Rwandan national standards applied and achieved in The Anne Frank Project teacher training in story-based learning at Urukundo Learning Center, Muhanga, Rwanda; June 24-25, 2023, according to “Competence-Based Curriculum: Curriculum Framework Pre-Primary to Upper Secondary,” Republic of Rwanda Ministry of Education, Rwanda Education Board, 2015
1.18.1 Learner centred
The curriculum must address learners’ individual needs, interests, abilities and
backgrounds, creating an environment where learning activities are organized in a way that encourages learners to construct knowledge either individually or in groups in an active way.
The curriculum must ensure that every individual is valued and there are high expectations of every learner. Learning must be organised so that all learners thrive, including girls, learners with disabilities, learners with special educational needs and regardless of their background.
The curriculum will to cater for learners’ individual needs and talents and ensure the provision of a holistic education that includes knowledge, skills, attitudes and values. The curriculum should facilitate horizontal and vertical mobility within and across different education systems. This will involve developing a curriculum that allows interactive teaching and learning involving all categories of learners to provide opportunities to nurture them.
1.21 Developing Competences
Competences cannot be taught directly like subject knowledge. They are acquired over time through the cumulative effect of a competence approach to learning. They require students to practice and employ the generic competences throughout the subjects that they study. They require the syllabi to be constructed with competences at their heart. They require teachers to adopt approaches that encourage and enable students to think critically, to carry out research, to solve problems, to be creative and innovative, to communicate, to co-operate and to become life-long leaners.
1.24 National curriculum competence descriptors
Citizenship and National Identity: Relating the impact of historical events on past and present national and cultural identity; Understanding the historical and cultural roots of Rwandan society and how the local superstructure functions in relation to the global environment; Demonstrating respect for cultural identities and expressing the role of the national language in social and cultural context; Advocating for the historical, cultural and geographical heritage of the nation within the global dimensions; Showing national consciousness, a strong sense of belonging and patriotic spirit; Advocating for a harmonious and cohesive society and working with people from diverse cultural backgrounds.
Lifelong learning: Taking initiative to update knowledge and skills with minimum external support; Coping with the evolution of knowledge and technology advances for personal fulfillment; Seeking out acquaintances more knowledgeable in areas that need personal improvement and development; Exploiting all opportunities available to improve on knowledge and skills.
Creativity and Innovation: Responding creatively to the variety of challenges encountered in life; Use imagination beyond knowledge provided to generate new ideas to enrich learning; Take initiative to explore challenges and ideas in order to construct new concepts; Generate original ideas and apply them in learning situations; Demonstrate resilience when faced with learning challenges
Communication: Communicating and conveying confidently and effectively information and ideas through speaking and writing and other forms of communication; Comprehending language through listening and reading; Using oral and written language to discuss, argue and debate a variety of themes in a logical and appealing manner; Communicate clearly and confidently using a range of linguistic, symbolic, representational and physical expression.
Cooperation, Interpersonal management, Life skills: Co-operating with others as a team in whatever task assigned; Adapting to different situations including the world of work; Demonstrating a sense of personal and social responsibility and making ethical decisions and judgments; Practising respect for the rights, views and feelings of others; Practising positive ethical and moral attitudes with respect to socially acceptable behaviour.
1.25 Principles of Assessment
Accessible, equitable and fair: Assessments must offer equal opportunities to learners to succeed, and be adaptable to learners’ circumstances. Assessments must be accessible to all learners in terms of the forms of questioning and testing. Accessibility involves particular attention to the language demands for learners, especially those for whom English is an additional language.
Support progression: Assessments should yield information about aspects of learners’ performance which can then be used to diagnose strengths and weaknesses, and next steps for learners. Formative assessments which are relevant to the current learning should provide evidence which teachers can use to feedback to learners. Competencies, which include knowledge, skills and attitudes, should be assessed in the context of practical application in order for progress to be identified and supported.
1.43.23 Music, Dance and Drama
Music, dance and drama are performing arts that provide a valuable channel for human expression and experience. The sounds of instruments and songs stimulate a human response that is not only heard, but also awakens and touches emotions. Responses to musical experiences span sensory, gross motor, fine motor, cognitive, communicative, and social. As such, music, dance and drama teach about life and living, about thoughts and feelings, and about self and others as well as providing opportunities for students to be creative and to understand, enjoy and appreciate them for life. Music develops critical thinking skills that are applicable to all disciplines requiring creative solutions. Concepts, facts, and higher order thinking skills are all connected through musical concepts. Experiencing music, dance and drama through listening, composing, and performing provides students with a means to acquire knowledge and to communicate through the language of the senses.
June 20, 2023
Butterflies yellow and white, like floating tissue
Starlight holes in the roof, casting violent beams onto a rubble floor
Children learning, children laughing, children playing
Please be seated
Handwritten love notes in languages I cannot understand
Mounds of clothes riddled by blood clay and bullets
Pray for us
A pinky cream baby dress with old brown blood soaking the front, as if from a messy dinner with no bib. Three ruffles at the hem, puffy sleeves, a bow at the collar. Her bones are somewhere here.
Pray for us
More children’s clothes - blue shorts, a sweater vest, a tiny t-shirt
Boxes and boxes of clothes in various sizes, stored separate from the mountains on pews
A cracked baptismal font
A blown-out sacristie
A brown lizard guarding coffins full of indiscriminate bones
Piles of skulls femurs and forearms
Muzungu Mary, full of grace
Children laughing, children playing
The midday bell rings them home
Go in peace to love and serve
I earned my B.A. in Literature and Justice, Law, & Criminology from American University in Washington, D.C., as well as a semester abroad at the University of Edinburgh. While in D.C., I interned in political finance before moving to Kentucky for a 2020 Senate campaign immediately after graduation. Upon returning to Buffalo post-election, I took an opportunity to teach at a local Waldorf-based preschool which ignited my passion for elementary education. I hope to foster a lifelong love for learning, especially through engaging with music, art, and literature. I am invested in creating a learning space that accommodates the diverse perspectives and personalities of every little human that walks into a classroom. I love Charlotte Brontë, espresso, 70's glam rock, and Beethoven's 9th Symphony.