Material

The curriculum frameworks provide an overview of the TESSA modules. 

Key resources have been produced for the TESSA community, describing some important aspects of the teaching and learning process. These are referred to throughout the TESSA materials.

These modules are linked to the Primary curriculum and support teachers in planning for active learning and teaching. They also support teachers in teaching skills and values, alongside knowledge.

These modules are linked to the Primary curriculum and support teachers in planning for active learning and teaching. They also support teachers in teaching skills and values, alongside knowledge.

These modules are linked to the Primary curriculum and support teachers in planning for active learning and teaching. They also support teachers in teaching skills and values, alongside knowledge.

These modules are linked to the Primary curriculum and support teachers in planning for active learning and teaching. They also support teachers in teaching skills and values, alongside knowledge.

These modules are linked to the Primary curriculum and support teachers in planning for active learning and teaching. They also support teachers in teaching skills and values, alongside knowledge.

There are 15 TESSA Secondary science units which you can access from this page. They were developed by colleagues in Ghana, Zambia, Kenya, Tanzania and Uganda.

We have selected topics from the lower Secondary science curriculum that are difficult to teach and common across all countries. The units are grouped into five pedagogical themes, which reflect the skills and attributes of an effective teacher. They are:

• Probing students’ understanding

• Making science practical

• Making science real and relevant

• Problem-solving and creativity

• Teaching challenging ideas
  

Each theme is exemplified in Biology (Module 1), Chemistry (Module 2) and Physics (Module 3), making a total of 15 units.  If the topic that you are teaching is not covered, then we hope that you will be able to adapt one of the units to the context that you require.

If you would prefer to focus on one pedagogical theme then download all the section 1s in order to learn about ‘probing childrens’ understanding’; section 2s to learn about ‘making science practical’; section 3s to learn about ‘making science relevant and real’; section 4s to learn about ‘problem-solving and creativity’; and section 5s to learn and ‘teaching challenging ideas’.

The TESSA handbooks and toolkits support teachers and teacher educators in their work with pupils and teachers. All of the handbooks can be adapted for use in your context. Download and print the PDF version or download and adapt the Word document for your own school or institution.

Key resource posters that can be used/adapted for your classroom

We have reorganised the materials into a series of 15 'teaching packs' that enable teachers to access TESSA in a portable, user-friendly and linear paper format. Each pack is aimed at either early, middle or upper primary, and consists of a range of materials covering Literacy, Numeracy, Science, Social Studies and Life Skills. There is also a pack of additional resources focusing on topics around classroom management and aspects of TESSA pedagogy.

TESSA has a range of audio resources covering different aspects of teachers' work in Africa. Click on the resources collection titles below to find out more and listen to the materials:

Here you can download the complete TESSA Open Educational Resource (OER) material library, in word or pdf format, in a zip file, to save to your device, SD card, USB drive or CD.

Whatever their age or stage of education, all learners need strong foundations in literacy and numeracy to succeed in learning and in life. Learners must learn to read and use number so they can read and use number to learn.

In low and middle income countries, the majority of all children still need help to develop strong foundation skills, regardless of their age or stage of schooling. Without the right help, children can fall further behind with every passing year. This is why teachers must be able to teach foundation skills effectively, even in upper primary and secondary schools.

The professional development modules in this course are for all teachers working with learners whose attainment in numeracy is below their Grade or Form level. Although they are written primarily for practicing teachers, the modules are also appropriate for use in initial teacher education—particularly during school placements or practicum. The modules can be used by individual teachers, pairs or groups of teachers, whole schools, or in cluster or district workshops.

These Professional Development modules were collaboratively developed for the Ministry of Primary and Secondary Education (MoPSE) in Zimbabwe by the Open University, World Vision, and CARE International. The modules have been tried and tested in hundreds of primary and secondary schools across Zimbabwe, strengthening the teaching of foundation skills and improving learning outcomes.

 © World Vision Zimbabwe

Whatever their age or stage of education, all learners need strong foundations in literacy and numeracy to succeed in learning and in life. Learners must learn to read and use number so they can read and use number to learn.

Yet half of all children worldwide won’t be confident in basic literacy and numeracy skills by the time they are old enough to finish primary school. This is sometimes called learning poverty. Children from lower income households, communities, and countries are more likely to be in learning poverty. In low and middle income countries, the majority of all children still need help to develop strong foundation skills, regardless of their age or stage of schooling. Without the right help, children can fall further behind with every passing year. This is why teachers must be able to teach foundation skills effectively, even in upper primary and secondary schools.

The professional development modules in this course are for all teachers working with learners whose attainment in literacy is below their Grade or Form level. Although they are written primarily for practicing teachers, the modules are also appropriate for use in initial teacher education—particularly during school placements or practicum. The modules can be used by individual teachers, pairs or groups of teachers, whole schools, or in cluster or district workshops.

These Professional Development modules were collaboratively developed for the Ministry of Primary and Secondary Education (MoPSE) in Zimbabwe by the Open University, World Vision, and CARE International. The modules have been tried and tested in hundreds of primary and secondary schools across Zimbabwe, strengthening the teaching of foundation skills and improving learning outcomes.

 © World Vision Zimbabwe