Low

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Curr
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CURRICULUM
FRAMEWORK

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CONTENTS FOREWORD
This Curriculum Framework was developed based on a wide
• Foreword 1 range of stakeholder consultations. It therefore offers broad
• Acknowledgements 2 and balanced education that emphasizes learning how to
learn; not just learning to pass a year’s examination. Promoting
• Introduction 3
inquisitive minds that do not shy away from asking; “Why”, until
• Background 4 they can get a grip on what it is they are supposed to learn
• The new curriculum 6 which in turn creates understanding and skills for a lifetime.
- Key Learning Outcomes
- Values This Lower Secondary Curriculum Framework also cares about
the nurturing and grounding; from an early age, of Spiritual
- Generic Skills within the Subjects
values and culturally positive attitudes which ensure growing
- Cross-cutting Issues
up with humility, wisdom, knowledge, and understanding as
- The Curriculum Menu balanced human beings need to.
- The Subjects
- Time allocations This Framework is aligned to Uganda’s Vision 2040 and its
Second National Development Plan (NDP-II), the United
• The Overall Framework Model 17 Nation’s 2030 Sustainable Development Goals and the
• Implementing the new curriculum 18 Education Sector Strategic Plan for Uganda 2018-2020. The
- Teaching and Learning Framework also presents the broad aims of Lower Secondary
- Gender Equity Education in Uganda.
- Mixed abilities and Special Educational Needs
For the first time, the Lower Secondary Curriculum introduces
- Learning Environments
the centrality of the child in the learning process; therefore, it
- Assessment
provides a learner-centred education. In addition, it also
• The ‘O’ Level Graduate Profile 21 ensures that it leaves no child behind including learners with
special needs.

This Framework guides the teacher on to what should be

learned, for how long it will be learnt and how what is being
learned should be assessed. Our prayer is that the teachers will
all strive to do their best, to ensure the time allocated for each
subject is appropriately spent. This will help to attract learners’
attention and participation, so that they all achieve the
© National Curriculum Development Centre, Uganda, 2019 intended learning outcomes as given in the curriculum.
Published by
I, therefore, endorse this Curriculum Framework as the official
National Curriculum Development Centre,
P.O. Box 7002, Kampala
guiding document for teaching and learning at the Lower
Secondary School level throughout the country.
ISBN: 978-9970-00-130-9
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
Hon. Janet K. Museveni
The First Lady and Minister for Education and Sports

Some of the images used are sourced through the internet for illustrative purposes.
Copyright belongs to the respective photographers/artists

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ACKNOWLEDGEMENT
The design and development of this Curriculum Framework
would not have been completed without the support of various
stakeholders. The National Curriculum Development Centre
(NCDC) appreciates all those who worked tirelessly towards the
production of this Lower Secondary Curriculum Framework.
Our gratitude goes to the Ministry of Education and Sports
(MoES) for the financial support towards the stakeholder
engagements that culminated in an agreed position on the
curriculum menu and finally this framework. The MoES also
oversaw the development of the curriculum and took timely
decisions whenever necessary. They worked as a team with
NCDC to produce this Curriculum. Their decisions have been
invaluable in getting this work completed. Our thanks also go
to our partners in education who provided the necessary
guidance and support.
I thank the members of the public who made helpful
contributions towards shaping this Curriculum Framework.
Their efforts are invaluable towards having this curriculum
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 NCDC specialists in one way or another. Great
thanks go to members of the Curriculum Task Force for their
tireless oversight role which facilitated putting together the
necessary facts and guidance in producing this Framework.
Furthermore, NCDC would like to thank the World Bank for
providing the initial technical and financial support towards the
Lower Secondary Curriculum Reform.
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 Curriculum Framework.
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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INTRODUCTION
Education is a fundamental human right that is essential to The aims of secondary education in Uganda are:
personal and socio-economic development. It is an avenue for
• Instilling and promoting national unity, an
creating societies that are just, peaceful and sustainable. The
understanding of the social and civic responsibilities;
Uganda Vision 2040 aims to transform Uganda into a modern
and prosperous country, while the NDP recognises the existing • Promoting an appreciating and understanding of the
weaknesses in education, including the low efficiency and cultural heritage of Uganda including its languages;
variable quality at the secondary level. • Imparting and promoting a sense of self-discipline, ethical
The Sustainable Development Goal 4, advocates for and spiritual values, personal and responsibility and
equitable and quality education, while the National initiative;
Development Plan II focuses on enhancement of human
• Enabling individuals to acquire and develop knowledge
capital, development, strengthening mechanisms for quality,
and an understanding of emerging needs of society and
effective, efficient service delivery and improvement of
the economy;
quality and relevance of skills development. The NRM
Manifesto (2016-2021), emphasises continuous assessment • Providing up-dated and comprehensive knowledge in
examination systems; strengthening soft skills, which theoretical and practical aspects of innovative production,
promote self-esteem, conscientiousness and a general modern management methods in the field of commerce
positive attitude to work; promoting e-learning and and industry and their application in the context of socio-
computer literacy, in order to enhance learning outcomes. economic development of Uganda;
The 1992 Government White Paper on Education articulates • Enabling individuals to develop basic scientific,
the purposes of Uganda’s education system which continues technological, technical, agricultural and commercial skills
to be the definitive source of guidance for the sector. The required for self-employment;
White Paper states that the broad aims of education are: • Enabling individuals to develop personal skills of problem
promoting citizenship; inculcating moral, ethical and spiritual solving, information gathering and interpretation,
values; promoting scientific, technical and cultural independent reading and writing, self-improvement
knowledge, skills and attitudes; eradicating illiteracy and through learning and development of social, physical and
equipping individuals with basic skills and knowledge and leadership skills such as are obtained through games,
with the ability to contribute to the building of an integrated, sports, societies and clubs;
self-sustaining and independent national economy.
• Laying the foundation for further education;
In alignment with the above, the Education and Sports Sector
Strategic plan (2017/20) advocates for the delivery of • Enabling the individuals to apply acquired skills in solving
equitable, relevant and quality education for all. The current problems of the community, and
secondary school curriculum of Uganda, although highly • Instilling positive attitudes towards productive work.
regarded, is focused on the needs of a minority academically
oriented elite yet emphasis should be on the needs of the
majority of learners.
The Ministry of Education and Sports (MoES) through the
National Curriculum Development Centre (NCDC) therefore,
undertook a review of the Lower Secondary Curriculum, aimed
at providing a learning environment, opportunities,
interactions, tasks and instructions that foster deep learning by
putting the learner at the centre of the learning experience. This
is in line with the aims of secondary education in Uganda as
outlined:

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BACKGROUND
The review was based on the Education Sector Strategic Plan
(ESSP, 2009 – 2018) which set out strategies to improve the
quality and relevance of secondary education. The ESSP’s sub-
objective 2.2 was to ensure that “Post-primary students [are]
prepared to enter the workforce and higher education”. This is
also in line with the strategic plan of 2017-2020. To achieve this
objective, one of the Ministry’s strategies was to revise the
curriculum and improve instruction and assessment by
eliminating the short comings.
The review focused on: producing a secondary school
graduate who has the competences that are required in the
21st century; promoting values and attitudes; providing
effective learning and acquisition of skills in order to reduce
unemployment among school graduates. The review also
aimed at reducing the content overload and contact hours in The ESSP further outlined what the reforms imply:
the classroom so as to create time for research, project work;
talent development and creativity; allowing for emerging “This reform will necessitate a sweeping revision of
fields of knowledge across all subjects and doing away with the general secondary curriculum, away from strictly
obsolete information. There was need to address the social academic learning objectives that are thought to
and economic needs of the country like the mining sector, prepare students for erudite higher education and
tourism, services provision, science and technology towards a set of competencies that serve both
development and to ensure rigorous career guidance those who continue their education after S4 and
programme to expose learners to the related subjects. This will those who choose to enter the workforce. The new
enable learners to make informed choices as they transit and curriculum will enable learners to acquire specific
to equip them with knowledge and skills that will enhance vocational skills that they can use once they enter
their competitiveness in the global value chain. the world of work. The new curriculum will help
learners make informed decisions as citizens and
To meet the above requirements, the review was based on: family members, and it will give those who
continue with their education, either immediately in
• The development of a holistic education for personal and
S5 or later in life, the learning skills they need to
national development based on clear shared values.
think critically and study efficiently.”
• A commitment to higher standards, deeper understanding
and greater opportunities for learners to succeed.
• A focus on the key skills which are essential to work,
learning, and life, and which will promote life-long
learning.
• Core subjects with a clear focus on essential learning to a
deeper level, and to remove unnecessary and out–of-date
content.
• Elective subjects to allow choice and specialisation,
especially at Senior Three
• An integrated approach that will develop the ability to
apply learning in practical situations.

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THE NEW CURRICULUM

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

Key Learning Outcomes

The new curriculum sets out ‘Key Learning Outcomes’ that sum up the expectations of the curriculum as a whole, and clearly sets
the qualities that young people will develop.
By the end of the educational process, young people will become:

Self-assured individuals who: Lifelong learners who:

• Demonstrate self- motivation, self-management and • Can plan, reflect and direct their own learning
self-esteem
• Actively seek lifelong learning opportunities for personal
• Know their own preferences, strengths and limitations and professional development
• Adjust their behaviour and language appropriately to
different social situations
Positive contributors to society who:
• Relate well to a range of personality types
• Have acquired and can apply the Generic Skills
Responsible and patriotic citizens who: • Demonstrate knowledge and understanding of the
• Cherish the values promoted in the curriculum emerging needs of society and the economy

• Promote equity, the development of indigenous cultures • Understand how to design, make and critically evaluate
and languages and appreciate other people’s cultures products and processes to address needs

• Apply environmental and health awareness when making • Appreciate the physical, biological and technological
decisions for themselves and their community world and make informed decisions about sustainable
development and its impact on people and the
• Are positive in their own identity as individuals and global environment.
citizens
• Are motivated to contribute to the well-being of
themselves, their community and the nation

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Values Generic Skills

The new curriculum is based on a clear set of values. These The generic skills lie at the heart of every Subject. They are the
values underpin the whole curriculum and the work of skills that enable the learner to access and deepen learning
schools. They are also the values on which learners need across the whole curriculum. They are the same skills that are
to base their lives as citizens of Uganda. The values are sought by employers and which will unlock the world of work.
derived from The Uganda National Ethics and Values These generic skills were compiled after a labour market survey
Policy of 2013. They are: conducted by National Curriculum Development Centre in
• Respect for humanity and environment 2012.
• Honesty; uphold and defend the truth at all times These skills allow young people to develop into life-long learners,
• Justice and fairness in dealing with others who can adapt to change and cope with the challenges of life in
• Hard work for self-reliance the 21st Century. These include; critical thinking and problem
• Integrity; moral uprightness and sound character solving, creativity and innovation, communication, cooperation
• Creativity and innovativeness and self-directed learning, mathematical computation and ICT
• Social Responsibility proficiency.
• Social Harmony
• National Unity Young people need to be able to think critically and solve
• National Consciousness and patriotism problems, both at school and at work. They need to be creative
and innovative in their approach to learning and life. They need
These values are not taught directly in lessons, nor will they be to be able to communicate well in all forms, co- operate with
assessed, but they will inform and shape all teaching and others and also work independently. They need to be able to
learning. use functional mathematics and ICT effectively. The details of
the generic skills are:

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Critical thinking and problem-solving Co-operation and self-directed Learning

• Plan and carry out investigations • Work effectively in diverse teams
• Sort and analyse information • Interact effectively with others
• Identify problems and ways forward • Take responsibility for own learning
• Predict outcomes and make reasoned decisions • Work independently with persistence
• Evaluate different solutions • Manage goals and time

Creativity and innovation Mathematical computations and ICT proficiency

• Use imaginations to explore possibilities • Use numbers and measurements accurately
• Work with others to generate ideas • Interpret and interrogate mathematical data
• Suggest and develop new solutions • Use mathematics to justify and support decisions
• Try out innovative alternatives • Use technology to create, manipulate and process
information
• Look for patterns and make generalisations
• Use technology to collaborate, communicate and
refine their work

Communication
• Listen attentively and with comprehension
• Talk confidently and explain ideas/opinions clearly
• Read accurately and fluently
• Write and present coherently
• Use a range of media to communicate ideas

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Generic Skills within the Subjects

These skills are not separate subjects in themselves; they are
The generic skills are a key part of the new curriculum. They
developed within the subjects of the curriculum. They also
have been built into the syllabuses for each of the subjects, and
facilitate learning within those subjects. It is when these
these subjects provide the context for the skills development.
generic skills are deployed that learning is most effective. The
model below shows how the generic skills intersect with each The subjects also provide the contexts for progression within
of the subjects. Within the intersections, learners develop the the skills. The same skill definitions apply to all year groups, and
skills in the context of the subject. For example, Mathematics skills progression is provided by the increasing complexity of
can provide a context for developing critical thinking skills; the subject matter within each subject. For example, within
History can provide a context for developing communication ‘critical thinking’, learners begin thinking critically about the
skills. Every subject area can provide a context for the relatively simple subject matter in Senior 1 and then progress
development of every generic skill. to thinking about the much more complex matters in Senior 4.
Thus the progression is in the increasing complexity of the
The diagram below shows how this operates. The diagram
matter being thought about.
presents only some of the subjects because it is impossible to
fit all of them into a diagram, but the model applies equally to
all subjects.

The Generic Skills across the Subjects

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Cross-cutting Issues
There are some issues that young people need to learn about,
but which cut across all subjects. These are the ‘Cross-cutting Socio-economic issues: The curriculum will provide
Issues’. These issues develop learners’ understanding of the learners with knowledge, understanding and skills for
connections between the Subjects. These issues are meant to dealing with major challenges facing Uganda, including
equip learners with survival skills in the 21st century. poverty, village gardening inefficiency, energy generation
and supply, a high fertility level and consequent rapid
The Cross-cutting Issues identified in the curriculum are: population growth, and unemployment.

Environmental awareness: The curriculum supports the Citizenship and Patriotism: Citizenship education aims to
need for action to sustain the Ugandan and global natural develop the learners’ capacity to participate in a fair and
environment and resources. The curriculum develops learners’ inclusive society. The curriculum gives opportunities for
awareness and concern for protection of the environment and learners to explore the core citizenship concepts of
climate change; diversity/interdependence, equality/justice,
democracy/active participation, right to be heard and fair
Health awareness: The curriculum promotes awareness and treatment.
understanding of the major health challenges facing Uganda
and the action required for their mitigation. These include HIV Life skills:
and AIDS prevention, eradication of malaria and other These are the personal and social skills that enable young
communicable diseases, provision of adequate sanitation and people to function confidently and competently among
clean water, development of appropriate hygiene standards themselves with other people and in the wider community.
and reproductive health issues; Life skills help an individual to:
• Make informed decisions
Mixed abilities and involvement: This includes gender • Practice healthy behaviours
mainstreaming and the integration of people with special • Recognise and assess risky situations
learning needs. Learners should understand the challenges
• Avoid risky situations
relating to the need to accept different learning capabilities.
• Change attitude become good citizens
• Be active and constructive in life
• Solve problems met in different situations
• Cope with stress and control emotions
The life skills have been built into the syllabuses of each
Subject. The way in which they are handled within the
Subject is very similar to the way generic skills are handled
as the model below shows:

Cross-cutting Issues across the Subjects

AND PATRIOTISM

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The Curriculum Menu

The Lower Secondary Curriculum Menu consists of 20 subjects. A school is expected to select 12 subjects to be offered out of the
20 subjects on the menu. At S1 and S2, learners are expected to offer 11 compulsory subjects plus one elective. At S3 and S4
learners are expected to offer a minimum of 8 and maximum of 9 subjects, out of which 7 are compulsory.

The Subjects
In all subjects there is an emphasis on deeper understanding
Learners will study a set of compulsory subjects and will be
and the development of the ability to apply the subject
able to choose from a range of elective subjects that will
learning in a range of situations. The range of subjects will
allow them to follow their own interests and to specialise in
enable learners to:
particular areas
• Participate effectively in political, social, economic,
The compulsory subjects at S1 and 2 are; English,
scientific and technological development of their families,
Entrepreneurship, Mathematics, Biology, Chemistry, Physics
communities and the country at large
(or General Science for learners with special educational
needs), Geography, History and Political Education, Kiswahili, • Contribute effectively to the world of making a living, work
Physical education and Religious Education. in paid employment, and/or progress to BTVET institutions,
tertiary and higher education and training.
At S3 and 4 there is a greater focus on a narrower range,
with 7 compulsory subjects which are: Mathematics, • Solve problems in their families, communities and work
English, Chemistry, Biology, Physics, (General Science), through a scientific problem-solving approach which
Geography and History & Political Education and a integrates critical, creative and innovative thinking,
maximum of two elective subjects. Emphasis should be effective communication, a high degree of numeracy, use
placed on integrating ICT in all subjects as a pedagogical of appropriate technology, social and interpersonal skills,
tool. self-motivation and management and the observation of
the agreed values

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The range of subjects to be studied is set out below.

Subjects of the Lower Secondary Curriculum

S1-2 S3-4
11 Compulsory plus 1 Elective 7 Compulsory plus 2 Electives
English English
Mathematics Mathematics
History & Political Education History & Political Education
Geography Compulsory Geography
Physics Physics

Biology General Biology General Science

Science
Compulsory Chemistry Chemistry

Physical Education Agriculture

Religious Education Entrepreneurship
Entrepreneurship Art and Design
Kiswahili Practical (pre- Information
vocational)
Communication Technology
Electives
Nutrition and Food Technology
Performing Arts
Agriculture Physical Education
Information Technology and Design
Communication Technology
French/German/Latin/Arabic/Chinese
1 Elective from
Local Language
Literature in English Foreign Languages
Art and Language Kiswahili
Design Electives
Performing Arts Literature
Technology and design Local Languages

Nutrition & Food Technology Religious Christian Religious Education

Education
Electives Islamic Religious Education

The 8 practical (pre-vocational) elective subjects at S3 and 4

will specifically prepare learners to join the world of work and
This kind of training and assessment focuses on ensuring that
gainful employment in Uganda, and will enable them to gain
learners comply with the requirements of the world of work
a vocational qualification. This aims at addressing the
or employment in a stated occupation.
problem of youth unemployment in Uganda.
Learners of these subjects will be trained and assessed to the The assessment leads to an award of a work pass at Level 1 in
standard set by Directorate of Industrial Training (DIT). the Uganda Vocational Qualifications Framework (UVQF).

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Time allocations
The School day starts at 8:00 am and instruction time ends at
The recommended allocation of time to each Subject below is
2:40 pm. Between 2:40 pm and 4:30 pm learners will have
teacher supervised time for their creativity and innovation. based on 8 periods a day of 40 minutes each. This totals 1,600
Learning time needs to be allocated at school level, for learning minutes per week.
example, some practical subjects will need longer periods
than more theoretical ones.

SUBJECT NO. OF PERIODS PER WEEK

S1-2 S3-4
English 6 6
Mathematics 5 5
History & Political Education 3 3
Geography 3 3
Physics 3 4
Biology 3 4
Chemistry 3 4
General Science 6 6
PE 2
RE 2
Agriculture 2
Kiswahili 2
Entrepreneurship 2
Elective 1 2 3 (4 if practical)

Elective 2 2 3 (4 if practical)

School programme 3 2
Library period 1 1
TOTAL 40 40

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TIME ALLOCATIONS FOR S3-4 ELECTIVE SUBJECTS

Practical: Pre-vocational (4 periods) Languages (3 periods) Religious Education (3 periods)
Technology and Design Foreign Languages Christian Religious Education
Nutrition and Food Technology Local Languages Islamic Religious Education
Art and Design Literature in English

Performing Arts Kiswahili

Physical Education

Agriculture
Entrepreneurship
Information Communication Technology

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JUSTIFICATION FOR THE SUBJECTS ON THE NEW CURRICULUM

S/N SUBJECT REASON FOR HAVING IT ON THE CURRICULUM FRAMEWORK

1 English Language/ It is the official language and medium of instruction at the secondary level of education.
Sign Language It is the language which learners use to learn all the other subjects on the curriculum. It is the
subject which provides learners with communication skills in English/Sign Language.

2 Literature in English It develops the learner’s literary skills of comprehension, interpretation, analysis, evaluation,
application and organization which can be used in other disciplines. It also prepares the learner to
have inquiry and critical thinking skills

3 Mathematics Mathematics is fundamental to national prosperity in providing tools for understanding science,
engineering, technology and economics. It is essential in public decision-making and for
participation in the knowledge economy, and promotes critical thinking.
4 Biology The interconnectedness of concepts in Biology provide support for learners to comprehend other
science subjects of Agriculture, Mathematics and Geography better. It helps learners make more
informed decisions about their own health and about significant biological issues such as genetically
modified crops, the use of antibiotics, and the eradication of invasive species. It prepares learners to
pursue science related disciplines in higher education.
5 Chemistry Chemistry enables learners to understand the properties of different materials and to transform
them into new and useful substances. Through chemistry, we can understand changes that we
observe in the natural and physical world. It gives us understandings on which to base educated
choices about consumer products and management of resources. It prepares learners to pursue
science related disciplines in higher education in line with the Vision 2040 conceptualisation of
Strengthening Fundamentals (Infrastructure, Human Capital, Science, Technology, Engineering and
Innovations, Security and Defence)
6 Physics Physics lies at the heart of the natural sciences. Almost any scientific problem can be approached
using the ideas and methods of Physics. Physics explains how the world works and helps us
understand why things in the natural world happen the way they do. It prepares learners to pursue
science related disciplines in higher education in line with the Vision 2040 conceptualisation of
Strengthening Fundamentals (Infrastructure, Human Capital, Science, Technology, Engineering and
Innovations, Security and Defence).
General Science (This will This option will provide an opportunity for learners with special needs to acquire scientific skills.
be an alternative to Biology, It will specifically cater for learners with visual impairment and some of those who are unable to
Physics and Chemistry) carryout practical activities because of physical disabilities. This is in line with SDG4 which
advocates for equitable quality education and promotion of life-long learning opportunities for
all, and with sub-goal target 3; to achieve equitable access to relevant and quality education and
training.
7 History and Political This alternative caters for critical thinking skills so as to help learners look beyond the headlines. It
Education also trains the mind and teaches individuals how to think and process information. It provides a
basis for research and inquiry into the past so as to learn from it, while political education
highlights the importance of politics in development.
8 Geography It enables learners recognise the responsibilities they have in relation to other people, the
environment and long-term sustainability of the planet. It develops critical thinking skills and life
skills like map reading.
9 Foreign Languages Provide a wider communication base for the learners and increases their job opportunities
(French, German, Arabic, beyond the borders.
Latin, Chinese)
10 Local Languages Local language is a key to maintaining the cultural heritage and helps build self-esteem and creates
a sense of belonging.
11 Kiswahili It helps individuals to benefit from the East African integration using this medium of
communication for further studies and employment in the region and beyond.

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S/N SUBJECT REASON FOR HAVING IT ON THE CURRICULUM FRAMEWORK

12 Art and Design It is an integral part of the development of each human being. It develops neural systems that
produce a broad spectrum of benefits ranging from fine motor skills to creativity, improved
emotional balance and appreciation of the environment as well as preservation of cultures.
13 Religious Education It caters for the development of the acceptable moral values, particularly in respect for one another
and harmonious living. It promotes the development of values to produce an acceptable and
morally right citizen.
14 Performing Arts It inspires the development for a love for music, dance, drama and increases self-confidence,
creativity and sense of achievement. It helps learners to develop a healthy appreciation of
culture and the arts. It builds self-confidence, imagination, empathy, cooperation, concentration,
communication skills, and attributes relevant to the 21st Century. It further promotes fun and
emotional stability.
15 Agriculture It enables use of modern innovative skills to increase production and add value to agricultural
product. It allows learners to acquire practical skills relating to the occupation of the greater
majority of Ugandans. Learners also acquire skills for self-employment.
16 Nutrition and Food It caters for the appreciation of nutritional and health-related issues that influence and promote the
Technology well-being of individuals, families, communities, and the environment. Learners also acquire skills for
self-employment.
17 Entrepreneurship It addresses the issue of unemployment for youth by promoting innovativeness and creative
thinking so as to maximize available resources and opportunities for wealth creation.
It also incorporates concepts of all the other Business Education subjects such as (Commerce,
Accounts and Office Practice). This strengthens the NDP II theme: Strengthening Uganda’s
Competitiveness for Sustainable Wealth Creation, Employment and Growth and Goal: “To achieve
Middle Income status by 2020.
18 Physical Education It provides for the development of the skills, knowledge, and competencies required for healthy
living. Learners involved in physical activity better control their weight and have a better chance of
avoiding obesity-related problems, including diabetes, high cholesterol and high blood pressure.
Physically active learners are also more likely to make wise health and dietary choices later in life. It
also provides for further studies in sports science and other sports related careers.
19 Information Communication It is a critical and topical issue in the modern times and a key requirement for engaging in the 21st
and Technology (ICT) Skills century. Since the world is moving technological it supports the teaching and learning process by
providing a wide range of resources while preparing learners for the modern workplace. It also
prepares learners for programmes like computer science, cyber security, computer programming
and other IT related careers.
20 Technology and Design It provides a variety of skills and abilities essential for employment in today’s economy. Learners are
exposed to life situations that form the basis for problem-solving skills. Learners are also prepared for
engineering and other TVET related programmes. This is in line with the NDP II objective 1 which
aims: to Increase Sustainable Production, Productivity and Value Addition in Key Growth
Opportunities.

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THE OVERALL FRAMEWORK MODEL

Five different elements of the new curriculum have been How do all these elements come together to form a
referred to: holistic curriculum? The model below helps show
this.
• Values
• Key Learning Outcomes In this model, the values can be seen at the very heart
of the curriculum, core to all learning. Surrounding the
• Generic Skills
values are the five generic skills. These are developed
• Cross-cutting issues through each of the Subjects surrounding them. The
• Subjects five cross- cutting issues link the subjects together.

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IMPLEMENTING THE NEW CURRICULUM

Teaching and Learning

The thrust of the new syllabuses is experiential and towards Learners need to interact with real situations inside and outside
deeper understanding. This requires a shift from ‘knowledge- the classroom. They need to look at pictures or diagrams,
transmission’ mode to a more ‘active-learning’ approach in examine statistics, or read texts from a range of sources. They
which learners are challenged to think for themselves, draw need to find out knowledge and ideas for themselves. They
conclusions, solve problems and make their own judgements. should then be expected to express these in their own words,
not those of the teacher, and so demonstrate that they have
Learners will take some control of their own learning, by
understood what they have learnt.
sharing the use of appropriately-designed textbooks and
accessing multimedia content where available. The new In this approach, learners are encouraged to:
curriculum encourages schools to provide learners with
• be responsible for their own learning
increased opportunities to build work-related knowledge,
experience and skills. The generic skills have been integrated • think for themselves and form their own ideas
throughout the curriculum and can only be acquired through and opinions
active approaches.
• Become critical thinkers, ready to face new challenges and
The role of the teacher is to build on learners’ existing situations for themselves.
knowledge and experience, and to extend that by posing
There is a wide range of strategies to encourage this approach. Some
problems to the learners. This makes them think about their
of these are set out in the diagram below.
own ideas and experiences as well as adding new knowledge
and skills to it.

IDEAS
PROBLEM Concept mapping
SOLVING Brainstorming PEOPLE
Brief desi gn Inqui ry and curiosi ty Peer teaching
Model building Predi ct, observe, explain Cooperative learning
Whole group extended Open ended experiments Interviews
Decision making p rocess Visits and visitors
Testing solutions

SKILLS & METHODS

PROCESSES Debates
Investigative processes Story-telling
Practices LEARNING MAY BE Small group discussion
Mastery learning Class discussions
ACHIEVED THROUGH:
Skills development Creative writing
Values clarification Quality questioning
Process writing Projects

PERSONAL
EXPERIENCE PRESENTATIONS
Learner s’ personal Role play
experiences RESEARCH Drama and dan ce
Investigations Small group research Talks and reports
Hands -on a ctivities Library assignme nts Demonst ration
Interactive learning Anal ysis of hand d ata Posters
Excursions, field Collection of m aterial Story shells
Simulation

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Gender Equity Mixed abilities and
The curriculum applies equally to male and female learners. Special Educational
There is no subject that applies to only one gender.
Schools need to ensure that all learners have equal access
Needs
to the curriculum, regardless of gender. To this they need to It is essential that all young people are enabled to access
consider: education. This includes those with disabilities, those from
• Giving equal support and encouragement to girls as well disadvantaged communities and those with particular
as boys learning difficulties. The curriculum applies to all schools and
• Ensuring that gender stereotypes are avoided and learners, but the way in which it is interpreted and taught
challenged needs to be adapted to ensure that all learners are included.
Schools should aim to give every learner the opportunity to
• Setting equally high expectations for both genders
experience success in learning and to achieve as high a
• Making sure that the school is welcoming to both genders standard as possible.
• Ensuring that girls as well as boys are listened to with
To do this, schools will need to consider:
respect and given full opportunity to contribute to lessons
• Encouraging both boys and girls to attend, and • Creating effective and supportive learning environments
supporting them to achieve • Providing appropriate support to learners with mixed
abilities and special educational needs
• Providing specialist equipment or materials where
appropriate
• Varying teaching approaches where necessary to ensure
that all learners are learning
Learners with visual impairment should have opportunities to
access and have physical contact with artefacts and materials,
and where necessary, texts in Braille. Learners with hearing
impairment should have opportunity to experience sound
through physical contact with musical instruments and other
sources of sound. Provision should be made for these learners to
learn and use sign language where necessary.

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 THE LOWER SECONDARY CURRICULUM

Learning Environments Assessment

The learning environment can assist learners to learn. It The reformed, outcomes-based curriculum requires a
does not need to be expensively decorated. As a minimum, revised, skill-oriented approach to assessment that will
classrooms should: support learning and reward achievement at all levels. This
will be criterion-referenced to ensure that standards are
• Be clean without rubbish on the floors and with clean
maintained year by year.
windows
• Have furniture arranged so learners can work in groups The new approach to assessment supports the changed
emphasis in the nature of learning and teaching under the
• Have talking walls that display learners’ work, posters for
new curriculum by:
information and learning materials
• Be owned by learners. • Assessing the learner’s understanding, not just their
• Have proper ventilation knowledge, of key concepts in each subject.
• Focusing on the learner’s ability to apply their knowledge
In addition to textbooks, learners need access to other non-text in a range of situations.
learning materials. These include improvised, no cost and low-
• Enabling the learner to demonstrate a selection of relevant
cost materials which are available within a local community or
generic skills
environment. They will also include chemicals for Science
experiments, calculators for Mathematics, instruments and • Using a diversified range of assessment techniques like
materials for Art and Design and tools for Technology and oral, written, performance and demonstration of practical
Design. These materials will enable learners to learn for skills’
themselves and to ensure a greater depth of understanding is • Encouraging the development of learners’ abilities to
achieved of the concepts leant. reflect on their own learning and carry out self-assessment.
Above all the learning environment should be welcoming and New materials will support classroom learning in the new
supportive. lower secondary curriculum and provide for the assessment
and reporting of achievement for all learners following the
curriculum.
The new curriculum emphasises the assessment of the skills
required for the world of work and these have been built
into the subject learning expectations.
The assessment framework sets out the expectations in
more detail. It refers to the importance of classroom based
formative assessment and the need for assessment as
learning as well as assessment of learning. All are important
and explained in the framework. Learners will still be
formally assessed at the end of Senior 4, but the results of
those assessments will lead to the award of a Uganda
Certificate of Education (UCE) that will consist of learner’s
achievement assessed in the final examination and also in
controlled individual work in Senior 3 and 4.

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The ‘O’ LEVEL Graduate Profile

21
1. The Sustainable Development Goals 2. National Development Goals in Vision 2040 3. General Aims of Education
1. No poverty The National Vision is “A transformed Ugandan society from a peasant 1. Forging national unity and harmony
2. Zero hunger to a modern and prosperous country within 30 years”. The following 2. Evolving democratic institutions and practices in Society
3. Good health and well being are the aspirations for Uganda’s future development. 3. Guaranteeing fundamental Human rights
4. Quality education 1. To live and work in a peaceful , secure, harmonious and stable 4. Creating national wealth
5. Gender quality country and at peace with the neighbours 5. Upholding and maintenance of national independence and
6. Clean water and sanitation 2. To have unity in diversity and equal opportunities patriotic Feeling
7. Affordable and clean energy 3. To be resourceful and prosperous nationals contributing to 6. Promoting, oral and Ethical values
8. Decent work and economic growth national development 7. Promoting a feeling of humanitarianism and cooperation
9. Industry innovation and infrastructure 4. To have access to affordable quality health and education.
10. Reduced inequalities 5. To have world class infrastructure and services and modern
11. Sustainable cities and communities technology to improve productivity and production.
12. Responsible consumption and production 6. To have a green economy and clean environment.
13. Climate action 7. To have a highly moral and ethical society with strong religious
14. Life below water and spiritual values.
15. Life on land Peace and Justice
16. Partnership for the goals
6. Product/Profile Learners should be able to: 5. Curriculum Menu 4. Secondary Education aims and Objectives
• Communicate fluently both orally and in written form. 1. English 1. Instilling and promoting national unity and an understanding of
• Apply computation of basic mathematics concepts, principles 2. Biology social and civil responsibility.
and processes to solve problems in daily life. 3. Physics 2. Promoting an appreciation and understanding of the cultural
• Inquire and apply scientific, technological and agricultural 4. Chemistry heritage of Uganda including its languages;
knowledge for self employment 5. Mathematics 3. Imparting and promoting a sense of self-discipline, ethical and
• Innovate, create, think critically and be entrepreneurial 6. General Science (in lieu of Biology, Chemistry & Physics) spiritual values personal responsibility and initiatives;
• Use information technology and communication to access, 7. Geography 4. Enabling individuals to acquire and develop knowledge and an
gather, evaluate, store and present information. 8. History and Political Education understanding of emerging needs of society and the economy.
• Learn to learn by studying, researching, building on existing 9. Physical Education 5. Providing up-to-date and comprehensive knowledge in
knowledge and experience and assessing the status of own 10. Kiswahili theoretical and practical aspects of innovative production,
learning. 11. Local language modern management methods in the field of commerce and
• Identify and solve problems and make decisions. 12. Foreign Languages industry and their application in the context of socio-economic
• Manage self by setting own goals, being financially literate and 13. Religious Education (IRE/CRE) development of Uganda.
observing personal health and protecting the environment. 14. Literature in English 6. Enabling individuals to develop basic scientific, technological,
• Build relationships, manage conflict identify and relate with 15. Performing Arts technical, agricultural and commercial skills required for self
others and work effectively with others as members of a team. 16. Agriculture employment;
17. Information and Communications Technology 7. Enabling individuals to develop personal skills of problem
18. Technology & Design solving, information gathering and interpretation, independence
19. Nutrition & Food Technology reading and writing, self improvement through learning and
20. Art & Design development of social, physical and leadership skills such as are
21. Entrepreneurship. obtained through sports, societies and clubs.
8. Laying the foundation for further education;
9. Enabling the individual to apply acquire skills in solving problem
of the community; and
10. Instilling positive attitudes towards productive work.
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