living and learning as opposed to the
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majority. The difference can either be emotional, physical, sensory and intellectual learning challenged traditionally known as mental
retardation.
These learners equally have the right to benefit from the free and compulsory basic education in the nearby ordinary/mainstream schools.
Therefore, the schools’ role is to enroll them and also set strategies to provide relevant education to them. The teacher therefore is
requested to consider each learner’s needs during teaching and learning process. Assessment strategies and conditions should also be
standardised to the needs of these learners. Detailed guidance for each category of learners with special education needs is provided for in
the guidance for teachers.
3. Assessment approach
3.1. Purpose of assessment
Assessment is the process of evaluating the teaching and learning processes through collecting and interpreting evidence of individual
learner’s progress in learning and to make a judgment about a learner’s achievements measured against defined standards. Assessment is an
integral part of the teaching learning processes. In the new competence-based curriculum assessment must also be competence-based,
whereby a learner is given a complex situation related to his/her everyday life and asked to try to overcome the situation by applying what
he/she learned.
Assessment will be organized at the following levels: School-based assessment, District examinations, National assessment (LARS) and
National examinations.
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3.2. Types of assessment
3.2.1. Formative and continuous assessment (assessment for learning)
Continuous assessment involves formal and informal methods used by schools to check whether learning is taking place. When a teacher is
planning his/her lesson, s/he should establish criteria for performance and behavior changes at the beginning of a unit. Then, at the of end of
every unit, the teacher should ensure that all the learners have mastered the stated key unit competencies basing on the criteria stated,
before going to the next unit. The teacher will assess how well each learner masters both the subject and the generic competencies described
in the syllabus and from this, the teacher will gain a picture of the all-round progress of the learner. The teacher will use one or a combination
of the following:
- Observation
- Pen and paper
- Oral questioning.
3.2.2. Summative assessment (assessment of learning)
When assessment is used to record a judgment of a competence or performance of the learner, it serves a summative purpose. Summative
assessment gives a picture of a learner’s competence or progress at any specific moment. The main purpose of summative assessment is to
evaluate whether learning objectives have been achieved and to use the results for the ranking or grading of learners, for deciding on
progression, for selection into the next level of education and for certification. This assessment should have an integrative aspect whereby a
student must be able to show mastery of all competencies.
It can be internal school based assessment or external assessment in the form of national examinations. School based summative assessment
should take place once at the end of each term and once at the end of the year. School summative assessment average scores for each
subject will be weighted and included in the final national examinations grade. School based assessment average grade will contribute a
certain percentage as teachers gain more experience and confidence in assessment techniques and in the third year of the implementation of
the new curriculum it will contribute 10% of the final grade, but will be progressively increased. Districts will be supported to continue their
initiative to organize a common test per class for all the schools to evaluate the performance and the achievement level of learners in
individual schools. External summative assessment will be done at the end of S.3.
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3.3. Record keeping
This is gathering of facts and evidence from assessment instruments and using them to judge the student’s performance by assigning an
indicator against the set criteria or standard. Whatever assessment procedures used shall generate data in the form of scores which will be
carefully be recorded and stored in a portfolio because they will contribute for remedial actions, for alternative instructional strategy and
feed back to the learner and to the parents to check the learning progress and to advice accordingly or to the final assessment of the
students.
This portfolio is a folder (or binder or even a digital collection) containing the student’s work as well as the student’s evaluation of the
strengths and weaknesses of the work. Portfolios reflect not only work produced (such as papers and assignments), but also it is a record of
the activities undertaken over time as part of student learning. The portfolio output (formative assessment) will be considered only as enough
for three years of Advanced level. Besides, it will serve as a verification tool for each learner that he/she attended the whole learning before
he/she undergoes the summative assessment for the subject. The results from the portfolio will contribute 50% on summative assessment of
each year.
3.4. Item writing in summative assessment
Before developing a question paper, a plan or specification of what is to be tested or examined must be elaborated to show the units or
topics to be tested on, the number of questions in each level of Bloom’s taxonomy and the marks allocation for each question. In a
competency based curriculum, questions from higher levels of Bloom’s taxonomy should be given more weight than those from knowledge
and comprehension level.
Before developing a question paper, the item writer must ensure that the test or examination questions are tailored towards competency
based assessment by doing the following:
a) Identify topic areas to be tested on from the subject syllabus.
b) Outline subject-matter content to be considered as the basis for the test.
c) Identify learning outcomes to be measured by the test.
d) Prepare a table of specifications.
e) Ensure that the verbs used in the formulation of questions do not require memorization or recall answers only but testing broad
competencies as stated in the syllabus.
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3.5. Structure and format of the examination
There will be one paper in ordinary entrepreneurship Subject. An examination of three (3) hours will be set; it will consist three sections, “A”,
“B” and “C”.
Section A
All questions in section “A” will be compulsory and will require clear and brief answers. It will carry 40 marks. The questions will be set to give
candidates the opportunity to read extensively and express informed, critical thinking, innovative and creative and relevant responses to
issues relating to the overall learners` level of knowledge, understanding and comprehension of syllabus topics and objectives.
Section B
This section will be general in nature and require candidates to draw on their knowledge from across the syllabus while demonstrating ability
to explain, discuss, examine, apply, analyze, synthesize, evaluate, describe and show support for significant issues related to entrepreneurial
activities. This section will carry 40 marks and students will answer a given number of questions as per instructions. The ability to convey a
sustained and well thought–out argument will be credited.
Section C
This section will be specific in nature and require candidates to draw on their knowledge from across the syllabus while demonstrating ability
to design, invent, produce, devise, develop, propose, generate, reconstruct, plan, and apply significant issues related to entrepreneurial
activities. This section will carry 20 marks and students will answer a given number of questions as per instructions.
Questions will not necessarily be set on every topic or be in any particular order of this syllabus but should cover aspects of the subject from
senior one through senior three putting into consideration the competency levels of knowledge and understanding, skills and attitudes and
values. Rwanda Education Board will evaluate students who will have studied using this syllabus with effect from 2016. Thus, the National
examination will be set basing on this syllabus with effect from 2018.
3.6. Reporting to parents
The wider range of learning in the new curriculum means that it is necessary to think again about how to share learners’ progress with
parents. A single mark is not sufficient to convey the different expectations of learning which are in the learning objectives. The most helpful
reporting is to share what students are doing well and where they need to improve.
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4. The syllabus structure
This curriculum is divided into four topic areas, nine sub-topic areas and twenty six units. Topic areas are divided into sub-topic areas which in
turn are subdivided into several units. Every unit provides the expected number of lessons to achieve the key topic competency whose
accomplishment is pursued by the proposed teaching and learning activities that guide the teacher and learners.
Every unit key competency is equally broken down into the learning objectives in form of knowledge and understanding, skills and attitudes
and values. Knowledge and understanding serves as lower order of thinking which is the foundation of skills required to move into higher
order thinking requiring skills, change of attitudes and values involving the learning of complex judgmental skills such as critical thinking and
problem solving.
Equally, the unit provides prompts of contents to be taught as well as suggesting learning activities that interactively engages learners in
teaching and learning process (learner centered and participatory approach), and these activities should be geared towards achievement of
the key competence for each unit.
Finally, the unit shows how it link to other subjects, the assessment criteria and the recommended materials or resources to be used in the
teaching and learning process of entrepreneurship.
5. Resources
The learner centered approach in the entrepreneurship syllabus delivery emphasize the need to use a variety of teaching learning resources
including those improvised or collected by the teacher and the learners from the surrounding environment. This section suggests some of
the necessary requirements for the successful implementation of entrepreneurship syllabus.
5.1. List of materials needed
These are materials that teacher will have to aid the learning process and include but not limited to the following;

Reference books like textbooks, learners’ and teachers’ guides, entrepreneurship journals, magazines.

Case study materials and scenarios.
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
Computer and Internet connection

Projectors

Audio visual study and video materials

Entrepreneurship incubation facilities

Successful business resourceful persons

Business simulations

Individual and group business projects

Accounting software program such as Sage, Paste, Quick-books, Tally and Peachtree

Raspberry pi software
5.2. Human resource requirements in successful teaching and learning of entrepreneurship
For the successful and smooth teaching of this subject, a competent teacher to teach O’ Level Entrepreneurship could be recruited with at
least the following minimum qualifications; Diploma holders with education in entrepreneurship, business studies, economics, accounting,
management or other closely related fields.
5.3. Strategies to address special education needs
All learners have the right to access education regardless of their different impairments and this implies that all citizens benefit the same
menu of education programs. This is meant to focus on special needs education since we have learners who are totally different in their ways
of living and learning and the difference can either be emotional, physical, sensory and mental. Therefore both teachers and schools’ role is
to enroll them and also set strategies to provide relevant education to them.
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Parents and teachers should communicate on cases relating to learners special education needs and difficulties so that they can jointly help.
Parents are requested to collaborate with school administration and teachers towards the academic progress and achievement of their
children.
5.4. Adaption of teaching methods and approaches
Teachers should have positive attitude towards all categories of learners and use teaching and assessment approaches appropriate to meet
each individual learners special needs for example learners with hearing and visual impairment depend on more on sign language and using
of concrete objects such as models, diagrams, samples respectively. The examination therefore should be standardized to meet different
categories of learners with special education needs and the interpretation of results and decisions should be are fair.
The teacher will aim to use the following strategies if he/she is to cater for students with special needs.

Use cooperative learning for instance through group works and discussions.

Mix students with special needs with the rest so as to be helped.

Tape-record portions of textbooks, trade books, and other printed materials so students can listen (with earphones) to an oral
presentation of necessary material.

Providing written or pictorial directions to those with hearing problems.

Special programs and follow up to keep track of their learning

Providing special needs students with frequent progress checks.

Using of concrete objects such as models, diagrams, samples, and the like to those with hearing problems so as to demonstrate what
you are saying by using touchable items.

For students with hearing problems, visual aids, sign languages would be appropriate
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1. Syllabus Units
6.1
Senior One Units.
Key competencies at the end of S.1
At the end of senior one, the learner should be able to:
•
Analyze the desirable characteristics and role of an entrepreneur in Entrepreneurship
•
Analyze the value of work in the society
•
Make rational consumption decisions based on ones needs
•
Analyze the importance of accounting to the business
Topic Area: Entrepreneurial Culture
S.1: Entrepreneurship
Sub-topic Area: Concept of entrepreneurship
UNIT 1: Meaning, roles and characteristics
No. of lessons: 9
Key Topic Competency: To be able to analyze the desirable characteristics and role of an entrepreneur
Learning Objectives
Content
Knowledge and understanding
Skills
Attitudes and values
Explain the concept of
entrepreneurship
Distinguish an
entrepreneur,
enterprising person and
an intrapreneur
Exhibit desirable
characteristics for
personal success
State the desirable
characteristics of an
Examine the
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Learning Activities
Concept of entrepreneurship
Meaning of:
- Entrepreneurship,
- An entrepreneur,
- Enterprising person,
- Intra-entrepreneur
Learners brainstorm on different
types of work done in their
community; then they discuss on
what they wish do when they finish
their studies and the reasons for
their aspirations.
Characteristics of a good
The different activities mentioned,
entrepreneur
characteristics of an
entrepreneur
Explain the role of an
entrepreneur in developing
entrepreneurship
entrepreneur
Appreciate the role of an - Hard working,
entrepreneur in
- Innovative and Creative,
entrepreneurship
- Risk taking,
development
- Decision making,
- Persistence,
- Ability to find viable
business opportunities,
- Seek information,
- Determination,
Perseverance
Roles of an entrepreneur in
entrepreneurship
- Scanning the
environment
- Identifying business
opportunities
- Mobilizing necessary
resources
- Proper allocation of
resources
- Setting up the business
- Managing business
operations
Analyze the role of an
entrepreneur in
entrepreneurship
Links to other subjects: Concept of entrepreneurship in English
Assessment criteria: ability to analyze characteristics desirable for an entrepreneur to perform his/her role
Materials: Case studies, internet, reference books, resource person, journals,
23
are
then
related
to
entrepreneurship such as an
entrepreneur, enterprising person
and intrapreneur.
Learners analyze and make
presentations on 2 or 3 case
studies of successful
entrepreneurs, how they have
started, persisted and succeeded.
In small groups, learners discuss a
case study on the roles of an
entrepreneur in entrepreneurship
development
Topic Area: Entrepreneurial Culture
S. 1: Entrepreneurship
Sub-topic Area: Personal Development
UNIT 2: Personal values, skills and
characteristics
No. of lessons: 8
Key Topic Competency: To be able to evaluate own values, skills, strengths and identify areas for development against common characteristics of
entrepreneurs
Learning Objectives
Knowledge and
understanding
Skills
Explain personal
qualities, skills and
values in relation to the
family/friends,
entrepreneurs and
towards employers
Evaluate
personal
qualities,
values and
skills against in
various
contexts
Learning Activities
Personal qualities;
Friendliness, respect;
intelligence, caring, selfreliance, accomplishment,
commitment, loyalty, honesty;
dignity; integrity, prudence and
the importance of these to
personal, social, emotional and
economic well being
Group discussions to explore:
Desirable personal values, skills and strengths; and
then discuss the common values, skills and strengths in
relation to the family/friends, entrepreneurs and
towards employers.
Attitudes and
values
Show respect for
differences and
personal choices
Develop Selfawareness, selfesteem,
Give reasons to support
confidence and
diversity and
Complete an positive attitude
uniqueness among
entrepreneurial with respect to
people in the society.
selfpotential to
assessment
improve and to
sheet against succeed
personal
qualities,
values and
skills.
Analyze
personal
strengths and
Content
Personal qualities in relation to:
- Entrepreneurship, Creativity,
Determination, decision
making, etc.
- Personal development, Goal
setting, responsibility,
commitment, etc.
- Engagement with society,
- Respect, Involvement,
Tolerance, etc.
- Work in school,
24
Use scenarios to focus on, for example, greed,
selfishness, consideration, loyalty, etc, to look at the
impact of different personal qualities on feelings of
wellbeing both now and in the future
With a help of an entrepreneurial self-assessment sheet,
learners perform a self-assessment of values, skills and
qualities in relation to Entrepreneurship, Personal
development, Engagement with society, Work in school
and beyond; including identifying areas for development
– how might I be more successful…? What might I do to
become an entrepreneur?
Brainstorm on why different people have different
values, skills, and strengths; then discuss why diversity
identify areas
for
development
-
Attentiveness,
and uniqueness are important towards personal and
communication, loyalty, etc. business success
Workplace Cooperation,
Respect, Ethics, etc.
Diversity and uniqueness as a
source of success (Emphasize by
use of an activity)
Links to other subjects: Concept of entrepreneurship in English, Society, social development in citizenship;
Assessment criteria: Can evaluate their own values, skills, strengths and areas for development against common characteristics of entrepreneurs
Materials: flipcharts, masking tapes, hand-outs on examples of values, beliefs and desirable qualities, entrepreneurial self-assessment sheet, Work
readiness training program (trainer manual; Examples of values, beliefs and desirable qualities 1.1 & 1.2),
Topic Area: Entrepreneurial Culture
Sub-topic Area: Work in socio-economic development
S.1: Entrepreneurship
Unit 3: Work in the Society
No. of lessons: 9
Key Topic Competency: To be able to analyze the value of different work in
Content
Learning Activities
the society
Learning Objectives
Knowledge and
Skills
Attitudes and values
understanding
Explain meaning and
Distinguish the different Take part in various
Definition of key
In groups, learners explore meaning of work and
different types of work
types of work in their
work in the society
concepts
its concepts of mental and physical work; and
localities
- Work
then Identify and classify activities under the
- Mental and
various types of work.
Physical work
Promote positive beliefs
In small groups, learners identify various beliefs
and values about work
and myths about work and classify them as
Types of work
positive and negative beliefs.
25
Identify the different
myths and beliefs about
work
Analyze how myths and
beliefs affect work
Explain the dignity and
value of work
Describe the value of
work (person and
society)
according activities
- Agriculture
In small groups, learners discuss the meaning of
- Trading
dignity of work, value of and the importance of
- Manufacturing doing work.
- Service provision
In small groups, learners present a short theatre
Myths and Beliefs
piece or a drawing showing what they think their
about work
community would be like if no one wanted to do
- Meaning of
any of these types of work. For example if
myths and
nobody accepted to sweep, to dig pit latrines, to
beliefs
grow food, to teach etc.
- Positive beliefs
and negative
Leaners presentation of what type of work they
beliefs
want to do and reasons for their choices.
- Hard work pays,
- Business is last
resort when on
fails education,
- Entrepreneurs
are rich because
they cheat,
- House work is
for women only,
etc
Dignity and value of
work
Meaning of dignity
and value of work
Recognizing the
26
value of work in the
locality
Links to other subjects: Work in citizenship and general studies and effective communication
Assessment criteria: Can analyze different types of work, effects of myths and beliefs about work and the value of work in the society
Methods: internet access, reference books, drawing materials
Topic Area: Business Activity
S. 1: Entrepreneurship
Sub-topic Area: Concept of Business Activities
Unit 4: Concept of needs, wants, good and
services
No. of lessons: 9
Key Topic Competency: To be able to make rational consumptions decisions based on ones needs
Learning Objectives
Knowledge and
understanding
Explain the concept of
need, scarcity,
opportunity cost,
consumption, goods and
services
Learning Activities
Skills
Attitudes and values
Content
Prioritize needs
basing primary
and secondary
needs
Make rational
Concept of needs:
consumption for
- Meaning of needs
the competing daily - Primary/Basic needs
needs.
- Secondary needs
In small group, learners make a list of some of their
needs; they group the needs into those to be
satisfied first and those to be satisfied later.
Depending on the most and least pressing needs,
learners identify and explain the meaning of basic
Evaluate
Make responsible Goods and services
and secondary needs; thereafter they make a
Classify needs according different types of decisions while
Meaning of goods and services presentation to the rest of the class to bring out the
to Primary/basic and
goods
using while
fact that needs change over time, between
secondary needs
satisfying own
Types of goods
individuals, different countries, etc
Relate the
needs
- Durables goods and
Identify the importance concept of need,
Perishables goods
Using brainstorming, learners identify different types
of making a choice where want, scarcity, Advocate for the
- Economic goods and Free
of goods needed in the society; learners in small
there are scarce
opportunity cost, proper use of
goods
groups categorize the listed goods in their respective
resources
goods and
scarce resources
- Substitutes goods and
types and classify them into either biodegradable or
services to the and sustainability of
Complementary goods
non-biodegradable.
27
Explain the factors that
influence the
consumption of goods
and services
unlimited human resources
wants
Show concern for
irrational
consumption of
goods and services
Categories of goods:
Learners role play ranking the needs identified in
- According to biodegradable activity 1 above according to their priority. Given a
- None degradable goods
certain limited amount of money, they make choices
and give reasons for the first and last choice; then
Relationship between:
relate to the needs, goods and services, scarcity,
- Needs and wants,
choice and opportunity cost.
- Goods and services
- Scarcity and choice,
In small groups and basing on the previous activity of
- Opportunity cost
ranking needs, learners research on the factors that
influence the consumption of goods and services.
Factors influencing consumption After, each group shares their findings to rest of the
of goods and services
class for supplements.
- Price,
- Income,
In small three groups, leaners identify with
- Social and cultural structure, examples the differences of goods, services and
- Fashion,
wants.
- Expectation, etc.
Links to other subjects: Theory of production in economics, personal finance and food processing in general studies and effective communication,
Assessment criteria: Ability to suggest the ways of using scarce resources
Materials: Reference books, internet, products and money for role play
28
Topic Area: Financial Information and Decision Making
S.1: Entrepreneurship
Sub-topic Area:
Unit 5: Financial awareness
Managing finances
No. of lessons: 10
Key Topic Competency: To be able to access finance and make financial decisions
Learning Objectives
Content
Knowledge and
understanding
Skills
Explain the meaning
of finance, saving,
borrowing and debt
management
Describe the Choose best
various ways of ways of using
getting money money
to use to buy
desired items Save for future
needs
Analyze
financial needs Make with
effectively
confidence
financial plans
Develop saving for the future
goals
Use properly
Analyze
money at their
different terms disposal
and conditions
involved when Use properly
borrowing
debit and credit
cards
Determine
ways to
decrease
expenses
Identify the various
sources and purpose
of business finance
Identify terms and
conditions from a
loan contract
Explain the
importance of saving
Describe risks
associated with debt
Explain the different
ways of reducing
expenses
Learning Activities
Attitudes and
values
Concept of finance
- Meaning of finance,
- Need for finance,
- Personal finance,
- Business finance
Accessing business finance
Grants, Relatives/friends,
Loans from banks, Trade
credits, Personal savings,
Selling shares,
Saving:
- Saving goals,
- How to save
In small groups, brain storm on the meaning of finance, the
need for finance and the different ways they can use to get
money to buy the desired items. From there, they connect their
experiences to a business situation.
Learners in small groups discuss the meaning of savings, the
motives of saving money, ways of saving money and the
importance of saving. Thereby telling learners that everyone
can save irrespective of the amount of income they have; It is a
question of behavior and culture. Each group should share what
their findings were to the whole class.
Learners in groups set a saving goal either personal or business
and describe various ways in which they achieve their set goal
Borrowing
- Reasons for borrowing
- Terms and conditions
- Debt management:
Avoid unnecessary
spending
Don’t borrow more money
29
Using brainstorming, the teacher asks learners to explain what
debt is and identify the reason for taking debt. The teacher will
then ask learners how they can manage their debts.
In small groups, learners analyze terms and conditions in
samples of contracts from financial institutions to take out
loans. Then they discuss the impact of these terms to the
borrower and the institution; and why is it important to read
through reuse,
recycling,
reduction and
repair
Develop
strategies to
keep out of
debt
Use debit and
credit cards to
manage funds
Don’t buy anything
and understand them before signing?
expensive while still in debt
In small groups learners make a presentation the various ways
Ways of proper management of of proper management of finance with emphasis on Reduce,
finance
Reuse, Repair/fix and Recycle
Reduce expenses, Reuse
items that are still in good
Demonstrate what it means to be physically fit for instance use
condition, Proper record
arm wrestling and discuss why one beat the other, point out
keeping, separate personal why one is slightly stronger than the other. Explain that there
finance from business
are ways that people can be financially fit and that there are
finance, etc
health habits relating to proper management of money that
learners need to stay financially fit.
The use of debit and credit card
Benefits and risks
Links to other subjects: Money management in general studies
Assessment criteria: Can able to suggest ways of accessing and managing their funds
Materials: Reference books, bank notes and coins and pass books from various financial institutions
30
Topic Area: Financial Information and Decision Making
S.1: Entrepreneurship
Sub-topic Area:
Unit 6: Initiation to Accounting
Basic Accounting
No. of lessons: 10
Key Topic Competency: To be able to analyze the importance of accounting to the business
Learning Objectives
Knowledge and understanding
Distinguish accounting and
bookkeeping
Describe the importance of
keeping accounting records
Identify the various users of
accounting information
Distinguish between cash and
credit transactions
Skills
Content
Learning Activities
Attitudes and values
Assess the
importance of
keeping records
Appreciate the
The meaning of
importance of
accounting and
keeping aYccounting bookkeeping
records in business
Select the
Importance of
appropriate mode Make informed
accounting
of payment
choices regarding the - Tool of control
appropriate mode of - Calculation of
Make payments
payment for goods
profits and losses
using appropriate and services
- Tool for business
mode of payment
evaluation, etc.
Identify the various modes of
payment
Users of accounting
information
- Internal users:
 Employees
 Share holders
 Managers
- External users:
 Suppliers,
 Financial
institutions,
 Government
31
In small groups, learners share their personal
experiences regarding book keeping, its
importance and documents used either in family
business, school, leading to the meaning of
accounting and book keeping
Learners analyze scenarios of two businesses;
where one practiced book keeping and the other
did not, and the effects to both; then learners
discuss the consequences of not keeping proper
accounting records thus relating to the importance
of accounting in the business
Through a case study, learners identify various
users of accounting information and later explain
how each user makes use of the information
Learners share experiences of how they pay for
goods and services in their community either on
cash basis or credit basis; and then discuss the
advantages and disadvantages of cash and credit
transactions
A role play on situations where one has to pay for
authorities, etc. goods and services either by cash or credit and the
mode of payment
Business transactions
- Cash transactions
- Credit transactions
- Installment
payment
- Advantages and
disadvantages of
cash and credit
transactions
Modes of payment
- Payment in cash
- Payment by bank
- Electronic payment
- Prepayment, etc
Links to other subjects: Entrepreneurship A’ level,
Assessment criteria: Can analyze the importance accounting, identify users of accounting information and analyze the modes of payment
Materials: Research, internet, textbooks, case studies, application exercise, resourceful person,
32
Topic Area: Business Growth and Ethics
S.1: Entrepreneurship
Sub-topic Area: Business Growth
Unit 7: Factors and Indicators of Business Growth
No. of lessons: 9
Key Topic Competency: To be able to analyze factors that influence business growth
Learning Objectives
Knowledge and understanding
Skills
Explain the meaning of
business, growth, and
business growth
Assess factors for
business growth or
business failure
Identify factors contributing
to or restraining business
growth
Analyze indicators of
business growth or
business failure
Learning Activities
Attitudes and values
Appreciate that
business growth
depends on proper
business operations
Content
Meaning of:
- Business
- Growth
- Business growth
Factors contributing to business
growth
- Clear objectives,
- Proper business location,
- Availability of business support
services, etc
Identify indicators of business Suggest
growth or failure
strategies/solution
to overcoming the
constraints of
business growth
Constraints to business growth
- Poor handling of customers,
- Poor management of business
stock,
- Misuse of business finance, etc.
Indicators of business growth/
success
- Increase in the volume of sales
- Increase in business profits
- Increase in the number of
33
In small groups learners research
and share the meaning of business,
growth, and business growth.
From real life experiences learners
in small groups identify in their own
community some businesses.
Thereafter, learners categorize
them as successful or failing
businesses
Given the previous activity, learners
enumerate factors and indicators of
business growth or business failure.
In small groups basing on the above
the activities, learners come up with
suggestions/solutions/strategies to
constraints of business growth
branches, etc
Indicators of business failure
- Increased business losses
- Empty stock
- Low sales, etc
Links to other subjects: Economics in economic growth
Assessment criteria: Can analyze factors for business growth
Materials: Research, internet, textbooks, journal, newspapers
Topic Area: Business Growth and Ethics
S.1: Entrepreneurship
Sub-topic Area: Standardization
Unit 8: Concept of Standardization
No. of lessons: 8
Key Topic Competency: To be able Understand basic concepts of standardization
Learning Objectives
Knowledge and
understanding
Explain the meaning
of standard,
standardization,
standards body, and
standards
harmonization
Explain the
importance of
Skills
Learning Activities
Attitudes and
values
Content
Assess the fields Be keen on
Meaning of:
and levels of
standards in daily - Standards,
standardization activities
- Standardization
- Standards body
Analyze
- Standards harmonization
standardization
practices in the
The importance of standardization
community
Subject and field of standardization. Some to consider:
34
Learners research in small
groups about the meaning of
standards, standardization,
standards body and standards
harmonization
Through brainstorming, learners
identify various things they
would want to buy (such as
standardization
Identify the fields and
levels of
standardization
Give the different
types of standards
-
Engineering
Industry
Commerce
Science
Education
Transport
Housing/building
Food
Agriculture
Forestry
Textiles
Chemicals
Level of standardization
- International standardization
- Regional standardization
- National standardization
Types of standards
- Basic standards
- Product standard
- Terminology standard
- Testing standard
- Code of practice
- Service standard
- Process standard
food, shoes, clothes, phones,
etc.) and prompt them on what
they do consider as good quality
in them the products. Learners
discuss their ideas, and then the
teacher relates the activity to
the concepts of standardization
Students are given a list of
different types of Standards
different level of standardization
and standardization subject ,
then they are asked to match
them, then learners are asked to
sketch a typical standardization
space
Through a case study learners
identify the importance of
standardization
A resourceful person discusses
the fields, levels of
standardization as well as types
of standards.
Learners discover
standardization fields, levels
and types of standards with the
aid of audio visual program
35
Links to other subjects: Standardization in chemistry, General studies and effective communication, primary
Assessment criteria: Ability to explain the basic concepts of standardization and its importance
Materials: Research, internet, textbooks, journal, newspapers, audio visual aid, resourceful person, case study
36
Senior Two Syllabus Units
Key competencies at the end of S.2
At the end of senior two, the learner should be able to:
•
Analyze the role, benefits and challenges of being an entrepreneur
•
Evaluate the role of work in socio-economic development
•
Prepare a personal budget
•
Record initial accounting entries for a business
•
Analyze the impact of the different types of markets
•
Apply basic concepts of metrology and quality testing
Topic Area: Entrepreneurial Culture
S. 2: Entrepreneurship
Sub-topic Area: Concept of entrepreneurship
Unit 9: Role, benefit and challenges of an entrepreneur
No. of lessons: 8
Key Topic Competency: To be able to analyze the role, benefits and challenges of being an entrepreneur
Learning Objectives
Knowledge and
understanding
Skills
Learning Activities
Attitudes and values
Content
37
Recognize the role of an
entrepreneur in socioeconomic development
Describe the benefits
and challenges of being
an entrepreneur
Identify the benefits and
challenges of being an
entrepreneur
Assess the role of Appreciate the role of an Role of an entrepreneur in socioan entrepreneur entrepreneur in socio- economic development:
in socio-economic economic development - Creation of employment
development
opportunities,
Develop positive attitude - Provision of goods and services;
Analyze the
towards being an
- Exploitation of resources,
benefits and
entrepreneur
- etc.
challenges
Benefits of being an entrepreneur:
associated with Start entrepreneurial
- Increased income,
being an
activities in their
- Self-reliance
entrepreneur
community
- Independent decision making,
- Improved status
Possible challenges of being an
entrepreneur: Long and irregular
working hours,
- High risk,
- Uncertain income,
- No fringe benefits,
- etc.
Links to other subjects: A’ Level entrepreneurship
Assessment criteria: Can analyze the role, benefits and challenges of being an entrepreneur,
Materials: Resourceful person, case studies scenarios, interview guide, questionnaire
38
Group Research and
presentation on the role of an
entrepreneur in the socioeconomic development
In groups evaluate case studies
of entrepreneurs and identify
benefits and challenges met by
entrepreneurs
Meet a local entrepreneur and
interview him/her about the
enterprise and how s/he has
overcome challenges and what
future aspirations might be
Debate on the benefits and
challenges of being an
entrepreneur
Topic Area: Entrepreneurial Culture
S. 2: Entrepreneurship
Sub-topic Area: Personal Development
Unit 10: Setting personal goals
No. of lessons: 10
Key Topic Competency: To be able to create SMART goals and plan to achieve them
Learning Objectives
Knowledge and
understanding
Learning Activities
Skills
Attitudes and values
Explain the meaning of a
goal setting and SMART
goals
Classify goals into
short term and long
term goals
Appreciate the need of
setting SMART goals
Identify ways of achieving
SMART goals
Set SMART goals
Distinguish short term and
long term goals
Content
Concept of SMART goal
- Meaning:
- Goal
Set personal goals in life - SMART goals (Specific,
and strategies to achieve
Measurable, Achievable,
them
Realistic, Time bound)
Make steps to
achieving set goals
Setting long term and short
term goals
Steps, time frame and
resources needed in setting
SMART goals:
- Identify priorities,
- start and end points,
- Skills,
- Opportunities,
- Strategies,
- Obstacles
39
In small groups, learners draw a
tree that includes the roots,
trunk, major branches, smaller
branches, leaves, flowers and
thorns, and relate the parts of
the tree to the growth and
development of a person;
learners label their trees with
their own information regarding
values and skills; people or
places that give them strength,
their goals and how they want
to improve their situation
Brainstorm on:
Meaning of a goal
What is goal setting?
Using an example of how a
farmer progresses from a simple
farmer to an advanced one,
learners discuss goal setting and
the steps one has to take to
reach their goals; learners give
their own goals
Basing on the above activities
and other examples, learners
are introduced to the concept
of SMART goals, assess their
goals if they are SMART and
make those that are not to be
SMART
In groups, learners make a plan
to reach their set SMART goals
using an “Achieving My Goals”
sample and template provided
Links to other subjects: General Studies and Effective communication
Assessment criteria: Can develop SMART goals and plans to achieve them
Materials: Work readiness training program (trainer manual: 1.1: examples of Values, beliefs, & desirable qualities; 1.2: skills and qualities
assessment; 1.3: Setting and Achieving Goals)
40
Topic Area: Entrepreneurial Culture
S.2: Entrepreneurship Education
Sub-topic Area: Work in socio-economic development
Unit 11: Role of work and Socio-economic
No. of lessons: 8
development
Key topic competence: To be able to evaluate the role of work in socio-economic development
Learning objectives
Content
Learning activities
Knowledge and
Skills
Attitudes and values
Understanding
Identify the various
Analyze the different
Take part in work that
Activities being done in
In groups research and
activities done in the
activities according to the contributes to sociothe locality
present different activities
community
types of work.
economic development
done in their community
Classification of activities
and classify them according
Explain the types of work
Assess the contribution
Show concern to
according to type of Work. to the types of work.
done in the community
of work to socioactivities that hinder
i.e.
economic development
socio-economic
- Agriculture
In small groups, learners
Give examples of activities
development
- Manufacturing
discuss and present the
that hinder socioDescribe activities that
- Trading
ways in which the work
economic development
hinder socio-economic
- Service provision
contributes to the life of
development
the person doing it, and
Contribution of the
also to those around him or
various types of work to
her.
socio-economic
development
In groups learners identify
- Employment
and discuss any activities
opportunities
that do not make a positive
- Variety of goods and
contribution to those
services
around them.
- Improving standards
of living,
Debates on socio-economic
- etc
contribution of
work/activities
41
Activities that hinder
socio-economic
development
- Deforestation,
- Over grazing
- Over exploitation of
resources,
- etc
Links to other subjects: Work in citizenship and General studies and communication skills
Assessment criteria: Can assess the contribution of different types of work to socio-economic development
Materials: Internet access, research materials
Topic Area: Business activity
S. 2: Entrepreneurship
Sub-topic Area: Concept of Business Activities
Unit 12: Market
No. of lessons: 8
Key Topic Competency: Analyze the impact of the different types of markets
Learning Objectives
Knowledge and
understanding
Explain the meaning of
"Market, Product,
Demand and Supply"
Identify various types of
markets
Explain the advantages
and the disadvantages for
Skills
Learning Activities
Attitudes and values
Explain the relationship Show support for
that exists between
shifting from domestic
Demand and Supply
market to regional
market
Explain the process of
shifting from a domestic
market to a regional
market
42
Content
Meaning of:
- Market
- Product
- Supply
- Demand
Relationship between Demand and
Supply
Group research and
brainstorm meaning of the
term Product, Demand
Supply and market; and the
relationship that exists
between Demand and
Supply
In small groups research
each type of markets
Explain the concept of
economic integration
Assess the effects of
Economic Integration to
in the Economy
Give the advantages and
disadvantages of
economic integration
Types of markets
- Domestic or local market
Advantages and
Disadvantages
- Regional market
Advantages and
Disadvantages
and make presentation on
the different types of
market and analyze the
advantages and
disadvantages of each
Some regional trading blocs EAC,
COMESA, CEPGL
Debate on the role of
economic integration to
Rwanda
Group discussion and
presentation on meaning of
Economic integration
economic integration,
- Meaning of Economic integration advantages and
- Shifting from domestic market to disadvantages; and quote
a regional market
some examples of regional
organizations to which
Advantages and disadvantages of
Rwanda is affiliated.
Economic integration
Identify certain regional
trading blocs
Links to other subjects: Economic integration in Economics
Assessment criteria: can analyze the different types of markets and their role
Materials: Reference books, journals on environment and business, internet, case studies
43
Topic Area: Business Activity
S. 2: Entrepreneurship
Sub-topic Area: Taxation
Unit 13: Taxes in Rwanda
No. of lessons: 10
Key Topic Competency: To be able to analyze the roles of taxes in Rwanda.
Learning Objectives
Knowledge and
understanding
Explain the
meaning of
Taxation, taxes,
tax avoidance
and tax evasion
Explain the
importance of
paying taxes
Identify the
sources of
taxes
Identify the
rights and
obligations of
tax payers
Distinguish the
types of taxes
paid in Rwanda
Skills
Learning Activities
Attitudes and
values
Content
Assess the various Appreciate the role Meaning of:
types of taxes
of taxes in an
- Taxation and Tax
economy
- Tax avoidance and Tax evasion
Fill documents
required in
Advocate for
Importance of paying taxes in an economy;
subscribing to a tax payment of taxes - Paying government workers
system
in the community - Infrastructural development (schools,
hospitals, etc)
Show concern for - Raising revenue for the government,
non-tax payment - etc
Sources of taxes
- Personal income
- Business profits
- Personal and business property
- Business sales,
- etc
Rights and obligation of the tax payers
Right of the tax payers
- Right to confidentiality,
- Right to legal representation,
44
Group research and share on the
meaning of: Taxation, Tax, Tax
avoidance and Tax evasion
Self-reflection: through questions and
answers, basing on the Rwanda
Revenue authority statement “without
taxes there is no peace, no roads, no
hospitals, and no schools”. Learners
then through small groups discuss the
importance of paying taxes in an
economy.
Group discussion about the types of
types taxes: learners are given different
scenarios of a business legal entity
importing /exporting given
commodities; learners then find out the
different taxes to be paid, stakeholders
involved and their role
Group research and brainstorm on the
Identify the
conditions,
documents
advantages and
sanctions of
subscribing to
the tax system
-
Right to tax refund,
etc.
rights, obligations of taxes payers
Group research and presentation on
Obligation of the tax payers
the conditions, documents, advantages
- Register with Rwanda Revenue Authority, and penalties of not subscribing to the
- Signing of tax returns,
tax system
- Supply all the information and documents,
etc
Invite/meet a resourceful person to
share with learners the various taxes
Different types of taxes
paid in Rwanda, rights and obligations
Direct taxes
of tax payers, advantages and sanctions
- Income tax
of not paying/subscribing to tax system
- Rental tax
- Property tax, etc
Indirect taxes
- VAT,
- Consumption tax,
- Entry duties etc
Subscribing to tax system
Conditions,
- Filling in a registration form
- Legal form of the business
- Indicate all types of taxes one owes to the
RRA, etc
-
Documents,
Certificate of registration
Documents showing types of taxes
His/her identification document, etc
45
Advantages,
- Take part in business
- Take part in national building
- Get certification, etc
Sanctions/ penalties
- Fine,
- Closure of business
- Cancellation of registration certificate
Links to other subjects: Taxes in economics and General studies and effective communication
Assessment criteria: Can analyze the role of the taxes in an economy.
Materials: Case study scenarios, registration and declaration forms from Rwanda revenue authority, resource persons
46
Topic Area: Financial Information and Decision Making
S. 2: Entrepreneurship
Sub-topic Area: Managing finances Budgeting
Unit 14: Personal budgeting
No. of lessons: 10
Key Topic Competency: To be able to prepare a personal budget
Learning Objectives
Knowledge and
understanding
Explain the meaning
of budgeting and
personal budgeting
Skills
Learning Activities
Attitudes and values
Analyze the Appreciate the importance
principal
of budgeting in a daily life
parts of a
budget
Make budgets for their
State the role of
personal and business
personal budgeting
Prepare a activities
budget
Identify the elements
Advocate for budget
of a budget
Review and preparation in their
make
community
List the steps of
adjustments
budgeting
in the
budget
Content
Meaning of:
- Budgeting
- Personal budgeting
In small groups learners
research about the meaning of
budgeting and personal
budgeting
Role of personal budgeting
- Enable proper use of personal resources In a case study learners discover
- Helps in personal decision-making
the role and elements of
- Helps minimize risks
budgeting
Elements of a budget
- Incomes for the period
- Expenses for the period
Steps in preparing a budget
- Record all sources of income of a given
period
- Create a list of expenses of a given
period
- Subtract expenses from income
- Review the budget
- Make adjustments
47
In small groups, learners make a
list of sources of income for an
individual or a family for a given
period. Then they also make a
list of needs and wants that will
require them to spend money
on for a given period.
Thereafter, learners analyze the
variation between income and
expenses
In small groups, learners
prepare a budget basing on the
above activity
Referring to debt management
in senior one, learners are given
a series of scenarios which
could throw their budget off
track, such as a family member
getting married. How will they
amend their budgets
continuously to keep
themselves from getting into
serious debt
Links to other subjects: Economics in national budgeting and Mathematics
Assessment criteria: Can prepare and review personal budget
Materials: Internet, research, case studies, reference books, journals
48
Topic Area: Financial Information and Decision Making
S. 2: Entrepreneurship
Sub-topic Area: Basic Accounting
Unit 15: Initial accounting entries of a business
No. of lessons: 10
Key Topic Competency: To be able to record initial accounting entries for a business
Learning Objectives
Knowledge and
understanding
Identify various source
documents used in
business
Identify the users of
accounting
information
Explain the double
entry accounting
principle and the
elements of the
accounting equation,
Skills
Learning Activities
Attitudes and values
Content
Categorize business
Appreciate the need Source documents
transactions following for keeping accounting - Receipts,
the accounting equation records in business
- Voucher,
- Pay slips,
Record transactions in Advocate for proper - Invoices,
the books of prime
record keeping in
- Cheque,
entries
business
- Payment order, etc.
Show concern for poor Accounting equation
record keeping in
- Account
business
- Assets accounts
- Liabilities accounts
- Equity accounts
Identify the different
books of prime entry
The school bursar comes to class
with sample source documents that
learners identify, thereafter learners
fill or write out sample source
documents provided like sample
cheques, receipts, etc
In small groups learners research
about the meaning of accounting
equation, account, assets, liabilities,
equity and double entry accounting
principles.
Given a case study learners identify
transactions affecting assets,
liabilities and equity in a business
and complete accounting equations
for each
Prime books:
- Meaning
- General Journal
- Sales journal
- Purchases journal
- Sales returns
Then basing on the previous activity,
- Cashbooks (Single column) learners use source documents to
- Ledgers
record some accounting information
49
Recording transactions using
the Double entry accounting
principle
Through an application exercise,
learners record transactions in
sample books of prime entries.
Links to other subjects: Entrepreneurship in A’ level
Assessment criteria: Can prepare initial accounting entries for a business
Materials: Research, internet, textbooks, case studies, application exercise, resource person, samples of source documents like: cheques,
receipts, invoices, etc
Topic Area:
Business Growth and Ethics
S.2: Entrepreneurship
Sub-topic Area: Standardization
Unit 16: Concepts of Metrology and Quality Testing
No. of lessons: 8
Key Topic Competency: To be able to apply basic concepts of metrology and quality testing
Learning Objectives
Knowledge and
understanding
Skills
Explain the meaning Analyze accurate
of metrology,
measurements
quality testing, and
accurate
measurement
Assess the
applicability of base
Identify the base
units
units used in
accurate
Assess the quality
measurement
testing process
Learning Activities
Attitudes and values
Content
Appreciate the need Meaning and relationship between::
for metrology, quality Metrology, quality testing, and
testing and accurate accurate measurement
measurement
Accurate measurements base units
Show concern for
- Mass (Kilogram, Kg)
accurate
- Time (second, S)
measurement and
- Temperature (Kelvin, K)
quality testing
- Length (metre. M )
- Current (Ampere ,A)
50
Through a case study, learners in small
groups discuss the meaning of
metrology, quality testing and accurate
measurement.
In small groups, learners perform
simple measurements on provided
products to test to for their quality and
accuracy
Identify where base
units are applicable
Explain the quality
testing process
-
Molecules (Mole, mol.)
Frequency (Hertz, Hz)
Volume (Litre, L)
Application of base units
- Trade,
- Quality testing,
- Calibration
- Verification)
Quality testing process
- Sampling
- Quality and safety controls in the
laboratories
- Equipment and apparatus
- Reagents and consumables
- Test methods
- Test reports
- Quality and safety controls in the
laboratories
Links to other subjects:
Assessment criteria: Can explain the basic concepts of metrology and quality testing
Materials: Research, internet, textbooks, case studies, audio visual, resource person, field visits
51
Field visits to investigate measurement
units used in various business
environments.
A resourceful person shares with
learners the application of base units
and quality testing process followed by
a discussion
An audio visual aid is prepared
beforehand to introduce the quality
testing process to learners
6.2
Senior Three Syllabus Units
Key competencies at the end of S.3
At the end of senior three, the learner should be able to:
•
•
•
•
•
•
Manage resources properly and responsibly
Make rational career choice
Analyze the importance of various sectors of production in Rwanda’s economy
Examine the role of Rwandan custom procedures and taxes
Apply ethical business practices
Plan and manage a business
Topic Area: Entrepreneurial Culture
Sub-topic Area: Work in socio-economic development
S.3: Entrepreneurship
Unit 17: Resources and their usage
No. of lessons: 7
Key topic competence: To be able to manage resources properly
Learning objectives
Learning activities
Content
Knowledge and
Skills
Attitudes and values
Understanding
Explain the meaning of Analyze the different
Advocate for proper
Meaning of resources
Based on the school
resources
types of resources
use of resources
environment, learners
Types of resources
identify the various
Identify various types
Determine whether
Use resources
- Financial
resources used at school,
of resources
resources are effectively properly and
- Human
and then use this to come
utilized
sustainably
- Time
up with types of resources
Explain the
- Technological,
importance of
Develop strategies on
- Raw materials
Given a case study, learners
resources
how resources can be
- Information
discuss the relevance or
effectively utilized and
importance of various
Explain the meaning of sustained
Importance of resources
resources and how they are
effective and
utilized.
sustainable utilization
Effective utilization of resources
52
-
of resource
-
Sustainable use of resources
Planning
Budgeting
Proper Human resource
management
Saving
Recycling
Reuse
Dispose off
In small groups, learners
research and discuss about
ways of using resources
effectively and sustainably
In small groups, learners
analyze usage of resources
in different workplace
scenarios, and discuss the
types of resources being
used and whether they are
being utilized effectively;
learners then suggest ways
of how to utilize resources
effectively where they are
not
Links to other subjects: Economics in production theory
Assessment criteria: Can use resources properly
Materials to be used: Internet, research, case study
Topic Area: Entrepreneurial Culture
S. 3: Entrepreneurship
Sub-topic Area: Personal Development Career Opportunity
Unit 18: Career Opportunities
No. of lessons: 7
Key Topic Competency: To be able to make rational career choice
Learning Objectives
Learning Activities
Knowledge and
understanding
Skills
Attitudes and values
Explain the meaning of
Evaluate fields of career
Appreciate the
53
Content
Meaning of:
Learners in small groups
career, opportunity, and
career opportunity
Identify possible fields of
career opportunities
Identify sources of career
information
Explain the importance of
choosing the suitable career
in life
Explain steps followed in
making a career choice.
opportunities
Search for career
information from various
sources
importance of choosing a suitable career in life
-
Career,
Opportunité and
Career opportunity
Choose careers rationally Importance of choosing
careers in life
Describe the link between Show respect for different (link between personal
personal qualities,
careers
qualities, skills, education,
education, earnings and
earnings and careers)
careers
research the meaning of career,
opportunity and career
opportunity.
In reference to personal
qualities in senior one, learners
make a link between personal
qualities, skills, educational
attainment, earnings and
careers. Learners in small
groups discuss why having a
Fields of career opportunities: career can help one reach
- Education
lifestyle goals which can lead to
- Health
personal and economic
- Security forces
wellbeing.
- Law
- Media
Invite a career advisor to share
- Hotel and tourism
information about career
- Commercial and
options
manufacturing
- Media
Field visits where learners
- Construction, etc.
interview people from different
career fields in order to know
Sources of career information their fields of work and the
- Schools,
steps they followed in choosing
- Media, (Newspapers,
their careers
radios)
- Potential workplace, etc Learners identify career fields
they would like to take, then in
Steps taken in choosing a
small groups based the career
career:
fields, learners use the steps to
Use the steps in choosing a
career
54
-
Assess your self
identify occupations within a
Make a list of potential
chosen career field, set goals
occupations
and create a plan regarding
Explore the options
their career choice
Narrow down your list
Set goal
Create a career action plan
Obtain training
Links to other subjects: Carrier and different types carrier in English
Assessment criteria: Can evaluate and make rational choices among different careers in life
Materials: Research, internet, textbooks, resource person, field visits
Topic Area: Entrepreneurial Culture
S. 3: Entrepreneurship
Sub-topic Area: Personal Development
UNIT 19 : Communication skills
No. of lessons: 9
Key Topic Competency: To be able to communicate effectively in life and business
Learning Objectives
Content
Knowledge and understanding
Skills
Attitudes and values
Explain the meaning of
communication
Use appropriate
communication
methods (verbal and
non-verbal)
Value the importance Communication
of using appropriate
Meaning of communication
means of
communication with Types of communication
others
- Internal communication
- External communication
Communicate
effectively with peers Methods of communication
Identify the different types of
communication
Identify the methods of
communication
Practice good
customer service
55
Learning Activities
Brainstorm and discuss the
meaning and the types of
communication
In small groups, learners
brainstorm and discuss various
methods they use to communicate
with their colleges, and then
Describe the factors to consider
when determining the form of
communication
Define customer care, including
different levels and principles
Practice interpersonal at school and business
skills used in providing
good customer care Respect the norms in
communicating with
Write sample business others to maintain
documents
good relationships
Business
Describe strategies to enhance oral communication skills
skills
Identify effective speaking
strategies
Identify various business
documents
Knowledge in business
communication
-
Oral
Written
Audio-visual
Learners analyze different
scenarios and chose appropriate
methods of communication for
each; then they discuss the
reasons for their choices
Factors considered when
choosing methods of
communication
- Urgency, Length,
Confidentiality, Complexity,
Legal reasons, etc.
In small groups, learners discuss
the advantages and disadvantages
Advantages and disadvantages of each method of communication
of each method of
communication
Basing on their experience,
learners discuss when they have
Interpersonal skills
been customers and when they
Non-verbal communication
have served customers; then they
signals
share experiences of good and bad
Clapping, nodding, rolling customer service, and what made
eyes, etc
it good or bad?
Orals skills
- Giving and receiving
instructions
- Asking for clarifications
- Clear, brief, concise-to the
point
- Use examples to get to the
point, etc
Writing skills
56
demonstrate the methods
discussed
In pairs, learners discuss scenarios
for communicating with customers
provided and then re-enact them
in a way that shows excellent
customer service
In pairs, learners come up with
different non-verbal signals and
then demonstrate them to the rest
of the class and discuss the
-
Business documents
Standard letter
Advertisements
Memos,
Messages, etc
Customer care
Meaning of customer
care
-
-
-
Levels of customers service
Poor service
Mediocre service
Exceptional service
Customer care principles
A customers is the boss
Never argue with the
customer
Do not confront a customer
Importance of customer
service
Helps to keep customers
Helps to stand out from the
competitors
It is the cheapest form of
positive advertisement
Costs of poor customer
57
particular gesture
In small groups discuss techniques
that will enhance their oral skills.
In small groups, learners analyze
various business document
samples for formats, components;
then practice writing each of them
-
service
Bad reputation
Loss of confidence and
trust from customers
Bad reference for a career
Of ad Methods of communication
ertismnLinks to other subjects: General Studies and Effective communication
Assessment criteria: Can use various forms of communication to communicate effectively in life and business
Materials: Work readiness training program (trainer manual: 2.4: Role plays for communicating with customers), sample business documents, case
study scenarios
Topic Area: Entrepreneurial Culture
S.3: Entrepreneurship
Sub-topic Area: Concept of entrepreneurship
Unit 20: Forms of enterprises
No. of lessons: 6
Key Topic Competency: To be able to analyze different forms of enterprises
Learning Objectives
Learning Activities
Knowledge and understanding
Skills
Attitudes and values
Explain the meaning of enterprise
Categorize
enterprises
according to
sectors, sizes and
legal status.
Appreciate the role of
The meaning of: enterprise
enterprises in the socioeconomic development Classification of enterprises by:
Learners research about the
meaning of enterprise and the
categories of enterprises
Choose the most
appropriate form of
business enterprises
Learners carry out a field visit to
investigate the different
categories of enterprises in their
community.
Identify different forms of
enterprises
Discuss the role of enterprises in
socio-economic development
58
Content
-
According to products/activities
Manufacturing businesses
Agribusiness
Service Businesses
-
Trading businesses
According to life span
Temporary or short term
businesses
- Permanent or long term
businesses
-
According to ownership/legal
status
- Sole proprietorship
- Joint stock companies
- Partnership
- Cooperatives
Role of enterprises in socioeconomic development
- Employment
- Government revenue (Business
Taxes)
- Other contributions to socioeconomic development
Links to other subjects: Production in Economics
Assessment criteria: Can analyze different forms of enterprises
Materials to be used: Internet, research. Case study, field visits, journals, newspapers
59
In small groups, learners identify
various enterprises in their
community, then discuss and
classify them according to
Products/activities, Lifespan or
Ownership
Group learners according to
different enterprises
(Agribusiness, manufacturing,
service or trading) and each
group discuss the contribution
of the enterprise to socioeconomic development
Topic Area: Business Activity
Sub-topic Area: Concept of Business Activities
S. 3: Entrepreneurship
Unit 21: Sectors of production
No. of lessons: 6
Key Topic Competency: To be able to analyze the importance of various sectors of production in Rwanda’s economy
Learning Objectives
Knowledge and understanding
Skills
Learning Activities
Attitudes and values
Explain the importance of
different sectors of production
in Rwanda’s economy
Classify different
Choose a suitable
business activities in sector to engage in
terms of sector of
production
Recognize that there
Describe the characteristics of
are various sectors
each sector of the production in Examine the
one can get employed
Rwanda
importance of
primary, secondary
and tertiary sectors
Identify the components of the to an economy
Rwandan primary, secondary
and tertiary sector
Examine the
relationship
between the sectors
Explain the relationship
of production
between the sectors of
production
60
Content
The Primary sector
Learners visit an agricultural
Agricultural farming:
activity, a farm and fishery
Food crops farming, Cash crops farming pond in order to
Plantation farming, Forestry plantation differentiate various
categories of agriculture,
Fishing and fish breeding (Pisciculture)
animal husbandry and
- Fish breeding
fishing and will at the same
- Artisan fishing (Traditional fishing)
time show the importance
- Industrial fishing (Modern Fishing)
of this sector of economy.
(In the absence of a real
Livestock farming
case, pictures can be used)
Traditional rearing, Modern rearing
Bee-keeping (Apiculture)
With concrete examples of
Mining and quarrying
existing industries in
Rwanda, learners will
Importance of the primary sector
discover their different
types and importance
The Secondary Sector
- Handcraft industry
- Agro pastoral,
Through brainstorming,
- Agro-food processing
learners will list down
- Manufacturing industry
service companies that they
know and go on grouping
Importance of secondary industry
Tertiary sector
- Transport,
- Banks
- Insurance companies
- Warehousing
them; and give their
importance
Importance of Tertiary sector
Links to other subjects: Man and his environment in geography, environment in general studies
Assessment criteria: Can evaluate the impact of different business activities in the community
Materials: Reference books, journals on environment and business, internet, case studies
Topic Area: Business Activity
Sub-topic Area: Taxation Customs
S. 3: Entrepreneurship
Unit 22: Customs Procedures
No. of lessons: 7
Key Topic Competency: To be able to examine the role of Rwandan custom procedures
Learning Objectives
Knowledge and
understanding
Explain the meaning of
customs and customs
declaration.
Identify the types of
customs declaration
Explain the role of
Skills
Analyze the types of
customs declaration.
Analyze various
Learning Activities
Attitudes and values
Content
Appreciate the role of
Meaning of Customs and Customs
customs procedures in the declaration
facilitation of trade
Types of customs declaration
Develop positive attitude
- Export and Import
towards customs
- Temporary importation
61
In small groups, learners
research about the
meaning of customs,
customs declaration and
types of declaration.
customs procedures.
Identify the various
stakeholders involved in
customs declaration.
documents used in
customs declaration
-
declaration
Warehousing
Transit
Role of customs procedures;
- Trade compliance and facilitation
- To ensure observance of laws
- To protect economic interests
- To take measures to protect the
rights and interests of citizens and
businesses.
- To protect the economic interests
Assess the role of various
stakeholders involved in
customs procedures.
Necessary documents for declaration of
goods at the customs
- Transaction invoices,
- Transport documents
- Import license,
- Packing list
- Certificate of origin,
- Certificate of analysis
Stakeholders involved in customs;
- Revenue Authority,
- Bureau of Standards,
- Clearing and forwarding agencies,
- Warehousing Agency, Security bodies
Links to other subjects: Customs duties in Economics
Assessment criteria: Can analyze the Rwandan custom procedures to business and the economy
62
A resourceful person is
invited to share with
learners about customs
procedures, declaration,
the necessary documents
for declaration,
stakeholders involved in
declaration and role of
customs declaration.
In Small group research
about the necessary
documents for involved
in declaration.
A role plays on the
various stake holders
involved in customs.
Field visits to any customs
point (MAGERWA), and
find out the types o
customs declaration,
roles of customs
declaration, documents
and stakeholders in
customs
Materials: Case study scenarios, internet, computers and other resource materials, resourceful persons.
Topic Area: Business Growth and Ethics
S. 3: Entrepreneurship
Sub-topic Area: Business Growth
Unit 23: Developing a business plan
No. of lessons: 10
Key Topic Competency: To be able to develop a business plan for their projects
Learning Objectives
Knowledge and
understanding
Skills
Explain the meaning of a
plan, a business and a
business plan and its
purpose towards business
growth
Analyze the need for a
business plan
Explain the importance of a
business plan
Identify the users of a
business plan
Describe the elements of a
business plan
Learning Activities
Attitudes and values
Content
Appreciate the need for a Meaning of a plan, a business Through real life experiences,
business plan
and a business plan
learners enumerate activities
that they are likely to achieve in
Use knowledge of
Purpose of a business plan
a specific period of time,
Prepare marketing plan
planning in their daily
- Clarify direction of the
develop plans to reach them;
lives
business
then discuss the meaning and
Prepare Organizational and
- Ensure efficient use of
purpose of planning in the
management plan
resource
business
- Provide a way of
measuring progress
Learners through sample
Prepare startup plan
- Support effective decision business plans, identify the
making
various elements of a business
Prepare business
plan
operations and cost plan
Users of a business plan
- Business owner
In small groups, learners,
Prepare financial plan
- Financial institution
prepare the various elements of
- Employees, etc.
a business plan; then prepare a
Prepare a business plan
business plan for a business
63
Elements of a business plan
- Marketing plan
- Organizational and
management plan
- Startup plan
- Business operations and
cost plan
- Financial plan
idea agreed upon in class.
Each small group will be
assigned a specific part of the
business plan.
Links to other subjects:
Assessment criteria: Can plan and manage a business
Materials: Research, internet, textbooks, real life experiences, sample business plans
Topic Area: Business Growth and Ethics
S.3: Entrepreneurship
Sub-topic Area: Business Growth
Unit 24: Effect of business activities on the environment
No. of lessons: 7
Key Topic Competency: To be able to practice business activities that are environmentally friendly
Learning Objectives
Learning Activities
Knowledge and understanding
Skills
Attitudes and values
Explain the meaning of
environment
Categorize business
activities that positively
or negatively affect the
environment
Promote business
activities that
positively contribute
to the environment
Analyze the effect of
business activities on
Become actively
involved in activities
that protect the
Identify the different components
of the environment
List different business activities
64
Content
Meaning of environment.
Components of the
environment
- Hydrosphere (Water)
- Lithosphere (Rocks and
soil)
- Biosphere (Animals and
In small groups, learners research
about the meaning and components
of environment.
In small groups learners identify
business activities that affect the
environment and discuss whether
they have a positive or negative
that affect the environment
Identify strategies to reduce the
negative effect of business
activities on the environment
the environment
Suggest measures to
promote the positive
effect and reduce the
negative effects of
business activities on
the environment
environment
Discourage business
activities that
negatively affect the
environment
-
Plants)
Atmosphere (Air)
Business activities that
Positively affect the
environment
- Afforestation,
- Proper waste disposal,
- Beatification of the
environment, etc
Negatively affect the
environment
- Waste disposal,
- Deforestation,
- Construction, etc
effect on the environment
Based on the activity above, learners
discuss positive and negatives effects
from the business activities
identified.
Learners analyze positive and
negative business effects on the
environment in different workplace
situations, and suggest measures to
reduce the negative effects identified
Learners carry out a field visit to
Positive effects of business identify negative effects of business
activities on the environment activities in their community.
- Clean environment
Thereafter learners debate about
- Proper hygiene and
measures to take in order to reduce
sanitation,
or eliminate the negative effects.
- Protection of wild life,
etc.
Negative Effects of business
activities on the environment:
- Pollution
- Land degradation
- Wetland reclamation
65
Measures to reduce negative
effects of business activities
to the natural environment
- Following environment
laws
- Educating business
owners about
environment protection
- Advocate for
environmentally friendly
business operations, etc.
Links to other subjects: Biology in ecology, geography in man and his environment, general studies in environmental awareness
Assessment criteria: Can analyze the impact of business activities on the environment
Materials: Internet, research, case study, field visits, journals, newspapers
Topic Area: Business Growth and Ethics
S. 3: Entrepreneurship
Sub-topic Area: Business Growth Ethics
Unit 25: Ethics in business
No. of lessons: 7
Key Topic Competency: To be able to behave ethically in life and business
Learning Objectives
Knowledge and
understanding
Skills
Learning Activities
Attitudes and values
Content
Explain the meaning of ethics Evaluate whether business Practice ethical behaviors Meaning of ethics,
and business ethics
practices are ethical or not in society
business ethics
Explain the importance of
business ethics
Assess the impact of
ethical and non-ethical
Show concern for nonethical behavior in
66
Based on everyday experiences,
learners discuss ways the have been
treated either at home, businesses,
Factors influencing ethical school, and other places to
behaviors
understand the meaning of ethics
Identify factors influencing
ethical behaviors
behavior to the business
business and society
Explain ethical practices
towards different
stakeholders
-
Religion
Culture
Family background
Business ethics practices
towards Customers
- Use right weights and
measures
- Provide quality
products
- No overcharging, etc
Explain the consequences of
non-ethical behavior to the
business
Suppliers
- Paying for
goods/services
- Paying on time, etc
and ethics in business
In class, brainstorm the factors that
influence people’s behavior
Learners analyze case studies on
ethical behaviors in different
workplaces, then identify the
benefits to practicing ethical
behavior and the costs of non-ethical
behavior
Employees
Role plays on ethical and non-ethical
Fair and timely
behaviors in business towards
payment
various stakeholders; discuss the
- Provide good working benefits of ethical behavior and costs
conditions
of unethical behavioral to the
- Avoid discrimination, business
etc
-
Government
- Paying taxes
- Observe laws of the
country
- Ensuring quality, etc
67
Shareholders
- Checking books of
accounts
- Paying dividends
- Voting rights, etc
The community
- Protecting peoples’
health
- Respecting customs,
beliefs
- Preservation of
environment, etc.
Importance of ethics in
Business
- Improves efficiency of
workers
- Expanding market
- Good image in the
society, etc
Business costs of
unethical behavior
- Loss of physical assets
- Higher costs of debt
- Loss of reputation,
etc
Links to other subjects: society in History and Citizenship, and General studies and effective communication
Assessment criteria: Can explain the effect of ethics to success in business and life
68
Materials: Internet, research, case study, journals, newspapers
Topic Area:
Business Growth and Ethics
S. 3: Entrepreneurship
Sub-topic Area: Standardization
Unit 26: Quality Management and Certification
No. of lessons: 6
Key Topic Competency: To be able to explain quality management and certification
Learning Objectives
Knowledge and
understanding
Explain the meaning
of certification,
quality control,
quality assurance
and quality
management
Explain the
evolution of quality
management
Identify the
requirements for
certification
Explain the
importance of
quality management
and certification
Skills
Content
Learning Activities
Attitudes and values
Justify the need for Appreciate the role of Meaning of: certification, quality
quality management quality management control, quality assurance and quality
and certification
and certification
management
In small groups, learners research
about the meaning and evolution of
quality management.
Evaluate quality
Show concern for non- Background of quality management
management issues certified products
- Quality control
in businesses
- Quality assurance
- Quality management
Describe the
requirements for
Certification
acquiring a
- Registration
certification mark
- Certification body
- Certification schemes
Distinguish
- Product certification
certification mark
- System certification
from test report
- Personnel certification
- Certification mark
Invite a resourceful person to share
with learners how quality management
is implemented
Certification mark and test report
69
l earners view video clips of various
requirements used in certification
using audio-visual aid
In small groups, learners carry out a
research to determine the importance
of quality management and
Importance of quality management
and certification
Links to other subjects: Standardization in chemistry
Assessment criteria: Can explain quality management and certification
Materials: Internet, research, case study, journals, newspapers, field visits
70
certification
2. References
1. Richard Thompson and Denry Machin (2003), As Business Studies, HarperCollins Publishers Ltd, Hammersmith, London
2. Kato Musoke (2013), Understanding Entrepreneurship Education, 3 rd Edition, Kagga Publishers, Uganda.
3. National Curriculum Development Centre (2013), Entrepreneurship, Module 1: Introduction to Commerce; Student Module,
Longhorn Publishers (K) Ltd, Nairobi, Kenya.
4. National Curriculum Development Centre (2013), Entrepreneurship, Module 1: Introduction to Commerce; Teachers Guide, Longhorn
Publishers (K) Ltd, Nairobi, Kenya.
5. National Curriculum Development Centre (2013), Entrepreneurship, Module 2: Introduction to Accounting; Student Module,
Longhorn Publishers (K) Ltd, Nairobi, Kenya.
6. National Curriculum Development Centre (2013), Entrepreneurship, Module 2: Introduction to Accounting; Teachers Guide, Longhorn
Publishers (K) Ltd, Nairobi, Kenya.
7. National Curriculum Development Centre (2013), Entrepreneurship, Module 3: Taxes and Charges in Rwanda; Student Module,
Longhorn Publishers (K) Ltd, Nairobi, Kenya.
8. National Curriculum Development Centre (2013), Entrepreneurship, Module 3: Taxes and Charges in Rwanda; Teachers Guide,
Longhorn Publishers (K) Ltd, Nairobi, Kenya.
9. National Curriculum Development Centre (2013), Entrepreneurship, Module 4: Project Planning and Management; Student Module,
Longhorn Publishers (K) Ltd, Nairobi, Kenya.
10. National Curriculum Development Centre (2013), Entrepreneurship, Module 4: Project Planning and Management; Teachers Guide,
Longhorn Publishers (K) Ltd, Nairobi, Kenya.
11. Ugene F Brigham and Joel F Houston(2012),Fundamentals of Financial Management 7th Edition ,south Western U.S.A,Joe Sabatino
publishers
12. Akazi Kanoze Youth Livelihood project (2009), Work Readiness Trainers’ Manual, Education Development Centre (EDC), USAID, KigaliRwanda.
13. Akazi Kanoze Youth Livelihood project (2011), Advanced Entrepreneurship, Education Development Centre (EDC), USAID, KigaliRwanda.
14. Akazi Kanoze Youth Livelihood project (2009), Work Readiness Trainer Manual, Education Development Centre (EDC), Work Force
Development Authority (WDA), Kigali -Rwanda.
15. Akazi Kanoze Youth Livelihood project (2012), Small Business and Co-operative, Education Development Centre (EDC), USAID, KigaliRwanda.
71
16. National Curriculum Development Centre (2002), Entrepreneurship for Secondary Schools Book 1, Kampala – Uganda.
17. Kanyike John Paul (2009), Entrepreneurship Education Book 1, 2&3.Kayonza –Rwanda.
72
3. Curricula / Syllabi
Rwanda Education Board (1ST Edition 2008, Reprint 2012), Introduction to Entrepreneurship, Curriculum for Ordinary Level, Kigali-Rwanda.
National Curriculum Development Centre (2009), Entrepreneurship Education Curriculum for advanced secondary level, Kigali-Rwanda.
Enterprise, Retrieved from: http://www.cie.org.uk/images/128456-2015-syllabus.pdf
Business studies 0450, Retrieved from: http://www.cie.org.uk/images/128338-2015-syllabus.pdf
Business studies 9707, Retrieved from: http://www.cie.org.uk/images/128591-2015-syllabus.pdf
Accounting 0452, Retrieved from: http://www.cie.org.uk/images/128591-2015-syllabus.pdf
Accounting 9706, Retrieved from: http://www.cie.org.uk/images/128709-2015-syllabus.pdf
Diploma program business and management guide, Retrieved from: https://store.ibo.org/business-and-management-guide-for-firstexaminations-2009
73
4. Appendices
9.1 Subjects and weekly time allocation for ordinary level
I. Core subjects
Weight
(%)
1. English
13
2. Kinyarwanda
7
3. Mathematics
13
4. Physics
9
5. Chemistry
9
6. Biology and Health Sciences
9
7. ICT in Education
4
8. History and Citizenship
7
9. Geography and Environment
7
10. Entrepreneurship
4
11. French
4
12. Literature in English
2
Sub Total
II. Elective subjects Group1: Schools can choose 1 subject
Kiswahili
4
Religion and Ethics
4
Music, Dance and Drama
4
Fine art and Craft
4
Home Sciences
4
Farming (Agriculture & animal husbandry)
4
III. Co-curricular activities (Compulsory)
Physical Education and Sports
2
Library
2
Clubs
2
Total number of periods per week
100
Number of Periods (1 period = 40 min.)
S.1
S.2
S.3
6
3
6
4
4
4
2
3
3
2
2
1
40 periods
6
3
6
4
4
4
2
3
3
2
2
1
40 periods
6
3
6
4
4
4
2
3
3
2
2
1
40 periods
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
1
1
1
1
1
1
1
1
1
45
45
74
45
Total number of contact hours per week
Total number of hours per year (39 weeks)
30
1170
30
1170
75
30
1170