REB Announcement to Teachers, Students and Headteachers: Revised Secondary School Curriculum for 2026/2027.

The Rwanda Basic Education Board (REB) has announced important changes to the secondary school curriculum that will take effect during the 2026/2027 academic year. The changes are expected to affect teachers, students, school headteachers and other education stakeholders across Rwanda.

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The revised curriculum is intended to make teaching and learning more focused, practical and appropriate for learners at different levels of education. It follows a review of the competency-based curriculum and aims to address issues such as repeated content, the amount of time available for teaching, subject organization and the way students progress through secondary education.

For teachers and school leaders, the announcement means that preparation for the new academic year should take into account the revised curriculum and updated teaching materials. Students and parents should also understand which curriculum applies to each class because implementation will not be exactly the same for every secondary school level.

What is the REB curriculum change about?

The revised secondary school curriculum follows an evaluation of the competency-based curriculum that was introduced in Rwanda several years ago.

The purpose of the review is not simply to change subjects or textbooks. It is also intended to improve the organization of learning so that students can spend their available school time focusing on important knowledge, skills, attitudes and competences.

The competency-based approach in Rwanda places emphasis on what learners are able to demonstrate rather than focusing only on memorizing information. REB's existing curriculum resources describe the approach as one that develops knowledge, skills and attitudes and connects learning with real-life situations.

The 2026/2027 revision therefore introduces a number of changes that schools will need to understand before implementation.

1. The academic year will be streamlined to 33 weeks

One of the important changes concerns the amount of time allocated to the academic year.

Under the revised curriculum, the learning programme is designed around a 33-week academic year, compared with the previous 36-week structure.

This adjustment is intended to help schools concentrate on the essential curriculum content and make better use of the available learning time.

For teachers, this means that lesson planning and schemes of work will need to be aligned with the revised curriculum. Teachers may need to carefully organize lessons, classroom activities, assessments and revision so that the required competences are achieved within the available weeks.

Headteachers and school academic leaders will also have an important role in ensuring that teachers receive the appropriate curriculum documents and teaching materials.

2. Learning content has been reviewed

Another major part of the curriculum revision is the review of learning content.

Some topics have been adjusted because similar or repeated content appeared in different parts of the curriculum. The intention is to reduce unnecessary duplication and give students a more organized learning experience.

The revised materials are also expected to consider the age and learning capacity of students.

This means that teachers should pay attention not only to what students are expected to learn, but also to whether the content is appropriate for their level.

The broader competency-based curriculum framework emphasizes learner development, appropriate learning experiences and the connection between education and the needs of society and the labour market.

3. French language curriculum has been updated

The announcement also includes an important change concerning French.

French is being moved from the previous second-language curriculum model to a foreign-language framework.

This change is intended to better reflect the current context in which French is taught in Rwanda.

Teachers responsible for French should therefore pay attention to the revised curriculum documents, learning objectives and teaching materials provided for the subject.

Students should also understand that changes to the curriculum framework may affect how the subject is presented and taught in schools.

4. Upper Secondary students will move from combinations to Learning Pathways

One of the most notable changes concerns Upper Secondary education.

The traditional system of referring to groups of subjects as "combinations" is being replaced by the concept of Learning Pathways.

This is an important change for students entering or continuing in Upper Secondary because they will need to understand the available pathways and the subjects associated with them.

The new approach is intended to make progression through secondary education clearer and better connected to students' future studies and career interests.

Students and parents should therefore pay close attention to information provided by schools when selecting or understanding Learning Pathways.

Teachers and school leaders should also help students understand the purpose of the pathways rather than treating the change as simply a change of terminology.

What will happen to Lower Secondary students?

The revised curriculum will be implemented for students in S1, S2 and S3 from the 2026/2027 academic year.

This means that learners in Lower Secondary will move to the revised curriculum and associated teaching materials.

Another important point is that assessments and national examinations for the affected levels will follow the updated curriculum system.

Students should therefore avoid relying only on old notes, old schemes of work or outdated examination materials. They should follow the learning materials and guidance provided by their schools under the revised curriculum.

Teachers should similarly make sure that classroom instruction corresponds to the new requirements.

What will happen to S4 and S5 students?

Students in S4 and S5 will also begin using the revised curriculum during the 2026/2027 academic year.

For these learners, the change includes the introduction of Learning Pathways in place of the former combination system.

This is particularly important for students who are beginning or continuing Upper Secondary education because their subjects and learning direction can influence future education and career opportunities.

Schools should provide students with clear information about the new structure so that learners can understand their academic direction.

What about S6 students?

The situation is different for students in S6.

According to the implementation arrangements, students who are already in their final year of Upper Secondary education will continue using the former curriculum and combinations.

The purpose of this arrangement is to allow final-year students to complete their studies without being forced to change curriculum structures in the middle of their final stage.

This means that the 2026/2027 curriculum transition will not affect all secondary students in exactly the same way.

Students in S6 should therefore continue following the curriculum applicable to their cohort and the instructions provided by their schools.

What should teachers do before the 2026/2027 school year?

The curriculum changes require teachers to prepare carefully.

Teachers should become familiar with the revised curriculum documents and the teaching materials applicable to their classes.

They should also review their schemes of work, lesson planning and assessment approaches to ensure that classroom activities match the new curriculum.

Teachers should particularly take note of the number of teaching weeks available under the revised academic structure.

Effective preparation can help teachers avoid rushing through important topics toward the end of the term.

REB's online learning platform provides educational resources and courses for teachers and students, including materials that support teaching and learning.

Access REB's e-learning platform here: REB e-learning platform

What should headteachers do?

Headteachers and school leaders have an important responsibility in supporting the implementation of the revised curriculum.

They should ensure that teachers understand which curriculum applies to each class and that the appropriate teaching materials are available.

School leaders should also monitor curriculum implementation and support teachers where challenges arise.

Since different classes will follow different arrangements during the transition, school management should be particularly careful when communicating information to teachers, students and parents.

For example, S6 students will continue with the former curriculum, while S4 and S5 students will move to the revised system. Lower Secondary students in S1 to S3 will also transition to the revised curriculum.

Clear communication can help prevent confusion among students and parents.

What should students do?

Students should take the curriculum changes seriously and make sure they understand what applies to their particular class.

Learners should:

• Follow instructions from their teachers and schools.
• Use the new learning materials provided for their level.
• Attend lessons regularly.
• Keep their notes and learning resources organized.
• Ask teachers when they do not understand a curriculum or subject change.
• Avoid depending entirely on old examination materials when preparing for assessments under the revised system.
• Understand their Learning Pathway where applicable.
• Take continuous assessment and classroom activities seriously.

Students should also remember that the competency-based approach focuses on developing practical competences, not simply memorizing information. Existing REB curriculum resources emphasize learning through doing and the development of knowledge, skills, attitudes and values.

What should parents know about the curriculum revision?

Parents and guardians also have a role to play.

The curriculum transition may create questions about subjects, learning materials, assessments and the new Learning Pathways. Parents should therefore obtain information directly from their children's schools and encourage learners to follow the updated programme.

Parents should also avoid purchasing large quantities of old learning materials without first confirming whether they are still applicable to their child's class.

The transition is being introduced according to students' levels, meaning that the curriculum used by an S6 learner will not necessarily be the same as that used by an S4 learner in the 2026/2027 academic year.

Primary school learning materials

The curriculum update also provides information concerning primary education.

Primary school learning materials have been finalized following earlier testing and are available for use in digital or printed formats depending on the resources available at individual schools.

This is important because digital learning is increasingly becoming part of the education system.

REB's e-learning platform provides access to educational materials and online learning resources. The platform explains that teachers can use it to create classes, provide lessons, enroll students and support formative learning activities.

What about specialized education pathways?

The curriculum changes do not mean that every education programme in Rwanda will immediately move to the same new structure.

Specialized programmes, including areas such as Associate Nursing, Accounting and Teacher Training College (TTC), will generally continue with their existing programmes under the stated implementation arrangements.

However, there is a specific change for students entering Year 1 of TTC, who will begin a new five-year programme.

This means that students considering teacher training should pay attention to information from their institutions and relevant education authorities before making decisions about their studies.

Why is the revised curriculum important?

Curriculum revision is important because education needs to respond to changes in society, technology, employment and the needs of learners.

A curriculum should help students acquire knowledge while also developing skills and attitudes that they can use beyond the classroom.

Rwanda's competency-based curriculum framework has long emphasized the importance of developing learners who can apply knowledge and skills in real-life situations.

The new revision is therefore an opportunity to make learning more focused and organized.

Reducing repeated content can give teachers more time to concentrate on essential learning outcomes. Adjusting content to learners' age can make lessons easier to understand. The introduction of Learning Pathways can also help organize Upper Secondary education around clearer academic directions.

Will national examinations change?

For students who are transitioning to the revised curriculum, assessments and national examinations will follow the updated curriculum system.

This is particularly important for S1–S3 students and students in S4 and S5 who are moving into the revised structure.

Students preparing for examinations should therefore make sure that their revision materials correspond to the curriculum applicable to their class.

S6 students, meanwhile, will continue under the previous curriculum and combination structure as they complete their final year.

Important message for schools

The 2026/2027 academic year will be a significant transition period for Rwanda's secondary education system.

Schools should avoid treating all students in the same way because different classes have different implementation arrangements.

A simple summary is:

Level	Curriculum arrangement for 2026/2027
S1–S3	Move to the revised curriculum and teaching materials
S4–S5	Move to the revised curriculum and Learning Pathways
S6	Continue with the former curriculum and combinations
Primary	Revised materials available for use
Specialized programmes	Continue with existing programmes, with specific changes for incoming Year 1 TTC

Where can teachers and students find learning resources?

Teachers and students can use official REB digital education resources to access available learning materials and courses.

The REB e-learning platform provides educational resources for different levels and subjects. It also includes teacher-focused resources and professional development materials.

Visit the official REB e-learning platform: REB e-learning

Students and teachers should always confirm that the materials they are using correspond to their current level and the curriculum applicable to their class.

Final message to teachers, students and headteachers

The introduction of the revised secondary school curriculum for 2026/2027 is an important development for Rwanda's education sector.

Teachers need to familiarize themselves with the revised curriculum and prepare their lessons and teaching materials accordingly. Headteachers and school leaders should support teachers and ensure that students and parents receive clear information about the changes.

Students should understand which curriculum applies to their level, especially because S1–S5 will transition to the revised arrangements while S6 will continue with the former curriculum.

Parents should also stay informed and communicate with schools whenever they have questions about subjects, learning materials, assessments or Learning Pathways.

The main goal of the revision is to create a more focused learning programme by improving the organization of content, reducing unnecessary repetition, making learning more appropriate for students and updating the structure of Upper Secondary education.

As the 2026/2027 academic year begins, following official school guidance and using the correct curriculum materials will be essential for a smooth transition.

Frequently Asked Questions

1. When will the revised secondary school curriculum start?

The revised curriculum will be implemented during the 2026/2027 academic year.

2. Will S1 students use the revised curriculum?

Yes. S1, S2 and S3 students will transition to the revised curriculum and teaching materials.

3. Will S4 and S5 students change from combinations to Learning Pathways?

Yes. The revised Upper Secondary structure introduces Learning Pathways for S4 and S5.

4. Will S6 students change to the new curriculum?

No. S6 students will continue with the former curriculum and combinations so that they can complete their studies under the system they started with.

5. Has the academic year been changed?

The revised curriculum is designed around a 33-week academic year, compared with the previous 36-week structure.

6. What happened to the French curriculum?

French has been updated from a second-language curriculum model to a foreign-language framework.

7. Where can teachers access REB learning resources?

Teachers and students can access available educational resources through the official REB e-learning platform.

8. Are the revised curriculum changes only for secondary schools?

The announcement includes changes and arrangements affecting different education levels. Primary learning materials have also been finalized, while specialized programmes have their own implementation arrangements.

9. Should students continue using old learning materials?

Students should first confirm with their school or teachers which materials apply to their level. Learners transitioning to the revised curriculum should use the updated materials provided for their class.

10. Is there an application process for the revised curriculum?

No separate application process is indicated for students simply because the revised curriculum is being introduced. Curriculum implementation takes place through schools according to the applicable education level and programme.