DIGITAL CONTENT FOR TEACHER SUPPORT

DIGITAL
Module 3
CONTENT FOR TEACHER SUPPORT
Understanding Curriculum Materials
Session 21
Module The Key Curriculum
Understanding Documents
Curriculum Materials
Session 1Code TS2.1
The Key Curriculum Documents Session
Code
Video Title TS2.1
Key Curriculum Documents
OnlineTitle
Video Link to Video https://ele.ncdc.go.ug/course/view.php?id=5
Key Curriculum Documents
Assessment Available
Online Link to Video Yes
https://ele.ncdc.go.ug/course/view.php?id=5
Time Commitment
Assessment Available 60 Minutes
Yes
Time
OtherCommitment
Resources 60 Minutes
Video, Pdf, Slides, Website Links
Other
Full Resources
Access Video, Pdf, Slides, Website Links
www.ncdc.go.ug
Full Access www.ncdc.go.ug
Syllabus books https://ncdc.go.ug/resource/?_cart_1_2=o-level-
curriculum-revised-competency-based
Syllabus books https://ncdc.go.ug/resource/?_cart_1_2=o-level-
Relevant links Curriculum framework https://ncdc.go.ug/wp-
curriculum-revised-competency-based
Relevant links content/uploads/2024/03/Curriculum_Framework.pdf
Curriculum framework https://ncdc.go.ug/wp-
Learner’s Book Prototype
content/uploads/2024/03/Curriculum_Framework.pdf
https://ncdc.go.ug/resource/?_cart_1_2=prototype
Learner’s Book Prototype
Keywords https://ncdc.go.ug/resource/?_cart_1_2=prototype
Curriculum Framework, Syllabus, Learner’s Book, Teacher’s Guide
Keywords Curriculum Framework, Syllabus, Learner’s Book, Teacher’s Guide

1) Session Overview
1) Session Overview
For effective delivery of the Competency-Based Curriculum (CBC), it is essential to understand the
key curriculum
For effective documents,
delivery of the their purpose, and how
Competency-Based they interlink
Curriculum (CBC),toitsupport teaching
is essential and learning.
to understand the
This session introduces you to key curriculum documents, including the curriculum framework,
key curriculum documents, their purpose, and how they interlink to support teaching and learning.
syllabus, learner’s
This session book,you
introduces andtoteacher’s guide. documents,
key curriculum These documents
includingprovide guidance framework,
the curriculum on what to
teach, how
syllabus, to teach,book,
learner’s and how
and to assess learning
teacher’s guide. outcomes effectively.
These documents provide guidance on what to
teach, how to teach, and how to assess learning outcomes effectively.

1
SESSION OUTCOMES
By the end of this session, you should be able to:
i) identify the various curriculum documents.
ii) identify the key features in each document.
iii) understand how these documents interlink to support effective teaching.

1) CURRICULUM FRAMEWORK
The Curriculum Framework is a structured document that outlines the foundation and guiding
principles of an education system. It provides a comprehensive blueprint for what learners
should achieve, how learning should be facilitated, and how progress should be assessed.

a) Key Components of the Curriculum Framework

The Framework consists of:

i) Background
The Lower Secondary Curriculum Framework is a comprehensive guide aimed at transforming
education in Uganda to meet the 21st century learning needs. It aligns with Uganda Vision 2040
and SDG 4, focusing on learner-centred education and skills acquisition.

ii) Key Learning Outcomes

Learning outcomes (LOs) serve as a foundation for teaching, learning, and assessment, ensuring
that education is competency-based, practical, and relevant to real-life situations. They also help
in developing well-rounded individuals who can think critically, solve problems, communicate
effectively, and adapt to various challenges in their personal, academic, and professional lives. The
key LOs include:
a) Self-assured individuals with social skills
b) Responsible citizens who uphold values
c) Lifelong learners adaptable to new knowledge
d) Contributors to society and the environment

iii) Core Values

Values are fundamental principles and beliefs that guide behaviour, decision-making, and
interactions within society. In the CBC, values serve as the foundation of education, shaping the
attitudes and character of learners to become responsible and ethical citizens.

Based on Uganda’s National Ethics and Values Policy (2013), the values include:
a) Respect
b) Honesty
c) Fairness
d) Hard work
e) Integrity
f) Social harmony
g) Patriotism

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iv) Generic Skills
Generic skills are fundamental, transferable abilities that support learning across all subjects and
prepare learners for the demands of the modern workplace and everyday life. These skills enable
learners to access, process, and apply knowledge effectively, fostering lifelong learning and
adaptability.

v) Cross-Cutting Issues

These are critical topics which span across all subjects in the curriculum, that learners need to
understand. Some of these topics include health awareness, citizenship and patriotism. These
topics help learners make connections between different disciplines while equipping them with
essential survival skills for the 21st century.

b) Curriculum Menu

Curriculum menu refers to subjects offered to learners at the Lower Secondary level, with schools
required to choose a specific number of subjects from a predefined list.
i) S1 and S2: Learners must take 11 compulsory subjects and one elective subject.
ii) S3 and S4: Learners must take 7 compulsory subjects and up to two elective subjects.

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The compulsory subjects at S1 and S2 include:
i) English
ii) Entrepreneurship
iii) Mathematics
iv) Biology
v) Chemistry
vi) Physics (or General Science for learners with special educational needs)
vii) Geography
viii) History and Political Education
ix) Kiswahili
x) Physical Education
xi) Religious Education

The compulsory subjects at S3 and S4 are:

i) Mathematics
ii) English
iii) Chemistry
iv) Biology
v) Physics (or General Science)
vi) Geography
vii) History and Political Education

In addition, learners can select elective subjects as outlined in the Curriculum Framework. (Refer
to the Curriculum Framework)

c) Purpose of the Curriculum Framework

The purpose of the Curriculum Framework is to guide the education system by focusing on four
key aspects:
i) What to teach – Defines the knowledge, skills, and values that need to be imparted to
learners. It shows the subjects to be taught to the learners.
ii) Why teach – Highlights the purpose and relevance of the curriculum, explaining why
these subjects and skills are important for learners' development.
iii) How to teach – Provides strategies and methodologies for effective teaching, offering
guidance on the best approaches to engage learners and facilitate learning.
iv) How to determine achievement – Outlines assessment strategies to measure learners'
progress and achievements, ensuring that the learning outcomes are met.
d) Implementation Features
e) Teaching and Learning
Focus on active learning. You, the teacher, acts as a facilitator using inquiry and experiential
methods.

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f) Assessment
Assessment is competency-based and criterion-referenced, including continuous and summative
assessment. Final certification includes 20% contribution from school-based assessment (from S3
and S4) while the rest (80%) comes from end-of-cycle assessment.

g) Inclusivity
Supports mixed-ability learners and learners with special needs. It also promotes gender equity
and socio-economic inclusiveness.

h) Anticipated Outcomes
i) Reduced content overload
ii) Greater focus on applicable skills
iii) Improved learner innovation and employability
iv) Enhanced relevance to society and the labour market

2) Subject Syllabus

(For all syllabus books, please visit https://ncdc.go.ug/ )

A subject syllabus is a detailed guide that outlines what is expected from a subject, serving as a
framework for facilitators in their teaching process. It is derived from the Curriculum Framework
and includes the following key components:
i) Program Planner: A structured outline of the topics and content to be covered
throughout the course.
ii) Theme: A broad idea that links different topics within a subject and provides a context for
learning. Themes guide the structuring of content in a meaningful and relatable way for
learners.

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 iii) Topic: A specific unit of study within a theme that defines the key subject matter to be
covered in a given period. Topics are aligned with the syllabus to ensure systematic
progression of learning.
iv) Number of Periods: The recommended instructional time allocated to each topic, ensuring
effective coverage of content and achievement of learning outcomes. In the Lower
Secondary Curriculum, periods are structured to fit into the school timetable.
v) Competency: A combination of knowledge, skills, values, and attitudes that learners
should develop and apply in real-life situations.
vi) Learning Outcomes: A statement which specifies what the learner should know,
understand, or be able to do within a particular aspect of a subject. These outcomes are
measurable and help track learner progress.
vii) Suggested Learning Activities: An aspect of the normal teaching and learning process that
will enable a formative assessment to be made.
viii) Sample Assessment Strategy: An activity that allows a learner to show the extent to
which she/he has achieved the LOs. This is usually part of the normal teaching and learning
process and not something extra at the end of a topic.

3) Learner’s Book
Please refer to approved Learners’ books supplied by the Ministry of Education and Sports.
Sample learner’s books can be accessed through the link
https://ncdc.go.ug/resource/?_cart_1_2=prototype

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A Learner's Book is a comprehensive resource designed to support learners throughout their
learning process. It typically includes the following components:

i) Table of Contents: An organised outline of the chapters in the subject, providing an

overview of the topics covered.

ii) Chapter Introduction: Each chapter begins with an introduction that includes:
a) Chapter Name: Clearly labelled at the beginning.
b) Supporting Picture: A relevant image that shows the real-life applicability of the
chapter.
c) Keywords: Important terms and concepts related to the chapter.

d) Learning Outcomes: What learners are expected to achieve by the end of the chapter.
iii) Competency: The introduction embeds the competency, highlighting the skills or abilities
that learners are expected to develop.

iv) Sub-topics: Each chapter is divided into subtopics that are aligned with the learning
outcomes and provide a clear structure for learners.

v) Learning Activities: Activities designed to guide lesson delivery, encouraging learner

engagement and helping them to understand and apply the content.

vi) Activity of Integration: At the end of each chapter, there is a well-designed sample
activity of integration that supports teachers in assessing the competencies achieved by
the learners. This activity helps to reinforce the learning outcomes and gauge the learner’s
understanding of the material.

Linkage Between the Syllabus and the Learner’s Book

The syllabus and the learner’s book are interconnected documents that guide the teaching and
learning process. While the syllabus provides the framework for what should be taught, the
learner’s book actualises this framework by presenting structured content, activities, and
assessments. Understanding this linkage ensures effective curriculum implementation.

Features of the Syllabus and their Link to the Learner’s Book

Corresponding Feature
Syllabus Feature Explanation of Linkage
in the Learner’s Book
Each topic in the syllabus is covered as a
Topic Chapter
chapter or section in the Learner’s Book.
The Learner’s Book provides content
Number of
Topic Breakdown designed to fit within the allocated
Periods
teaching time.

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 Embedded in the The introduction in the Learner’s Book
Competency Embedded inofthe
Introduction the The introduction
highlights the keyinskills
the Learner’s
and Book
Embedded in the The introduction in the Learner’s Book
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Chapter competencies to be developed.
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Learning
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outcomes intoBook translates
sections withinlearning
a chapter.
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Outcomes Sub-topics outcomes into sections within a chapter.
Outcomes outcomes into sections within a chapter.
The Learner’s Book expands on the
Suggested Exercises, Discussions,
The Learner’s
syllabus Book expands
activities, on the
Suggested
Learning Activities Exercises,
and Discussions,
Practical Activities The Learner’s Bookmaking
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on the
Suggested Exercises, Discussions, syllabus activities,
interactive making them more
and engaging.
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4) Teacher’s Guide
4) Teacher’s
4) Teacher’s Guide
Guide

A Teacher's Guide (TG) is a resource designed to support educators in effectively interpreting the
A Teacher's Guide (TG) is a resource designed to support educators in effectively interpreting the
A Teacher's
Learner’s Guide
Book. (TG) is a the
It includes resource designed
following to support educators in effectively interpreting the
key components:
Learner’s Book. It includes the following key components:
Learner’s Book. It includes the following key components:
i)i) Activity
ActivityApproach:
Approach:Guidance
Guidanceon onhow
how to
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carry out
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and manage various learning
manage various learning activities
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to carry curriculum
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in the classroom, ensuring they align with the curriculum goals.

88
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 ii) Sample Responses: Examples of correct or ideal learner responses to help teachers
evaluate their understanding and provide proper feedback.

iii) Detailed Sample Assessment Strategy: A clear strategy outlining how to assess learners’
progress, including various assessment tools and methods for evaluating competencies.

iv) Proposed Score Guide for the Activity of Integration: A suggested scoring guide or
rubric to help teachers assess the Activity of Integration, ensuring that learners'
competencies are measured effectively and consistently.

Linkage Between the Teacher’s Guide and Learner’s Book

The TG plays a crucial role in translating the Learner’s Book into effective classroom practice.
It provides structured guidance to teachers on lesson delivery, learning activities, assessment
strategies, and the use of additional teaching resources. By understanding the connection
between these two resources, teachers can effectively implement the curriculum and enhance
learner engagement.
i) The TG interprets the Learner’s Book, ensuring that teachers deliver lessons effectively.
ii) While the Learner’s Book provides content, the TG provides instructional support to help
teachers present that content using various methods.
iii) The TG includes additional notes, explanations, and alternative approaches that might not
be explicitly detailed in the Learner’s Book.
iv) The Assessment Grid in the TG helps in scoring learners’ responses to the Activity of
Integration.

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