Introduction to the Lower Secondary Curriculum Framework: A Guide for Educators & Parents

Discover the key principles of the Lower Secondary Curriculum Framework, its structure, and how it enhances student learning. A must-read for educators, parents, and policymakers.

The Lower Secondary Curriculum Framework was developed based on a wide range of stakeholder consultations. It offers a broad and balanced education that emphasizes learning how to learn, not just learning to pass a year's examination.

Aims of Secondary Education in Uganda

The aims of secondary education in Uganda are:

Instilling and promoting national unity, an understanding of the social and civic responsibilities
Promoting an appreciating and understanding of the cultural heritage of Uganda including its languages
Imparting and promoting a sense of self-discipline, ethical and spiritual values, personal and responsibility and initiative
Enabling individuals to acquire and develop knowledge and an understanding of emerging needs of society and the economy
Providing up-dated and comprehensive knowledge into theoretical and practical aspects of innovative production, modern management methods in the field of commerce and industry and their application in the context of socio-economic development of Uganda
Enabling individuals to develop basic scientific, technological, technical, agricultural and commercial skills required for self-employment
Enabling individuals to develop personal skills of problem solving, information gathering and interpretation, independent reading and writing, self-improvement through learning and development of social, physical and leadership skills such as are obtained through games, sports, societies and clubs
Laying the foundation for further education
Enabling the individuals to apply acquired skills in solving problems of the community
Instilling positive attitudes towards productive work

Uganda's Vision 2040 and the National Development Plan (NDP-II)

"Uganda's Vision 2040 aims to transform Uganda into a modern and prosperous country, while the NDP recognises the existing weaknesses in education, including the low efficiency and variable quality at the secondary level."

Sustainable Development Goal 4 (SDG 4)

"SDG 4 advocates for equitable and quality education."

The Education and Sports Sector Strategic Plan (2017/20)

"The Education and Sports Sector Strategic Plan advocates for the delivery of equitable, relevant and quality education for all."

Key Features of the Lower Secondary Curriculum Framework

Feature	Description
Learner-Centred Education	The curriculum is designed to put the learner at the centre of the learning process.
Inclusive Education	The curriculum aims to leave no child behind, including learners with special needs.
Competency-Based Education	The curriculum focuses on the development of competencies and skills rather than just knowledge.
Cross-Cutting Issues	The curriculum addresses cross-cutting issues such as gender equity, environmental education, and HIV/AIDS education.

The Curriculum Menu

The curriculum menu includes the following subjects:

English Language
Mathematics
Science
Social Studies
Physical Education
Music
Art and Design
Technology and Design
Agriculture
Commerce
Entrepreneurship

Time Allocations

The time allocations for each subject are as follows:

Subject	Time Allocation
English Language	4 hours per week
Mathematics	4 hours per week
Science	3 hours per week
Social Studies	3 hours per week
Physical Education	2 hours per week
Music	1 hour per week
Art and Design	1 hour per week
Technology and Design	1 hour per week
Agriculture	1 hour per week
Commerce	1 hour per week
Entrepreneurship	1 hour per week

Assessment

The assessment framework includes the following components:

Formative Assessment: Ongoing assessment to monitor student progress and understanding.
Summative Assessment: End-of-term and end-of-year assessments to evaluate student learning.
Competency-Based Assessment: Assessment of student competencies and skills.
The Lower Secondary Curriculum Background

The review of the Lower Secondary Curriculum was based on the Education Sector Strategic Plan (ESSP, 2009-2018), which aimed to improve the quality and relevance of secondary education. The ESSP's sub-objective 2.2 was to ensure that post-primary students are prepared to enter the workforce and higher education.

Key Objectives of the Review

Produce a secondary school graduate with the competences required in the 21st century
Promote values and attitudes
Provide effective learning and acquisition of skills to reduce unemployment among school graduates
Reduce content overload and contact hours in the classroom
Create time for research, project work, talent development, and creativity
Address the social and economic needs of the country

The Education Sector Strategic Plan (ESSP)

The ESSP outlined what the reforms imply: a sweeping revision of the general secondary curriculum, away from strictly academic learning objectives that prepare students for 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

The new curriculum focuses on four Key Learning Outcomes:

Self-assured individuals
Lifelong learners
Positive contributors to society
Responsible and patriotic citizens

Key Learning Outcomes

Key Learning Outcome	Description
Self-assured individuals	Demonstrate self-motivation, self-management, and self-esteem. Know their own preferences, strengths, and limitations. Adjust their behavior and language appropriately to different social situations.
Lifelong learners	Can plan, reflect, and direct their own learning. Actively seek lifelong learning opportunities for personal and professional development.
Positive contributors to society	Relate well to a range of personality types. Have acquired and can apply the Generic Skills.
Responsible and patriotic citizens	Demonstrate knowledge and understanding of the emerging needs of society and the economy. Cherish the values promoted in the curriculum. Promote equity, the development of indigenous cultures and languages, and appreciate other people's cultures.

Values and Generic Skills

The new curriculum is based on a clear set of values that underpin the whole curriculum and the work of schools. These values are also the values on which learners need to base their lives as citizens of Uganda.

Values

Derived from The Uganda National Ethics and Values Policy of 2013
Underpin the whole curriculum and the work of schools
Values on which learners need to base their lives as citizens of Uganda

Generic Skills

Generic Skill	Description
Critical thinking	Analyze information, evaluate evidence, and make informed decisions.
Problem-solving	Identify problems, generate solutions, and evaluate their effectiveness.
Communication	Express ideas and opinions clearly and effectively.
Collaboration	Work effectively with others to achieve a common goal.
Creativity	Generate new ideas and solutions.
Information literacy	Locate, evaluate, and use information effectively.
Numeracy	Use mathematical concepts and skills to solve problems.
Digital literacy	Use digital technologies to access, evaluate, and create information.

The New Curriculum Framework

The new curriculum framework is based on a holistic education for personal and national development, with a clear focus on essential learning to a deeper level, and the removal of unnecessary and outdated content.## Generic Skills.

Generic skills are a key part of the new curriculum. They are developed within the subjects of the curriculum and facilitate learning within those subjects.

Definition of Generic Skills

Generic skills are the skills that allow young people to develop into life-long learners, responsible and patriotic citizens, and positive contributors to society.

Types of Generic Skills

Critical Thinking and Problem-Solving: Plan and carry out investigations, sort and analyse information, identify problems and ways forward, and evaluate different solutions.
Co-operation and Self-Directed Learning: Work effectively in diverse teams, interact effectively with others, take responsibility for own learning, and work independently with persistence.
Creativity and Innovation: Use imagination to explore possibilities, work with others to generate ideas, suggest and develop new solutions, and try out innovative alternatives.
Mathematical Computations and ICT Proficiency: Use numbers and measurements accurately, interpret and interrogate mathematical data, use mathematics to justify and support decisions, and use technology to create, manipulate, and process information.
Communication: Listen attentively and with comprehension, talk confidently and explain ideas/opinions clearly, read accurately and fluently, write and present coherently, and use a range of media to communicate ideas.

Key Learning Outcomes

By the end of the educational process, young people will become:

Self-Assured Individuals: Demonstrate self-motivation, self-management, and self-esteem, and adjust their behaviour and language appropriately to different social situations.
Lifelong Learners: Plan, reflect, and direct their own learning, and actively seek lifelong learning opportunities for personal and professional development.
Positive Contributors to Society: Relate well to a range of personality types, have acquired and can apply the Generic Skills, and promote equity, the development of indigenous cultures and languages, and appreciate other peoples' cultures.
Responsible and Patriotic Citizens: Demonstrate knowledge and understanding of the emerging needs of society and the economy, cherish the values promoted in the curriculum, and promote equity, the development of indigenous cultures and languages, and appreciate other peoples' cultures.

Cross-Cutting Issues

There are some issues that young people need to learn about, but which cut across all subjects. These are the Cross-Cutting Issues.

Types of Cross-Cutting Issues

Issue	Description
Environmental Awareness	The curriculum supports the need for action to sustain the Ugandan and global natural environment and resources.
Health Awareness	The curriculum promotes awareness and understanding of the major health challenges facing Uganda and the action required for their mitigation.
Socio-Economic Issues	The curriculum provides learners with knowledge, understanding, and skills for dealing with major challenges facing Uganda, including poverty, village gardening inefficiency, energy generation and supply, a high fertility level and consequent rapid population growth, and unemployment.
Citizenship and Patriotism	Citizenship education aims to develop the learners' capacity to participate in a fair and inclusive society.
Life Skills	These are the personal and social skills that enable young people to function confidently and competently among themselves with other people and in the wider community.
Mixed Abilities and Involvement	This includes gender mainstreaming and the integration of people with special learning needs.

The Curriculum Menu

The Lower Secondary Curriculum Menu consists of 20 subjects. A school is expected to select 12 subjects to be offered out of the menu.## Lower Secondary Curriculum.

Overview

The Lower Secondary Curriculum is designed to equip learners with the necessary skills and knowledge to succeed in the 21st century. The curriculum is divided into two phases: S1-2 and S3-4.

Cross-Cutting Issues.

The curriculum identifies several cross-cutting issues that are integrated into all subjects:

Environmental Awareness: The curriculum promotes awareness and understanding of the need to sustain the Ugandan and global natural environment and resources.
Citizenship and Patriotism: Citizenship education aims to develop the learners' capacity to participate in a fair and inclusive society.
Health Awareness: The curriculum promotes awareness and understanding of the major health challenges facing Uganda and the action required for their mitigation.
Life Skills: The curriculum develops learners' personal and social skills to function confidently and competently in the wider community.

Subjects.

The Lower Secondary Curriculum consists of the following subjects:

S1-2

Subject	Description
English	Develops learners' communication skills in English
Mathematics	Fundamental to national prosperity, providing tools for understanding science, engineering, technology, and economics
History & Political Education	Develops learners' understanding of the past and its impact on the present
Geography	Develops learners' understanding of the physical and human environment
Physics	Develops learners' understanding of the natural world and the laws of physics
Biology	Develops learners' understanding of living organisms and their interactions with the environment
Chemistry	Develops learners' understanding of the properties of different materials and their transformations
Physical Education	Develops learners' physical skills and promotes healthy lifestyles
Religious Education	Develops learners' understanding of different religions and their impact on society
Entrepreneurship	Develops learners' skills in entrepreneurship and business management
Kiswahili	Develops learners' communication skills in Kiswahili
Elective	Learners choose one elective subject from a range of options

S3-4

Subject	Description
English	Develops learners' communication skills in English
Mathematics	Fundamental to national prosperity, providing tools for understanding science, engineering, technology, and economics
History & Political Education	Develops learners' understanding of the past and its impact on the present
Geography	Develops learners' understanding of the physical and human environment
Physics	Develops learners' understanding of the natural world and the laws of physics
Biology	Develops learners' understanding of living organisms and their interactions with the environment
Chemistry	Develops learners' understanding of the properties of different materials and their transformations
General Science	Develops learners' understanding of the natural world and the scientific method
Elective	Learners choose two elective subjects from a range of options

Time Allocations.

The recommended time allocation for each subject is as follows:

S1-2

Subject	Time Allocation
English	6 periods
Mathematics	5 periods
History & Political Education	3 periods
Geography	3 periods
Physics	3 periods
Biology	3 periods
Chemistry	3 periods
Physical Education	2 periods
Religious Education	2 periods
Entrepreneurship	2 periods
Kiswahili	2 periods
Elective	2-3 periods

S3-4

Subject	Time Allocation
English	6 periods
Mathematics	5 periods
History & Political Education	3 periods
Geography	3 periods
Physics	4 periods
Biology	4 periods
Chemistry	4 periods
General Science	6 periods
Elective	2-4 periods

Practical Pre-Vocational Subjects.

The following practical pre-vocational subjects are offered at S3-4:

Technology and Design
Nutrition and Food Technology
Art and Design
Performing Arts
Physical Education
Agriculture
Entrepreneurship
Information Communication Technology

These subjects are designed to prepare learners for the world of work and gainful employment in Uganda.## Lower Secondary Curriculum Framework.

The Lower Secondary Curriculum Framework is designed to provide a holistic education that prepares learners for the challenges of the 21st century.

Values at the Heart of the Curriculum.

"Values are the principles or standards of behavior that are considered important in life. They are the foundation upon which all learning is built."

The values at the heart of the curriculum include:

Respect for one another
Harmonious living
Acceptable moral values
Self-esteem
Creativity
Emotional balance
Appreciation of the environment
Preservation of cultures

Generic Skills.

The five generic skills are developed through each of the subjects and are essential for success in all areas of life. They include:

Critical thinking
Problem-solving
Communication
Collaboration
Creativity

Cross-Cutting Issues.

The five cross-cutting issues link the subjects together and provide a framework for understanding the interconnectedness of all learning. They include:

Environmental sustainability
Health and well-being
Human rights and social justice
Economic development
Technology and innovation

Subjects and Their Rationale.

Subject	Rationale
Physics	Prepares learners to pursue science-related disciplines in higher education and explains how the world works.
General Science	Provides an opportunity for learners with special needs to acquire scientific skills and caters for learners with visual impairment and physical disabilities.
History and Political Education	Develops critical thinking skills and trains the mind to think and process information.
Geography	Enables learners to recognize their responsibilities towards the environment and develops critical thinking skills.
Foreign Languages	Provides a wider communication base for learners and increases their job opportunities beyond borders.
Local Languages	Maintains cultural heritage and helps build self-esteem and a sense of belonging.
Kiswahili	Enables individuals to benefit from East African integration and provides a medium of communication for further studies and employment.
Art and Design	Develops neural systems that produce a broad spectrum of benefits, including fine motor skills, creativity, and emotional balance.
Religious Education	Promotes the development of acceptable moral values and respect for one another.
Performing Arts	Inspires the development of a love for music, dance, and drama, and increases self-confidence and creativity.
Agriculture	Enables the use of modern innovative skills to increase production and add value to agricultural products.
Nutrition and Food Technology	Appreciates nutritional and health-related issues that influence the well-being of individuals, families, and communities.
Entrepreneurship	Addresses the issue of unemployment by promoting innovativeness and creative thinking.
Physical Education	Provides for the development of skills, knowledge, and competencies required for healthy living.
Information Communication Technology (ICT) Skills	Supports the teaching and learning process by providing a wide range of resources and prepares learners for the modern workplace.
Technology and Design	Provides a variety of skills and abilities essential for employment in today's economy and prepares learners for engineering and other TVET-related programs.

The Holistic Curriculum Model.

The holistic curriculum model shows how the values, generic skills, and cross-cutting issues come together to form a comprehensive education.

	Values	Generic Skills	Cross-Cutting Issues	Subjects
Values
Generic Skills
Cross-Cutting Issues
Subjects

Note: The model shows how the values are at the heart of the curriculum, surrounded by the generic skills, cross-cutting issues, and subjects.## Teaching and Learning

The new curriculum emphasizes a shift from knowledge-transmission mode to a more active-learning approach. This approach requires learners to interact with real situations inside and outside the classroom, think for themselves, draw conclusions, solve problems, and make their own judgments.

Key Principles

Experiential Learning: Learners need to interact with real situations to gain a deeper understanding of concepts.
Active Learning: Learners are challenged to think for themselves, draw conclusions, solve problems, and make their own judgments.
Learner Autonomy: Learners take some control of their own learning, sharing the use of textbooks and accessing multimedia content.

Strategies to Encourage Active Learning

Strategy	Description
Concept Mapping	Visual representation of ideas and concepts
Brainstorming	Generating ideas and solutions
Brief Design	Creating a plan or design for a project
Inquiry and Curiosity	Encouraging learners to ask questions and explore
Peer Teaching	Learners teaching each other
Model Building	Creating models to represent concepts
Predict, Observe, Explain	Making predictions, observing, and explaining phenomena
Cooperative Learning	Learners working together to achieve a common goal

The Role of the Teacher

"The role of the teacher is to build on learners' existing knowledge and experience, and to extend that by posing problems to the learners. This makes them think about their own ideas and experiences as well as adding new knowledge and skills to it."

Generic Skills

The generic skills have been integrated throughout the curriculum and can only be acquired through active approaches. These skills include:

Critical thinking
Problem-solving
Communication
Collaboration
Creativity

Gender Equity.

The curriculum applies equally to male and female learners. Schools need to ensure that all learners have equal access to the curriculum, regardless of gender.

Key Principles

Equal Support and Encouragement: Giving equal support and encouragement to girls as well as boys.
Avoiding Gender Stereotypes: Ensuring that gender stereotypes are avoided and that girls as well as boys are listened to with respect and given full opportunity to contribute to lessons.
Setting High Expectations: Setting equally high expectations for both genders.

Learning Environments.

The learning environment can assist learners to learn. It does not need to be expensively decorated, but should be welcoming and supportive.

Key Features

Clean and well-maintained classrooms
Furniture arranged to facilitate group work
"Talking walls" that display learners' work and posters for information and learning materials
Proper ventilation and lighting

Assessment.

The reformed, outcomes-based curriculum requires a revised, skill-oriented approach to assessment.

Key Principles

Criterion-Referenced Assessment: Ensuring that standards are maintained year by year.
Assessing Understanding: Assessing learners' understanding, not just their knowledge, of key concepts.
Applying Knowledge: Enabling learners to demonstrate their ability to apply their knowledge in a range of situations.
Diversified Assessment Techniques: Using a range of assessment techniques, including oral, written, performance, and demonstration of practical skills.

The Assessment Framework

The assessment framework sets out the expectations in more detail, referring to the importance of classroom-based formative assessment and the need for assessment as learning as well as assessment of learning.## Learning Environment.

A well-designed learning environment is crucial for effective learning. The following features are essential for a productive learning space:

Clean and well-maintained facilities
Furniture arranged to facilitate group work
Display of learners' work and relevant materials
Proper ventilation
Access to various learning materials, including:

Textbooks
Improvised, no-cost, and low-cost materials
Chemicals for Science experiments
Calculators for Mathematics
Instruments and materials for Art and Design
Tools for Technology and Design

Assessment Framework.

The new curriculum emphasizes the assessment of skills required for the world of work. The assessment framework sets out the expectations in more detail, highlighting the importance of:

Classroom-based formative assessment
Assessment as learning
Assessment of learning

Learners will still be formally assessed at the end of Senior 4, but the results will lead to the award of a Uganda Certificate of Education (UCE) that consists of:

Learners' achievement assessed in the final examination
Controlled individual work in Senior 3 and 4

Skills and Competencies

The new curriculum aims to develop the following skills and competencies in learners:

Problem-solving
Critical thinking
Entrepreneurship
Communication
Teamwork
Self-assessment
Reflection

Subject Learning Expectations

The following subjects are part of the new curriculum:

Subject	Description
English	Develops language skills, including reading, writing, and communication
Mathematics	Develops problem-solving skills, including computation and application of mathematical concepts
Science	Develops scientific knowledge and skills, including experimentation and critical thinking
Technology and Design	Develops technical skills, including design, production, and innovation
Art and Design	Develops creative skills, including art, design, and self-expression
Physical Education	Develops physical skills, including sports, fitness, and well-being
History and Political Education	Develops knowledge and understanding of historical and political contexts
Geography	Develops knowledge and understanding of geographical contexts
Foreign Languages	Develops language skills, including reading, writing, and communication
Local Language	Develops language skills, including reading, writing, and communication
Religious Education	Develops knowledge and understanding of religious contexts
Nutrition and Food Technology	Develops knowledge and skills related to nutrition and food technology
Agriculture	Develops knowledge and skills related to agriculture and farming
Performing Arts	Develops creative skills, including music, drama, and performance

Sustainable Development Goals.

The new curriculum is aligned with the Sustainable Development Goals (SDGs), which aim to:

End poverty
Ensure quality education
Promote gender equality
Ensure clean water and sanitation
Ensure affordable and clean energy
Promote sustainable cities and communities
Ensure responsible consumption and production
Take action to combat climate change
Conserve and sustainably use the oceans, seas, and marine resources
Protect, restore, and promote sustainable use of terrestrial ecosystems
Promote peaceful and inclusive societies
Ensure access to justice for all
Strengthen the means of implementation and revitalize the global partnership for sustainable development

National Vision.

The National Vision for Uganda is to become a transformed society from a peasant to a modern and prosperous country within 30 years. The vision is guided by the following aspirations:

A highly moral and ethical society with strong religious and spiritual values
A green economy and clean environment
World-class infrastructure and services
Access to affordable quality health and education
Decent work and economic growth
Reduced inequalities
Industry, innovation, and infrastructure
Sustainable cities and communities
Responsible consumption and production
Climate action
Life below water
Life on land
Peace, justice, and strong institutions
Partnerships for the goals

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