Gashora Girls Academy of science and Technology
P.O.Box 993,Kigali Rwanda
www.rwandagirlsinitiative.org
Physics and math department action plan for the year 2023/2024:
1. Project-based learning:
This is to inculcate practicability of what students learn in the class and use it to solve
problems in the community. We plan to guide students to think and create by
assigning tasks and guiding questions. This kind of learning should be incorporated
by all teachers in the department and is continuous throughout the year.

This will be measured by how many Math-physics projects will be presented
in the GGAST Annual project exhibition.

Number of class projects that are completed.
2. Teaching and learning using technology:
All teachers in the department and throughout the year must teach or instruct using
the school’s ICT tools. The students must also use Microsoft programs and other
related sites during research, presentations, project design, and ICT tool designers.
This will be measured by

The use of ICT tools in the students’ and teacher’s presentations and
assessments

Use different platforms like Microsoft teams, Google Forms, Kahoot, Plickers,
Microsoft forms, sway, etc. in teaching-learning.
3. Continuous assessment:
This means all teachers must carry out assessments as a daily routine and give feedback to the
students as soon as possible to foster improvement in the respective subjects. We also must,
as a department, improve significantly how the questions are set to the students; in other
words, the question must aid students in developing competencies like:

Problem-solving

Collaboration.
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GGAST Phy-Mtc Dept@2023/24

Innovation

critical thinking

Creativity

Patriotism and Citizenship

Communication.
Some of these assessments will include regular tests, end-of-unit assessments, flash
tests, projects, research, and presentations.
The tests should be set based on bloom’s taxonomy. The collaborative setting of
assessments will ensure this.
In addition, S.6 teachers will be required to give as many tests as possible.
This will be done throughout the academy year.
4. Field trips and use of Gashora Farm
Field trips will be used to relate what students study in class and solve real-life
problems.
For our farm, we shall exploit it to the maximum by using it to teach the following
concepts.
i)
Sources of energy in the world and Atomic models and Photoelectric effect:
Using solar panels will help us explain how solar energy is converted into
electrical energy by a photoelectric effect.
ii)
Energy degradation and power dilapidation: Using available generators to
explain how electricity can be generated from working coils.
iii)
Applications of physics in agriculture: By using a technical team from the
farm to explain different layers of the soil and different types of the soil and
the role of each type in supporting the life of crops/plants.
iv)
Greenhouse effect: By using /visiting different greenhouses on our farm.
v)
Mathematics students can learn how to determine optimum quantities of
fertilizers needed in the soil. This will be done by using experts on the farm.
vi)
Students will be required to apply mathematics knowledge to Agriculture. For
example, you have inputs, outputs, and variables to factor into the equation.
Congruently, math takes on a genuine place within agriculture when you:
calculate bed space, calibrate fertilizers, measure soil moisture, project harvest
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GGAST Phy-Mtc Dept@2023/24
totals, balance accounts, and determine the seed needed to make the next
season a success.
All teachers in the department and throughout the regular lessons must help the
students relate theory to real-life applications of the concept; we must take students
often to the fields like a football pitch, around the Gashora community and far away
from the school.

This will be measured by the number of trips to the school farm and other
places away from school.

This, too, will be done throughout the whole academic year.
5. Equip students with practical skills:
All teachers throughout the academic year must equip students with practical skills in
the Rwandan curriculum. This is also to foster the applicability of the concepts to help
students fathom the concepts, and the materials to be used will be from the
laboratories and ICT tools.

This will be achieved by administering a practical quiz at the end of each unit
(where applicable).
6. Collaboration with the schools in the community:
We are all planning to strongly support the neighboring schools via constant academic
interactions like visiting them and sharing ideas, and students invariably discuss
theory and practical skills.

This will be done either by face-to-face visits or Virtual visits.
7. Completing the syllabus:
For each academic year, all teachers must plan and complete the teaching curriculum
in conjunction with the National Curriculum to get ample time for revision and more
intriguing assessments for our candidates in preparation for national exams. The target
is to complete the syllabus for S.4 and S.5 classes by the end of each academic year
and S.6 one month before their national exams.
8. Collaboration during teaching and setting exams:
Members of the same subject should set exams together, especially mid- and end-ofterm exams. This will foster the development of higher-order thinking competencybased questions. Teachers must also follow the table of specifications as required by
NESA.
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GGAST Phy-Mtc Dept@2023/24
Furthermore, teachers will be required to observe the lessons of their colleagues in the
department.
Compiled by
NUWAHEREZA OSBERT (HOD) and ALL members of Department.
Date Revision:
September 27, 2023.
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GGAST Phy-Mtc Dept@2023/24