Learning Areas

One of the aims of reforming the curriculum was to reduce the load on the teaching and make it skills based to enable graduates of Ordinary Level Education relevant to the learners in the society where they live. The subject menu has been reduced to Eight Learning Areas.

 

Creative Arts

Creative Arts in the Lower Secondary School Curriculum will embrace dance, drama, music and the visual arts.  These are all inter-related. Creative Arts will develop lifelong appreciation of and participation in expressive arts and cultural activities.

Creative Arts will enable learners to:

  • create and appreciate different art forms.
  • foster and enhance Uganda’s diverse culture.
  • explore and utilise the environment.
  • use art  and  culture to generate income and employment.

 

Language

Language and literacy are of personal, social and economic importance. Our ability to use language lies at the centre of the development and expression of our emotions, our thinking, our learning and our sense of personal identity. Learners from Senior One will be exposed to local, national and international languages.

Our mother tongue enables us to gain access to the oral and literary heritage of our people. Learning a new language will provide learners not only with a means of communicating with people from other cultures but also with valuable insights which will help them appreciate diversity.

English and Kiswahili will be compulsory for all learners.  In addition, a learner will choose either a foreign or local language.

 

Life Education

Learning in Life Education will ensure that young people develop the knowledge, understanding, skills, and capabilities which they need for their psychological, physical and social wellbeing at school and later in adult life.

Life Education integrates Personal Social and Health Education and Physical Education.  This Learning Area is designed to address societal challenges such as:

  • Obesity among young people
  • Drug and alcohol abuse
  • Early engagement in sexual activities
  • Teenage pregnancies and high dropout rates
  • High HIV prevalence among young adults
  • The poor hygiene standards of young people
  • Inadequate and inappropriate sources of information regarding sexuality

 

Religious Education

Religious Education aims to develop spiritual and moral well-being of learners. It will ensure that young people acquire the knowledge, understanding, skills and values which contribute to spiritual wellbeing while at school and throughout life.

Religious Education will enable young people to engage in a search for meaning, value and purpose in life. They will appreciate the beliefs and values that are fundamental to families and to the fabric of society.

Learners will study either Christian Religious Education or Islamic Religious Education.

 

Science

Learners will acquire knowledge and understanding of the living, material and physical world. They will value the processes that support life on our planet and appreciate the application of science in the protection and enhancement of the natural and built environment. They will learn about how science contributes to diverse technological progress. Learners will appreciate the impact of science on their own health and well-being and the well-being of society as a whole.

Learners will use evidence to analyse and evaluate the way science is used in daily life.  They will engage in a wide range of collaborative and investigative tasks to develop functional science skills. Science will help them to become creative, inventive and enterprising adults.

Social Studies

Social Studies will focus on the study of people in relation to wider society and the natural and created environments in which they live. Social Studies will develop the knowledge, understanding, skills, attitudes and values that learners need to participate actively in society. It will help them to be informed, confident and responsible citizens of the local, national, regional and global communities. Learners will gain knowledge about Uganda and its position in the world. They will become more aware of the increasing interdependence between Uganda and other countries as a result of globalisation. They will learn the importance of developing a sustainable relationship with the natural environment and the sustainable use of natural resources.

Social Studies combines elements of Geography, History, Economics, Sociology, Government and Politics,  and it emphasises the relationship between these previously separate subjects.

 

Mathematics

The reformed curriculum will move to the applicable and functional mathematics that is required by all learners for full and effective participation in social and economic life — even if their study of mathematics ends at S4.  

The Mathematics Learning Area accommodates learners who progress at different rates. There is a Core programme of study for all learners.  An Extended programme is designed specifically for high achievers and those going on to further studies in Mathematics. The Extended programme is almost identical to the Core in structure and content. However, for each topic, there are further activities and exercises in the text books and teacher’s resource materials. These are designed to allow exceptionally able learners to explore the concepts they have learnt in the Core more deeply and to develop them to a higher level.

 

Technology and Enterprise

Learners will acquire a range of skills that derive from the various traditional subjects of Food and Nutrition, Textiles, Agriculture, ICT as well as enterprise and design skills from the vocational subjects. Technology and Enterprise will develop  the application of knowledge and skills to extend human capabilities, and help satisfy human needs and wants.

Learners will engage in creative, practical and work-related activities within a programme of study designed as a sequence of modules through each year. The learners will apply these skills on a range of projects. These projects will be selected according to ‘do-ability’, local area needs, learner preference and teacher competence. The projects will constitute responses to identified societal problems and challenges. The products of the skills developed in this Learning Area will be in form of designs, items, approaches, technical methods, experimental techniques, or prototype equipment.