1

CHRISTIAN RELIGIOUS EDUCATION SYLLABUS

CONTENTS FOREWORD
Foreword 1 This four-year Syllabus for Christian Religious Education (CRE) is
Acknowledgement 2 one of the 20 subjects of the Lower Secondary School Curriculum.
It reflects contemporary approaches in the teaching and learning
Introduction 3 process, while the Learning Outcomes give the learner
Background to the new Curriculum 3 opportunities to develop understanding and skills within
Key changes 5 different topics and sub-topics at levels commensurate with
his/her ability. This Syllabus for Christian Religious Education
builds upon concepts, skills, attitudes and values developed at
The New Curriculum primary school level, which provides a firm foundation specifically
- Key learning out comes 7 for the higher-achieving minority learners who will study this
- Values 7 subject at a higher level of education.
- Generic Skills 8 Christian Religious Education contributes to the development of
- Generic Skills in Christian Religious Education 9 the knowledge, understanding, skills, attitudes and values that
- The C.R.E syllabus 10 the learner needs to live responsibly in society. It promotes the
spiritual and moral development of the learner, which enables
- Time allocation 11 him/her to find meaning, value and purpose in life. The learner
- Rationale 11 becomes aware that beliefs and values are fundamental to the
- Teaching and learning C.R.E 11 self, the families and the fabric of society through discovery of the
meaning and purpose of morality, beliefs and the values upheld
by society.
Programme planner 12
Detailed C.R.E Syllabus 14 The study of Christian Religious Education enables the learner to
Assessing C.R.E 39 develop values and attitudes such as honesty, integrity, tolerance,
respect, love, positive attitude to work, patience, perseverance,
- Examinations 40 kindness, responsibility, generosity, loyalty and unity among
- Formative assessment 40 others which are crucial in the modern world.
- How do we find the opportunity to make
formative assessment 41 Teachers of CRE are required to shape the learning experiences to
cater for the needs and interests of each learner.
- Generic Skills 42
- Attitudes 42 I, therefore, endorse this Syllabus as the official document for the
- Record Keeping 42 teaching and learning of Christian Religious Education at Lower
Secondary School level throughout the country.
Glossary of Key terms 44

Hon. Janet K. Museveni

The First Lady and Minister for Education and Sports

© National Curriculum Development Centre, Uganda, 2019

Published by National Curriculum Development Centre,
P.O. Box 7002, Kampala
ISBN: 978-9970-00-118-7

All rights reserved. No part of this publication may be reproduced, stored in

a retrieval system, transmitted in any form or by any means; electronic,
mechanical, photocopying, recording or otherwise without the prior written
permission of NCDC.
Website: www.ncdc.go.ug

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CHRISTIAN RELIGIOUS EDUCATION SYLLABUS

ACKNOWLEDGEMENT
National Curriculum Development Centre (NCDC) would like to
express its appreciation to all those who worked tirelessly
towards the production of this Lower Secondary Syllabus.

Our gratitude goes to the Ministry of Education and Sports

(MoES) for overseeing the development of the syllabus and
taking timely decisions whenever necessary. They have worked as
a team with NCDC to produce this syllabus. Their decisions have
been invaluable in getting this work completed as required. Our
thanks also go to our partners in education who provided the
necessary guidance.

We would also like to thank the members of the public who made
helpful contribution towards shaping this syllabus. Their efforts
are invaluable towards having this syllabus implemented in the
schools and for improved quality of education in Uganda.

The Centre is indebted to the learners, teachers and consultants

from Cambridge Education and Curriculum Foundation UK, who
worked with the NCDC specialist. Great thanks go to members
of Christian Religious Education Working Group who worked
tirelessly to put together the necessary facts and guidance in
producing this Syllabus.

Furthermore, NCDC would like to thank the World Bank for the
initial technical and the Government of Uganda for the financial
support towards the Lower Secondary Curriculum Review.

Last but not least, NCDC would like to acknowledge all those
behind the scenes who formed part of the team that worked
hard to finalise the work on this Syllabus.

NCDC takes responsibility for any shortcomings that might be

identified in this publication and welcomes suggestions for
effectively addressing the inadequacies. Such comments and
suggestions may be communicated to NCDC through P.O. Box
7002 Kampala or email [email protected] or through our Contact
Us page on our website at www.ncdc.go.ug.

Grace K. Baguma
Director
National Curriculum Development Centre

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 THE LOWER SECONDARY CURRICULUM

INTRODUCTION
The Uganda Vision 2040 aims to transform Uganda into a modern • Enabling individuals to develop basic scientific,
and prosperous country, while the NDP recognises the existing technological, technical, agricultural and commercial skills
weak nesses in education, including the low efficiency and required for self-employment;
variable quality at the secondary level. The Sustainable • Enabling individuals to develop personal skills of problem
Development Goal 4 advocates for equitable and quality solving, information gathering and interpretation,
education, while the National Development Plan II focuses on independent reading and writing, self-improvement
enhancement of human capital, development, strengthening through learning and development of social, physical and
mechanisms for quality, effective efficient service delivery and leader- ship skills such as are obtained through games,
improvement of quality and relevance of skills development. The sports, societies and clubs;
NRM Manifesto (2016-2021), emphasises continuous assessment • Laying the foundation for further education;
examination systems, strengthening soft skills, which promote • Enabling the individual to apply acquired skills in solving
self-esteem, conscientiousness and a generally positive attitude problems of community, and to develop a strong sense of
to work, promoting e-learning and computer literacy in order to constructive and beneficial belonging to that community;
enhance learning outcomes. All these are lacking and where they
• Instilling positive attitudes towards productive work.
exist it is at a minimum level.

In alignment with the above, the Education and Sports Sector

Strategic plan (2017/20) advocates for delivery of equitable,
relevant and quality education for all. The current secondary
BACKGROUND TO THE
school curriculum of Uganda, although highly regarded by some,
is focused on the needs of a tiny academically oriented elite yet
CURRICULUM
The review was based on the Education Sector Strategic Plan
the needs of the majority of learners need to be the focus. The (ESSP), 2009 – 2018) which set out strategies to improve the
Ministry of Education and Sports (MoES) through the National quality and relevance of secondary education. The ESSP’s sub-
Curriculum Development Centre (NCDC) therefore, undertook a objective 2.2 was to ensure that “Post-primary students [are]
review of the Lower Secondary Curriculum, aimed at providing a prepared to enter the workforce and higher education”. This is
learning environment, opportunities, interactions, tasks and also in line with the current strategic plan of 2017-2020. To
instructions that foster deep learning by putting the learner at achieve this objective, one of the Ministry’s strategies was to
the centre of the learning experience. This is in line with the aims revise the curriculum and improve instruction and assessment by
of secondary education in Uganda, as provided for in the eliminating the short comings.
Government White Paper on education (1992) as outlined below:
The review focused on: producing a secondary school graduate
The aims of secondary education in Uganda are: who has the competences that are required in the 21st century;
• Instilling and promoting national unity, an understanding of promoting values and attitudes; effective learning and
the social and civic responsibilities; acquisition of skills in order to reduce unemployment among
• Promoting an appreciation and understanding of the school graduates.
cultural heritage of Uganda including its languages;
• Imparting and promoting a sense of self discipline, ethical The review also aimed at reducing the content overload and
and spiritual values, personal and responsibility and contact hours in the classroom so as to create time for: research
initiative; and project work; talent development and creativity; allowing for
• Enabling individuals to acquire and develop knowledge and emerging fields of knowledge across all subjects and doing away
an understanding of emerging needs of society and the with obsolete information. There was a need to address the social
economy; and economic needs of the country like the mining sector,
• Providing up-date and comprehensive knowledge in tourism, services provision, science and technology development
theoretical and practical aspects of innovative production, and to ensure rigorous career guidance programmes to expose
modern management methods in the field of commerce learners to the related subjects. This will enable learners to make
and industry and their application in the context of informed choices as they transit and to equip them with
socioeconomic development of Uganda; knowledge and skills that will enhance their competitiveness in
the global value chain.

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CHRISTIAN RELIGIOUS EDUCATION SYLLABUS

To meet these requirements, the review is based on:

• The development of a holistic education for personal and

national development based on clear shared values
• A commitment to higher standards, deeper understanding
and greater opportunities for learners to succeed
• A focus on the key skills that are essential to work, to
learning, and to life, and which will promote life-long
learning
• An integrated approach that will develop the ability to apply
learning in practical situations.

The ESSP further outlines what the review implies:

“This review will necessitate a sweeping revision of the

general secondary curriculum, away from strictly academic
learning objectives that are thought to prepare students for
erudite higher education and towards a set of
competencies that serve both those who continue their
education after S4 and those who choose to enter the
workforce. The new curriculum will enable learners to
acquire specific vocational skills that they can use once
they enter the world of work. The new curriculum will help
learners make informed decisions as citizens and family
members, and it will give those who continue with their
education, either immediately in S5 or later in life, the
learning skills they need to think critically and study
efficiently.”

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 THE LOWER SECONDARY CURRICULUM

KEY CHANGES IN THE CURRICULUM

The key change in this curriculum is a move from a This approach to teaching and learning is in support of the
knowledge-based curriculum to a competence and skill- Sustainable Development Goals (SDG’s), otherwise known as
based curriculum. It is no longer sufficient to accumulate the Global Goals. These are a universal call to action to end
large amounts of knowledge. Young people need to develop poverty, protect the planet and ensure that all people enjoy
the ability to apply their learning with confidence in a range peace and prosperity. The key changes in the curriculum will
of situations. They need to be able to use knowledge ensure that Uganda is making good progress towards SDG 4 in
creatively. A level of competence is the ability to use particular which aims to ensure equitable quality education
knowledge rather than just to acquire it. This requires an and promote lifelong learning opportunities for all.
active, learner-centred rather than passive, teacher-centred
The change can be summarised in the following diagrams.
approach.

THE KNOWLEDGE-BASED CURRICULUM

Knowledge-based teaching was based on transferring knowledge from the teacher to the students. The teacher had knowledge
and transferred this knowledge to the students by lecturing, talking, asking them to read the text book or writing notes on the
board for the students to copy and learn. Students acquired the knowledge, often without fully understanding it, and were tested at
the end of a topic, term or school course to see if they had remembered it. The knowledge was based mainly on the knowledge in
the subjects traditionally taught at University, and little attempt was made to make it relevant to young people’s own lives. The
whole education system was seen by many people as a preparation for University, but the vast majority of learners never reach
University. This curriculum l caters for this majority as well as those who later go on to University.

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CHRISTIAN RELIGIOUS EDUCATION SYLLABUS

THE COMPETENCE BASED CURRICULUM

ACTIVITY
STIMULUS MATERIAL, LEARNERS’ EXPERIENCE,
PROBLEM-SOLVING, INVESTIGATION, GROUP
ACTIVITIES, EXPLORATION, EXPERIMENTS, FIELD WORK

DISCUSSION
LEARNER TEACHER LEARNER TEACHER LEARNER

FEEDBACK AND INTERACTION

FORMATIVE AND SUMMATIVE ASSESSMENT

In the competence-based approach, the “student” becomes a “learner”. The Learning Outcomes can only be achieved
through active engagement in the learning process rather than simply absorbing knowledge given by the teacher.
The teacher needs to build on the learners’ own knowledge and experience and create Learning Activities through which
learners can explore the meaning of what is being learned and understand how it is applied in practical situations.
Teaching and learning becomes a two-way process of dialogue between the Teacher and Learners. Learners also learn from
each other through discussion. Assessment also becomes a two-way process of formative assessment; and summative not just
to give grades but to find out problems the learners may behaving and help to solve them.

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 THE LOWER SECONDARY CURRICULUM

THE CURRICULUM

This curriculum focuses on four “Key Learning Outcomes” of: At the heart of every subject there are generic skills that allow
self – assured individuals; responsible and patriotic citizens; development into life-long learners. Besides, there are also
lifelong learners; positive contributors to society. cross cutting issues that are embedded across subjects to
The curriculum emphasises knowledge, application and enable learners understand the connections between the
behavioural change. It is based on a clear set of values which subjects and complexities of life.
must be imparted to learners during the learning process.

Key Learning Outcomes

Positive contributors to society who:
This curriculum set out Key Learning Outcomes that sum up
• Have acquired and can apply the Generic Skills
the expectations of the curriculum as a whole, and set out
clearly the qualities that young people will develop. • Demonstrate knowledge and understanding of the
emerging needs of society and the economy
By the end of the educational process, young people will become:
• Understand how to design, make and critically evaluate
Self-assured individuals who:
products and processes to address needs
• Demonstrate self- motivation, self-management and
• Appreciate the physical, biological and technological
self-esteem
world and make informed decisions about sustainable
• Know their own preferences, strengths and limitations development and its impact on people and the
environment.
• Adjust their behaviour and language appropriately to
different social situations
• Relate well to a range of personality types
Values
Responsible and patriotic citizens who:
This curriculum is based on a clear set of values. These values
• Cherish the values promoted in the curriculum underpin the whole curriculum and the work of schools. They
• promote equity, the development of indigenous cultures are also the values on which learners need to base their lives
and languages and appreciate other people’s cultures as citizens of Uganda. The values are derived from The
Apply environmental and health awareness when making Uganda National Ethics and Values Policy of 2013. They are:
decisions for themselves and their community • Respect for humanity and environment
• Are positive in their own identity as individuals and global • Honesty; uphold and defend the truth at all times
citizens • Justice and fairness in dealing with others
• Hard work for self-reliance
• Are motivated to contribute to the well-being of • Integrity; moral uprightness and sound character
themselves, their community and the nation • Creativity and innovativeness
• Social Responsibility
Lifelong learners who: • Social Harmony
• Can plan, reflect and direct their own learning • National Unity
• National Consciousness and patriotism
• Actively seek lifelong learning opportunities for personal
and professional development These values are not taught directly in lessons, nor will they be
assessed, but they will inform and shape all teaching and learning.

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CHRISTIAN RELIGIOUS EDUCATION SYLLABUS

Generic Skills
The generic skills lie at the heart of every Subject. They are the
skills that enable the learner to access and deepen learning
across the whole curriculum. They are the same skills that are
sought by employers and which will unlock the world of work. Communication
They are the skills that allow young people to develop into
lifelong learners who can adapt to change and cope with the • Listen attentively and with comprehension
challenges of life in the 21st Century. • Talk confidently and explain ideas/opinions clearly
Young people need to be able to think critically and solve • Read accurately and fluently
problems, both at school and at work. They need to be
creative and innovative in their approach to learning and life. • Write and present coherently
They need to be able to communicate well in all forms, co- • Use a range of media to communicate ideas
operate with others and also work independently. They need
to be able to use functional mathematics and ICT effectively.
The details of the generic skills are:
Co-operation and Self-Directed Learning
• Work effectively in diverse teams
Critical thinking and problem-solving
• Interact effectively with others
• Plan and carry out investigations
• Take responsibility for own learning
• Sort and analyse information
• Work independently with persistence
• Identify problems and ways forward
• Manage goals and time
• Predict outcomes and make reasoned decisions
• Evaluate different solutions
Mathematical computation and ICT proficiency
Use numbers and measurements accurately
Creativity and innovation
• Interpret and interrogate mathematical data
• Use imaginations to explore possibilities
• Use mathematics to justify and support decisions
• Work with others to generate ideas
• Use technology to create, manipulate and process
• Suggest and develop new solutions
information
• Try out innovative alternatives
• Use technology to collaborate, communicate and
• Look for patterns and make generalisations refine their work

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 THE LOWER SECONDARY CURRICULUM

GENERIC SKILLS WITHIN CHRISTIAN RELIGIOUS

EDUCATION
These skills are not separate subjects in themselves; they are
developed within the subjects of the curriculum. They also help The Subject also provide the contexts for progression within the
facilitate within those subjects. It is when these generic skills are skills. The same skill definitions apply to all year groups, and skills
deployed that learning is most effective. progression is provided by the increasing complexity of the
subject matter within each Subject. For example, within ‘critical
The generic skills are a key part of the new curriculum. They have thinking’, learners begin thinking critically about the relatively
been built into the syllabuses for each of the Subjects and these simple subject matter in Senior 1 and then progress to thinking
Subjects provide the context for the skill development. CRE about the much more complex matters in Senior 4.
provides a rich context for learners to communicate, co-operate, Thus, the progression is in the increasing complexity of the
and to think critically about how the world works and to matters being thought about.
understand the world from a spiritual point of view.

Cross-cutting Issues
There are some issues that young people need to learn about, but • Socio-economic challenges
which are not confined to one subject. These are the ‘Cross-cutting • Citizenship and patriotism
issues ’and they need to be studied across the subjects. These issues (For details on cross-cutting issues, refer to the
develop learners’ understanding of the connections between the Curriculum Framework document, page 11).
subjects, and so of the complexities of life.
These have been built into the syllabuses of each Subject. The
The Cross-cutting Issues identified in the curriculum are:
way in which they operate within the Subject is very similar to
• Environmental awareness the generic skills.
• Health awareness CRE provides a very good context for considering
• Life skills environmental and health awareness, and to understand the
• Diversity and inclusion complex and diverse world in which we live.
• Mixed abilities and involvement

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CHRISTIAN RELIGIOUS EDUCATION SYLLABUS

ICT Integration
ICT is embedded as a learning/teaching tool. ICT integration framework is summarised below and cuts across all the subjects on
the curriculum.

ICT APPLICATION (HOW ICT WILL BE INTEGRATED

CATEGORY OF A TASK IN THE SYLLABUS
FOR THE TASK CATEGORY)
Field works Use of cameras to take photos and record videos
Presentations in class Use presentation application
Key words and meanings Use online dictionary or search online
Drawing/graphics Use publishing software, Word processor
Role play, narrations Use audio and video recordings
Demonstrations Use audio and video recordings and simulations
Locating and putting marks on an area Use digital/online mapping
Present findings in graphic and written format Use desktop publishing software or word processor
Showing data charts Use spreadsheet software
Group discussions Mind-mapping software
Search for extra reading materials Download files on Internet or by sharing
Writing equations and formulas Use equation editors
Using the Internet and other academic applications like
Carrying out academic research
“Encarta”, “Britannica” etc.
Forming learning networks, formation of blogs, social media,
Sharing or learning with people across the world
emails etc.

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 THE LOWER SECONDARY CURRICULUM

THE CHRISTIAN RELIGIOUS EDUCATION

SYLLABUS

Religious Education is one of a range of compulsory subjects in senior 1 and 2 that, along with elective subjects, will allow learners
to follow their own interests and to specialise in particular areas.

Time allocation

CHRISTIAN RELIGIOUS S1 and 2 S3 and 4

EDUCATION 2 periods a week 3 periods a week

Rationale
Christian Religious Education promotes the spiritual and
The programme of study reflects contemporary approaches in
moral development of learners. It enables them to engage in
the learning-teaching process. It supports learners in
a search for meaning, value and purpose in life. Learners
developing and reflecting upon their values and contributing
become aware that beliefs and values are fundamental to self,
to their capacity for sound moral and ethical judgment.
families and to the fabric of society. They discover the meaning
Through developing awareness and appreciation of the value
and purpose of morality, beliefs and the values that are upheld
of each individual in a diverse society, Christian Religious
by society.
Education brings about responsible attitudes towards other
Religious beliefs are diverse. The scope of the programme of people.
study enables learners to develop an appreciation of faith
within communities.

Teaching and Learning: Christian Religious Education

The thrust of the syllabuses is experiential and towards deeper Learners need to interact with real situations inside and outside
understanding. The focus in Christian Religious Education is on the classroom. They need to look at pictures or diagrams,
the development of spirituality and an understanding of how examine statistics, or read texts from a range of sources. They
religion affects our actions in everyday life. need to find out knowledge and ideas for themselves. They
The new syllabuses provide learners with a wide range of should then be expected to express these in their own words,
contexts in which to develop spirituality and this not those of the teacher, and so demonstrate that they have
understanding, and these contexts are designed to engage the understood what they have learnt.
interest of the learner and to provide opportunities to build life- In this approach, learners are encouraged to:
related knowledge, experience and skills. Teachers are
• be responsible for their own learning
encouraged to go beyond the textbooks and provide as many
• think for themselves and form their own ideas and
meaningful contexts as possible. The generic skills have been
opinions
integrated throughout the curriculum and can only be acquired
• become critical thinkers, ready to face new challenges and
through active approaches.
situations for themselves
The role of the teacher is not only to build on learners’ existing
knowledge and experience, but also to extend that by posing
problems to the learners. This makes them think about their
own ideas and experiences as well as adding new knowledge
and skills to it.

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 CHRISTIAN RELIGIOUS EDUCATION SYLLABUS

THE PROGRAMME PLANNER

In relation to the overall Key Learning Outcomes, Christian This is done by studying Christian Religious Education through a
Religious Education contributes to learners becoming: range of topics and themes that relate to spiritual development
and living together in a community.
• self-assured individuals,
• responsible and patriotic citizens, Each topic is allocated 24 periods, and 36 periods for senior 3
• life-long learners, and 4
• positive contributors to their own development, and to
community and national development.
s

DURATION
SENIOR
THEME TOPIC (NUMBER OF
ONE
PERIODS)
Term 1 Worship 24
Term 2 Man’s relationship with God Christian Rituals and celebrations 24
Term 3 Values in Christianity, Islam and African Traditional Religion 24
Total 72

DURATION
SENIOR
THEME TOPIC (NUMBER OF
TWO
PERIODS)
Term 1 Respect for human life 24
Term 2 Man’s social relations Marriage 24
Term 3 Family 24
Total 72

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 THE LOWER SECONDARY CURRICULUM

DURATION
SENIOR
THEME TOPIC (NUMBER OF
THREE
PERIODS)
Term 1 Work 36
Man’s dominion over the
Term 2 Wealth and development 36
world
Term 3 Leisure 36
Total 108

DURATION
SENIOR
THEME TOPIC (NUMBER OF
FOUR
PERIODS)
Term 1 Peace 36
Man’s harmonious
Term 2 Justice 36
co-existence
Term 3 Conflict resolution 36
Total 108

The syllabus details for all subjects are set out in three columns:

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY

The knowledge, understanding or The sort of learning activities that include

Opportunities for assessment within
skills expected to be learned by the generic skills and that will help learners
the learning
the end of the topic achieve the Learning Outcomes.

Teachers should base their lesson plans on the Learning Outcomes using the Suggested Learning Activities as a guide. These are
not the only possible learning activities, and teachers are encouraged to extend these and devise their own that are appropriate
to the needs of their class.

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CHRISTIAN RELIGIOUS EDUCATION SYLLABUS

DETAILED SYLLABUS FOR CHRISTIAN RELIGIOUS

EDUCATION

SENIOR 1: TERM 1 Theme: Man’s Relationship with God

TOPIC 1: WORSHIP 24 PERIODS

Competency: The Learner understands worship and how it is derived from the Holy books and can relate the different forms of
worship to daily Life.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY
The learner should be able to:
a) Understand various forms of worship that The teacher guides learners to: • Observe learners responses to questions
demonstrate faith, trust, commitment and • Identify and record at least five of the during group discussions for ending of
obedience to God(u, v) following forms of worship today: prayer, understanding of the concept of worship
b) Know the value of communicating to God fellowship, fasting, medication, offertory, • Observe learners working processes
through the different forms of worship (s, reading scripture and singing. and finished products to determine
v) • Discuss and write an essay reflecting the their correctness/accuracy with the
c) Understand the role of worship in the value and importance of worship to an Bible readings
lives of the apostles(u, v) individual and society. • Listen and observe learners as they
d) Appreciate the purpose of worship(u, v) • Evaluate and share the value of interact during the discussion for
communicating to God through the evidence of co-operation, respect and
different forms of worship communication.
• Discuss the reasons why people pray with
specific focus on Psalms 23:1-6
• Read the Bible and write a report on
various forms of worship as presented in
the Bible.

a) Understand the different forms of worship • Discuss in groups the form of worship • Observe learners contribution during
in the Christian Church (k, u). presented in Psalms 33:1-5 the group discussions for evidence of
b) Know various ways of praying as an • Identify the correct forms of worship with understanding the different forms of
expression of respect to God(k, u, a focus on Exodus 20:1-17 worship.
v) • Discuss the values of congregational • Examine the quality and accuracy of their
worship in Christianity. written summary report on the forms of
worship.
• Summarise the forms of worship of the
apostles as recorded in the Acts of the • Assess the accuracy of the Bible
Apostles 4: 23- 31 quotations used in the summary report
• Write a report to compare and contrast
the forms of worship of the apostles and
those of today.

a) Appreciate Christian teaching about In pairs or groups: • Analyse the product in form of the
worship(u, v) • Discuss prayer as one of the forms of summary for evidence of knowledge of
b) Understand Psalms as a book about worship the Bible and its relation to daily life.
worship(u) • Use the Bible or internet to identify • Assess the accuracy of the Bible
the following verses about worship.: quotations used in the summary report
Daniel 9:3-6, 1 Chronicles 13:8, • Listen to learners discussion and assess
Psalms the development of communication
33: 1-22; 47:1 – 19; 100: 1-5, John 4:24; 1 skills
Thessalonians 5:17, and Hebrew 13:15

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 THE LOWER SECONDARY CURRICULUM

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY
The learner should be able to:
a) Understand biblical teachings on the In pairs or small groups: • Analyse the product of the Lord’s
meaning and value of prayer (u, v) • Discuss reasons why Jesus Christ prayed Prayer which requires a short
and encouraged disciples to pray. explanation for each of the lines.
• Use Mathew 6:9-15 and Luke 10:1-8 to
identify the key value of praying as a formof
worship.
• Relate Jesus prayer life to what happens in
Christian Churches today.

a) Understand biblical teaching of The teacher guides each learner to: • Listen to the discussion about their
worship (u, v) • Prepare a simple prayer reflecting elements views on private and congregational
of repentance and forgiveness as presented prayers.
in Psalms 130:1-3. • Analyse the product out of
In groups: the discussions.
• Explain the differences between private • Analyse the prayer for elements of
and congregational worship. repentance and forgiveness in
relation to Psalms 130:1-3
• Discuss elements in both congregational
and private prayers • Assess the accuracy of the Bible
quotations used in the summary
• Explain the lessons learnt from Jesus and
report
individual prayer
• Compose their own prayers
• Use examples to explain the importance of
private prayers with a focus on Mathew 6:6-
15 and 14:23
• Discuss the forms of worship of the
apostles and those of today.

a) Understand the emerging practices of The teacher guides learners to: • Observe and listen to the learners as
worship in the modern world in relation • Investigate or use the internet to research they debate the issues of night
to the teaching of the bible (u) about worshipping practices, such as night prayers, fellowships and deliverances
prayers, fellowships, street preaching, in Uganda, showing the ability to
dancing in churches and speaking in relate the issues to the Bible teaching.
tongues • Listen to the quality and accuracy of
• Identify the different instruments used ideas the learners present about the
during worship. new trends in Christianity.
• Explain the importance of the different titles • Observe the learners debate for the
of preachers, such as Pastor, Prophet and value of co-operation
apostles, used in the modern times.
Guide learners to:
• Debate new practices verses traditional
practices in the Church.
• Discuss and report in detail about other
forms of worship
• Discuss the other forms of worship in
relation to the Bible.

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CHRISTIAN RELIGIOUS EDUCATION SYLLABUS

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY
The learner should be able to:
a) Appreciate the existence of forms of Guide learners to: • Observe learners discuss the report of
worship before the coming of religious in • Research about worship before the their research, examine their notes and
Africa(u, v). coming of Islam and Christianity in Africa, check for accuracy and understanding.
b) Understand practices of worship in through reading, oral interviews or the • Observe responses of different learners
traditional African Society (u, k) internet. during group
• Write a summary of their findings. discussions/conversations for evidence
of understanding, knowledge and
In groups:
respect for the African way of worship.
• Describe worshipping practices in African
• Analyse the research report for
societies
independence in learning skills
• Research and discuss African beliefs in
ancestors in prayers intermediaries and
African medicine.

16
 THE LOWER SECONDARY CURRICULUM

SENIOR 1: TERM 2 Theme: Man’s Relationship with God

TOPIC 2: CHRISTIAN RITUALS AND CELEBRATIONS 24 PERIODS

Competency: The Learner understands religious rituals and celebrations as a means of promoting unity, love and commitment to
God.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY
The learner should be able to:
a) Understand the main rituals practiced by The teacher guides learners to: • Observe responses of individual learners
Christians in order to develop unity and • Discuss and share ideas about their for evidence of understanding of Christian
love (k, u, v) understanding of a ritual rituals.
• Brainstorm and share ideas about rituals • Listen to learners contribution for
and share their experiences of rituals so as accuracy of facts and fluency in
to identify the Christian rituals conducted communication
in Church today.

a) Understand the importance of observing • Describe the following Christian rituals. • Observe learners discuss the Christian
Christian rituals as a way of expressing • Baptism rituals, observe their notes for evidence of
commitment and love to God and fellow understanding and accuracy.
human beings (k, u, v) • Confirmation
• Examine the quality and accuracy of the
• Marriage/Ordination research each learner presents in their
• Discuss the meaning of the Christian rituals written products.
• Research and report on how any of these
rituals are conducted in their Church.
a) Know the main rituals practiced by In groups, the teacher guides learners to: • Examine the quality and accuracy of
Christians in order to develop unity and • Trace the origin of the rituals observed individual learner’s product.
love.(k, v) with a specific focus on Matthew 3:13-17, • Assess the accuracy of the Bible
b) Understand the importance of observing 17, 26: 17-30, and Acts of the Apostles quotations used in the summary report
the Christian rituals as a way of expressing 2:1-13, 38 and 19:4 • Listen to learners read the verses for
commitment and love to God and fellow Individually: accuracy and fluency
human beings(u, v)
• Use the New Testament to identify and
record at least three rituals\discuss rituals.
In groups:
• Discuss rituals in the Old Testament
• Read the Biblical verses to identify rituals,
in Luke 2:21-40, Matthew 3:13-17 and
26:17-30, and John 2:1-12
• Identify rituals in the life of Jesus, such as the
Baptism in the River Jordan, Matthew 3:13 –
17, and the presentation in the Temple.

a) Appreciate the values of rituals in the lives of In groups learners: • Observe learners contribution in a
Christians (u, v) • Discuss importance of rituals in Christian peaceful way during group work.
life showing how Christian rituals bring • Question/converse with learners to assess
people together. their understanding of the Christian rituals
• Write a report explaining ways through • Examine individual learners written
which Christian rituals create a bond of product to assess accuracy of the
love and unity among Christians. information
In groups learners: • Read the product of the research findings
• Use the internet or Research and report about rituals in Africa to assess the
about the rituals in the African tradition accuracy of the facts
from birth to death.

17
CHRISTIAN RELIGIOUS EDUCATION SYLLABUS

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY
The learner should be able to:
a) Understand symbols related to Christian Learners: • Scrutinise the collected materials and
rituals. (u, v) • Collect pictures depicting Christian listen to the learners as they talk about
celebrations and display the different each of them.
pictures and drawings on the walls • Observe individual learners contribution
• Create a gallery walk and write their to a class discussions and conversations
observations about celebrations.
• Share stories about Christian celebrations • In a conversation question the learners
they have participated in. to ascertain their understanding of
how celebrations promote unity and
• Describe ceremony and explain each of
fellowship.
the steps
• Observe leaners roles in the role play
• Choose Christian celebration and write
and judge if the message, meaning and
about its origin and importance in the
procedure are presented correctly.
Christian church.
• Discuss and record celebrations observed
by Christians in the Church today.
• Explain the importance of the following
Christian celebrations:
Congregational celebrations on Saturday
and Sunday, Ash Wednesday, Palm
Sunday, Easter Sunday, and Christmas;
and other celebrations, such as the
Ascension, the Assumption, All Saints Day
and Martyrs Day.
• Choose one Christian celebration and
role-play how it is conducted and
share the importance of Christian’s
celebrations in promoting fruitful
friendship between young people.
Learners:
• Discuss the celebrations in the traditional
African society and how they fostered
unity

18
 THE LOWER SECONDARY CURRICULUM

SENIOR 1: TERM 3 Theme: Man’s Relationship with God

TOPIC 3: VALUES IN CHRISTIANITY, ISLAM AND

AFRICAN TRADITIONAL RELIGION 24 PERIODS
Competency: The learner appreciates the beliefs and moral practices in other religions to develop tolerance to other faiths in order
to live in harmony with them in a diverse world.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY
The learner should be able to:
a) Understand the foundation of Christianity, Learners: • In a conversation question the
Islam and traditional African religion(k, u) • Use the internet or Research on the learners to ascertain their
b) Understand the characteristics of religions foundation of Christianity and Islam and understanding of the Jahilliya period
other than their own for purposes of share their findings in presentation • Assess their written products for
harmonious living (u) • Use the internet or Research the origin of evidence of understanding the teaching
c) Understand that religion is ancient, African Traditional Religion and share their of the New and Old testament
diverse and dynamic(u) findings in class. • Read the written reports on
• Watch a movie about or Research the Pre- monotheism in Christianity, Islam and
Islamic period (Jahiliyya) and share their an African Traditional Religion for
findings in a plenary. accuracy.
In groups, learners • Observe learners work in groups and
look out for co-operation, respect and
• Link the Old Testament to the New
self-control.
Testament
• Listen to the learners’ views about
• identify the prophesies about Christ in the
Islam, for peace and harmonious living
Old Testament
and respect.
• Discuss the Torah, the Ten
Commandments in Christianity.
• Identify the values promoted by the Torah.
• Read about the pillars of Islam and collect
pictures relating to each of the pillars.
• Discuss the features of African Traditional
Religious beliefs.

a) Understand the common beliefs across In groups:

Islam, Christianity and traditions religions • Respectfully share ideas about different
(k, u) beliefs in God across the three religious
b) Appreciate the values of other religions traditions
(u, v) • Use the internet to search or Research
monotheism in Christianity, Islam and
African Traditional Religion and present
their findings in a plenary.
• Discuss the aspect of monotheism in
Christianity and Islam
• Identify the similarities and differences
of the same concepts in Islam and
Christianity.
• Research and discuss the nature of God
under the following topics.
a) Omnipotence
b) Omnipresent
c) Omniscience

19
CHRISTIAN RELIGIOUS EDUCATION SYLLABUS

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY
The learner should be able to:
• Identify God’s intermediaries in African • Observe learner’s research and assess
Traditional Religion and share their their communication and cooperation
findings in a plenary under the guidance skills together with their individual
of the teacher. contribution to the task.
• Analyse the differences between • Assess their written products for
Christianity, Islam and African Traditional evidence of understanding the teaching
Religion. of 2 religions.
Learners: • Observe individual participation of
• Research and explain the concept of learners as they read and discuss in
ancestors and mediators in African groups.
Traditional Religion. • Analyse the written reports to ascertain
knowledge and accuracy.
a) Understand the relationship between The teacher guides learners to:
Christian and Islamic beliefs (k, u). • Watch the movies about or Read the
b) Appreciate the values promoted by the Ten Commandments and use them to
Ten Commandments and the Pillars and compare the beliefs between Christianity
Articles of Faith in Islam(u) and Islam.
• Explain the expected relationship
between God and human beings.
• Explain the expected relationship
amongst human beings.
• Read the Nicene Creed to identify aspects
that relate to the relationship with God.
• Research the 5 Pillars of Islam and the 6
articles of faith in Islam and explain how
human beings are expected to relate
with God in Islam.
• Choose one of the 5 Pillars of Islam and
one of the beliefs in the Nicene Creed,
explain what they mean and how each
enables one to relate with God.
• Write a summary of the values promoted
in the Pillars of Faith in Islam.
a) Appreciate the biblical teaching about In groups learners: • Listen to learners read for fluency
• Analyse the written reports for accuracy
harmonious living (u, v, s) • Read about the Jewish tradition with and respect for humanity
reference to Luke 9:49-50 and discuss • Read the written report for accuracy and
how Jesus lived in harmony with others understanding of harmonious living
with a focus on John 4:7-27
• Read about the teachings on harmonious
living in the New Testament with a focus
on Acts of the Apostles 28:30-31, Romans
14:1-23 and 1Corinthians 10:31-32
• Write a report on the similarities across
Christianity, Islam and African Traditional
Religion
• Write a report on the values promoted
by each of the religious traditions.
• Write a report on how people of different
faiths can live harmoniously.

20
 THE LOWER SECONDARY CURRICULUM

SENIOR 2: TERM 1 Theme: Man’s Social Relations

TOPIC 1: RESPECT FOR HUMAN LIFE 24 PERIODS

Competency: Learner understands how religions promote respect for human life by fostering the values of tolerance, respect,
fairness, harmony and peaceful co-existence.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY
The learner should be able to:
a) Appreciate Christian teaching of human • Watch movies depicting human dignity • Observe learners as they exchange ideas
dignity and respect for life (u/v) or discuss the meaning of human dignity about human dignity, listen for accuracy
with examples from school where of facts and the logic in the ideas
community members have not been presented
respected. • Assess the accuracy of the Bible
• Debate whether being human is not quotations used in the summary report
conditional to one’s status, level of • Investigate the written reports to
education, wealth and religion. ascertain knowledge and accuracy.
• Use the Bible to explain that human
beings are created in God’s image
(Genesis 1:26-28, 5:1-2 and 9:6)
• Identify teaching about the sanctity of life
in Exodus 20:13 and John 8:11
• Use John 8:11 to explain Jesus’ attitude to
human dignity.
• Write a summary of teachings about the
sanctity of life in Exodus 20:13 and John
8:11

a) Appreciate life as a special gift from God • Discuss ways through which life should • Assess learners’ written products for
that should be respected and protected be respected and protected. evidence of understanding the Biblical
(u, v) • Use examples to describe acts that teaching about human dignity
deprive respect for human life. • Assess the accuracy of the Bible
• Discuss self-esteem and assertiveness in quotations used in the summary report
the promotion of human dignity. • Observe the learners work in groups to
In groups: find out the promotion of respect
• Discuss how respect for human life is • Listen to learners’ discussion in relation to
presented through the teaching about the promotion of the gift of life.
slaves in Leviticus 19:12-18 and
Numbers 35:9-12.
• Discuss ways in which Jesus promoted
the human dignity of sinners with a focus
on Mathew 9:9-13 and Luke 19:1-10
• Identify ways through which human
dignity should be promoted and
protected with a focus on Exodus 20:12-
17
• Identify ways through which human
dignity of the underprivileged should be
protected with an emphasis on Exodus
21:1-3, 2 Samuel 9:1-8, 1 Peter 18-20,
James 5:1-6. Colossians 3:22, 4:1 and Mark
1:40 – 45

21
CHRISTIAN RELIGIOUS EDUCATION SYLLABUS

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY
The learner should be able to:
• Discuss how Jesus promoted the human
dignity of children and women in Mark
10:13-16, John 4:1-9 and Luke 7:36 -39
and 11:38 - 42
• Write a summary of the lessons learnt
about respect for human life from
biblical teachings.
• Discuss acts that promote human dignity
• State reasons why life should be
respected and protected.
• Choose verses relating to human dignity
from the Bible, other than those given,
and explain what they teach about
human dignity.

a) Appreciate sexuality as God’s design of In groups, learners: • Observe learner’s interaction and
creation(v/a) • Use the internet to search or discuss individual contribution in the group
b) Understand the importance of respecting human development and sexuality activity.
oneself by valuing one’s own body(u, v) according to God’s plan in relation to the • In a conversation, question individual
c) Appreciate the complementary nature of creation story in the bible. learners and assess their
men and women (v). • Discuss the complementary nature of understanding of sexuality in relation to
men and women. God’s plan.
• Explain concepts in human life and • Examine the written products for
sexuality, such as dignity of human evidence of accuracy of information given
sexuality and hygiene. in relation to sexuality.
• Discuss the importance of self-respect in • Listen to learners’ discussion about the
terms of: African perspective of human dignity.
 Valuing your own body
 Observing personal hygiene
 Protecting self from communicable
diseases
 Abstinence from sex.
• Write about religious teachings on
sexuality
Individually learners:
• Word process or write an article on ways
young people can value their bodies.
Learners:
• Discuss ways in which the Africans
promoted human dignity

22
 THE LOWER SECONDARY CURRICULUM

SENIOR 2: TERM 2 Theme: Man’s Social Relations

TOPIC 2: MARRIAGE 24 PERIODS

Competency: The Learner appreciates the importance of marriage and how it fosters the values of love, honesty, respect, harmony
and generosity.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY
The learner should be able to:
a) Understand the meaning and purpose of In a discussion the teacher guides • Examine the quality and accuracy of the
courtship and marriage in the promotion learners to: research presented by the learners.
of love and honesty(u, v) • Discover the meaning and purpose of • Observe group discussions and
b) Appreciates the purpose of marriage(v) marriage and give examples, which conversations for evidence of individual
reflect marriage as a custodian of the participation and respect for others
values of love and honesty. ‘opinions.
• Explain marriage as a custodian of love • Examine the written products for
and honesty using examples. evidence of accurate Bible references and
• Describe the importance of courtship presentation of personal opinion
period using examples • Examine the written products for
• Discuss the problems associated with not accuracy of facts provided
having courtship period
• Identify and record the value of preparing
for marriage with reference to Genesis 24.
• Analyse the values of unity in marriage
with reference to the Bible text in Genesis
2:18 -25

c) Appreciate the importance of children in The teacher guides learners to: • Observe learners discuss for evidence of co-
operation
marriage and society (u, v) • Discuss the importance of children in a • Assess the learners products
d) Understand the right for pregnancy in marriage relationship using examples.
order to be a good parent • Analyse the value of children in a
marriage with reference to Genesis
1:28, 21:6-7 and 1Samuel 2:8
• Word process or write about and suggest
ways of keeping a childless marriage
happy.

e) Appreciate Christian teachings about Guide learners to: • Assess learners’ written products for
marriage (u, v) • Identify the values of love, patience and evidence of understanding the Biblical
forgiveness with reference to Hosea 2 and teaching about marriage
3 • Assess learners’ written products for
• Discuss the conduct of husbands and evidence of understanding the African
wives in a marriage and how it applies teaching about marriage
today with reference to 1 Peter 3:17
• Identify ways of promoting stability in a
marriage using John 2:1
• Write about the expected Christian
behaviour in a marriage with reference to
1Corinthians

23
CHRISTIAN RELIGIOUS EDUCATION SYLLABUS

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY
The learner should be able to:
a) Appreciate traditional African marriage Learners: • Observe group discussion for evidence
and the values therein (u, v) of individual participation and respect
• Use the internet or research and report
for others’ opinions
about courtship and marriage in
traditional Africa
• Discuss the good practices of traditional
African marriage
• Compare traditional and Christian
marriages

24
 THE LOWER SECONDARY CURRICULUM

SENIOR 2: TERM 3 Theme: Man’s Social Relations

TOPIC 3: FAMILY 24 PERIODS

Competency: The Learner understands how the family promotes the values of responsibility unity, loyalty, generosity and
harmony as derived from Christianity and African traditional society.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY
The learner should be able to:
a) Understand the importance of family to In a discussion the teacher guides • Observe learners’ discussion in group
society to promote unity (u) learners to: work\examine their writings in their
• Explain the meaning of a family using exercise books
examples • Observe learner’s interaction and
• Write about the members who constitute individual contribution in the group
a family activity.
• Share ideas about the importance of a • In a conversation, question individual
family in society. learners and assess their understanding
of the family institution.
a) Know the various types of family to • Explain the two major types of family
• Examine the quality and accuracy of
develop unity, empathy, loyalty and • Share ideas and experiences about the the Biblical understanding of the texts
generosity (k) advantages and disadvantages of each of presented by the learners
them.
• Analyse the written product about the
• Record the values that are promoted by family for accuracy and value
each type of family. progression
• Discuss the value of courtesy in the
family and community
a) Understand the roles of the different • Discuss and record the roles played by
members of the family to promote the different members of the family
values of individual responsibility (u/v/a) • Write the responsibilities of each of the
family members
• Use Ephesians 6:1-4, 1 Peter 3:1-7, Exodus
2:1-3, 20:12 and Genesis 24 to identify the
roles of different members of the family.
• Write about the ideal relationship in a
family as expressed in Paul’s letter to the
Ephesians.

a) Appreciate the values of harmony • Share ideas about misunderstandings • Examine the quality and accuracy of the
within the family relationships (u, v) between children and their parents. research presented by the learners
• Write about the causes of • Examine the quality and accuracy of
misunderstandings between husbands the Biblical understanding of the texts
and wives. about family presented by the learners
• Summarise the dangers of family • Observe the learners discuss for
instability of family members and society accuracy and co-operation amongst
in general. the learners
• Suggest and record possible ways of
resolving misunderstandings within the
family.
• Explain the importance of harmony in the
family.
• Discuss the challenges facing the modern
family setting and give solutions in your
exercise book.

25
CHRISTIAN RELIGIOUS EDUCATION SYLLABUS

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY
The learner should be able to:
a) Understand current family trends (u) • Discuss the current family trends • Listen to learners discuss the Biblical verses
for accuracy and proper understanding
• Share ideas about the challenges brought • Analyse written products in regard to
about by the new family. respect for the relationship between
• Suggest ways of promoting the right children and parents
attitudes to family.

a) Appreciate Christian teaching about • Use the Bible to identify and record
family (u, v) teachings about the family
• Use the example of Abraham’s family to
identify the values expressed
• Use Ephesians 5:22-33 to describe the
relationship within in a family setting.
• Use Ephesians 6:1-4 to explain the ideal
relationship between children and
parents.

a) Understand the types of family in • Explain the nature of family in the • Examine the quality and accuracy of the
traditional African Society (u) traditional African setting research presented by the learners
b) Understand the nature of the traditional • Use role play to express the roles of • Analyse the written products for
African family(u, v) family members accuracy of facts
c) Understand how modernity has • Identify the features of a good family in
influenced the African family(u, v) traditional Africa
• Explain the place of the family in the
community
• Word process or write about the African
family values that are relevant to today.
• Compare the African traditional
family to the modern family in
Uganda today
• Draw lessons from the good practices of
the traditional African family.

26
 THE LOWER SECONDARY CURRICULUM

SENIOR 3: TERM 1 Theme: Man’s Dominion over the World

TOPIC 1: WORK 36 PERIODS

Competency: The Learner understands the religious teachings on the value of work, appreciating its importance and
developing a positive attitude towards work.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT
The learner should be able to:
STRATEGY
a) Understand the purpose of work (u). The teacher guides learners to: • Observe learners’
b) Appreciate their own talents when • Identify the types of work observed in own discussions/
making career choices (u) community. conversation, oral
expression and individual
• Brainstorm to construct the meaning of work
contributions.
• Illustrate the different types of work in
• Assess the accuracy of their
society using examples
written work and understanding
• Discuss reasons for work in modern society in relation to their Bible
• Explain the nature of work in modern society references.
with a focus on professional, talent-based, online,
middleman and non- professional jobs.
• Explain the value of community participation
• Discuss the traditional African practices of work
• Use the internet to research and explain the
types of work in traditional African society
• Understand the division of working in
traditional African society
In small groups, the teacher guides
learners to:
• Discuss the importance of voluntary work in
society and in the community.
• Explain the importance of the following ideals
in work: responsibility, dedication,
determination, honesty and co-operation
• Relate work to happiness
• Discuss the role of education in work today.

a) Appreciate work ethics(v/a) In plenary, the teacher guides learners to: • Examine the written products for
accuracy
b) Understand the challenges of work in the Define work ethics • Listen to learners’ contributions for
modern world (u) • Explain the need for work ethics accuracy and respect of others’
c) Understand the rights and opinions
• Discuss professional ethics using a case study of
responsibilities of employers and medical workers
employees
• Discuss the importance of professional ethics.
• Explain agreeable and disagreeable
behaviors at a workplace
In small groups, the teacher guides learners
to:
• Discuss the qualities of a good worker/
employee
• Discuss the qualities of a good employer

27
CHRISTIAN RELIGIOUS EDUCATION SYLLABUS

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY
The learner should be able to:
The teacher guides learners to:
• Identify challenges in work today with
a special focus on unemployment,
exploitation and irresponsible and
unprofessional behaviour.
• Suggest ways of overcoming the
challenges and write them in your
exercise book.
In pairs, learners
• Tell each other what they would do if they
became employees
• Use the Bible to explain ways through
which challenges of work can be
overcome.

a) Appreciate the Biblical teachings about The teacher guides learners to: • Listen to learners read for accuracy
• Assess the written products for accuracy
work (u) • Identify and record the aspects of work in • Listen to learners’ opinions for purposes of
Genesis 1 and 2 attitudinal change towards work.
• Explain the importance of work as
presented in Proverbs 6:1-10
• Explain lessons learnt from |Jesus Christ
as a worker using Mathew 13:55, Mark 6:3
and Luke 2:49
• Explain the biblical teachings about work
using the following texts:
• Genesis 29, Leviticus 19:13, Deuteronomy
24:14, James 5:4, Mark 6:3, Mathew 13:55,
25:13-30 and Luke 19:12.
In small groups, learners:
• Explain community service using the
following texts: Hebrews 6:10,
Mathew 23:11, 1 Peter 4:10 and Acts
of the Apostles 20:35
• Discuss voluntary work using Titus 3:14,
Galatians 6:9 and Mathew 5:6
• Explain charity work using Psalms 41:1,
Proverbs 19:17 and Isaiah 58:10
• Individually word process or write on the
benefits of working in relation to the Bible
teachings.

28
 THE LOWER SECONDARY CURRICULUM

SENIOR 3: TERM 2 Theme: Man’s Dominion over the World

TOPIC 2: WEALTH AND DEVELOPMENT 36 PERIODS

Competency: The learner explores the ways through which wealth can be acquired and the Christian perspective of wealth
development.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY
The learner should be able to:
a) Understand the acceptable ways of In groups learners: • Observe learners’ during the group work
acquiring wealth honestly (u, v) • Discuss and construct the meaning of constructing the meaning of wealth and
wealth and development development
• Give examples of acceptable ways of • Observe learner’s use of appropriate
acquiring wealth. references from the Bible
• Identify examples of unacceptable ways • Examine learner’s product in relation to
of acquiring wealth. accuracy and correct reference to the
Bible.
• Share ideas on the appropriate use and
abuse of wealth • Listen to learners discussion for values
development
• Use proverbs 3:6, Deuteronomy 8:17-18,
Hosea 2:8 and 1 Timothy 6:6-7 to
identify teachings about wealth.
• Give examples of how wealth promotes
content and happiness in the community.

a) Appreciate the contribution made by • Use the internet or research on different

Christians in the development of society Christian projects that have influenced
(u) development in Uganda.
• Identify the contribution made by
Christianity in the development of
Uganda.
• Using the research carried out, learners
make a write up about the contributions
made by Christianity to development.

a) Appreciate the value of generosity (u, v) Use examples to explain the importance of
generosity with reference to 2 Corinthians
9:6-15 Leviticus 25:35–37, Psalm 41:1–3,
Proverbs 11:24–25, Luke 6:37–38)

a) Know the dangers associated with wealth to • Distinguish between the terms ‘greed’
avoid greed and corruption (k, v) and ‘corruption’
• Use examples to explain the dangers of
corruption.

a) Appreciate wealth as a source of success to • Use examples to show how money and
encourage commitment and hard work (u, v) other forms of wealth can contribute to
happiness
• Use examples to show how money
and other forms of wealth can reduce
happiness

a) Appreciate wealth as a source of happiness • Explain the effects of development on the

(u, v) environment.

29
CHRISTIAN RELIGIOUS EDUCATION SYLLABUS

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY
The learner should be able to:
h) Understand the Traditional African views Guide learners to: • Observe learners responses to the
about wealth and development(u) • Discuss and construct the meaning and questions during the group discussions
composition of wealth in Traditional for evidence of understanding the
Africa. Traditional African view of wealth and
development
• Discuss ways through which wealth was
acquired in Traditional Africa
• Relate wealth to development in
Traditional Africa.
• Discuss the value of generosity in
Traditional Africa

30
 THE LOWER SECONDARY CURRICULUM

SENIOR 3: TERM 3 Theme: Man’s Dominion over the World

TOPIC 3: LEISURE 36 PERIODS

Competency: The learner understands the importance of leisure to an individual and society so that they choose the right
leisure activities.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY
The learner should be able to:
a) Understand the types of leisure in order to The teacher guides learners to: • Observe learners as they discuss, converse
make the right choices (u). • Brainstorm the various leisure activities in during group work.
b) Understand how one can use leisure to their school • Examine learner’s written work for
realise their own potential(u, v) • Identify the different leisure activities in accuracy and correctness of expressions
c) Understand how free time can be used to their community and Bible referencing.
build constructive relationships (u, v) • Explain the importance of leisure to an • Listen to learners’ opinions in regard to
individual and to society. love of self and others
• Discuss how leisure item can be used to • Observe learners work in groups for co-
realise one’s potential operation
• Explain positive ways of spending leisure
time
• Choose a leisure activity and write about
how it can help the learner to become a
better person in life.

a) Understand the modern trends of In groups, the teacher guides learners to:
leisure in order to make the correct • Categorise leisure activities into passive
choices (u) and active
b) Understand the social and economic • Describe the four types of leisure
importance of the leisure industry(u) activities.
 Cultural ,such as attending
sports events and concerts
 Physical, such as basketball,
aerobics and gardening
 Social, such as visiting friends
and going to parties
 Solitary: such as reading,
listening to music and
watching TV
• Explain leisure activities that can promote
friendship, unity and civility.
• In a report explain why active leisure
activities are more profitable than passive
ones.
• Use a table to list the different types of
leisure activities and suitable ages for
each of them.

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CHRISTIAN RELIGIOUS EDUCATION SYLLABUS

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY
The learner should be able to:
a) Understand the value of leisure in God’s In small groups, the teacher guides • Observe learners as they discuss converse
creation story(u, v) learners to: during groupwork.
b) Understand the Biblical teachings about • Identify biblical texts about the • Examine learner’s written work for
leisure(u) acceptable use of leisure accuracy and correctness of expressions
• Use the Bible to identify Christian and Bible referencing about leisure
teachings about the acceptable use of • Examine the quality and accuracy of the
leisure research presented by the learners
• Discuss how God instituted leisure with a
focus on Genesis 2:1-3
• Explain the teaching that there is time for
everything as presented in Ecclesiastes
3:1-8
• Identify leisure activities that are not
acceptable in Christianity.
• Discuss the value of leisure with emphasis
on Deuteronomy 5:12
In pairs, learners:
• Discuss Jesus’ participation in leisure
activities using Mark 2:23-28, John 2:1-
12 and Luke 10:38-48
• Suggest ways in which a Christian can use
leisure time to help the poor and needy
people in their society.
• Compare Christian teachings about
leisure with modern understanding of
leisure.
a) Understand the effects of In a plenary, guide learner to: • Observe learners work in groups for
modern leisure activities. (u, v) accuracy of discussions /information.
• Describe new leisure activities in society • Examine the product for accuracy
b) Appreciate the value of leisure in • Explain the technological innovations in • Listen to the discussions for accuracy and
traditional Africa fluency.
leisure\relate social media and leisure\
give examples of other acceptable ways
of spending leisure time
• Discuss the dangers of misusing leisure
• Discuss the leisure activities in the
Traditional African Society.
• Word or write about good leisure
practices in Traditional African Society
that are still relevant for people in the
modern world

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 THE LOWER SECONDARY CURRICULUM

SENIOR 4: TERM 1 Theme: Man’s Harmonious Co-existence

TOPIC 1: PEACE 36 PERIODS

Competency: The learner understands peaceful methods of resolving conflict and maintaining harmony in society.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY
The learner should be able to:
a) Appreciate Biblical teachings in relation to In pairs teacher guides learners to: • Observe learners as they discuss converse
the value of keeping peaceful society (u, • Debate about the causes of instability in during groupwork.
v) families, villages, schools, communities • Examine learner’s written work for
b) Appreciate the Christian teaching about and the country. accuracy and correctness of expressions
peace(u, v) • Discuss cases of violent relationships and content on peace
among young people. • Analyse the written products for
• Identify Biblical teachings about peace accuracy
with a particular focus on Proverbs 25:21, • Listen to the learners for positive
Mathew 5 and Exodus 20 attitude development towards peace.
• Explain ways through which Jesus
promoted peace.
• Identify Biblical texts that can be used to
promote peace in families and society
today.
• Explain how Jesus discourages revenge
with emphasis on Mathew 5:3-12 and
5:38-39, Isaiah 2:1-5 and Proverbs 25:21-
22
a) Understand the role of organisations The teacher guides learners to:
and personalities that promote peace in • Brainstorm about the ways people
society (u) struggle for peace
• Talk about the people in their own
communities who struggle for peace.
• Describe distinguished personalities
engaged in the struggle for peace in
different communities, such as Nobel
peace prize.
• Discuss ways of promoting peace using
examples from the local communities.
• Word process or write a report about any
organisation in the world that promotes
peace in society

33
CHRISTIAN RELIGIOUS EDUCATION SYLLABUS

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY
The learner should be able to:
a) Understand the nature of traditional The teacher guides learners to: • Examine the quality and accuracy of the
African peace-building mechanisms(u) • Brainstorm about the traditional African research presented by the learners
b) Appreciate dialogue, negotiation and understanding of peace. • Listen to learners contributions towards
communication in the maintenance of • Identify the practices of peace in the nature of peace promotion in
peace (u) traditional societies, such as blood pacts society
• Discuss the role of beer in promoting
peace.
• Identify the role of traditional/cultural
leaders in societies in promoting peace.
• Brainstorm about peace and how it
is maintained in different types of
relationships among young people,
married people and society in general.
• Word process or write an essay about
good practices in traditional African peace
making that can be applied to modern
times.
• Identify examples of people who have
used negotiations and dialogue to build
peace in relationships

34
 THE LOWER SECONDARY CURRICULUM

SENIOR 4: TERM 2 Theme: Man’s Harmonious Co-existence

TOPIC 2: JUSTICE 36 PERIODS

Competency: The Learner understands the value of a just society and the value of fairness in society.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY
The learner should be able to:
a) Understand the concept of justice in order Guide learners to: • Observe learners as they discuss
to promote human integrity and fairness • Discuss and construct the meaning of converse during groupwork.
in society justice • Examine learner’s written work for
• Use examples from daily life to discuss the accuracy and correctness of
need for justice expressions and Bible referencing
about justice in society
• Identify and record examples of injustices in
society • Listen to learners’ opinions about a
• Investigate the dangers of injustices in just society
society and the need for laws to attain • Analyse the written products in line
justice. with conflict resolution in Uganda
• Discuss the need to respect others to for values development
promote justice • Listen to learners contributions
• Discuss acceptable ways of achieving towards the solutions to overcome
justice. injustices
• Investigate the role of government in • Listen to the learners read the
upholding justice in society. Biblical verses for fluency
• Research and identify three objectives of the
inter-religion council in Uganda(ICRC)
• Suggest ways of solving land conflict in
Uganda
• Discuss the way power struggle and
influence has caused social instability and
injustices.
• Explain the available social support systems
in achieving justice
a) Appreciate the value of a just society In groups learners:
in order to attain joy, gratitude and • Discuss ways in which people should treat
friendship each other fairly
• Use the internet or research and write about
two case studies of people who have
struggled to create justice in society
• Discuss factors that undermine the
attainment of justice
• Propose ways of overcoming injustices in
society

a) Appreciate Christian teachings about In groups learners:

justice (u) • Read and use Exodus 20:1 and Kings 3:16-
28 to identify and explain the importance
of justice.
• Read and use the Book of Amos to show the
injustices that existed during his time.
• Read and use Luke 3:10-14 to explain the
importance of upholding justice.

35
CHRISTIAN RELIGIOUS EDUCATION SYLLABUS

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY
The learner should be able to:
a) Appreciate the traditional African In group discussions learners: • Observe learners as they discuss converse
understanding of justice (u, v) • Construct the African meaning of justice during group work.
• Identify the injustices in the • Examine learner’s written work for
traditional society accuracy and correctness of expressions
and content about traditional African
• investigate how justice was executed in
Justice
traditional society in families and in
villages
• discuss how Justice is upheld in the
African Traditional society

36
 THE LOWER SECONDARY CURRICULUM

SENIOR 4: TERM 3 Theme: Man’s Harmonious Co-existence

TOPIC 3: CONFLICT RESOLUTION 36 PERIODS

Competency: The learner understands the value of resolving conflicts in order to maintain peace in society and value tolerance
as a way of avoiding conflicts in society.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY
The learner should be able to:
a) Understand the causes of conflict in order • Identify and write the types and causes of • Observe learners as they discuss
to promote values of self-control and conflict in society converse during groupwork.
patience (u, v) • Use the internet or Investigate examples of • Examine learner’s written work for
religious conflicts that led to the accuracy and correctness of
persecution of Christians. expressions and Bible referencing
• Use the internet or Investigate the causes of about conflict resolution in society
conflicts in the contemporary world
• Suggest ways in which religion could help
resolve a current conflict.
• Use the internet or investigate a conflict
where a religion contributed to the
problem.
• Describe the effects of current conflicts to
individuals and society
• Suggest ways to help individuals affected by
conflicts as a way of promoting peace and
reconciliation.
• Propose a process for conflict
management.

a) Appreciate the role of Christianity in • Explain the contribution of the Church in • Read the written reports about conflict
conflict resolution in Uganda resolution for accuracy
conflict resolution (v, u)
• Listen to learners’ views in regard to the
• Identify key Christian personalities who role of people in conflict resolution.
have played an important role in conflict • Analyse the proposed conflict resolution
resolution. ways for promotion of peace.
• Propose a process for conflict
management.
• Explain the contribution of the Church in
the conflict resolution in Uganda
• Identify key Christians who have played an
important role in conflict resolution
• Use the Bible teaching about conflict
resolution
• Suggest ways on how people can live in
harmony to promote peace.
• Use examples to describe the importance of
unity, tolerance, forgiveness and
reconciliation in their own lives
• Explain how John 8:1-11 and Luke 15:11-
32 show Jesus’ views on resolving conflict.
• Word process or write an essay using an
example for a current conflict and how to
find a solution

37
CHRISTIAN RELIGIOUS EDUCATION SYLLABUS

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY
The learner should be able to:
a) Appreciate the Bible teaching in resolving In pairs, learners read the Bible and use • Assess the accuracy of the Bible
conflicts in daily life (u, v) Biblical texts to; quotations used in the summary report
• identify ways of resolving conflicts, with • Analyse the product on conflict
reference to; 1 Peter 3:8-11, Matt 5:38- resolution in church.
42, Romans 12:17-21, Col 3:13 among
others
• word process or write a report about
how conflicts should be resolved in
church using Matt 18:15-17,
• Explain the Christian virtue of patience
using 1 Cor13:4-7
• Discuss how John 8:1-11 and Luke 15:11-
32 show Jesus’ views on resolving conflict.
• Explain conflict resolution in God’s
way using James 4:7-10
a) Appreciate the traditional African Guide learners to: • Observe learners as they discuss converse
understanding of conflict resolution (u, v) • Discuss the nature of conflicts that during groupwork.
existed in the African traditional societies. • Examine the quality and accuracy of the
• Analyse conflict resolution methods in research presented by the learners
the African traditional societies.
• Compare the African traditional
methods of conflict resolution to the
ones of the modern society

38
 THE LOWER SECONDARY CURRICULUM

ASSESSMENT
This section should be considered alongside the
Assessment Guidelines. It is not possible to assess attitudes in the same way as
knowledge, understanding and skills because they are
Assessing the new expectations for learning
more personal and variable and are long-term
The new curriculum sets new expectations for learning, with aspirations. This does not mean that attitudes are not
a shift from Learning Outcomes that focus mainly on important. It means that we must value things that we
knowledge to those that focus on skills and deeper cannot easily assess.
understanding. These new Learning Outcomes require a
This guidance focuses on knowledge, skills and
different approach to assessment.
understanding. Each has its own implications for
The “Learning Outcomes” in the syllabuses are set out in learning and assessment.
terms of Knowledge, Understanding, Skills, and Attitudes.
This is what is referred to by the letters k, u, s,v/ a.
Knowledge The retention of information.
Understanding Putting knowledge into a framework of meaning – the development of a ‘concept’.
Skills The ability to perform a physical or mental act or operation.
Values The inherent or acquired behaviours or actions that form a character of an individual.
Attitudes A set of emotions, beliefs or behaviours toward a particular object, person, thing or event.

To assess knowledge, skills and understanding we need to look for different things. Knowledge can be assessed to some extent
through written tests, but the assessment of skills and deeper understanding requires different approaches. Because of this,
the role of the teacher in assessment becomes much more important.

Knowledge
Skills
Knowledge is the easiest to assess because it is
fairly straightforward to find out whether or not a Skills are the ability to perform a mental or physical
learner has retained some information: a simple operation, so we have to observe the skill being
question can usually find this out. We ask them performed or look at the product, or outcome, of the
to name something, or state something, or label a skill; for example a piece of writing, a picture or
diagram. diagram.
Some skills, such as speaking or a physical education skill

Values and Attitudes

Understanding
Values and Attitudes determine how we interact with
Assessing deeper understanding is much more others, working in a team, meeting deadlines, being
difficult, so we usually ask learners to explain, compare self-driven, holding democratic values, and having
or outline a process. This can be done orally (in respect for democracy, race, gender, disability, human
conversation) or in writing, and will give us some idea dignity, culture, nation, life and social justice.
of the extent of their understanding.

39
CHRISTIAN RELIGIOUS EDUCATION SYLLABUS

Examinations
There will be examinations or tests set at the end of every year. There The final examination at the end of Senior 4 will be very different in
will also be a summing up of on-going teacher assessments made in nature, and will focus on the learners’ ability to apply their learning in
the context of learning. new situations, rather than on the ability to recall information.

Formative Assessment It is the use of the assessment data within this cycle to improve
learning that is key to the success and impact of formative
assessment.
If assessment is to make a difference to teaching and learning, then
It is this cycle that enables formative assessment to impact on
teachers must use the information they gain from assessment to
learning:
make some change to the teaching and learning process. This is
formative assessment. If teaching and learning stay the same, there • The syllabuses set out the learning outcomes
would have been no point in carrying out the assessment. The • The lessons seek to achieve these outcomes
changes that can be made include decisions about:
• Assessment finds out whether or not the outcomes has been
• What needs to be learned next achieved
• Whether an element of the syllabus needs to be taught again • This information guides the next steps in learning and so sets
in a different way new learning outcomes
• Changing teaching approaches if necessary The process of teaching, making formative assessments and then
• Identifying learners who need more support, or who are changing the teaching and learning in some way can be seen as a
making exceptional progress cycle:
• Enabling learners to understand what they have to do to
improve

What changes need to be Use of data to

made to plans for future improve student Find these listed in the “Learning
Establish learning
teaching and learning? learning Outcomes” column of the
outcomes
syllabuses.

Analyse, compare and Collect and Analyze

Look for examples of
evaluate learning against Assessment Data
Develop assessment opportunities
expected learning outcomes. assessment in the “Suggested
Learning Activities” and
the “Sample Assessment
Strategies” columns of
Actual the syllabuses.
learning and
Be ready to assess alongside educational
learners where possible. experience

FORMATIVE ASSESSMENT INVOLVES USING ALL PARTS OF THE CYCLE

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 THE LOWER SECONDARY CURRICULUM

ASSESSMENT

How do we find the opportunity to make formative assessments?

In the new curriculum, the teacher’s assessment role is not to These opportunities occur in three forms and are often called:
write tests for learners, but to make professional judgements
• Observation – watching learners working (good for assessing
about learners’ learning in the course of the normal teaching
skills and values)
and learning process. The professional judgement is about
how far the learner meets the Learning Outcomes that are set • Conversation – asking questions and talking to learners
out in this syllabus. To make these judgements the teacher (good for assessing knowledge and understanding)
needs to look at how well the learners are performing in terms • Product – appraising the learner’s work (writing, report,
of each Learning Outcome. translation, calculation, presentation, map, diagram, model,
School-based formative assessment is a part of the normal drawing, painting etc.). In this context, a “product” is seen
teaching and learning process, and so the assessment as something physical and permanent that the teacher can
opportunities will also occur during this normal process. It is keep and look at, not something that the learner says.
not something that needs to be added on after learning; it is When all three are used, the information from any one can
an integral part of it. be checked against the other two forms of assessment
opportunity (e.g. evidence from “observation” can be
checked against evidence from “conversation” and
“product”). This is often referred to as “triangulation”.

Observation

Triangulation

Product Conversation
Triangulation of assessment opportunities

To find these opportunities, look at the syllabus topics. These set out the learning that is expected and give
‘Sample Assessment Strategy”, and in doing so they contain a range of opportunities for the three forms of
assessment.

41
CHRISTIAN RELIGIOUS EDUCATION SYLLABUS

Generic Skills Attitudes

The Generic Skills have been built into the syllabuses and are It is not possible to assess attitudes in the same way as
part of the Learning Outcomes. It is therefore not necessary to knowledge, understanding and skills because they are more
assess them separately. It is the increasingly complex context personal and variable and are long-term aspirations. This does
of the subject content that provides progression in the Generic not mean that attitudes are not important. It means that we
Skills, and so they are assessed as part of the subject Learning must value things that we cannot easily assess.
Outcomes.

Record keeping
Keeping detailed records of learners’ individual progress is also unnecessary. It is much more useful to make an overall
always difficult with very large numbers of pupils. For the assessment about whether or not each learner met the
purposes of school-based formative assessment, it is not even Learning Outcomes for each Topic as a whole.
always necessary to keep such detailed records anyway. If
Each Topic is made up of a number of Learning Outcomes.
feedback is given immediately and action is taken, then
Therefore, teachers need to consider all the Learning
learning is changed and the record would soon become out of
Outcomes when making an overall judgement about the
date and redundant.
Topic as a whole. It is not always necessary for every individual
Most formative class-based assessments are dynamic in that Learning Outcome to be achieved for the Topic as a whole to
they feed straight back into the teaching and learning process. be achieved. This will vary with the Subject and Topic.
Therefore detailed records of these are not appropriate.
By looking at the Learning Outcomes within each Topic, it is
What is needed is record of assessments of learners’ learning possible to identify four broad groups of learners in terms of
made in terms of each Topic. This means recording the on- their achievements:
going summative assessments of each unit. There is no need
to make separate records of each of the Learning Outcomes
because this would be very time-consuming and

Descriptor

No Learning Outcome (LO) achieved

Some LOs achieved, but not sufficient for overall achievement

Most LOs achieved, enough for overall achievement

All LOs achieved – achievement with ease

42
 THE LOWER SECONDARY CURRICULUM

ASSESSMENT
These overall assessments should be made on the basis of each category for different subjects and topics. They will also
the many formative assessments that the teacher has made identify easily those learners who need extra support or who
during the course of teaching the topic. If teachers have been may not be ready to move on to the next grade at the end of
working with the learners over the course of the topic, they a year.
will be able to make a broad judgment about which learners If records are kept of the learning outcomes of each syllabus
have achieved or have failed to achieve the topic’s overall unit through the year, then there will be no need for an end of
Learning Expectation. These “Authentic Assessments” will be year test. Teachers will already have a record of those learners
more valid and valuable than a test set by the school. who have met the learning outcomes, and those who have
Recording these overall assessments will be simple, not done so. Therefore, teachers will know if there were any
manageable and yet valuable, and can be recorded on a sheet learners not ready to progress to the next grade.
such as the one below in which the categories are indicated An overall record should be made of the individual unit
with a number. assessments by subject in terms of the 4 descriptors. If
Although a very simple process, these four categories will give numbers (0-3) are used as identifiers, then it will be possible
rich data when a comparison is made between the learners’ in to arrive at an overall number for a year by aggregating the
identifiers for each topic.

Descriptor Identifier
No Learning outcome achieved 0
Some LOs achieved, but not sufficient for overall achievement 1
Most LOs achieved, enough for overall achievement 2
All LOs achieved – achievement with ease 3

In the example below, the table shows the end-of-topic assessment for six learners.

Christian Religious Education

T1 T2 T3 T4 T5 T6 T7 T8 T9 T10
Learner A 3 3 2 3 3 3 3 2 3 3
Learner B 2 2 3 2 3 2 2 2 3 2
Learner C 1 1 2 1 1 2 2 3 2 3
Learner D 1 1 2 1 1 2 1 1 2 1
Learner E 0 1 2 1 0 1 0 1 1 1
Learner F 0 0 1 0 0 1 0 0 1 0

This method will give much more information than using a All of this is very valuable assessment information and can be
tick. For example, at a glance it can be seen that learners A & B used to improve learning.
are achieving much higher than learners E & F. It can be seen
This summative teacher assessment will contribute to the
that Learner C has improved during the year. We can even see
final grade of the School Leaving Certificate.
that more learners achieved success in Topic 9 than Topic 7.

43
CHRISTIAN RELIGIOUS EDUCATION SYLLABUS

Glossary of Key Terms

TERM DEFINITION
One in which learners develop the ability to apply their learning with confidence in a range
Competency Curriculum
of situations.
The design or adaptation of learning experiences to suit an individual learner’s needs,
Differentiation
strengths, preferences, and abilities.
The process of judging a learner’s performance, by interpreting the responses to tasks, in
Formative Assessment
order to gauge progress and inform subsequent learning steps.
Skills which are deployed in all subjects, and which enhance the learning of those subjects.
Generic skill
These skills also equip young people for work and for life.
An approach to planning learning experiences which allows each student to feel confident,
Inclusion
respected and safe and equipped to learn at his or her full potential.
A statement which specifies what the learner should know, understand, or be able to do
Learning Outcome
within a particular aspect of a subject.
A capability acquired by following the programme of study in a particular subject; enables
Process Skill
a learner to apply the knowledge and understanding of the subject.
A strategy
An activity which gives a learner the opportunity to show the extent to which s/he has
SampleAssessment
Sample AssessmentActivity
Strategy achieved the Learning Outcomes. This is usually part of the normal teaching and learning
process, and not something extra at the end of a topic.
An aspect of the normal teaching and learning process that will enable a formative
Suggested Learning Activity
assessment to be made.

44