1

LOCAL LANGUAGES LEARNING FRAMEWORK

CONTENTS FOREWORD
This four-year Syllabus for Local Languages is one of the 20
Foreword 1 subjects of the Lower Secondary School Curriculum. It reflects
Acknowledgement 2 contemporary approaches in the teaching and learning process,
while the Learning Outcomes give the learner opportunities to
Introduction 3 develop understanding and skills within different topics and sub-
Background to the New Curriculum 3 topics at levels commensurate with his/her ability. The Lower
Key changes 5 Secondary Syllabus for Local Languages builds upon concepts,
skills, attitudes and values developed at the primary school level,
which provides a firm foundation specifically for the higher-
The New Curriculum achieving minority learners who will go on to study this subject at
- Key learning outcomes 7 a higher level of education.
- Values 7
Local Language contributes to the development of the
- Generic Skills 8 knowledge, understanding, skills, attitudes and values that the
- Generic Skills in Local Language 9 learner needs to live responsibly in society. It promotes the
- Cross cutting Issues 9 spiritual and moral development of the learner, which enables
him/ her to search for meaning, value and purpose in life. The
- The Local Language Syllabus 11 learner becomes aware that beliefs and values are fundamental
- Time allocation 11 to the self, the families and the fabric of society through discovery
- Rationale 11 of the meaning and purpose of morality, beliefs and the values
- Teaching and learning Local Language 11 upheld by society.

The study of Local Language enables the learner to develop

Programme planner 12 values and attitudes such as honesty, integrity, tolerance, respect,
Detailed Local Language Syllabus 14 love, positive attitude to work, patience, perseverance, kindness,
responsibility, generosity, loyalty and unity which are crucial in the
Assessing Local Language 49 modern world.
- Examinations 50
- Formative assessment 50 Teachers of Local Language are required to shape the learning
- How do we find the opportunity to make experiences to cater for the needs and interests of each learner.
formative assessment 51 I, therefore, endorse this Syllabus as the official document for the
- Generic Skills 52 teaching and learning of Local Language at the Lower Secondary
- Attitudes 52 School level throughout the country.
- Record Keeping 52

Glossary of Key terms 54

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: 978-9970-00-124-8

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 writ- ten
permission of NCDC.
Website: www.ncdc.go.ug

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LOCAL LANGUAGES LEARNING FRAMEWORK

ACKNOWLEDGEMENT
National Curriculum Development Centre (NCDC) would like to
express its appreciation to all those who worked tirelessly to-
wards 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 NCDC specialists. Great thanks go to members of
Local Language 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 support and the Government of Uganda for
funding the rest of the processes up to implementation of 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 admin@ncdc.go.ug 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 UNESCO Education Strategy (2014 – 2021) advocates for a • Enabling individuals to develop personal skills of problem
humanistic and holistic vision of education as a fundamental solving, information gathering and interpretation,
human right that is essential to personal and socio-economic independent reading and writing, self-improvement
development. The Uganda Vision 2040 aims to transform Uganda through learning and development of social, physical and
into a modern and prosperous country, while the NDP recognises leadership skills such as are obtained through games, sports,
the existing weak- nesses in education, including the low societies and clubs;
efficiency and variable quality at the secondary level. The • Laying the foundation for further education;
Sustainable Development Goal 4 advocates for equitable and • Enabling the individual to apply acquired skills in solving
quality education, while the National Development Plan II problems of community, and to develop a strong sense of
focuses on enhancement of human capital, development, constructive and beneficial belonging to that community;
strengthening mechanisms for quality, effective efficient service • Instilling positive attitudes towards productive work.
delivery and improvement of quality and relevance of skills
development. The NRM Manifesto (2016-2021), emphasises
continuous assessment examination systems, strengthening soft
skills, which promote self-esteem, conscientiousness and a
generally positive attitude to work, promoting e-learning and
BACKGROUND TO THE
computer literacy in order to enhance learning outcomes. All
these are lacking and where they exist it is at a minimum level.
CURRICULUM
The review was based on the Education Sector Strategic Plan
In alignment with the above, the Education and Sports Sector (ESSP), 2009 – 2018) which set out strategies to improve the
Strategic plan (2017/20) advocates for delivery of equitable, quality and relevance of secondary education. The ESSP’s sub
relevant and quality education for all. The current secondary objective 2.2 was to ensure that “Post-primary students [are]
school curriculum of Uganda, although highly regarded, is prepared to enter the workforce and higher education”. This is
focused on the needs of a minority academically oriented elite also in line with the current strategic plan of 2017-2020. To
yet the needs of the majority of learners need to be the focus. The achieve this objective, one of the Ministry’s strategies was to
Ministry of Education and Sports (MoES) through the National revise the curriculum and improve instruction and assessment by
Curriculum Development Centre (NCDC) therefore, undertook a eliminating the short comings in the current curriculum.
review of the Lower Secondary Curriculum, aimed at providing a
learning environment, opportunities, interactions, tasks and The review focused on: producing a secondary school graduate
instructions that foster deep learning by putting the learner at who has the competences that are required in the 21st century;
the centre of the learning experience. This is in line with the aims promoting values and attitudes; effective learning and
of secondary education in Uganda, as provided for in the acquisition of skills in order to reduce unemployment among
Government White Paper on education (1992) as outlined below: school graduates.

The aims of secondary education in Uganda are: The review also aimed at reducing the content overload and
• Instilling and promoting national unity, an understanding of contact hours in the classroom so as to create time for: research
the social and civic responsibilities; and project work; talent development and creativity; allowing for
• Promoting an appreciation and understanding of the emerging fields of knowledge across all subjects and doing away
cultural heritage of Uganda including its languages; with obsolete information. There was a need to address the social
• Imparting and promoting a sense of self discipline, ethical and economic needs of the country like the mining sector,
and spiritual values, personal responsibility and initiative; tourism, services provision, science and technology
• Enabling individuals to acquire and develop knowledge and development and to ensure a rigorous career guidance
an understanding of emerging needs of society and the programme to expose learners to the related subjects. This will
economy; enable learners to make informed choices as they transit and to
• Providing up-date and comprehensive knowledge in equip them with knowledge and skills that will enhance their
theoretical and practical aspects of innovative production, competitiveness in the global value chain.
modern management methods in the field of commerce
and industry and their application in the context of
socioeconomic development of Uganda;
• Enabling individuals to develop basic scientific,
technological, technical, agricultural and commercial skills
required for self-employment;

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LOCAL LANGUAGES LEARNING FRAMEWORK

To meet these requirements, the reviews are 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 skillsthat 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 the new 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 poverty, protect the planet and ensure that all people enjoy
develop the ability to apply their learning with confidence in peace and prosperity. The key changes in the curriculum will
a range 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 unit, 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 caters for this
majority as well as those who later go on to University.

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LOCAL LANGUAGES LEARNING FRAMEWORK

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 new 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 and summative assessment; not
just to give grades but to find out problems the learners may be having 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 development into life-long learners. Besides, there are also
citizens; 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 sets out ‘Key Learning Outcomes’ that sum up
the expectations of the curriculum as a whole, and set out • Have acquired and can apply the Generic Skills
clearly the qualities that young people will develop. • Demonstrate knowledge and understanding of the
By the end of the educational process, young people will emerging needs of society and the economy
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
development and its impact on people and the
• Know their own preferences, strengths and limitations
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
underpin the whole curriculum and the work of schools. They
• Cherish the values promoted in the curriculum are also the values on which learners need to base their lives
• Promote equity, the development of indigenous as citizens of Uganda. The values are derived from The
cultures and languages and appreciate other Uganda National Ethics and Values Policy of 2013. They are:
people’s cultures
• Respect for humanity and environment
• Apply environmental and health awareness when • Honesty; uphold and defend the truth at all times
making decisions for themselves and their community • Justice and fairness in dealing with others
• Hard work for self-reliance
• Are positive in their own identity as individuals and global
• Integrity; moral uprightness and sound character
citizens
• Creativity and innovativeness
• Are motivated to contribute to the well-being of • Social Responsibility
themselves, their community and the nation • Social Harmony
• National Unity
Lifelong learners who: • National Consciousness and patriotism
• Can plan, reflect and direct their own learning These values are not taught directly in lessons, nor will they be
• Actively seek lifelong learning opportunities for personal assessed, but they will inform and shape all teaching and learning.
and professional development

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LOCAL LANGUAGES LEARNING FRAMEWORK

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.
They are the skills that allow young people to develop into Communication
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
problems, both at school and at work. They need to be • Read accurately and fluently
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-
operate with others and also work independently. They need • Use a range of media to communicate ideas
to be able to use functional mathematics and ICT effectively.
The details of the generic skill are:
Co-operation and Self-Directed Learning

Critical thinking and problem-solving • Work effectively in diverse teams

• Planand carry out investigations • Interact effectively with others

• Sort and analyse information • Take responsibility for own learning

• Identify problems and ways forward • Work independently with persistence

• Predict outcomes and make reasoned decisions • Manage goals and time

• Evaluate different solutions

Mathematical computation and ICT proficiency.

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

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Generic Skills in Local Languages

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

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

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LOCAL LANGUAGES LEARNING FRAMEWORK

ICT Integration
ICT is embedded as a learning/teaching tool. ICT integration framework is summarised below and cuts across for 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 LOCAL LANGUAGE SYLLABUS

Local Language is an elective subject at this level.

Time allocation
LOCAL LANGUAGE S1&2 S3&4
2 periods a week 3 periods a week

Rationale
Language is of personal, social and economic importance. them communicate more effectively. It enables individuals to
Our ability to use language lies at the centre of the develop life skills and values such as problem solving, conflict
development and expression of our emotions, thoughts, management, information gathering, negotiation, decision
learning and sense of personal identity. We gain access to making, critical thinking, tolerance, sharing, respect, self -
the oral and literary heritage of our people through mother esteem and confidence.
tongue.
Local Language helps develop the learner’s ability to
Local Language offers a rich means by which literary and communicate more effectively and creatively through
linguistic skills can be imparted to the learners to enable speech and writing. Assist the learner to create works of
literature in form of poems, prose and drama.

Teaching and Learning Local Language

The thrust of the new syllabuses is experiential and towards Learners need to interact with real situations inside and
deeper understanding. The focus in Local Language is on the outside the classroom. They need to look at pictures or
development of understanding through literary inquiry and diagrams, examine statistics, or read texts from a range of
expression, and the development of the skills to do so. sources. They need to find out knowledge and ideas for
The new syllabuses provide learners with a wide range of themselves. They should then be expected to express these in
contexts in which to develop this understanding, and these their own words, not those of the teacher, and so demonstrate
contexts are designed to engage the interest of the learner that they have understood what they have learnt.
and to provide opportunities to build life-related knowledge, In this approach, learners are encouraged to:
experience and skills. Teachers are encouraged to go beyond • be responsible for their own learning
the textbooks and provide as many meaningful contexts as • think for themselves and form their own ideas and
possible. The generic skills have been integrated throughout opinions
the curriculum and can only be acquired through active • become critical thinkers, ready to face new challenges
approaches. and situations for themselves
The role of the teacher is to build on learners’ existing
knowledge and experience, and 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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LOCAL LANGUAGES LEARNING FRAMEWORK

THE LOCAL LANGUAGE PROGRAMME PLANNER

Senior Senior

Week Week

1.1: Family 2.1:

Term

Term
1.2: Life at Home
12

1.3: Crops,
Plants and Foods 2.3:
in Our Area 14

2.4:
1.4: Animal Ceremonies:
Rearing
Term

12
1.5: Personal and
Community Hygiene

Total th Total th

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 THE LOWER SECONDARY CURRICULUM

Senior Senior

Week Week
4.1: Migration and
3.1: Games, Settlement
Sports and Leisure

Term
Term

4.2:
3.2: Indigenous
Tourism

4.3:
3.3: Clans Term
Term

3.4: Wealth Creation

4.4: Leadership and
Citizenship

4.5: Human Rights

3.5: Environmental
Awareness
Term

Term

3.6: Water

Total th Total th

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LOCAL LANGUAGES LEARNING FRAMEWORK
DETAILED SYLLABUS
SENIOR ONE
1.1 Family
Competency: The learner appreciates families and the vocabulary related to family Strand: Personal
relationships and descriptions. Periods: 18
Learning Suggested Learning Activities Suggested Assessment
Outcomes Strategies
The learner can: The learner:

a. pronounce, 1. learner illustrates the English language alphabet on the board. 1. compares Local
listen to, read 2. the teacher guides the learner to identify, list and pronounce Language and English
and write the letters of the local language alphabet from a given text. language alphabets.
Local Language 3. learner populates the generated list of sounds/letters with 2. spells words from a
(k, s). relevant examples of words from the text studied. dictation.
b. differentiate 4. learner constructs additional words outside the given text that 3. transcribes words
between Local contain specific sounds. recorded in an
Language 5. teacher engages learner in a spelling exercise by dictating electronic device.
alphabet and specific words especially those with common confusing 4. tabulates words
the English sounds such as dh and th, ng and ŋ and those with diacritic according to vowel
alphabet (u). marks. length e.g. bana vs
c. use vowel baana, baba vs baaba,
length (s). etc.
d. describe family 1. teacher brainstorms with learners about members in their 5. writes a greeting
genealogy and families. dialogue with two
relationships (k, 2. teacher draws an example of a family tree on the board. responses for each time
u). variation, that is,
3. through discussion, teacher asks learner to study a family tree
morning, afternoon and
chart and asks them to state any reasons for its arrangement.
evening.
4. teacher then wraps up the discussion.
6. responds to questions
5. using the given example of a family in (2), learners draw family from an audio or audio-
trees reflecting their own immediate family genealogies. visual recorded greeting
6. as an individual project, teacher may ask learners to generate dialogue.
a larger relational tree of their families and clans. 7. writes given figures in
e. write numerals 1. teacher asks learners in groups to read a short text of a half- the local language using
(k, s, gs) page containing numbers 1-20 in words. words e.g. 14,579.
2. teacher asks learners to write numbers 1-20 in figures and 8. writes a letter to a
words. relative.
3. teacher explains common rules observed in writing numbers 9. poses and responds to
beyond 20 in words. five riddles related to
4. using the principles learnt, learners write numbers beyond 20 family.
in words (21-1,000,000) 10. draws an extended
5. teacher asks learners to mention their position of birth in family tree.
family.
6. teacher asks learners to line up and mention their positions in
the line.
7. teacher provides learners with flashcards containing ordinal
numbers 1-20.
8. using examples in flashcards, learners write ordinal numbers
21-1000.

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 THE LOWER SECONDARY CURRICULUM

Competency: The learner appreciates families and the vocabulary related to family Strand: Personal
relationships and descriptions. Periods: 18
Learning Suggested Learning Activities Suggested Assessment
Outcomes Strategies
The learner can: The learner:

f. write days of the 1. teacher asks learners what day of the week it is.
week, months of 2. learners read aloud a poem about days of the week and
the year and corresponding activities.
dates (k, u, s) 3. teacher asks learners to write days of the week and their
activities from the poem.
4. teacher presents learners with a table of months of the year in
the local language.
5. learners match months of the year in English and the local
language.
6. teacher demonstrates how to write dates in a local language
e.g. 03/12/1454. Ka adek dwe marapar g’aryo oro ma gana
achiel pyer’apar dingwen gi pyer’abich g’angwen (Dhopadhola);
Nga isatu omwezi gwa Namuwawuzo, mu mwaka lukumi bina
ataanu n’ena(Lusoga); Eraasi auni olap loka Orara okaru loka
ilukumit akwata aungon akaisiakany aungon (Ateso).
7. teacher points key prepositions, conjunctions and
punctuations involved in writing date e.g. ‘on’.
8. teacher asks learners to write their personal birthdays and
those of three family members.

g. write time (k, u). 1. teacher asks learners to divide and name parts of the day:
dawn, morning, noon, afternoon, evening and night in the
local language.
2. teacher guides learner to group times of the day into morning,
afternoon, evening and night e.g. 12am-11am (morning),
12pm-3pm (afternoon), 4pm-7pm (evening), 8pm-11pm
(night).
3. through group discussion, the teacher asks learners to write
equivalents of specific terms such as am, pm, second, minute,
hour, time, half-past, quarter-past or quarter-to, break, lunch,
dinner, supper, etc. in the local language.
4. teacher illustrates to learners how to write given time in the
local language in words or figures e.g. 10:15am (Sawa angwen
gi dakika apar g’abich m’odikini); saawa inhha ne dakiika ikumi
na itanu.

h. welcome, greet 1. teacher asks learners to pair up and greet one another.
and bid farewell 2. teacher asks one learner to greet a group of learners.
using 3. learner greets the teacher.
appropriate 4. teacher asks learners to talk about/explain what rules they
vocabulary followed while greeting in scenarios 1-3.
(words) while 5. teacher clarifies or sums up rules involved in greeting (time,
observing time, number, gender, title, and age).
number, gender 6. teacher guides learners to construct a greeting dialogue.
and age of
people (k, v).
i. use gestures that 1. teacher asks learners to discuss and demonstrate how they
accompany would greet peers, in-laws, women, men, and elders.
greeting to 2. teacher engages learners to critique the greeting
express respect, demonstrations and clarifies on some gestures.

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LOCAL LANGUAGES LEARNING FRAMEWORK

Competency: The learner appreciates families and the vocabulary related to family Strand: Personal
relationships and descriptions. Periods: 18
Learning Suggested Learning Activities Suggested Assessment
Outcomes Strategies
The learner can: The learner:

age 3. teacher asks learners to comment on the greeting gestures

difference/simila from other cultures vis-a-viz their own.
rity and so on (s,
gs).
j. write informal 1. teacher asks learners to mention types of letters they know.
letters (k, s, gs). 2. teacher asks learners to identify examples of people to whom
informal letters can be written.
3. teacher demonstrates on the board or presents a text
example of an informal letter.
4. teacher asks learners to study example in 3 and identify parts
of the letter.
5. teacher guides learners to write their own letters to a family
member, friend or relative.
1. teacher begins the lesson by giving examples of riddles and
k. use riddles learners respond.
related to family 2. teacher groups learners and tasks them to write ten riddles.
(k, v). 3. learners share their collections with the rest of the class.
4. after sharing, teacher asks learners to suggest importance of
riddles.
ICT support for this Sub-strand
The learner can:
• use recorded episodes to support development of listening and speaking skills.

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 THE LOWER SECONDARY CURRICULUM

1.2 Life at Home

Competency: The learner understands the home environment and the roles of Strand: Personal
the people at home. Periods: 12
Learning Outcomes Suggested Learning Activities Suggested Assessment
The learner can: Strategies
The learner:
a. tell roles of different people at 1. teacher probes learner to name titles of 1. debates on topics related
home (k, u). different people at home. to the family such as:
2. through a discussion, the teacher asks ‘Mother is more
earners to describe the roles of people at important to the family
home. than Father.’
3. in their groups learners generate lists of 2. writes the singular and
common words related to roles played in a plural of objects found at
home. home.
4. learners engage in a conversation using 3. writes a letter of apology
common words used in a family. or of gratitude to a family
member.
4. writes a lullaby, rehearses
b. appreciate members of the family 1. teacher provides a text on appreciation.
for carrying out their roles it and discusses its
2. learners identify the words/ language used
efficiently using appropriate importance.
in appreciation
vocabulary (v, a). 5. makes a traditional object
3. learners share life examples/ personal
such as a banana fibre
experiences of appreciation/gratitude.
ball or skipping rope.
4. in groups, learners explain the
6. writes a one-page essay
purpose/benefits of appreciation and
describing how one
effects of ingratitude.
traditional object is
5. learner writes a letter of appreciation to a made.
family member for help received.
7. debates on traditional
c. appreciate the values of 1. teacher probes learners to mention various beauty vs modern
lullabies at home (k, v). songs sung in their community and their beauty.
purpose. 8. picks a role model from
2. the teacher picks out a lullaby and explains each side of beauty and
what it is. explain why they admire
3. the learners sing the lullabies they know them.
from their communities.
4. in their groups learners compose lullabies. 9. explains the rationale of
5. leaners present their composed lullabies. at least five taboos
d. name objects found at home in 1. teacher provides a text with plural and associated with misuse of
singular forms of objects found at home. some traditional
singular and plural (k, u).
2. learners identify objects they have at their objects/crafts/wares. e.g
homes. Not sitting on the mortar
3. the learners generate a table of singular and is for hygiene purposes
i.e. the mortar is used for
plural forms of objects at home
preparing food and
e. identify how some traditional 1. teacher guides learners to identify some therefore should be kept
objects, crafts and wears are traditional objects, crafts or wears and clean/not be
made (k, u). describe how they are made. contaminated.
2. teacher sums-up the process of making any 10. identifies at least five
given traditional object, craft or wear e.g. proverbs associated with
mortar/pestle, sieve, rope, mat, footwear or the taboos on misuse of
backcloth. those objects
3. learners write a half-page composition /crafts/wares.
describing how any chosen traditional
object, wear or craft is made.

17
LOCAL LANGUAGES LEARNING FRAMEWORK

Competency: The learner understands the home environment and the roles of Strand: Personal
the people at home. Periods: 12
Learning Outcomes Suggested Learning Activities Suggested Assessment
The learner can: Strategies
The learner:
f. explain the importance of 1. in groups, learners discuss the importance 11. writes a short essay on the
domestic objects and wears (k, of any traditional object or wear. roles of people at home
v). 2. learners present their group’s finding in a (100-150 words).
plenary.

g. appreciate traditional fashion 1. teacher guides learners to appreciate the

and style (k, v) concept of moral and physical beauty.
2. with vivid examples, teacher guides learners
to discover aspects of moral beauty of a
person in a traditional setting (honesty,
appropriate language, respect of rule of law
and order, respect for elders, hard work, etc.)
3. in groups, learners discuss aspects of
physical beauty of a person in a traditional
setting (decency, adornment, grooming,
tooth extraction, body size, traditional dress
codes, etc.)
h. appreciate the taboos related to 1. using specific examples, teacher guides
the misuse of some of the learners to understand the meaning of
objects at home (v, a). ‘taboo’.
2. in groups, learners identify and discuss the
purpose of taboos associated with misuse
of some objects found in a home.
3. learners share their findings in a plenary.
ICT support for this sub-strand
The learner can:
• use the Internet to obtain images or digital camera to take pictures of the objects in a home to support class
discussion.
• Use a computer to prepare a list of tribes and their cultural dress codes (where applicable).

18
 THE LOWER SECONDARY CURRICULUM

1.3 Crops, Plants and Foods in Our Area

Competency: The learner understands knowledge concerning practices of Strand: Occupational
growing crops, plants and making food. Periods: 16
Learning Outcomes Suggested Learning Activities Suggested Assessment
The learner can: Strategies
The learner:
a. categorise food crops, 1. teacher groups learners and asks them to identify 1. reads and answers
non-food crops and wild examples of food crops, non-food crops and wild questions from a
plants and understand plants in the community. comprehension passage
their importance to the 2. teacher guides learners to discuss the importance on effects of seasonal
family/ community (k, u, of crops and wild plants to the community. changes on crops.
v). 3. learners write one-page composition describing 2. mentions five advantages
the importance of crops. of growing crops to the
family/ community.
3. holds a debate on
b. differentiate seasons of the 1. learners study a text on different seasons and
different topics related to
year and understand their their impact on agricultural activities.
agriculture such as
impact on agricultural 2. learners identify seasons mentioned in the text
modern vs traditional
activities (k, u, v). and their respective activities.
techniques of farming,
3. learners identify impacts of the season on the
advantages and
activities.
disadvantages of
4. teacher guides learners to understand how their
farming, etc.
community categorises seasons e.g. by weather
4. writes two taboos related
patterns or activity.
to crops.
5. learners in their groups discuss and identify
5. uses a graphic organiser/
activities carried out in particular seasons and
template to
why.
communicate the
process of preparing a
c. use appropriate 1. learners share experiences of how they grow and
favourite food.
vocabulary in the Local harvest any crop at home or school.
6. prepares and acts a skit to
Language during 2. teacher provides a descriptive text on the process
educate people about
planting and harvesting of growing and harvesting any chosen crop.
table manners etiquette.
(k). 3. teacher guides learners to brainstorm on certain
7. correctly pronounces
terms and processes as indicated in the text.
particular words on a
4. learners write a one-page description of the steps
given list.
involved in growing and harvesting any crop.
8. explains meanings of
d. study the taboos related to 1. teacher introduces the concept of taboos by given words.
crop growing, harvesting asking learners to brainstorm the purposes of 9. re-arranges given words
and seasons and how rules and regulations at school. in alphabetical order.
they affect the crops (k, v, 2. teacher asks learners to relate school rules and 10. using minimal pairs
a). regulations to taboos involved in growing and differentiates meanings
harvesting crops. of homophones.
3. teacher asks learners to research and report on
taboos related to growing and harvesting crops
in their communities.
e. identify the techniques used 1. teacher asks learners to talk about what crops
in improving crop yields were grown in their communities in their
(k, v). previous season and whether the yields were
good or not.
2. teacher asks learners to explain what could have
caused better or poor yields.
3. in groups, learners discuss methods of improving
crop yields.

19
LOCAL LANGUAGES LEARNING FRAMEWORK

Competency: The learner understands knowledge concerning practices of Strand: Occupational

growing crops, plants and making food. Periods: 16
Learning Outcomes Suggested Learning Activities Suggested Assessment
The learner can: Strategies
The learner:
4. in their groups, teacher asks to categorise
methods into traditional and modern practices.
f. describe the process of 1. teacher asks learners to mention various types of
food preparation (k, v). foods, sauces and beverages prepared at their
homes.
2. teacher groups learners and allocates them
different types of foods and asks them to describe
the process involved in preparing such a food.
3. learners make a report on (2) above.
4. teacher asks learners to brainstorm on what takes
place at mealtime.
5. in groups, teacher asks learners to identify
examples of good and bad manners portrayed
while having a meal.
g. describe ways of preserving 1. teacher asks learners to identify the methods of
and storing crops and food preservation or storage.
food (k, v). 2. in groups, teacher tasks learners to identify the
types of food and how they can be preserved or
stored.
3. in groups, teacher provides learners with manilla
papers and asks them to draw any type of food
preservation or storage system known to them.
4. in their groups, learners present their work.
h. describe a food menu (k, 1. learners brainstorm on what foods, sauces and
u). beverages they often have for a meal at home.
2. the class visits any local restaurant to appreciate
how a food menu is prepared.
3. while in the field, learners take notes.
4. in groups, teacher asks learners to write a food
menu using their field notes.
i. use a dictionary (k, u, s, gs). 1. in groups, teacher provides learners with a
dictionary or photocopies and guides them to
locate certain words.
2. learners pronounce words they have located and
use them to construct different sentences.
3. in their groups, learners display their sentences
on charts.
4. with specific examples, teacher illustrates the
meanings of synonyms, antonyms and
homophones.
5. learners complete assignments on synonyms,
antonyms and homophones.

ICT support for this sub-strand

The learner can:
• use a Word processor to prepare a food menu.
• use a digital camera to take pictures of local crops.

20
 THE LOWER SECONDARY CURRICULUM

1.4 Animal Rearing

Competency: The learner appreciates knowledge concerning practices of Strand: Occupational
animal rearing. Periods: 12
Learning Outcomes Suggested Learning Activities Suggested Assessment
The learner can: Strategies
The learner:
a. name domestic animals, 1. teacher asks learners to mention animals 1. reads/listens to a text on a
birds, their products and and birds they know. topic related to health issues
understand their 2. in their groups, the learners generate a list of of animals and/or birds and
importance (k, u, v). domestic animals, birds, their young ones answers questions.
and shelter. 2. writes a letter to his/her father
3. the learners share lists. informing him of the state of
4. learners discuss the importance of domestic the animals or poultry at
animals and poultry. home.
5. learners research and report on ways in 3. writes a composition on the
which domestic animals and birds importance of domestic
contribute to livelihoods. animals and poultry (half-
6. by way of tabulation, learners identify page).
animals/birds and their young ones. 4. discusses the importance of
b. differentiate 1. teacher provides a varied-punctuated text observing the rights of
punctuation marks and for the learner to read. animals.
their functions (k, u). 2. the learner identifies the different 5. reads a one-paragraph
punctuation marks used in the text. passage on the importance of
3. learner writes them in their local language. domestic animals and
4. learner compares them with those in the punctuates it correctly.
standard orthography. 6. fills a table with names of five
5. leaners discuss the use/importance of each animals, their young ones and
of them. shelter.
6. learner punctuates a given text. 7. debates on topics related to
birds and animals e.g. “poultry
c. explain taboos related to 1. teacher asks learners to identify taboos keeping is better than animal
domestic animals and related to domestic animals and poultry. rearing.”
poultry (v, a). 2. in two groups: one for domestic animals and
the second for poultry, learners discuss the
taboos.
3. each group reports their findings.
4. learner writes an essay on the taboos.
d. identify the symptoms 1. teacher provides a text on animal/bird
and traditional ways of diseases.
treating some common 2. learner describes symptoms of different
sicknesses that affect diseases.
animals (k, u, v, a). 3. learner generates a table on animal and
poultry diseases and their traditional
treatment.

e. know animal rights (k, u, 1. teacher provides a text on animal rights for
v). learners to study.
2. learners identify two animal and poultry
rights.
3. learners share their opinions/feelings on
animal rights.
4. in their groups, learners write a composition
on animal rights.

21
LOCAL LANGUAGES LEARNING FRAMEWORK

Competency: The learner appreciates knowledge concerning practices of Strand: Occupational

animal rearing. Periods: 12
f. explain the relationship 1. teacher guides learners to brainstorm on
between animals and animals found in their communities.
different communities 2. learners discuss the uses of animals in
in Uganda (k, u, v, a). different communities.
3. learners describe agricultural activities
relating to animal rearing.
4. learners debate on the relationship between
animals and people.
ICT support for this Sub-strand
The learner can:
• use a Word processor to generate a list of domestic animals, their young ones and shelter.
• use the Internet to obtain images of domestic animals.
• generate a table on animal and poultry diseases and their treatment.

22
 THE LOWER SECONDARY CURRICULUM

1.5 Personal and Community Hygiene

Competency: The learner understands language related to should be able to Strand: Public
basic hygiene. Periods: 12
Learning Outcomes Suggested Learning Activities Suggested Assessment
The learner can: Strategies
The learner:
a. use words related to 1. learners study a text on personal and community 1. discusses the causes
hygiene and how it is hygiene. of diseases related to
maintained at 2. teacher guides learners to identify words related to poor hygiene in their
personal and hygiene from the text. community.
community level (k, u, 3. learners brainstorm the meanings of words identified. 2. suggests ways of
v, gs). 4. learners use the words identified to construct preventing common
sentences. diseases in the
b. name internal and 1. teacher groups learners, provides them with charts community.
external parts of the and asks them to draw and label the human body. 3. draws and labels the
body that are prone to 2. in their groups, learners identify parts of the body that human body.
disease due to poor are prone to disease. 4. matches six diseases
hygiene (k, u). 3. learners identify different diseases that affect internal related to hygiene
and external parts of the human body. and the body parts
they attack.
5. writes four
paragraphs about
c. translate words and 1. in groups, teacher provides learners with translated keeping their bodies
short sentences (k, s). text on parts of the body and human diseases. and environment
2. in their groups, learners translate short sentences clean, observing the
related to parts of the body and human diseases into rules of orthography.
the local language. 6. composes simple
3. teacher assesses learners’ work. songs and poems.
4. teacher identifies some simple songs from different
languages about health and tasks learners to translate
them.
d. maintain personal 1. learners brainstorm the different ways on how proper
hygiene and proper hygiene and sanitation are maintained.
sanitation (gs). 2. learners discuss advantages of maintaining proper
hygiene and dangers of poor hygiene.
e. explain how to 1. in groups, teacher asks learners to recap various
prevent various human diseases.
diseases using 2. in their groups, learners suggest ways of preventing
traditional approaches and treating diseases mentioned.
and modern methods 3. teacher guides learners to categorise the prevention
k, u). and treatments into traditional and modern methods.
f. compose and write 1. learners study sample poems/songs.
simple songs and 2. teacher recites a poem and learners sing a song along
poems (s). with teacher.
3. in groups, learners compose poems and songs about
hygiene.
4. learners sing the songs or perform their poems.
ICT support for this sub-strand
The learner can:
• use electronic devices to record plays/songs/poems in a Local Language.
• use mobile thermometer, stethoscope and sphygmomanometer (Blood Pressure Machine) for measuring
one’s body temperature, breathing and pressure.

23
LOCAL LANGUAGES LEARNING FRAMEWORK

SENIOR TWO
2.1 Establishing and Managing Relationships
Competency: The learner knows about growth and development in Strand: Public
adolescents and the management of peer pressure. Periods: 14
Learning Outcomes Suggested Learning Activities Suggested Assessment
The learner can: Strategies
The learner:
a. describe changes 1. using prior knowledge, teacher guides learners 1. listens to a conversation
experienced during to brainstorm on what adolescence is and the and notes down
adolescence and their age at which it begins. perspectives on peer
effects on the person 2. in groups, learners outline the biological influence.
(k, u). changes experienced during adolescence. 2. describes orally their
3. learners discuss the effects of those changes on experiences in
girls and boys in their groups. managing peer pressure.
4. teacher guides learners to identify specific terms 3. discusses the dangers of
related to adolescence and their equivalents in drug abuse.
their local language. 4. writes a letter to a friend
5. learners translate a text on adolescence from advising them against
English to their local language (quarter page). drug abuse giving
b. use verbs (k, u). 1. teacher guides learners to understand a verb. reasons.
2. in their groups, learners list the verbs they know 5. lists five verbs related to
and use them to construct sentences. growth, maturation and
3. the leaners identify and use key verbs that relationships.
describe biological changes during adolescence. 6. writes a persuasive
dialogue on how one
c. identify challenges of 1. the teacher probes learners to identify who can resist peer pressure.
peer pressures and peers are citing examples. 7. reads a passage on
how to manage them 2. in their groups, leaners discuss challenges in dangers of drug abuse
(k, u). managing relationships among young people. and answers the
3. leaners perform a dialogue on persuasion and questions accordingly.
resistance to peer pressure. 8. translates a one-
d. know the impacts of 1. in groups, learners share the impact of peer paragraph text on drug
peer pressure on pressure. abuse or peer influence.
young people in 2. the teacher prompts learners to give their 9. writes one-passage
decision-making. (k, u, personal judgements on the impact of peer essay on the effects of
v/a) pressure. drug abuse.
3. learners read and respond to texts relating to
peer influence.
learners write their personal experience on the
effects of peer pressure.
e. identify dangers of drug 1. the teacher guides leaners to brainstorm on
abuse, e.g. alcohol, what drug abuse is.
marijuana, “weed”, 2. in their groups, the leaners name drugs that are
cigarettes (k, u). abused locally and their effects.
3. the leaners answer questions from a dictated
passage about drug abuse.
4. in groups, leaners write a short article for the
local media explaining dangers of drug abuse.
f. use appropriate 1. the teacher groups leaners and provides them
vocabulary to with passages/pictures relating to peer influence
overcome challenges for them to interpret.

24
 THE LOWER SECONDARY CURRICULUM

Competency: The learner knows about growth and development in Strand: Public
adolescents and the management of peer pressure. Periods: 14
Learning Outcomes Suggested Learning Activities Suggested Assessment
The learner can: Strategies
The learner:
associated with peer 2. learners translate a passage about drug abuse
influence (k, u, s, gs). from English into local language.
3. through a role-play, learners express their views
clearly and coherently.
g. explain what a diary is 1. through question and answer, teacher guides 1. writes an expository essay
(k, u). leaners to brainstorm on what a diary is. on the advantages and
h. state why keeping a 2. in their groups, learners study a sample diary disadvantage of keeping
diary is important (k, provided by the teacher. a diary.
u, v) 3. learners discuss the features/format of a diary. 2. debates on why diary is
i. mention what to keep 4. in their groups, the leaners brainstorm on the not popular.
in a diary and how (k, type of information to keep in a diary. 3. designs a diary for a
u). 5. the learners brainstorm on the advantages and particular period such as
disadvantages of keeping a diary. a school term, etc.
6. the teacher probes leaners to identify how 4. writes an argumentative
people in the past kept their information. composition comparing
7. the teacher tasks learners to fill out a traditional ways to the
hypothetical diary for a week using appropriate modern ways of storing
tense. information.
ICT support for this Sub-strand
The learner can:
• use electronic devices to record information in the diary.
• watch a movie on the effects of good/bad peer influence.

2.2 School Environment

Competency: The learner uses language related to wellbeing in the school Strand: Educational
environment. Periods: 16
Learning Outcomes Suggested Learning Activities Suggested Assessment
The learner can: Strategies
The learner:
a. describe the school 1. teacher probes learners to brainstorm on what 1. draws a sketch map of a
environment (k, u). environment is. school showing the
2. in their groups, learners list ten things found at school. locations of different
3. learners name five different categories of people places.
found at school. 2. identifies adverbs from
4. learners name different places at school. a given text.
5. the teacher tasks leaners to draw a map of their school 3. writes a brief essay
and locate different places on it. explaining why they like
the news presenter
b. write a descriptive 1. teacher provides a sample descriptive text. they have selected.
composition (k, u, s). 2. teacher guides learners to identify elements/ 4. presents news (relating
principles/characteristics of a descriptive text from the to school and
sample.
community) to the
3. learners write a composition of 150 words describing class/school assembly.
the school environment. 5. writes a persuasive
c. differentiate types of 1. through question and answer, the teacher guides the speech discouraging
schools (k, u). learner to outline the types of schools that are others from striking.
common in Uganda.

25
LOCAL LANGUAGES LEARNING FRAMEWORK

Competency: The learner uses language related to wellbeing in the school Strand: Educational
environment. Periods: 16
Learning Outcomes Suggested Learning Activities Suggested Assessment
The learner can: Strategies
The learner:
2. in their groups learners analyse what differentiates the 6. debates on the impacts
schools/ different curricula. of strikes.
7. assumes the role of a
d. use adverbs (k, u, s). 1. teacher probes leaners to explain what an adverb is.
school representative
2. leaners identify adverbs from a text provided by the
and gives a speech on
teacher.
the causes and impacts
3. leaners construct sentences using given adverbs.
of school strikes.
e. appreciate school 1. teacher probes leaners to narrate what happens in a
routines (v, a). normal school day.
2. in groups, learners discuss different programmes that
take place in the school and their rationale.
3. the learners interpret school schedules/lists and
tables, for example a timetable.
4. teacher guides leaners to draw a class routine chart.
5. learners are tasked to fill in important events on a class
calendar.
f. explain what news is 1. teacher probes learners to explain what news is.
(k, u). 2. in their groups learners identify the different ways in
g. identify various which news is delivered in their community.
sources of news and 3. the learners mention/talk about their favourite news
how to extract it (k, u). presenters on both radio/tv and the time of broadcast.
h. present news on 4. in their groups, learners discuss
different platforms (s). qualities/characteristics of a good news reader/format
of a good news article.
5. learners listen to news on a radio broadcast.
6. learners read a news article extracted from one of the
local dailies.
7. as project work the learners are tasked to gather news
for the school newspaper/newsletter.
i. fill in forms, identity 1. teacher groups learners and asks them to study
cards and so on (s, gs). sample forms and other official documents.
2. teacher guides learners to analyse and extract key
information from the sample forms and other official
documents.
3. in their groups, the learners fill in the forms and other
official documents as guided by the teacher.
j. understand the 1. teacher probes learners to explain what “rules” are.
importance of school 2. in groups teacher guides learners to reflect and
rules (k, u). discuss examples of rules in their family/community.
3. learners outline rules in their school in their groups.
4. teachers brainstorm with learners the importance of
family/social rules.
5. in groups, learners discuss the importance of school
rules.
6. learners present the outcomes of their discussion in a
plenary.
k. identify the types and 1. teachers and learners brainstorm the meaning of
causes of strikes in strikes.
schools (k, u). 2. teacher guides learners to identify types of strikes. (sit-
down, hunger strikes, demonstrations, laydown tools).

26
 THE LOWER SECONDARY CURRICULUM

Competency: The learner uses language related to wellbeing in the school Strand: Educational
environment. Periods: 16
Learning Outcomes Suggested Learning Activities Suggested Assessment
The learner can: Strategies
The learner:
3. in groups, learners study a text/article on strikes and
identify the causes.
4. in their groups, learners analyse the causes of strikes in
schools.
5. learners discuss advantages and disadvantages of
strikes at school in their groups.
6. learners suggest how strikes can be avoided.
7. in groups, learners prepare a persuasive speech to
discourage others from striking.
8. learners deliver their speeches in a plenary.

ICT support for this Sub-strand

The learner can:
• use a camera to take pictures of the school environment.
• use the Internet to study about school strikes, and obtain images about objects and areas around the school to
scupper class discussions.
• use a computer to prepare a news item.

2.3 Public Places

Competency: The learner understands appropriate behaviour and language Strand: Public
used in public places. Periods: 14
Learning Outcomes Suggested Learning Activities Suggested Assessment
The learner can: Strategies
The learner:
a. acquire appropriate 1. the teacher asks learners to study a map 1. identifies types of public
vocabulary concerning extract of a local trading centre or town. places and describes
public places such as shops, 2. teacher guides learners to interpret the map activities carried out in
markets and hospitals (k, u). extract and guides them to identify specific them.
public places. 2. writes a composition of
leaners read a text provided by the teacher on 100-150 words about an
public places. experience in any one
3. in groups, learners identify specific words used public place.
in different public places. 3. role-plays the interaction
4. learners construct sentences using the words between a buyer and
they have identified (in 4 above). seller in a marketplace.
5. learners make a visit to a nearby trading centre 4. writes a conversation
and interact with the community. between a doctor and
6. teacher guides learners to interpret public patient of about one
signs and notices. page.
5. listens and responds to a
b. explain activities pertaining to 1. learners roleplay a bargain for a commodity radio advert on a product
buying and selling (k, u, v, a, during a transaction in a market. and answers related
gs). 2. in groups, learners identify the appropriate questions (the advert can
negotiation and persuasion skills, phrases and be recorded or read to
sentences in marketing or buying a the class).
commodity.

27
LOCAL LANGUAGES LEARNING FRAMEWORK

Competency: The learner understands appropriate behaviour and language Strand: Public
used in public places. Periods: 14
Learning Outcomes Suggested Learning Activities Suggested Assessment
The learner can: Strategies
The learner:
c. write a dialogue (s). 1. teacher groups learners and tasks them to act 6. writes a composition of 200
a transaction. words giving a first or
2. learners study a sample dialogue in groups. second-hand account of
3. teacher guides learners to write a conversation an incident.
of one page (8-10 pairs) on an activity
between a buyer and seller carried out in a
market/shop.
4. learners act a telephone conversation as the
teacher observes.
5. learners respond to an exercise on a telephone
conversation.
1. teacher provides learners with a sample text
a. use tenses (k, u, s). with varied tenses.
2. teacher guides the learners to identify all the
different tenses in the text and their tense
markers.
3. learners write sentences in different tenses.
(present, past and future).
b. describe activities in hospitals 1. teacher groups learners and tasks them to
(as public places) using identify, draw and name five objects found in
appropriate hospital.
vocabulary and punctuation 2. in groups, learners name five categories of
(k, u). people found in the hospital and their roles.
3. teacher pairs learners and tasks them to
engage in a telephone conversation between
a patient and doctor.
4. teacher guides learners as they demonstrate
conversation etiquette.
c. develop customer care skills 1. teacher brainstorms with learners on what
and marketing skills (gs). attracts them to buy certain items on the
market.
2. in groups, learners share their personal
experiences.
3. teacher provides a text containing different
products for learners to choose an
item/product and try to convince customer to
buy it.
4. in pairs, learners role play/dramatise number
(3) above.
5. learners write an advert to market an
item/product as guided by the teacher.
6. learners make an exhibition of the products.
7. respond to news on a market survey and
answer questions related to it.
8. listen to a radio advert on an item.
d. recognise dress codes for 1. teacher guides learners to identify different
different public places (v, a, professions that have specific dress codes.
gs). 2. learners brainstorm on the rationale for the
dress codes.

28
 THE LOWER SECONDARY CURRICULUM

Competency: The learner understands appropriate behaviour and language Strand: Public
used in public places. Periods: 14
Learning Outcomes Suggested Learning Activities Suggested Assessment
The learner can: Strategies
The learner:
3. learners describe how a person working in any
one public building/location should dress.
e. describe an incident 1. teacher provides an oral or written account of
witnessed in a public place a real or imaginary incident witnessed in a
(k, u, s). local centre, for instance, a fistfight, an
accident or a theft for learners to study.
2. in plenary leaners vividly describe an incident,
such as a fight, or an accident they witnessed.
3. learners produce well-structured pieces of
writing of one page, which clearly express an
argument or specific viewpoint using a wide
range of language related to public places.
ICT support for this Sub-strand
The learner can:
• use a camera to take pictures of public places, local signposts and images to support classroom discussions.
• use an online Geographical Information System (GIS) to obtain an insight in the plan, map interpretation and
location.

2.4 Traditional Ceremonies: Naming

Competency: The learner appreciates traditions and rituals of baptism and naming. Strand: Public
Periods: 12
Learning Outcomes Suggested Learning Activities Suggested
The learner can: Assessment
Strategies
The learner:
a. explain how (ways in 1. learners talk about the meanings of their names. 1. reads a text and
which) people 2. teacher brainstorms with learners on how and when children are responds to
acquire names (k, u, named. questions on
v, a). 3. in groups, learners describe different ways in which children/people baptism /aqeeqah
acquire names. and naming.
4. in their groups, learners explain situations that induce people to 2. states five names
give names to their children. of personal
5. teacher guides learners to list and categorise names according to significance (e.g.
situations of naming. names of
6. in their groups learners identify surnames with masculine and members of
feminine equivalents. (e.g. Ngobi vs Nangobi- Lusoga, Oketcho vs his/her family) and
Nyaketcho– Dhopadhola) describes the
7. as project work, learners collect twenty surnames and investigate circumstances
their meanings and origins. surrounding their
meanings/ origins.
b. use key vocabulary 1. learners study a text on baptism. 3. states a name that
applicable to 2. teacher guides learners to identify and discuss key vocabularies used he/she would love
baptismal/ in the text. to give to his/her
aqeeqah and 3. learners use vocabularies identified to construct sentences (god- child and gives
naming activities. father, god-mother, overcoming Satan, sprinkling water, candle, etc.) reasons.
(u, k)

29
LOCAL LANGUAGES LEARNING FRAMEWORK

Competency: The learner appreciates traditions and rituals of baptism and naming. Strand: Public
Periods: 12
Learning Outcomes Suggested Learning Activities Suggested
The learner can: Assessment
Strategies
The learner:
c. state the 1. teacher guides learners to describe a naming ceremony they ever 4. compiles a list of
importance of attended. proverbs
rituals associated 2. learners identify the different rituals associated with naming. associated with
with baptismal/ 3. in their groups, learners analyse the importance of the rituals names in his/her
aqeeqah and identified above. culture.
naming 4. teacher guides leaners to identify five proverbs associated with 5. collects and writes
ceremonies. (u, v/a) naming. various naming/
d. understand how 1. learners recap the meanings of noun and verb with examples. baptismal songs in
nouns and verbs 2. using appropriate examples, teacher demonstrates to learners how his/her culture.
are formed. nouns and verbs are formed. 6. composes and
3. in groups, learners study a text on noun and verb formation and performs a song
respond to questions on the text. related to naming.
e. identify the values of 1. teacher gives a list of names from different ethnic groups, religions
bearing a name and clans and asks for learners’ opinion.
that reflects ones’ 2. learners brainstorm on the values/importance of names.
origin. (u, v, a) 3. teacher guides learners to point out at least two levels of identity
associated with names.
f. identify songs 1. teacher sings a song related to naming.
related to naming 2. teacher asks learners to explain the subject and purpose of the song.
(k, u). 3. in groups learners identify other examples of naming songs and
perform them.
ICT support for this Sub-strand
The learner can:
• listen or watch recordings of traditional naming ceremonies.

30
 THE LOWER SECONDARY CURRICULUM

2.5 Occupations and Careers

Competency: The learner understands different occupations, professions and Strand: Occupational
careers and their related terminologies. Periods: 16
Learning Outcomes Suggested Learning Activities Suggested Assessment
The learner can: Strategies
The learner:
a. identify the the various 1. teacher asks leaners to identify the various 1. answers
professions in the world of professions/careers in their communities and comprehension
work (k, u). schools. questions about a
2. learners talk about their career interests and given passage on
why. professions/
3. teacher guides learners to identify other occupations.
professions and occupations in the world of 2. writes a
work. composition
4. individually learners write a one-page essay explaining his/her
explaining their career interests. profession/
b. identify terminologies used in the 1. learners mention titles of people working in occupation interest.
different professions and different professions/occupations. 3. fills in a table on the
occupations (k, u). 2. teacher guides learners to derive professions different professions
from verbs. and their respective
3. learners identify professionals and what they do places of work.
e.g. teacher-teaches, a doctor-dragonises 4. translates texts on
/prescribes /treats, a lawyer- different
defends/prosecutes suspects, driver-drives, etc. professions.
4. teacher identifies terminologies and tasks 5. debates on topics
learners to use them to construct sentences. related to places of
5. teacher guides learners mention the work e.g. “uniforms
equipment and tools used in different should be abolished
occupations. at places of work.”
6. writes an
c. identify different places of work 1. learners mention the work places of their application letter for
for the various professions relatives and friends. a job attaching a c.v.
/occupations (k, u). 2. teacher provides learners with a text on 7. presents a comic skit
different professions and workplaces. (e.g. on a topic/issue
mechanic- garage, judge-court, shopkeeper – selected from the
shop, teacher-school, doctor-hospital, etc. learners’
3. learners answer questions on the text. suggestions.
d. appreciate the dress code for the 1. teacher provides leaners with a chart having 8. writes a
composition about
different professions (v, a, gs). samples of different dress codes and asks them
a comedy s/he enjoy
to match them with corresponding
and the lessons
professions.
learnt.
2. in groups, learners describe dress codes of
9. writes a
other professionals they know.
composition on the
3. learners discuss reasons for the different dress
merits and demerits
codes in their groups.
of comedy to
e. write a CV (s, gs) 1. teacher guides learners on how to present society.
information about themselves. 10. matches tools and
2. learners talk about themselves - bringing out equipment with
necessary information. (random selection). their respective
3. teacher provides a sample cv for learners to professions/
study.

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LOCAL LANGUAGES LEARNING FRAMEWORK

Competency: The learner understands different occupations, professions and Strand: Occupational
careers and their related terminologies. Periods: 16
Learning Outcomes Suggested Learning Activities Suggested Assessment
The learner can: Strategies
The learner:
4. learners identify aspects of a cv basing on the occupations in a
sample (format). matching exercise.
5. individually learners write personal cvs. 11. draws a table to
f. write an application letter (s, 1. learners study a sample application letter. show personal
gs). 2. from the sample letter, teacher asks learners to pronouns and their
identify parts of an application letter (format). plural forms.
12. writes a report about
3. teacher provides a sample job advert to which
a tour to a place of
he/she responds with learners.
work highlighting
4. in an exercise, learners write an application
activities taking
letter
place there.
g. write an apology letter (s, gs) 1. teacher asks learners whether they have ever
wronged any one.
2. then asks them to share how they respond
when they have done something wrong.
3. a role-play in which a learner is apologising to a
superior (e.g. a parent, teacher, prefect, priest,
police officer etc.)
4. learners study a sample apology letter
identifying key parts.
5. in an exercise learners write an apology.

h. describe what comedy is (k). 1. teacher brainstorms with learners on what

i. explain characteristics of comedy is and who comedians are.
comedy (k). 2. learners describe any comedian they know.
j. state the merits and demerits 3. learners identify other persons they consider to
of comedy (k). be comedians in their community, school,
media and beyond explaining why.
4. in groups teacher guides learners to suggest
what makes a comedian comic.
5. learners brainstorm on why people perform
comedy.
6. in their groups, learners discuss the benefit of
comedy in society, e.g. entertainment, stress
reliever, excitement, income generation, talent
expo/development, mirror what happens in
society, advocacy.
7. in a plenary, learners present their responses to
(6) above.
k. use personal pronouns (k, u). 1. teacher guides learners to recap their
understanding of pronouns.
2. using examples, teacher illustrates to learners
what personal pronouns are (singular and
plural).
3. teacher guides learners on how to construct
sentences using personal pronouns.
ICT support for this Sub-strand
The learner can:
• use a project to display to various dress codes for different professions.
• project a comedy.
• use e-mail, social media, SMS or wikis to share information and collaborate with one another.

32
 THE LOWER SECONDARY CURRICULUM

SENIOR THREE
3.1 Games, Sports and Leisure
Competency: The learner communicates apporriately about games and sports Strand: Occupational
including traditional games /Public
Periods: 14
Learning Outcomes Suggested Learning Activities Suggested Assessment
The learner can: Strategies
The learner:
a. identify games and 1. learners brainstorm on the games and sports played 1. writes a composition
sports played in the in their school and community. describing a favourite game
locality (k, u). 2. teacher guides learners to identify the rules or or sport in about one
process/steps involved in playing a particular game hundred words.
or sport. 2. discusses the benefits of
3. learners write a one-page composition describing a games and sports in small
game or sport they have ever watched or played. groups and make a class
b. describe the 1. in groups, learners discuss benefits of games and report on their findings.
importance of sports giving relevant examples. 4. in groups, designs a poster
games and sports (k). 2. in a plenary learners present their opinions. warning against
involvement in gambling.
c. differentiate 1. learners brainstorm on modern and traditional
5. identifies possessive and
between modern games and sports. demonstrative pronouns
and traditional forms 2. teacher guides leaners to identify terminologies
from a given text.
of games and sports used in different games and sports.
6. conducts a debate on the
(k, u, v). 3. learners use terminologies identified to construct
topic: ‘traditional games and
sentences.
sports are better than
d. use possessive and 1. with relevant examples, teacher guides learners to modern ones’.
demonstrative understand possessive and demonstrative 7. groups exchange reports for
pronouns (k, u) pronouns. review and comment.
2. learners study a text and identify possessive and 8. reads extract of different
demonstrative pronouns. aspects of leisure and
3. learners use two possessive and demonstrative responds to questions
pronouns to construct sentences. appropriately.
e. explain 1. with relevant examples learners brainstorm on the
disadvantages of meaning of gambling.
games that involve 2. learners identify different games that involve
gambling and why gambling.
the law prohibits 3. in groups learners discuss advantages and
them (v, a) disadvantages of gambling citing relevant
examples.
4. learner narrate their own/other peoples’ luck or
bitter experiences in gambling.
f. use vocabulary 5. using a sample text, teacher guides learners to
applicable to games identify key vocabulary from the text.
and sports (k, u, s). 6. using the above example, learners generate key
vocabularies for different games and sports.

33
LOCAL LANGUAGES LEARNING FRAMEWORK

Competency: The learner communicates apporriately about games and sports Strand: Occupational
including traditional games /Public
Periods: 14
Learning Outcomes Suggested Learning Activities Suggested Assessment
The learner can: Strategies
The learner:
g. plan an event (s, gs). 1. in groups, learners act the role of a sports
committee and plan for an event.
2. teacher guides learners to draw a budget for a one-
day sports event.
h. write a biography (s). 1. learners study a sample biography.
2. teacher guides learners to understand the format of
a biography.
3. learners study and extract key information from the
biography of a sports hero/heroine.
4. learners write a short biography of a real or
imaginary sporting hero (male or female).
i. explain what leisure 1. learners brainstorm the meaning of leisure.
is (k, u). 2. in groups, learners identify traditional and modern
j. state forms of leisure activities.
traditional and 3. in a debate, learners discuss merits and demerits of
modern leisure leisure.
activities (k, v, a)
k. describe the merits
and demerits of
leisure (k, v, a)
l. write an 1. learners study an exemplar argumentative
argumentative composition.
composition (k , s) 2. teacher guides learners to identify aspects or
principles of an argumentative composition.
3. learners respond/do an exercise on an
argumentative composition of two pages e.g.
“sports have done more harm than good in our
society”; “watching premier league should be banned
in schools”, etc.
ICT support for this sub-strand
the learner can:
• use a camera or internet to obtain images of traditional and modern games.
• use a computer software to prepare an invitation/ poster for a sporting event.

34
 THE LOWER SECONDARY CURRICULUM

3.2 Indigenous Tourism

Competency: The learner uses language related to wildlife and cultural Strand: Occupational/ Public
heritage sites. Period: 12
Learning Outcomes Suggested Learning Activities Suggested Assessment Strategies
The learner can: The learner:
a. articulate tourism 1. learners study a sample text on tourism. 1. compiles a list of common
vocabularies (k, u). 2. teacher guides learners to identify and discuss tourism vocabularies borrowing
tourism vocabularies in the text. from other learning areas such
3. learners translate those vocabularies in local as social studies.
language and use them to construct sentences. 2. role-plays the function of a tour
b. identify names of 1. teacher asks learners to share their experiences of guide and explains to tourists
wildlife found in zoos wildlife they have seen in their communities, zoos about the birds in uganda.
and parks (k, u). and parks. 3. writes a composition of 200-250
2. in groups, learners generate names of animals and words about the importance of
birds found in zoos and parks. cultural sites.
3. with the aid of ICT/tv/media, teacher guides 4. writes and illustrates a notice to
learners to identify more wild animals and birds. prohibit the local population
4. in their groups learners write at least five similes from encroaching on national
related to wildlife. parks.
5. in their groups, leaners compose a poem about 5. writes an animal story (fable) of
local wildlife. 200-250 words.
6. in plenary, learners recite their poems. 6. debates on ideas and
c. understand noun 1. using appropriate examples teacher guides information obtained from
various sources including the
classes 1-4 (where learners to recap the understanding of nouns.
media on wildlife. conservation
applicable) (u). 2. with relevant examples teacher guides learners to
and cultural heritage issues.
understand noun classes 1-4.
3. in groups, learners generate at least five nouns in 7. writes an apology letter for a job
classes 1-4. you he/she is unable to take.
d. appreciate the 1. with relevant examples, learners brainstorm on
importance of objects and sites they consider culturally
cultural heritage sites significant in their locality e.g. trees, water bodies,
and objects (v, a). hills, mountains and sacred places such as places
of worship and sacrifice.
2. teacher guides learners to discuss the significance
of the above sites and objects.
e. describe the 1. teacher guides learners to discuss the importance
importance and of wildlife to community and nation.
challenges of wildlife 2. in groups, learners share the difficulties faced in
in parks and zoos (v, keeping domestic animals.
a). 3. further, learners brainstorm on the challenges of
conserving wildlife.
4. teacher guides learners to write an argumentative
composition on the merits and demerits of wildlife
conservation e.g. “wildlife has done more harm
than good to our society”; “game parks and zoos
should be turned into farmland”, etc.
ICT support for this Sub-strand
The learner can:
• project pictures of various tourist sites.
• use a camera to take pictures of animals and birds or use the Internet to obtain images of animals and birds found in
the environment.

35
LOCAL LANGUAGES LEARNING FRAMEWORK

3.3 Clans
Competency: The learner appreciates own identity and expresses fundamental Strand: Public
knowledge of symbols, taboos and “if beliefs”. Periods: 12
Learning Suggested Learning Activities Suggested
Outcomes Assessment Strategies
The learner can: The learner:
a. name clans 1. with relevant examples, teacher guides learners to understand 1. in a tree diagram or
found in their the meaning of clan. any other graphic
tribe (k). 2. in groups, learners identify clans in their ethnic groups and form, illustrates the
discuss their origins. origin of his/her
3. in a plenary, learners make an oral presentation on the origin clan.
of any one clan. 2. discusses any
4. teacher guides learners to identify and classify names possible totems
according to clans. found in the clan.
3. identifies four “if
b. identify clans 1. with relevant examples, teacher guides learners to understand beliefs” and
and their the meaning of a totem. interprets them.
totems (k, u, v) 2. in groups, learners identify their clans and totems. 4. translates/
3. with the aid of a chart or board, teacher wraps up and provides interprets from
further guidance on clans and their totems. local language into
4. teacher guides learners to brainstorm the importance of English a passage
totems. that talks about the
c. understand 1. using appropriate examples, teacher guides learners to recap origin of his/her
noun classes 5- their understanding of noun classes. tribe.
10 (where 2. with relevant examples, teacher guides learners to understand 5. reads a passage and
applicable) (k, noun classes 5-10. identifies nouns
u). 3. in groups, learners generate at least five nouns in classes 5-10. belonging to
classes 5-10.
d. write an 1. teacher tasks learners to identify events that require
invitations. 6. writes a letter
invitation letter
inviting people to a
(s, gs). 2. learners study a sample invitation letter.
3. using the above example, teacher guides learners to clan function.
understand the format of an invitation letter.
4. in their groups, learners write an invitation letter for a
graduation party.
e. talk about ‘If’ 1. teacher explains the meaning of ‘if’ beliefs using vivid
beliefs (v, a) examples.
2. in groups, learners generate a list of ‘if’ beliefs.
3. teacher asks learners to justify the validity of ‘if’ beliefs e.g. is it
true that “if your palms itches, you are likely to receive money?”
“if an owl sings at night, death will occur?” “if one sits on a
mortar, they develop hydrocele”.
4. from the above discussion, teacher guides learners to
understand rationales underlying ‘if’ beliefs.
ICT support for this Sub-strand
The learner can:
• use presentation software to prepare a photo story about any clan.
• Type an invitation.
• Use a computer to draw a list of clans and their totems.

36
 THE LOWER SECONDARY CURRICULUM

3.4 Wealth Creation

Competency: The learner uses language related to wealth creation. Strand: Occupational
Periods: 12
Learning Outcomes Suggested Learning Activities Suggested Assessment
The learner can: Strategies
The learner:
a. understand what 1. teacher brainstorms with learners the meaning of 1. discusses in small groups
wealth is (u). wealth. the disadvantages of
2. in groups, learners cite different forms of wealth. wealth mismanagement
b. explain how wealth can 1. teacher asks learners to declare what they consider and poverty.
be created or personal wealth. 2. explains in 200-250 words
generated (k, u). 2. after declaring examples of personal wealth, learners the various ways of
share personal experiences on how they acquired creating wealth using
such wealth. appropriate vocabulary.
3. in groups, learners discuss socially acceptable and 3. role-plays on the impacts
unacceptable ways, activities or practices of wealth of wealth
creation. mismanagement.
4. in plenary, each group presents outcomes of their 4. describes a rich person
discussion in (3) above. who can be considered as
5. teacher invites a resource person or uses “pakasa” a role model.
extract of the new vision to share personal 5. identifies any adjectives in
experience on wealth creation. a given text.
6. conducts research on
c. use adjectives to talk 1. teacher guides learners to recap their understanding
proverbs, poems, similes
about wealth creation of adjectives.
and idioms related to
(k, u). 2. learners study a text with adjectives on wealth wealth, riches and
creation. poverty.
3. teacher guides learners to identify adjectives from
the text.
4. individually, learners list ten (10) adjectives and use
them to construct sentences.
d. explain how wealth can 1. learners share personal/family experiences on how
be productively or they productively or misused wealth.
unproductively used 2. in groups, learners brainstorm on how wealth can be
(k, u). used productively or misused.
3. learners debate or write compositions on various
topics relating to productive and unproductive use
of wealth e.g. “the love of money is the root cause of
all evil”; “with money all things are possible”; “a
wealthy person does not need people”.
e. identify proverbs, 1. learners brainstorm on any proverbs, similes, poems,
poems, songs, similes songs and idioms they know.
and idioms related to 2. in groups, learners identify and explain proverbs,
wealth creation and similes and metaphors related to wealth and
poverty (k, v). poverty.
3. learners compose and perform songs and poems
related to wealth and poverty.
ICT support for this Sub-strand
The learner can:
• use a mobile phone to share a business for wealth creation.
• listen to or watch audio-visual recordings to learn about wealth creation.
• use a photo to explain wealth creation.

37
LOCAL LANGUAGES LEARNING FRAMEWORK

3.5 Environmental Awareness

Competency: The learner uses appropriate language related to Strand: Public/ Educational
environmental management. Periods: 12
Learning Outcomes Suggested Learning Activities Suggested Assessment
The learner can: Strategies
The learner:
a. mention the components of 1. learners recap the meaning of environment. 1. conducts research on
nature that make up the 2. learners brainstorm on the components of environmental
environment (k,). nature that make the environment. terminologies, for
3. learners study and interpret maps and data instance, from SST
about climate in Uganda and changes to Learning Area and
historical climate patterns and summarise translates them in the
them in writing. Local Language.
4. learners translate half-page text on 2. reads and responds to
environment. questions on texts on
b. explain causes of 1. teacher takes learners to observe evidence of environment/ climate
environmental environmental degradation from a nearby site change.
degradation (k, u, gs). e.g. excess soil erosion, garbage dumping sites, 3. studies various media
deforestation, industrial complex, etc. about the causes of
2. learners share their discoveries from the field environmental
visit in plenary randomly. degradation and writes a
3. learners study a text and answer questions on short article for the school
the causes of environmental degradation. magazine giving the
c. identify measures that 1. teacher engages learners to discuss a local dangers of environmental
can be taken to reduce environmental problem and propose actions degradation.
environmental to be taken to prevent a disaster. 9. shows cooperation by
degradation (s, gs). 2. in groups, learners identify general causes and persuading a group to
effects of environmental degradation and agree on key points in a
suggest possible remedies. discussion on
3. learners act the role of environment officer to degradation/ disaster
deliver a speech on environmental awareness. areas.
4. learners plant at least two trees in the school or 10. in a group, discusses how
community to curb environmental the environment can be
degradation and write a notice explaining why conserved, using a local
he/she planted them. example.
11. writes a composition of
d. write or make an 1. in groups, learners study a sample 200-250 words on the
announcement (s). announcement. dangers of environmental
2. using the above sample, teacher guides degradation using
learners to identify elements/format of an appropriate vocabulary
announcement. and punctuation.
3. in groups, learners prepare an announcement 12. debates the following
on a given event for radio, poster, assembly, scenario arguing for or
newspaper or any other media. against the move: the
e. use prepositions and 1. using relevant examples, teacher explains to village members are
postpositions (k, u). learners the meaning of planning to expel an old
preposition/postposition. man from the village
2. learners study a text and identify prepositions because he is said to be
and postpositions. the cause of a long dry
3. learners generate further examples of spell in the area.
prepositions/postpositions and use them to 13. watches films or reads
construct sentences. texts regarding climate
4. learners write an announcement for a local change and disasters and
radio on prevention of environmental summarises them in 80-
degradation. 100 words.

38
 THE LOWER SECONDARY CURRICULUM

Competency: The learner uses appropriate language related to Strand: Public/ Educational
environmental management. Periods: 12
Learning Outcomes Suggested Learning Activities Suggested Assessment
The learner can: Strategies
The learner:
f. compose poems and 1. learners study an imaginative or creative text 14. reads and responds to a
creative prose about on environmental degradation and poem on environment.
environmental conservation. 15. writes a short poem/story
degradation and 2. using the above text, teacher guides learners to based on his/her personal
conservation (s). understand/appreciate elements of response to this topic.
imaginative/creative writing.
3. learners compose a poem/imaginative prose
piece about environmental degradation and
conservation.
g. explain key vocabulary and In groups, learners study a text with key vocabulary
their meanings related to related to environment such as degradation,
environment (k, u). conservation, reclamation, afforestation,
deforestation, soil erosion and terracing and
translate it into their local language.
ICT support for this Sub-strand
The learner can:
• use the Internet to obtain images of climate changes.

3.6 Water
Competency: The learner knows language related the importance of Strand: Educational
water. Periods: 10
Learning Outcomes Suggested Learning Activities Suggested Assessment
The learner can: Strategies
The learner:
a. study a comprehension 1. learners brainstorm on local sources of safe 1. summarises a passage on a
passage on the sources of and unsafe water. disease caused by drinking
safe or unsafe water (s). 2. learners study a sample comprehension unsafe water (acquisition,
text. symptoms, treatment)
3. teacher guides learners to understand the 2. carries out an interview in
principles of studying a comprehension. the community to collect
4. learners read a comprehension passage on views on their sources of
how to maintain water safety and respond water.
to questions. (the passage should entail 3. in a group simulation, acts
traditional and modern ways of water as a local leader and
preservation). addresses the people in
his/her village on ways of
b. summarise a passage (s). 1. teacher explains to learners the meaning of
summary writing. preventing and treating
waterborne diseases. the
2. using a sample, teacher guides learners to
understand the principles of summary other learners ask questions
writing. and discuss the issues.
4. uses verbs to construct five
3. learners study a passage on dangers of
sentences describing the
drinking unsafe water and summarise it.
importance of water.
c. explain the importance of 1. learners identify importance or uses of 5. composes and performs a
water (gs). water. poem of 80-100 words
2. for every use in (1) above, learners identify about water creatures.
the verb used.

39
LOCAL LANGUAGES LEARNING FRAMEWORK

Competency: The learner knows language related the importance of Strand: Educational
water. Periods: 10
Learning Outcomes Suggested Learning Activities Suggested Assessment
The learner can: Strategies
The learner:
3. using (1) and (2) above, learners suggest a
title and compose a poem on it.
d. translate large texts (s). 1. learners study a sample text and translate it
(quarter-page).
2. teacher randomly assesses learner’s work
and guides them to understand the
principles of translation.
3. using the above principles, learners
translate a large text (half-page) on
waterborne diseases.
e. describe common water 1. learners identify aquatic creatures.
creatures using adjectives 2. learners write two sentences describing
(k). each creature.
3. using the assignment in (2) above, teacher
asks learners to identify adjectives used.
4. teacher clarifies on adjectives of size,
quality, quantity, base, comparative and
superlative (for example a hippopotamus is
the biggest aquatic animal but with the
smallest tail (superlative)).
ICT support for this sub-strand
The learner can:
• use the Internet to obtain images of water creatures.

40
 THE LOWER SECONDARY CURRICULUM

SENIOR FOUR
4.1 Migration and Settlement
Competency: The learner appreciates own identity and origin. Strand: Public/
Educational
Periods: 12
Learning Outcomes Suggested Learning Activities Suggested
The learner can: Assessment
Strategies
The learner:
a. trace his/her origin 1. teacher randomly selects learners to narrate stories of their origin. 1. gives an oral or
(k, u, v). 2. learners study a sample text of the origin of any clan/ethnic group. written account
3. teacher guides learners to understand characteristics of a good of his/her tribe’s
narrative or principles of story writing. migration.
4. using principles learnt in (3), learners write a story of 400-500 words 2. writes an essay
narrating their origin. or composition
b. apply conjunctions 1. learners recap their understanding of conjunctions. on the causes of
for different 2. learners identify the conjunctions used in the story above migrations.
purposes (k). (competence a). 3. writes five clans
and their totems
3. learners outline all conjunctions they know and use them to
in his/her tribe.
construct sentences.
4. demonstrates a
c. describe some 1. using relevant examples teacher explains the meaning of a myth clan chant.
myths about the to learners. 5. in groups,
origin of his/her 2. in groups, learners discuss myths about the origin of their dramatises the
tribe/clan and their clan/tribe, chants and their significance. origin of a tribe
significance (k, v, a). 3. in plenary learners present their findings and recite their chants. or clan.
d. use interjections and 1. using relevant examples teacher explains the meanings of
idiophones (k, u). interjections and idiophones to the learners.
2. in groups, learners study a sample text and identify interjections
and idiophones.
3. learners further discuss the significance of interjections and
idiophones.
4. teacher outlines interjections and idiophones on the board and
tasks learners to use them in sentences.
e. appreciate the 1. teacher brainstorms with learners on the meaning of migration.
settlement patterns 2. learners study maps/diagrams showing migration patterns.
in relation to other 3. in groups, learners discuss the causes of migration.
tribes (v, a). 4. teacher tasks learners to write about one significant migration, its
causes and its route.
f. appreciate cultures 1. teacher probes learners to talk about their cultural practices and
from other tribes values.
and clans (v, a). 2. Learners discuss the differences and similarities in cultures/values
from other tribes/clans.
3. in groups, learners identify culture practices/values they admire
from other ethnic groups and discuss why.
4. learners role play a cultural practice.
ICT support for this sub-strand
Learner can:

• use audio-visual recordings to demonstrate a story of origin of your tribe.

41
LOCAL LANGUAGES LEARNING FRAMEWORK

4.2 Traditional Ceremonies: Initiation, Marriage and

Funeral Rites
Competency: The learner appreciates traditional practices of initiation, Strand: Public
marriage and funeral rites. Periods: 12
Learning Outcomes Suggested Learning Activities Suggested Assessment
The learner can: Strategies
The learner:
a. explain types and purposes 1. teacher probes learners to talk about their 1. describes stages involved
of marriages, funeral rites cultural practices and values. in a cultural marriage
and initiations (where 2. learners share on the differences and similarities ceremony in a graphic
applicable) (k, v, a). in cultures/values from other tribes/clans. organiser.
3. in groups, learners identify culture 2. describes the traditional
practices/values they admire from other ethnic ceremonies practised in
groups and discuss why. his/her locality.
4. learners role play a cultural practice. 5. describes personal
experiences in the form
b. describe types of traditional 1. teacher tasks learners to identify songs that suit
of a letter to a friend.
songs, dances and poems different ceremonies such as initiation/
6. writes a composition of
(k, v, a). wedding/traditional marriage ceremony.
250-300 words starting
2. in groups, learners compose and sing songs and
with a proverb.
poems on traditional ceremonies like initiation
7. writes and performs at
wedding/traditional marriage, folksong,
least one chant or
traditional anthem, religious/sacred ceremonies,
incantation.
funeral, naming, work, traditional slogans
8. generates a will using a
(“omubala”-Lusoga and Luganda), and lullabies.
given template and
3. in plenary different groups of learners perform
someone’s biography.
any form of traditional dance e.g. initiation/post-
9. reads a given text and
initiation, funeral, twin, fertility, general, courtship,
identifies verb
war, marriage, etc. where applicable.
conjugations that have
4. teacher tasks learners to draw and name
taken place.
instruments and costumes used for different
traditional dances in groups.
5. learners discuss the importance of songs, dances
and poems.
c. explain the processes 1. learners share an experience of a recent marriage
involved in identifying in their home/community and explain how the
marriage partners (k, v, a). couple met.
2. learners study a text on courtship and marriage.
3. in groups learners brainstorm on the stages
involved in getting a marriage partner.
4. teacher tasks learners to discuss the different
ways in which a partner can be identified.
5. in groups, learners compare the tradition and
modern ways in which people identify partners.
6. using an example of a marriage ceremony known
to them, learners mention gifts given during
marriage ceremonies and their significance.
6. learner writes an imaginative or real life story about
a marriage ceremony he/she has attended.
d. take minutes (k, s). 1. learners study a sample of minutes of a meeting.
2. teacher guides learners to understand the format
of writing minutes.
3. learners attend a class meeting and write
minutes.

42
 THE LOWER SECONDARY CURRICULUM

Competency: The learner appreciates traditional practices of initiation, Strand: Public

marriage and funeral rites. Periods: 12
Learning Outcomes Suggested Learning Activities Suggested Assessment
The learner can: Strategies
The learner:
e. describe activities done 1. learners share an experience of a recent funeral
during funeral rites rite they attended in their community.
(chants, singing, etc.) (k, v, 2. learners identify activities and process during
a). funeral rites.
3. in groups, learners discuss the significance of the
activities and practices done during funeral rites.
f. use specialised vocabulary 1. learners study a text on marriage, funeral rites and
associated with marriage, initiation and translate it into local language.
funeral rites and initiation 2. teacher identifies key vocabularies and tasks
(k, s). learners to use them to construct sentences.
g. identify proverbs and 1. learners brainstorm on any proverbs and idioms
idioms related to they know.
marriage, initiations and 2. in groups, learners identify and explain the
funeral rites (k, u, v). meanings of proverbs and idioms related to
marriage, initiation and funeral rites.
3. in their groups, learners write a speech for a
marriage or funeral ceremony with appropriate
use of proverbs and idioms.
4. in plenary, learners deliver their speeches.
h. describe chants and 1. teacher demonstrates to learners an example of
incantations and their a chant or incantation they know.
significance (where 2. using the above example, learners identify other
applicable) (k, s, v, a). examples of chants and incantations.
3. learners categorise clans and their chants or
incantations.
4. teacher guides learners to brainstorm the
significances of chants and incantations.
i. write a will (k, s). 1. learners study a sample will.
2. teacher guides learners to understand the
format and content of a will.
3. learners discuss the significance of a will.
4. learners write and read a will.
j. conjugate verbs (where 1. using relevant examples, teacher illustrate the
applicable) (k). concept of verb conjugation.
2. teacher identifies verbs and asks learners to
conjugate (for example, marry, marries, and
marrying).
7. learners construct sentences using conjugated
verbs.
ICT support for this sub-strand
The learner can:
• use audio-visual recordings/documentary about funeral rites/ marriage/initiation ceremonies.
• use electronic devices to record plays/songs/poems in Local Language about funeral rites/ marriage/initiation
ceremonies.

43
LOCAL LANGUAGES LEARNING FRAMEWORK

4.3 Cultural Values, Morals and Ethics

Competency: The learner appreciates own cultural values and morals. Strand: Public
Periods: 12
Learning Outcomes Suggested Learning Activities Suggested Assessment
The learner can: Strategies
The learner:
a. express gratitude/ 1. teacher asks learners to share personal 1. in pairs, role-plays the
thanking (v, a, gs). experiences and life examples of benefits of grateful
appreciation/gratitude. behaviour.
2. learners brainstorm on situation that require 2. works in a group to write
appreciation and words used. and perform a
3. in groups, learners discuss the purposes of story/dialogue/ skit of
appreciation and the consequences of dangers associated with
ingratitude from personal experience. unacceptable behaviour
4. learners roleplay gestures and words used in in a community.
expressing/ingratitude from different ethnicities. 3. writes from personal
b. explain why some 1. learners brainstorm the meaning of role model. experience/ hearsay a
personalities are taken as 2. teacher guides learners to identify people they composition on an
role models in society and consider role models and why. example of a poor dress
appreciate the 3. in groups, learners discuss the qualities or virtues code that occurred in
contributions of such of role models. his/her locality.
personalities (k, v, a). 4. learner writes a composition describing one 4. researches and uses
person he/she considers a role model. proverbs and sayings
related to behaviours.
c. identify the forms of dress 1. learners brainstorm on dress codes for people of
found in the community different age groups in their communities and
(k, v, a). give their opinion.
2. considering different ages groups, learners
discuss what they consider acceptable or
unacceptable dress code.
3. learners discuss the values of decent dressing e.g.
respect, honesty, integrity.
4. teacher moderates the discussion and wraps up
clarifying on pertinent issues.
d. use verb extensions 4-6 1. teacher guides learners to recap their
(where applicable) (k, u). understanding of verb conjugations.
2. using relevant examples, teacher illustrates verb
conjugations 4-6 (for example, kola, kolera,
kolakola, kolerera, koleka, kolesa)
3. in an exercise, teacher identifies verbs and asks
learners to conjugate verbs in levels 4-6.
e. explain corruption and its 1. teacher guides learners to understand the 1. explains at least four
various forms (k, v, a). meaning of corruption. types of corruption orally
2. in groups, learners identify forms/examples of to other learners.
corruption they know about e.g. bribery, vote 2. discusses the effects of
buying, gift-giving, etc. corruption in a group.
3. learners share personal or any known case of 3. in the same group,
corruption. suggests ways of
f. state causes and effects of 1. in groups, learners discuss the causes and effects eradicating corruption.
corruption in society (k, u). of corruption in society. 4. writes an imaginative or
2. learners study a sample text on corruption and expository composition
answer questions on it. on corruption.

44
 THE LOWER SECONDARY CURRICULUM

Competency: The learner appreciates own cultural values and morals. Strand: Public
Periods: 12
Learning Outcomes Suggested Learning Activities Suggested Assessment
The learner can: Strategies
The learner:
3. learner debate on the advantages and 5. in about 80-100 words
disadvantages of corruption e.g. “corruption is a summarises what
necessary evil in society,” discuss. happened in the video
presentation on
corruption.
g. explain how to fight 1. learners brainstorm on the contribution they
6. reads and translates/
corruption (k, u, gs). can make in fighting corruption.
interprets into a local
2. learners brainstorm on ways of reducing
language a passage on
corruption.
corruption.
7. role play to demonstrate
a corruption scene e.g in
a public office, schools,
h. use noun classes 11-14 1. using relevant examples, teacher introduces
roads etc.
(where applicable) (k, u). noun classes 11-14.
8. write a report on a
2. teacher gives learners an exercise to identify
corruption incident
more examples of nouns in classes 11-14.
he/she witnessed.
i. understand how 1. using relevant examples, teacher introduces the 9. make/write a police
compound nouns are concept of compounds. statement giving
formed (where 2. learners do an exercise on compound nouns. evidence about a
applicable) (k, u). corruption incident
witnessed.
10. reads a text and
identifies compounded
nouns.
ICT Support
The learner can:
• use a computer to prepare animations about a corruption scandal.
• analyse a news item on corruption.

4.4 Leadership and Citizenship

Competency: The learner understands vocabulary related to systems of Strand: Public
governance. Periods: 12
Learning Outcomes Suggested Learning Activities Suggested Assessment
The learner can: Strategies
The learner:
1. learners identify the administrative hierarchy of 1. in a group simulation
a. comprehend their school and that of the prefects’ body. exercise, dramatises a
leadership structures, 2. teacher guides learners to identify the traditional/political
qualities, types and leadership structures of their country and leader gathering views
values at different traditional institution. on his/her roles as a
levels (u). 3. in groups, learners discuss qualities of a good representative of the
leader citing relevant examples. electorate.
4. learners draw an organogram for any political or 2. describes, in discussion
traditional institution. and in writing,
qualifications required of

45
LOCAL LANGUAGES LEARNING FRAMEWORK

Competency: The learner understands vocabulary related to systems of Strand: Public

governance. Periods: 12
Learning Outcomes Suggested Learning Activities Suggested Assessment
The learner can: Strategies
The learner:
b. use noun classes 19 - 1. using relevant examples, teacher introduces a voter and qualities of a
23 (where applicable) noun classes 19-23. good leader.
(k, u). 2. teacher gives learners an exercise to identify 3. explains five electoral
more examples of nouns in classes 19-23. malpractices and
c. appreciate the values of 1. learners share their personal experiences of an suggests solutions.
elections and know electoral process they participated in e.g. local 4. administers a
the electoral processes council or prefectoral election. questionnaire or an
(k, v, a). 2. teacher guides learners to identify the stages interview guide to seek
involved in a local and national election. public opinion on
3. learners brainstorm on qualifications or elections.
prerequisites for a voter e.g. age, id, citizenship,
residence, etc. 5. uses the questionnaire in
4. in groups, learners write a one-page campaign practice/ simulation.
speech for a public rally. 6. identifies the roles of
5. learners present their speeches in plenary. government and
6. learners debate on the values of elections e.g. traditional leaders from
“elections are of no value”; “democracy can only texts/research and writes
be realised through elections”. notes to deliver a short
talk.
d. state the types, roles and 1. learners brainstorm on the meaning and types 7. writes a campaign
responsibilities of of citizenship. manifesto.
citizens (k, v, a). 2. in groups, learners discuss their roles and
responsibilities in their communities. 8. conducts campaigns in
3. teacher helps to correlate their roles and the classroom for the
responsibilities in their communities to the post of class monitor.
nation. 9. studies a text and
e. use verb extensions 7- 9 1. teacher guides learners to recap their identifies verb
(where applicable) (k, understanding of verb conjugations. conjugations in level 7-9.
u). 2. using relevant examples, teacher illustrates verb
conjugations 7-9 for example kola, kolera,
kolakola, kolerera, koleka, kolesa, kozesa,
kolagana, kolaganira.
3. in an exercise, teacher identifies verbs and asks
learners to conjugate verbs in levels 7-9 (where
applicable).
ICT support for this sub-strand
The learner can:
• use computer animations to demonstrate electoral processes.

46
 THE LOWER SECONDARY CURRICULUM

4.5 Human Rights

Competency: The learner appreciates individual rights. Strand: Public
Periods: 12
Learning Outcomes Suggested Learning activities Suggested Assessment
The learner can: Strategies
The learner:
a. state the fundamental 1. teacher guides learners to brainstorm and 1. discusses in groups
human rights (k). clarifies the meaning of ‘fundamental children’s rights and
human rights’. responsibilities.
2. learners study a text on human rights and 2. writes placards for pwds.
identify examples of fundamental human 3. debates on the topic:
rights. workers’ rights should be
3. learners present their findings on abolished.
fundamental human rights and teacher 4. reads and responds orally
clarifies on key issues or provides further to a two-page text on
examples. human rights violation
b. explain forms of human rights 1. learners brainstorm on the meaning of and protection.
abuses, organs and human rights abuses and relevant organs, 5. carries out a
organisations that are organisations and persons responsible for paper/internet research
supposed to protect tackling such abuses. into abuses of the rights
human rights (k, u). 2. learners share personal experiences or of pwds.
examples of human rights abuses they 6. in groups, reduplicates at
know of. least five verbs, adverbs
3. teacher provides learners with a sample and adjectives.
text on human rights abuses and learners 7. studies a text and
identify ways in which basic human rights identifies reduplicated
can be violated. verbs, adverbs and
c. know and use noun classes 1. using relevant examples, teacher guides adjectives.
15-18 (where applicable) (k, learners to recollect prior knowledge of 8. listens and gives speeches
u). noun classes previously learnt. on human rights.
2. using the above example, teacher
introduces noun classes 15-18 with
concrete examples on a board or chart.
3. learners use teacher’s example to generate
at least five examples of nouns in classes
15-18.
d. know children’s rights/ 1. using prior knowledge on human rights,
responsibilities and organs learners brainstorm or suggest examples of
and institutions that children’s rights and responsibilities.
protect human rights (k, v, 2. teacher guides learners to identify
a). institutions/organisations that promote
human rights.
3. teacher appreciates learner’s contribution
and makes further clarification on children’s
rights and responsibilities clearly
differentiating the two concepts.
e. know workers’ rights and 1. teacher asks learners to share their
organs and institutions that experiences on whether they have been
protect workers’ rights and employers or employees and what rights
how workers benefit from they had or owed their employees.
labour laws (k, u). 2. based on prior knowledge on human rights,
learners brainstorm examples of workers’
rights.

47
LOCAL LANGUAGES LEARNING FRAMEWORK

Competency: The learner appreciates individual rights. Strand: Public

Periods: 12
Learning Outcomes Suggested Learning activities Suggested Assessment
The learner can: Strategies
The learner:
3. learners study a text on safety regulations for
a workplace and explain in groups how
these regulations protect or promote
workers’ rights.
f. know the rights of people with 1. teacher explains the meaning of pwds and
disabilities (PWDs) and asks learners to suggest suitable examples.
organs and institutions that 2. learners listen to a presentation from a
protect their rights (k, u). human right’s expert on pwds and a
compile a list of rights of pwds.
3. in groups, learners write a one-page report
on rights of pwds that are often
ignored/abused suggesting ways in which
these rights can be promoted.
4. in groups, learners conduct a study in their
school or community on pwds and write a
report on how their rights have been
abused and promoted.
g. know how words are 1. with relevant examples, teacher explains
reduplicated (where the concept of reduplication and its
applicable) (k, u). purpose in speech or writing.
2. learners study a text and identify
reduplicated words.
3. learners identify more examples of verbs,
adverbs and adjectives and demonstrate
how they can be reduplicated.
4. learners use reduplicated words to
construct sentences orally or in writing.
ICT support for this sub-strand
The learner can:
• use the Internet as a source of information about human rights.
• use a computer to type a report on human rights abuse.
• use a computer to design a poster to raise awareness against a vulnerable group of people.

48
 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
Assessing the new expectations for learning knowledge, understanding and skills because they are
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
different approach to assessment. So this guidance booklet focuses on knowledge, skills and
understanding. Each has its own implications for learning and
The “Learning Outcomes” in the syllabuses are set out in
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 Skills are the ability to perform a mental or physical
fairly straightforward to find out whether or not a operation, so we have to observe the skill being
learner has retained some information: a simple performed or look at the product, or outcome, of the
question can usually find this out. We ask them skill; for example a piece of writing, a picture or diagram.
to name something, or state something, or label a Some skills, such as speaking or a physical education skill
diagram. do not have a product so need to be observed.

Understanding Values and Attitudes

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

49
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
If assessment is to make a difference to teaching and learning, assessment.
then teachers must use the information they gain from assessment It is this cycle that enables formative assessment to impact on
to make some change to the teaching and learning:
learning process. This is formative assessment. If teaching and • The syllabuses set out the learning outcomes
learning stay the same, there would have been no point in carrying • The lessons seek to achieve these outcomes
out the assessment. The changes that can be made include decisions • Assessment finds out whether or not the outcomes has been
about: achieved
• What needs to be learned next • This information guides the next steps in learning and so sets
• Whether an element of the syllabus needs to be taught again new learning outcomes
in a different way The process of teaching, making formative assessments and then
• Changing teaching approaches if necessary changing the teaching and learning in some way can be seen as a
• Identifying learners who need more support, or who are cycle:
making exceptional progress
• Enabling learners to understand what they have to do to
improve

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

Collect and
Lookforexamples of
Analyze
Develop
Assessment Data
assessment in the “Suggested

syllabuses.
Actual
learning
and
educational
experience

FORMATIVE ASSESSMENT INVOLVES USING ALL PARTS OF THE CYCLE.

50
 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
about learners’ learning in the course of the normal teaching
assessing 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 units. These set out the learning that is expected and give ‘Sample Assessment
Strategies”, and in doing so they contain a range of opportunities for the three forms of assessment.

51
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 or unit. This means recording their achievements:
the on-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

52
 THE LOWER SECONDARY CURRICULUM

ASSESSING LOCAL LANGUAGE

The overall assessments should be made on the basis of the each category for different subjects and units. They will also
many formative assessments that the teacher has made identify easily those learners who need extra support or who
during the course of teaching the unit. 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 unit, they will a year.
be able to make a broad judgment about which learners have If records are kept of the learning outcomes of each syllabus
achieved or have failed to achieve the unit’s overall Learning unit through the year, then there will be no need for an end of
Expectation. These “Authentic Assessments” will be more valid year test. Teachers will already have a record of those learners
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 unit.

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-unit assessment for six learners.

Literature in English
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

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 20% to
that Learner C has improved during the year. We can even see
the final grade of the School Leaving Certificate as elaborated
that more learners achieved success in Topic 9 than Topic 7.
in the Assessment Framework.

53
 Glossary of Key Terms

TERM DEFINITION
One in which learners develop the ability to apply their learning with confidence
Competency Curriculum
in a range of situations.
The design or adaptation of learning experiences to suit an individual
Differentiation
learner’s needs, strengths, preferences, and abilities.
The process of judging a learner’s performance, by interpreting the responses
Formative Assessment
to tasks, in order to gauge progress and inform subsequent learning steps.
Skills which are deployed in all subjects, and which enhance the learning of those
Generic skill
subjects. These skills also equip young people for work and for life.
An approach to planning learning experiences which allows each student to feel
Inclusion
confident, respected and safe and equipped to learn at his or her full potential.
A statement which specifies what the learner should know, under-stand, or be
Learning Outcome
able to do within a particular aspect of a subject.
A strategy which gives a learner the opportunity to show the ex-tent to which
Sample Assessment Strategy s/he has achieved the Learning Outcomes. This is usually pat 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
Suggested Learning Activity
formative assessment to be made.

An activity
Sample AssessmentActivity

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Key words for a particular sub-strand can be printed clearly on paper/card, preferably with marker pen and left on display
until learners are familiar with them.

Resources for all Languages

Essential Important

• Audio players (CD, cassette or MP3) with • Display Board/ Flannel Board made from plywood
loudspeaker covered with flannel cloth/thin blanket.
• Audio storage (CDs, cassettes or flash drives) • Recording equipment for recording voice and
• Reading materials (story books, graded readers, recorded/broadcast media.
poetry books, magazines & newspapers in the • DVD player (with DVDs in the languages)
languages) • Pictures and real objects related to the topics.
• Dictionaries • Flipchart paper and marker pens
• Computer for word processing/internet access

Tools and equipment required Related sub-strand titles

Family tree diagram, riddles 1.1 Family

Real household objects/pictures 1.2 Life at home

Recipes, menus, pictures 1.3 Food, sauces and beverages

Pictures of crops/real produce 1.4 Crops grown in our area

Pictures of domestic animals posters of animal care, how to build an 1.5 Animal rearing
animal shelter and so on

Chart of body in the language info on common diseases/ 1.6 Personal and community hygiene
vaccination

Posters/information about adolescent body changes/drugs in the 2.1 Establishing and managing relationships
language

School brochure/ handbook, timetable, charts/list of teachers and 2.2 School environment
so on

Plan of local trading centre, pictures of hospital staff, hospital signs 2.3 Public places
showing departments and so on

Artefacts/ pictures of naming ceremonies, proverbs, songs 2.4 Traditional ceremonies: Naming

Pictures of different buildings, pictures of people building a 2.5 Building

house/granary showing materials and techniques

Games equipment, pictures of games 2.6 Games and sports

Pictures of animals, leaflets/maps of parks 3.1 Indigenous tourism

Pictures of clan symbols, real artefacts 3.2 Clans

Pictures of local small business/industry that produces income 3.3. Wealth creation

Pictures/posters about the environment/environmental 3.4 Environmental awareness

degradation/climate change/natural and man-made disasters
 Tools and equipment required Related sub-strand titles

Pictures of water sources/water creatures 3.5 Water

Picture/emblems of the clan 3.6 Migration and settlement

Pictures/artefacts related to rites 4.1 Traditional ceremonies: initiation,

marriage and funeral rites

Pictures of different modes of dress, real items of cultural dress 4.2 Cultural values, morals and ethics

Samples of election materials 4.3 Leadership and citizenship

Posters/leaflets about rights 4.4 Human rights

Anti-corruption posters 4.5 Corruption

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