Are you a student struggling to start your school attachment portfolio and worried that a disorganized report might be rejected by your lecturers? The stress ends here because we are giving you the best professional example to transform your teaching experience into the best academic document. Whether you are in year two or year three UR-CE, this simple guide will show you exactly how to structure your report and present your skills so you can submit your work with total confidence and excellence.
1. Cover Page
UNIVERSITY OF RWANDA COLLEGE OF EDUCATION
DEPARTMENT OF HUMANITIES AND LANGUAGES EDUCATION (HLE)
COMBINATION: GEOGRAPHY AND ECONOMICS WITH EDUCATION (GEE)
ACADEMIC YEAR: 2025-2026
__________________________________________________
SCHOOL ATTACHMENT REPORT
School attachment conducted at (Hosting school)
____________________________________________________
By
Your names
Registration number:22*******
A school attachment report submitted to the College of Education –University of Rwanda in Partial fulfillment of requirements for award of Bachelor degree in Education (Combination)
March, 2026
2. CERTIFICATION FORM
(To be given by your hosting school)
3. DEDICATION
I am very pleased dedicate to my school attachment report to different people who have helped me to fulfill my duties, so I
dedicate my internship report to:
Our heavenly father: For better life he gave me to accomplish academic studies and for all strengths and all things he gave me
especially better life without sickness in order to continue my studies and continue them in school attachment and he helped me to
achieve my lessons.
My parents: (Name of your father) and (Name of your mother) my parents are very important they supported me in all kinds of help
I needed in terms of advice, guidance and financial issues.
Also I dedicate my family members especially (Name) who encouraged
me in this school attachment by giving me ideas and advices that are very important for me.
My supervisor (name of lecturer) from UR-CE he gave me all required guidance about school attachment, school attachment report
and even teaching career in general.
I dedicate my school attachment also to my classmates at UR-CE especially my group mates they help me in daily learning
activities like Assignments, group presentation and lab research they even helped me to gather most of information related to
studies. Again I dedicate my Friends, colleagues, and teachers of mine.
4. ACKNOWLEDGEMENT
Firstly, I would like to express my sincere to Almighty may lord keeps on for strengthened and encouraged me to complete this
school attachment report and others whatever I do.
Secondly, My special thanks go to my supervisor: (Name of supervisor) from UR-CE who was a good, kind mentor, and adviser in
the completeness of this work. For his guidance during the process of carrying out this internship. This internship could not have
been without his critical comments and tireless help.
Many thanks go to my colleagues for their support and encouragement. I have not forgotten the friends who have been close to this
work especially those whom we were with me at school of activity.
My appreciation also goes to all lecturers of UR-CE (campus) Campus for their support during my studies. Lectures who helped me
during three years as a student for giving me the necessary knowledge which was the basis for carrying out this internship action.
I appraise the staff members of (Name of hosting school) for their help was very essential factor which contribute to the completion
of this internship. specifically, my Subject Teacher (Name of the teacher) and Mentor (Name of the mentor) who assist me to
comprise in career of teaching and again students for their involvement during school attachment activities.
Finally, I am very truly grateful to my families’ members and my friends who have never ceased to motivate and help me during the
time of conducting this study.
Wishing them abundant God’s
blessings!!!!!!!!!!
4. ABREVIATIONS AND ACRONYMS
Here are some abbreviations and acronyms that can be used:
UR-CE: University of Rwanda College of Education
REB: Rwanda Education Board
GS**: Groupe Scolaire (Hosting school)
DOS: Director of Studies
S5: Senior Five
O’level: Ordinary level
A ‘level: Advanced level
CBC: Competence Based curriculum
LAB: Laboratory
Etc.....
5. LIST OF TABLES
(Refer our next article, we will show you how to add the list of tables)
6. LIST OF FIGURES
(Refer our next article, we will show you how to add the list of figures)
7. TABLE OF CONTENTS
(Refer our next article, we will show you how to add the list of tables)
8. CHAPTER ONE: GENERAL INTRODUCTION
1.1. Introduction
This school attachment began from ( ....Period....) at (...location...) it has aimed to consider teaching professionally and competent in teaching
and learning activities, it has provided the internship to be done by all students who want to get any degree or diploma in Education.
In order to implement this aims, MINEDUC, the UR-CE, provides and organizes the school attachment practice for all students of
UR-CE in order to support them to experience their capability in teaching and learning activities. That is the reason why I have
carried out the school attachment at GS (Hosting school) which was mainly conducted in teaching (Subject) and (Subject) of (senior
five). I have carried out my school attachment from (Duration).
The school attachment provides to students in Education sector a better understanding of how they can transmit the knowledge and
skills to the learners by using appropriate teaching methodology according to learner’s competence and ability.
1.2.1. Description of the school attachment area
(Insert an image if you have it)
1.2..2. Geographical situation of GS (Location)
Group Scolaire (Location) is The area of study simplify means the place where the study was conducted. the study was conducted
in…… DISTRICT, …….SECTOR, ……CELL, AND.….. VILLAGE. It was located at 50m to the main road from (location) and it
was between the centre de saint and catholic church. It is located the school hosted me in my internship is government aided and
contribution of CATHOLIC CHURCH which has nursery, primary, and secondary nine and twelve years
Historical overview of the school (establishment, programs, vision, mission and values).
1.2.3. Historical overview of the school
-Establishment
GS (School) started during 1945 until now, actually it was governmental and catholic church aided school. The school started
providing primary education but now providing also secondary education. Since after 1994 the school is led by 4 school head
teachers. Today, it has 144 students in kindergarten with 1 teacher, 732 in primary with 26 teachers in primary level, 356 students in
secondary with 14 teachers and 3 school administration leaders (School head teacher, DOS, Accountant).
GS G ITUKU is a day school receives students for primary, O’ level, and A’ level in the following combinations: Mathematics,
Economics and Geography (MEG), Literature French Kiswahili and Kinyarwanda (LFKK).
-Programmes
GS (School) is a school with the level of education below:
NURSERY (pre-primary)
PRIMARY (from P1 up to P6)
SECONARY (O’level l& A ‘level)
-School vision
The vision of GS (School) is to give excellent and standard education that lead to performance for all students.
-School mission
Through scientific education enlightened by the gospel, the mission of GS (school) is the following:
To ensuring every learners intellectual, spiritual, and social growth.
Providing effective and efficiency citizenship.
-School values
As indicated by its logo, the values of GS (School) is Light – Success - Knowledge - Development.
1.2.3. Organization chart of GS (School)
 |
| Figure 1: Organization chart of GS (School) |
(You can add another images, if you have them. Below is an example)
 |
| Credit: Freepik.com, Figure: 3, GS (Your school). |
CHAPTER TWO: SCHOOL ATTACHMENT EXPERIENCE
2.1. Introduction
The internship activity is a part of the program for the fulfillment of the requirements for the awarded diploma or any degree of
them. An experience exposes the student to actual working environment of which it will be part upon the completion of studies.
This exercised is aimed to enhance the knowledge of student in order to overcome the ignorance situation, preparing the student to
be aware in provision of these services.
The school attachment period at GS (Your school), I had gotten different experiences in everyday life especially those related to the
teaching- learning activities. I had also experienced the beneficence moment with learners and staff committee of study at GS (Your school).
In this chapter, I summarized all School attachment experiences carried out at GS (Your school) during my school attachment period
from (Period), where I taught (Subjects in (Class).
2.2. Getting in touch with the school community
GS (Your school) has big community comprises of secondary ordinary level and advanced level which makes it harder for the new
comer. In the beginning, it was very difficult for me to integrate in the new environment of many people.
I have qualified in communication skills, innovative in nature, and creation of good relationship by sharing information with
collaborator during my school attachment period.
2.2.1. Getting in touch with the school administrative staff
My first time of school attachment at GS (***), I was welcomed by Director of the study due to that the Head Teacher since
was not around. He accepted me to carry out my school attachment at his school and gave me some information about school before
he introduced me to other school committee and teachers.
After my introduction to the school committee, I have guided and showed the school environment including classes, offices and
other school setting and properties. The walk around the school gave the information about community.
2.2.2. Getting in touch with the school teaching staff
At this first day, school staff also showed me the different materials used in teaching (***) and (***) including books, Globe, and others. I have experienced also in organizing and collaborating with others by concerned with to how the GS (***) administrative staff have tried to build an effective relationship and collaboration among each other, so that I have gotten school information, teaching, and learning resources on expected time.
2.2.3 Getting in touch with my subject teachers
The first days of school attachment, I mean at the beginning of my school attachment, I was supposed to be in class with subject
teachers and observe how teacher was teaching. For the early days of observation were so important to me since I was guided how
to teach and how to use the teaching materials during the lesson.
After few days later, it was my turn to teach and guiding the learners in the class. I was so ready since both teachers of (***) and (***) were behind me guiding to accomplish the teacher’s documents and to conduct lesson in appropriate and effective
methodologies.
2.2.4 Getting in touch with my school mentor
My school mentor visited me several time. He has been working hard during my school attachment he advised me and guided me
about the effective method of delivering the lesson. I and he has shared the method of preparing a relevant assessment and how to
carry out unit focus activities.
2.2.5 Getting in touch with the students
I and students have been sharing a good time in learning, but not only in class but also during co- curricular activities and in their
prep activities. Through those time, I have gotten the experience in communication skills, creation of good relationship, organizing,
conserving, and guidance & counseling them by sharing with them information during school attachment period.
2.4 Lesson learned and strategies adopted
I have learnt how to differentiate the fast learner from slow learner among learners and how to guide both of them during discussion
in inclusive manners. For the case of slow, I realized that, becoming slow learner may be caused by some difficulties like family
conflict, so I have learnt to guide and counseling those learners to overcome their problems.
I have learnt how to control and to overcome different problem faced by teacher in teaching activities (classroom management). I
have learnt also to be patient in learner’s mistake and to learn on their mistake in order to help them to become the effective
learners.
The use of some kind of tools or strategies was one of the reasons why I became successfully in this period of school attachment.
Those strategies helped me to understand every student according to the level of understanding. Some techniques, I had used were:
Conception in learning, pair discussion, and making learners as problem solver.
Motivation strategies were the powerful tool for me to facilitate those learners who are slow learners and those who are impaired in
to performed well. This help me to make them feel that they are like others so that they can do the same like their co-learners.
CHAPTER THREE: TEACHING IN THE ACT
3.1. Introduction
During my school attachment, I have used different teaching philosophies to carry out my Teaching activities while I was doing
school attachment at GS (***) in this chapter, I summarize all activities especially teaching philosophies I used in my school
attachment period.
3.2. Teaching philosophy
I believe that learners are not in class to follow what teacher says only and also learners are not there for writing and memorizing
what teacher says. I hope that learners are in class to discuss on provided topic, so learners have main role on everything done for
them during class. I hope that students learn well by physical teaching materials like charts, photos and drawings during the lesson
especially in geography. Leaners should be active and they have to learn by doing different activities provided by teacher, and
teacher also should guide them to come up with their findings during discussion.
During teaching-learning process, me as teacher, I must facilitate learners in their group discussion by providing teaching materials
related to the provided topic in order to help learners think and discover the ideas related to the topic provided. So as teacher, I am
in class to help, guide, teach, and to allow learners to participate in discussion not to tell them all about content
For me, as student-teacher who is improving her profession in teaching through school attachment, I have tried to put into practice
different theories I have learnt in class. I put them into practical by helping learners to cooperate and collaborate during discussion
in class. I also gave them different activities in order to help them to learn by doing different activities in discussion with their
seatmate and answer to the provided question according to their prior knowledge. I have also encouraged them in order to motivate
them in their learning. I have managed time properly in order to meet with the lesson’s objectives.
I have used those different theories because I wanted to achieve with my main objectives which are: providing required knowledge
and skills with high quality to the learners by guiding them in their discussion; helping learners to become competent learners and problem solvers in their daily life; and also for me as student
teachers I wanted to become profession teacher.
I give thanks since my main objectives were achieved. Now I am competent student-teacher and the internship gave me the
experience of teaching. And by observing what learners did in their assessment, I know that they are competent learners. I and
learners have improved altogether.
3.3 Weekly teaching practice experiences
Week one:
The first week was the week of observation of how my subject teachers was teaching and how learners are performing in class.
This beginning of my school attachment (duration). On (duration), on morning at
08:00, I arrived at GS (***) school. this time I came early in the morning whereby I was welcomed by Director of the study and
I was amazed to find my colleagues there and we were welcomed together. The school’s Director of the study helped us to enter the
school’s teaching staff and why we were given different Mentors based on our different lessons and departments that will help us
during whole school attachment.
Strengths
During the first week of my internship at GS (***) I and subject teachers went in class together for me to observe. This was the
time of analyzing the condition of class to enable me to choose best strategies in teaching and learning processes.
Problems encountered
The problem I faced was that I was shy on the first day when I entered on school’s teaching staff and I have seen the learners who
have misunderstanding of questions /exercises given by subject teacher, I met with a challenge to be associated with school mood
and teaching staff I am also Challenge of long distance from home to school.
Causes of the problems
The problem of shyness on the first day when I entered the school’s teaching staff because of unfamiliar public and other of
problem misinterpretation learners is due to how some Learners are not more competent toss some topics that are ongoing, the
problem of miss association is caused by being new in a community, the problem of long distance is caused by the geographical location of the school and my
accommodating area.
Intervention strategies used to overcome the problem
My subject teacher has solved this problem he encouraged me and told me that teachers are normal people like others so I should
stop being shy and everything I will be confidently and other problem for learners misunderstanding the questions by using group
discussion, share of different the materials, and giving them homework to help them to revise what their learnt while they are at
their family, a challenge to be associated with school mood is solved by trying to talk to each and every member to be familiar of
them, I overcome the Challenge of distance from home to school by waking up early in the morning to meet the time of the lesson.
Professional competences developed
Critical thinking, Self-confidence, problem solver, cooperation and Communication skills were developed during observation to be
used in teaching and learning activities I was about to start.
(Do the same to the next weeks)
CHAPTER FOUR: GENERAL CONCLUSION & RECOMMENDATIONS
4.1 Introduction
In introduce this general conclusion and this recommendation I talked about how teaching and learning experience are
implemented and recommendation to minister of education, school’s administration, parents, teachers and learners.
4.2 General Conclusion
As I am at the end of my school attachment, I can conclude saying that this school attachment was helpful because it gave me
opportunity to get skills as qualified teacher of the future. So, I encourage the government to keep up all these fantastic programme
of training future teachers for Rwandan’s education and to improve level of education in the country.
4.3 Recommendations
The following are recommendations which discuss about what the School should do in order to improve education:
Student-teacher should be given pedagogical documents where possible like curriculum and class diary.
The school administration should encourage mentors to help student-teachers as usual.
The school administration should provide books which are needed by teachers and students to improve quality of education.
The school administration should facilitate the student to understand the new curriculum (competence based curriculum)
The school administration should do to provide enough materials used in laboratory when it is necessary in order to improve
practice of teaching and learning.
For Teachers: should encourage the habit of English use in classroom because some learners always want to use their different
languages especially English during the lesson in classroom in order to improve speaking well in public and take a focus on all
students for their behaviors.
For minister of education: to provide support of basic materials to schools like books, laboratory materials and teaching aids and
even establish new ways of punishing students with poor behaviors
For parent: provide basic school materials to their children like exercise books, pens, lab materials, mathematical sets and
calculator.
For learners: since teaching and learning are two complementary processes, there is need for cooperation and collaboration between
teacher and learners so, learners should move away from dislaptive behaviors.
References:
(Follow the APA style, Or click here to have a look on how to reference in APA style)
Index
1. Add lesson plan
2. Add class diary
3. Add Homework
4. Add exercises
5. And all supporting documents
Disclaimer: This is an example, do not submit it but you can refer to it!!!
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