p.5 Abridged Curriculum 3

THE REPUBLIC OF UGANDA
Ministry of Education and Sports
PRIMARY SCHOOL
ABRIDGED CURRICULUM
FOR UGANDA
ENGLISH
MATHEMATICS
INTEGRATED SCIENCE
SOCIAL STUDIES
CHRISTIAN RELIGIOUS EDUCATION
ISLAMIC RELIGIOUS EDUCATION
PRIMARY 5
PRIMARY SCHOOL
ABRIDGED CURRICULUM
FOR UGANDA
ENGLISH
MATHEMATICS
INTEGRATED SCIENCE
SOCIAL STUDIES
CHRISTIAN RELIGIOUS EDUCATION
ISLAMIC RELIGIOUS EDUCATION
PRIMARY 5
THE NATIONAL PRIMARY SCHOOL
ABRIDGED CURRICULUM FOR UGANDA
A product of the National Curriculum Development Centre for the

Ministry of Education and Sports with support from the Government
of Uganda
National Curriculum Development Centre

P.O. Box 7002,
Kampala- Uganda
www.ncdc.go.ug
ISBN: 978-9970-898-26-8
All rights reserve: No part of this publication may be reproduced,

stored in a retrieval system or transmitted in any form or by any
means, electronic, mechanical, photocopying, recording, or
otherwise, without the prior permission of the copyright holder.
ii
ABRIDGED CURRICULUM
PRIMARY 5
Content
Foreword ................................................................................................................ v
Acknowledgement ................................................................................................ vi
ENGLISH......................................................................................................... 1
English: TERM 1 .................................................................................................4
English: TERM 2 ...............................................................................................10
English :TERM 3 ...............................................................................................17
MATHEMATICS ............................................................................................ 23
MATHEMATICS: TERM 1..................................................................................24
INTEGRATED SCIENCE................................................................................... 49
SOCIAL STUDIES ........................................................................................... 85
SOCIAL STUDIES: TERM 1 ................................................................................86
CHRISTIAN RELIGIOUS EDUCATION............................................................. 109
C.R.E: TERM 1 ................................................................................................111
C.R.E: TERM 2 ................................................................................................116
C.R.E: TERM 3 ................................................................................................121
IRE ............................................................................................................. 125
iii
ABRIDGED CURRICULUM
FOR UGANDA
iv
ABRIDGED CURRICULUM
PRIMARY 5
Foreword
#
ѣУЫ+) ($0. $.-0+/$*)$)*0- 0/$*).4./ ()
( ' -) -.($...#**'$)"!*-'(*./УЪ(*)/#.*!/# ФТФТѣФТФУ
.#**'$)"+ -$*ю#$.#.- / ) /*- ѣ/#$)&2#/)#*2' -) -.
2$''' -)2# ).#**'.- ѣ*+ )ю
# $)$./-4*!0/$*))+*-/./#-*0"#/$*)'0--$0'0(
1 '*+( )/ )/- Ѱѱя#. 1 '*+ /#$.-$" 0--$0'0(!*-
-$(-4) *)-4.#**'.$)/# *0)/-4ю#$.0--$0'0(+- . )/.
. ' /$*)*!+-$*-$/4' -)$)"*(+ / ) .)*) +/.я'*)"2$/#
+.4#*.*$'.0++*-/я2#$#.#*0' /# !*0.*!$)./-0/$*)$)/# ФТФФ
.#**'4 -$)*- -/*#$ 1 ' -)$)"- *1 -4ю
#$.0--$0'0($.)*/ +-/0- !-*(/# 3$./$)"0--$0'!*-/# $!! - )/

'.. .0/-/# -я(*$!$/$*)*!/# .( 2$/#+0-+*. *!- *1 -$)"
/# '*./' -)$)"/$( 2$/#($)$(0(' -)$)"'*..ю
/#. )+&" !*-''
-$(-4) *)-4'.. .2$/# 3 +/$*)*!-$(-4) я )$*-)
) )$*-$1 /#/2$''0. /# ./)-0--$0'0(ю
/# - !*- я- *(( )/#$.-$" 0--$0'0().&''./& #*' -./*

.0++*-/$/.$(+' ( )//$*)../-/ "$$)/ -1 )/$*)/*2-./# ($/$"/$*)
*!/# !! /.*!
ѣУЫ+) ($*)*0- 0/$*).4./ (ю# !! /$1
$(+' ( )//$*)*!/#$.0--$0'0(4/# $(+' ( )/ -.2$'' "- /
($' ./*) /*2-./# - *1 -4*!'*./' -)$)"/$( )"$1$)"#*+ )
*)!$ ) /*' -) -.)/ # -.ю
ю) /ю0. 1 )$

$-./ 4)$)$./ -!*-0/$*))+*-/.
v
ABRIDGED CURRICULUM
FOR UGANDA
Acknowledgement
/$*)'0--$0'0( 1 '*+( )/ )/- Ѱѱ2*0''$& /* 3+- ..$/.
(*./.$) - ++- $/$*)/*''/#*. 2#*2*-& /$- ' ..'4/*2-./#
1 '*+( )/*!/# -$" 0--$0'0(!*--$(-4) *)-4' 1 '.*!
0/$*)ю
# )/- $.$) / /*/# *1 -)$)"*0)$')/# ($

/ -$)"*-2#*. "0$) )$)+0/# '+ /* 1 '*+,0'$/4
0--$0'0((/ -$'.ю
- //#)&."*/*/# + $'$./.я+) '( ( -.я/# 0'$/4..0-) )

$/*-$'*(($// ./#/$)1 ./ # 1$'4$)/# *) +/0'$./$*)я
1 '*+( )/),0'$/4..0-) +-* .. ./#/*'' /$1 '4 '$1 - /#
(/ -$'./#/2 #1 # - ю# $- !!*-/.я 3/- ) -"4)+-*! ..$*)'$.(
#. )0)(/# ю
#$.-$" 0--$0'0(2. 1 '*+ 2$/#.0++*-/!-*(# *1 -)( )/

*!/# +0'$*!")я1 /# #$'- )яя")/$*)'
3($)/$*).*-Ѱѱя$- /*-/ *!0/$*)/)-.Ѱѱя
)$1 -.$/$ .я/$*)' # -.*'' " .Ѱ.ѱ)-$(-4 # -.
*'' " .Ѱ.ѱю
/& .- .+*).$$'$/4!*-)4.#*-/*($)"./#/($"#/ $ )/$!$ $)/#$.

+0'$/$*))2 '*( ..0"" ./$*).!*-- ..$)"/# "+.ю0#
*(( )/.).0"" ./$*).(4 *((0)$/ /*/#-*0"#юю*3
ЩТТФ(+'*- ($'($)Җ)ю"*ю0"*-222ю)ю"*ю0"ю
-ю- ю"0(

я

vi
ENGLISH
PRIMARY 5

ENGLISH

1
ABRIDGED CURRICULUM
FOR UGANDA
ABRIDGED CURRICULUM
General Background
'*( /*/# -$" )"'$.#4''0.ю# .4''0.#. )-$"
/*# '+4*0*1 -''/# *)/ )/.4*0+- +- ' -) -./*%*$)-$(-4$3ю
# Ч'..!*-/#$.4 -($.. '(*./ ''/# -$(-4*0-*)/ )/0 /*
/#
ѣУЫ+) ($ю*0.#*0'*1 -/ ). ./0"#/$)-$(-4*0-ю#/
*)/ )/ #. ) ( -" 2$/# /#/ *! -$(-4 $1 *+$ Уѐ Vehicle Repair
and Maintenance, Sub topic 1A: Parts of a Vehicle.
0-$)" /# / #$)"Ѷ' -)$)" +-* ..я 4*0 ) /* (+'*4 ( /#*. *!
/ #$)" .0# . (*)./-/$*)я $.*1 -4я -*' +'4я "-*0+ 2*-& )
-(/$./$*)я (*)" */# -.ю # . ( /#*. 2$'' "$1 ' -) -. ,0/
*++*-/0)$/4/*+-/$. /# 1*0'-4)./-0/0- ./# 4#1 ' -)/ю
!/ - !! /$1 '4#)'$)"''/# /*+$.$)-$(-4$1 я4*0.#*0'"0$ 4*0-

' -) -. $) - 1$.$)" 2#/ /# 4 2 - /0"#/ $) /# +- 1$*0. '.. .ю #$.я
#*2 1 -я * . )*/ ( ) /#/ 4*0 #1 /* "$1 /# ( '*/ *! + ) ) ++ -
3($)/$*).ю 1$. */# -./-/ "$ .*!- 1$.$)"/# +- 1$*0.2*-&2$/#/# (ю
CRITICAL CHANGES JUSTIFICATION
TOPIC 1: Vehicle Repair and Maintenance ./ -4*!/# - . )/$(+'

/ ). я- . )/*)/$)0*0.
Sub-topic 1A: Parts of a Vehicle
/ ). )0/0- / ). 2$''
-((-*)/ )/*)/ ). .!-*(Ц#. +- +- /# ' -) -.!*-
)$)'0 !-*(/# !*''*2$)" *1 -" *)*)$/$*)'.ю
*+$.Ѷ0/*+$.

Ую .-$$)"% /.ю
Фю$- /$)" *+'
Хю *2
! '
Цю** #1$*0-
2
ENGLISH
PRIMARY 5
Чю04$)") ''$)"
Щю3+- ..$*)*!/# 0/0- ю
Topic 2: Print Media # 4#1 )*1 - $)Ц

.2 ''.$)Ч*+$Уюю
Grammar
). .ѐ+./я.$(+' я!0/0- #1 )-*++ ю
Topic 3:Travelling # 4#1 )*1 - $)Ц

Grammar: ./*)/$)0*0./ ). я./.$(+' .2 ''.$)Ч*+$Ую
/ ). ) )"0" /-0/0- .… while … have
)-*++ ю
Topic 5A.Post Office #$.#. )*1 - $)Ц

Grammar: 0/0- / ). #. )-*++ ю .2 ''.$)Ч -(Ую
Topic 5B .Telephone # 4#1 )*1 - $)Ц

Grammar: ./.$(+' / ). )- . )/.$(+' .2 ''.$)Ч -(Ую
/ ). #1 )-*++ ю
Topic 5C :Internet # . #1 )*1 - $)

./.$(+' )*)%0)/$*).#1 ) Ц.2 ''.$)Ч -(Ую
-*++
Topic 7:Peace and Security #$.#. )*1 - $)Ц

*)%0)/$*).)./$(+' / ). #1 ) .2 ''.$)Ч -(У)Фю
-*++ ю
Topic 8: Services(Banking) #$.#. )*1 - $)Ц.

-((-#. )-*++ 2 ''.$)Ч -(У)Фю
3
ABRIDGED CURRICULUM
FOR UGANDA
English: TERM 1
TOPIC 1: VEHICLE REPAIR AND MAINTENANCE
Introduction
#$. /*+$ 2$'' )' ' -) -. /* 1 '*+ &)*2' " *! /# -0$' 1 #$'
+-/.)$ )/$!4/**'.- ,0$- $)1 #$' - +$-)($)/ )) ю#-*0"#
/#$. /*+$я /# ' -) - 2$'' '.* 1 '*+ ++-*+-$/ ')"0" - '/ /*
1 #$' - +$-)($)/ )) ю
- 1$*0. Ц -((- *)/ )/ *) / ). . #. ) $)'0 /* )' /#
' -) -./**1 -2#//# 4($.. ю
!*- 4*0/ #*0'-4я "$)4/ #$)"/# / ). ./#/- *1 -
$)-$(-4*0-ю# *)/ )/$.$)'0 0) --((-ю

SUB-TOPIC 1A: Parts of a Vehicle
Competences Content Suggested teaching

and learning activities
The learner: Vocabulary ѣ"0$$)"' -) -./*

ѣ).2 -.*-') )"$) я/4- я./ -$)" +-*)*0) Ѷ.$")2*-.
2-$// ),0 ./$*). 2# 'я2$).- )я-$1$)" ѣ*)./-0/$)". )/ ) .
*0/1 #$' - +$- ($--*-я**/я. / '/я 0.$)"/# "$1 )
)($)/ )) ю . /.я2$+ -я# '(+я ./-0/0- )
ѣ)--/ .Ѷ.$"). $)$/*-.я.+*& .я#$)я 1*0'-4
./*-$ .*)1 #$' (0"0-я--$ -я.' я ѣ- $)"/ 3/.
- +$-) - !' /*-я-& .я ''я Ѱ+.." .Ѷ$'*"0 .Ѷ
($)/ )) ю + ' я#)' - +* (.Ѷ)*/$ .ѱ
ѣ- .Ѷ.$")./ 3/. Language structures ѣ- $/$)"Ѷ.$")$)"+* (.
*)1 #$' - +$- - …must … ѣ/$)"$'*"0 .
)($)/ )) *0(0./- +$-4*0- ѣ).2 -$)",0 ./$*).
ѣ2-$/ .Ѷ.$"). 1 #$' ю ѣ+'4$)".+ ''$)""( .
- …mustn’t drive …
4
ENGLISH
PRIMARY 5
/ 3/.Ѷ./*-$ .- '/ You mustn’t drive with flat ѣ*(+' /$)". )/ ) .
/*1 #$' - +$- /4- .ю ѣ2-$/$)"*(+*.$/$*).
)($)/ )) ю - … has … ѣ- 2-$/$)"./*-$ .
"0' #.*0"#/) 2
/4- .!*-#$.-ю
- … have …
# #$'- )#1
-*& )/# 2$).- )*!
Mr. Kasozi’s car.

Grammar
- . *!/# - . )/
$(+' / ).
- . *!- . )/
*)/$)0*0./ ).
- . *!.#'')2$''
2# ) 3+- ..$)"/#
!0/0-
- . *!/# - . )/
-! // ).
- . “#.”)“have”
- Use of “must”)
“mustn’t”
Suggested Activities for Assessment
- *)./-0/$)" */# *-' ) 2-$// ) . )/ ) . 0.$)" /# 1*0'-4 )
./-0/0- .' -)/
- $)"Ѷ.$")$)"./*-$ .
- ).2 -$)"*(+- # ).$*),0 ./$*).
- /$)"Ѷ.$")$)"$'*"0 .
- *(+' /$)"./*-$ .Ѷ$'*"0 .
- -$/$)""0$ )!- *(+*.$/$*).

SUB-TOPIC 1B: Equipment Used in Vehicle Repair
5
ABRIDGED CURRICULUM
FOR UGANDA
Competences Content Suggested teaching and

learning activities

ѣ)--/ .Ѷ.$"). **'*3я+'$ -.я.+)) -я +-*)*0) Ѷ.$")2*-.
./*-$ .- '/ /* .- 2-$1 -я#(( -я!$' я ѣ*)./-0/$)". )/ ) .0.$)"
,0$+( )/0. $) -%&я.2я"- . я*$'я /# "$1 )./-0/0- )
1 #$' - +$-ю .)++ -я/ ./ -я2$- 1*0'-4
ѣ- .Ѷ.$")./ 3/. ѣ- $)"/ 3/.Ѱ+.." .Ѷ
*) ,0$+( )/ Structures $'*"0 .Ѷ+* (.Ѷ)*/$ .ѱ
0. $)1 #$' - If … ѣ- $/$)"Ѷ.$")$)"+* (.

!
2)//*- (*1 /4- я
- +$-ю ѣ/$)"$'*"0 .

2$''0. -%&ю
ѣ- 2-$/ .Ѷ.$"). ѣ.&$)")).2 -$)"
- … if …
/ 3/.Ѷ./*-$ . ,0 ./$*).

2$''04.+)) -
- '/ /* ѣ+'4$)".+ ''$)""( .
/*(*--*2$!
"*/*/*2)ю
,0$+( )/0. $) ѣ*(+' /$)". )/ ) .
- … in order to …
1 #$' - +$-ю $-40. +$-*!+'$ -. ѣ2-$/$)"*(+*.$/$*).
ѣ0. .++-*+-$/ $)*- -/*0//# 2$- ю ѣ- 2-$/$)"./*-$ .
')"0" - '/ Grammar
/*1 #$' - +$- *)$/$*)'.Ѱ
!ѱ
)($)/ )) ю
Suggested activities for assessment

- *)./-0/$)" */# *-' ) 2-$// ) . )/ ) . 0.$)" /# 1*0'-4 )
./-0/0- .' -)/
- $)"/ 3/.
- .&$)")).2 -$)"*(+- # ).$*),0 ./$*).
- /$)"$'*"0 .
- *(+*.$)"+* (.Ѷ#)/.
- *(+' /$)"./*-$ .Ѷ$'*"0 .
- -$/$)""0$ )!- *(+*.$/$*).
6
ENGLISH
PRIMARY 5

TOPIC 2: PRINT MEDIA
Introduction
#$./*+$$.$)/ ) /*+-*1$ /# ' -) -2$/# ,0/ ')"0" /* '
2$/#''!*-(.*!+-$)/( $ю
/2$'''.* ,0$+/# (2$/# ,0/ &)*2' "
).&$''./*- ) 2.++ -.я("5$) .я+(+#' /.)-*#0- .ю

learning activities

ѣ- +*-/../*-$ . -/**)я+055' я./*-4я) 2.я +-*)*0) Ѷ.$")2*-.
!-*(/# +-$)/ ))*0) ( )/я) 2.++ -я ѣ*)./-0/$)". )/ ) .
( $ю 1 -/$. ( )/я("5$) я 0.$)"/# "$1 )./-0/0-
ѣ- .Ѷ.$"). &+" я!-*)/+" я )1*0'-4
/ 3/.- '/ /* - +*-/ -я-/$' я $/*-$'я ѣ- $)"/ 3/.Ѱ+.." .Ѷ
+-$)/( $ю *'0()$./я $/*-я%*0-)'$./я $'*"0 .Ѷ+* (.Ѷ)*/$ .ѱ
ѣ2-$/ .Ѷ.$"). *'0()я-*..2*-я( $я ѣ- $/$)"Ѷ.$")$)"+* (.
/ 3/.Ѷ./*-$ .*) -*#0- я+0''ѣ*0/я ѣ/$)"$'*"0 .
+-$)/( $ю ) 2.' // -ю ѣ).2 -$)",0 ./$*).
ѣ2-$/ .-/$' . Structures ѣ'4$)".+ ''$)""( .
$)/# +-$)/ - The … which … ѣ*(+' /$)". )/ ) .
( # -/$' 2#$#++ -
$ю ѣ2-$/$)"*(+*.$/$*).
$)/# ) 2.++ -'./2 & ѣ- 2-$/$)"./*-$ .
2..ю
- … an…
# %*0-)'$./2-*/ )
$)/ - ./$)"./*-4*0/
' /$*).ю
- … a…
+0)"0$."***'0()$./ю
- … will …
7
ABRIDGED CURRICULUM
FOR UGANDA
# 1 -/$. ( )/*)

"( .).+*-/.2$'' $)
/# ) 2.++ -.) 3/2 &ю

Grammar
- . *!-/$' .ѐaяtheяan
- '/$1 +-*)*0).

- *)./-0/$)" */# *-' ) 2-$// ) . )/ ) . 0.$)" /# 1*0'-4 )
./-0/0- .' -)/
- $)"Ѷ.$")$)"./*-$ .
- ).2 -$)"*(+- # ).$*),0 ./$*).
- *(+*.$)")+0'$.#$)"-/$' .)-/**).
- *(+' /$)"./*-$ .Ѷ$'*"0 .
- -$/$)""0$ )!- *(+*.$/$*).

TOPIC 3: TRAVELLING
Introduction
#$. /*+$ $. $)/ ) /* (& /# ' -) - 0. /# ')"0" - '/ /*
/-1 ''$)"ю
/ 2$'' *).*'$/ /# &)*2' " ,0$- $) юЦ 0) - /# /*+$
“Giving Directions”ю # ' -) -. 2$'' 1 '*+ 1*0'-4я ./-0/0- . )
.&$''.- '/ /*/-1 ''$)"ю

8
ENGLISH
PRIMARY 5

learning activities

ѣ)--/ .Ѷ.$"). 0-/# -я*0/я!- я +-*)*0) Ѷ.$")2*-.
./*-$ .*) *)0/*-я/$& /я ѣ*)./-0/$)". )/ ) .0.$)"
/-1 ''$)"ю . /я4' я.+ я /# "$1 )./-0/0- )
ѣ- .Ѷ.$")./ 3/. !./я- 0 я--$1 я 1*0'-4
*)/-1 ''$)"ю - #я' 1 я4я ѣ- $)"/ 3/.Ѱ+.." .Ѷ
ѣ .-$ . +-/0- я $'*"0 .Ѷ+* (.Ѷ)*/$ .ѱ
$!! - )/( ).*! ./$)/$*)я'0""" я ѣ- $/$)"Ѷ.$")$)"+* (.
/-1 ''$)"0.$)"/# +.. )" -я/-1 'я/3$я ѣ/$)"$'*"0 .
"$1
)1*0'-4ю *# ѣ).2 -$)",0 ./$*).
ѣ'4$)".+ ''$)""( .
Structures ѣ*(+' /$)". )/ ) .
- … often … ѣ2-$/$)"*(+*.$/$*).

*!/ )/-1 '/*/*2) ѣ- 2-$/$)"./*-$ .
40.ю

Grammar
ѣ1 -.

- *)./-0/$)" */# *-' ) 2-$// ) . )/ ) . 0.$)" /# 1*0'-4 )
./-0/0- .' -)/
- $)"Ѷ.$")$)"./*-$ .
- .&$)")).2 -$)"*(+- # ).$*),0 ./$*).
- /$)"Ѷ.$")$)"$'*"0 .
- *(+' /$)"./*-$ .Ѷ$'*"0 .
- -$/$)""0$ )!- *(+*.$/$*).
9
ABRIDGED CURRICULUM
FOR UGANDA
English: TERM 2
*+$Цѐ // --$/$)"
Introduction
#$. /*+$ 2$'' )' /# ' -) - /* 1 '*+ &)*2' " ) .&$''. *!2-$/$)"
+ -.*)'Ѷ$)!*-('' // -.ю
/0$'.*)2#/2.#)' $)/# +- 1$*0./*+$
Print Media ) $/ '4. !*0)/$*) !*- !*-(' ' // - 2-$/$)" 2#$# $. /*
#)' $)юЩю

learning activities
The learnerѐ Vocabulary ѣ"0$$)"' -) -./*

ѣ- .Ѷ.$").
)1$/ я' // -я )1 '*+ я-я +-*)*0) Ѷ.$")2*-.
/ 3/.*)' // - - ..я*.$*)я+-/4я ѣ*)./-0/$)". )/ ) .
"0 ./я#*./я#*./ ..я
2-$/$)"ю 0.$)"/# "$1 )./-0/0-
- (*)4я!! /$*)/ я
ѣ$ )/$!$ ./# .$) - '4я4*0-.я -я )1*0'-4
*(+*) )/.*! - $1 -я2-$/ -я!-$ )я- +'4я ѣ- $)"/ 3/.Ѱ+.." .Ѷ
+ -.*)'' // - '..(/ .я$)!*-('' // -я $'*"0 .Ѷ+* (.Ѷ)*/$ .ѱ
0.$)"/# "$1 ) + -.*)'' // -я!$-./)( я ѣ- $/$)"Ѷ.$")$)"+* (.
1*0'-4ю *4я. ) -я/ я ѣ/$)"$'*"0 .
ѣ2-$/ .+ -.*)' !! /$*)/ '4я- '/$1 .я ѣ.&$)"Ѷ).2 -$)"
!-$ ).я$)!*-('$)/-*0/$*)я
' // -.0.$)"/# ,0 ./$*).
+0-+*. я- .*)я$)!*-(я.&я
+/' /#)&ю ѣ'4$)".+ ''$)""( .
"-((--0' .ю ѣ*(+' /$)". )/ ) .
Language Structures ѣ2-$/$)"*(+*.$/$*).
- Hello … ѣ- 2-$/$)"./*-$ .
''*я(4!-$ )ю
- … would …
2*0'*( /**0-+-/4$!
10
ENGLISH
PRIMARY 5
2 $)1$/ #$(ю

- *0'юююѕ
*0'4*02-$/ ' // -/*
4*0-(*/# -$!.# 2..$&ѕ

- … could…
-$*0'2-$/ ' // -
$)1$/$)"""4/*$-/#4
+-/4ю

- Could …?
*0'# - +'4/*/#/' // -
$(( $/ '4ѕ

Grammar
ѣ
)/ -% /$*).
ѣ0)/0/$*)
ѣ -.*)'+-*)*0).

- *)./-0/$)" */# *-' ) 2-$// ) . )/ ) . 0.$)" /# 1*0'-4 )
./-0/0- .' -)/
- .&$)"Ѷ).2 -$)"*(+- # ).$*),0 ./$*).
- /$)"$'*"0 .
- *(+*.$)"+* (.Ѷ#)/.
- *(+' /$)"./*-$ .Ѷ$'*"0 .
- -$/$)")+0'$.#$)"+ -.*)'' // -.

11
ABRIDGED CURRICULUM
FOR UGANDA
TOPIC 5: COMMUNICATION
Introduction
#$.2$'' )' /# ' -) -/* 1 '*+/# &)*2' " ).&$''.*!"$1$)")
- $1$)"$)!*-(/$*)$)*- -/* )' /# (/*$)/ -/2$/#*/# -.!- '4ю
/
'.**).*'$/ .&)*2' " ).&$''.,0$- $)/# +- 1$*0./*+$.ю

SUB-TOPIC 5A: The Post Office

learning activities

ѣ)--/ .Ѷ.$"). *./я./(+я' // -*3я +-*)*0) Ѷ.$")2*-.
./*-$ .- '/ /*/# $- /*-4я+&" я ѣ*)./-0/$)". )/ ) .
*./*!!$ ю (*) 4*- -я+-$1/ 0.$)"/# "$1 )./-0/0-
ѣ- .Ѷ.$")./ 3/.*) *3я+- 'я/ ' "-(я )1*0'-4
/# *./!!$ ю ($'я -*"-(я+*./ ѣ- $)"/ 3/.Ѱ+.." .Ѷ
ѣ2-$/ .. )/ ) . *!!$ я*3- )/'я' // - $'*"0 .Ѷ+* (.Ѷ)*/$ .ѱ
- '/ /*/# +*./ .'*/я- "$./ - ' // - ѣ- $/$)"Ѷ.$")$)"+* (.
*!!$ $)/# !0/0- ѣ/$)"$'*"0 .
/ ). ю Structures ѣ).2 -$)",0 ./$*).
- … either … or … ѣ+'4$)".+ ''$)""( .
-#2$'' $/# -. ) ѣ*(+' /$)". )/ ) .
' // -*-. ) ѣ2-$/$)"*(+*.$/$*).
/ ' "-(ю ѣ- ѣ2-$/$)"./*-$ .

- … might …
# ($"#/- $1 # -
+- '/#$. 1 )$)"ю

12
ENGLISH
PRIMARY 5
- … unless …
*0-' // -2$'')*/
+*./ 0)' ..4*0!$3
+*./" ./(+ю
- Unless ….
)' ..4*0+4!*-4*0-
*3- )/'я$/2$''
'*. ю

Grammar
ѣ*)%0)/$*).

- *)./-0/$)" */# *-' ) 2-$// ) . )/ ) . 0.$)" /# 1*0'-4 )
./-0/0- .' -)/
- .&$)")).2 -$)"*(+- # ).$*),0 ./$*).
- /$)"Ѷ.$")$)"$'*"0 .
- $/$)"Ѷ.$)"$)"+* (.Ѷ.*)".Ѷ#)/.
- *(+' /$)"./*-$ .Ѷ$'*"0 .
- -$/$)""0$ )!- *(+*.$/$*).
SUB-TOPIC 5B: The Telephone

learning activities

ѣ)--/ .Ѷ.$"). ' +#*) я(*$' +-*)*0) Ѷ.$")2*-.
./*-$ .- '/ /* / ' +#*) я/ ' ѣ! я ѣ*)./-0/$)". )/ ) .
/# / ' +#*) ю $-/$( я')'$) я!$3 0.$)"/# "$1 )./-0/0-
ѣ- .Ѷ.$")./ 3/. '$) я- $1 -я#). /я )1*0'-4
- '/ /*/# ) /2*-&(./я/ ' +#*) ѣ- $)"/ 3/.Ѱ+.." .Ѷ
13
ABRIDGED CURRICULUM
FOR UGANDA
/ ' +#*) ю $- /*-4я$'я$-/$( я $'*"0 .Ѷ+* (.Ѷ)*/$ .ѱ

ѣ- 2-$/ .Ѷ-$'' . call, subscriber’s ѣ- $/$)"Ѷ.$")$)"+* (.
/ 3/.Ѷ./*-$ . $ )/$!$/$*)(*0' ѣ/$)"$'*"0 .
- '/ /*/# Ѱ.$(ѱ-я'*ю ѣ).2 -$)",0 ./$*).
/ ' +#*) ю ѣ'4$)".+ ''$)""( .
ѣ (*)./-/ . Structures ѣ*(+' /$)". )/ ) .
$'$/4/* ѣ… enough … to…. ѣ2-$/$)"*(+*.$/$*).
*((0)$/ 0.$)" # $)*/#1 )*0"# ѣ- 2-$/$)"./*-$ .
/ ' +#*) ю $-/$( /*(& ''ю
ѣ… need to …
*0) /*!$3')'$)
/#*( ю
ѣ… needn’t …
You needn’t own two
/ ' +#*) .ю

- *)./-0/$)" */# *-' ) 2-$// ) . )/ ) . 0.$)" /# 1*0'-4 )
./-0/0- .' -)/
- ).2 -$)"*(+- # ).$*),0 ./$*).
- /$)"$'*"0 .
- *(+*.$)"+* (.Ѷ#)/.
- *(+' /$)"./*-$ .Ѷ$'*"0 .
- -$/$)""0$ )!- *(+*.$/$*).
14
ENGLISH
PRIMARY 5
SUB-TOPIC 5C: The Internet

learning activities

ѣ($'я2 .$/ я ' / я.1 я +-*)*0) Ѷ.$")2*-.
ѣ)--/ .Ѷ.$"). *+ )я.-*''я!*' -я.0-!$)"я ѣ*)./-0/$)". )/ ) .
./*-$ .- '/ *(+0/ -я
)/ -) /!ĝя 0.$)"/# "$1 )./-0/0-
/*/#
)/ -) /ю . -1$ ! я1$-0.я**"' я )1*0'-4
ѣ- .Ѷ.$"). #**я. -#я+" я ..я ѣ- $)"/ 3/.Ѱ+.." .Ѷ
/ 3/.- '/ /* .$")$)я.$")*0/я'*"я
)/ -) / $'*"0 .Ѷ+* (.Ѷ)*/$ .ѱ
/#
)/ -) /ю 3+'*- -я. -# )"$) ѣ- $/$)"Ѷ.$")$)"+* (.
ѣ2-$/ .Ѷ-$'' . Structures ѣ/$)"$'*"0 .
/ 3/.Ѷ./*-$ . - … too … to … ѣ).2 -$)",0 ./$*).
- '/ /*/# #
)/ -) /!ĝ2./** ѣ'4$)".+ ''$)""( .
)/ -) /ю *)" ./ /*.$/$)ю ѣ*(+' /$)". )/ ) .

ѣ (*)./-/ . - … in order to … ѣ2-$/$)"*(+*.$/$*).
$'$/4/*
*+ ) /# 2 .$/ $) ѣ- 2-$/$)"./*-$ .
*((0)$/ *- -/* ..(4 ѣ($'ю
0.$)"/# - … so as …
'*"" *)/*#**.*.
)/ -) /ю
/*.0-!) 2.ю
Grammar
ѣ
)/ --*"/$1 +-*)*0)
Ѱ2#*я2#/я2#$#ѱ
- *)./-0/$)" */# *-' ) 2-$// ) . )/ ) . 0.$)" /# 1*0'-4 )
./-0/0- .' -)/
- $)"Ѷ.$")$)"./*-$ .
- ).2 -$)"*(+- # ).$*),0 ./$*).
- /$)"Ѷ.$")$)"$'*"0 .
15
ABRIDGED CURRICULUM
FOR UGANDA
- $/$)"Ѷ.$")$)"+* (.Ѷ.*)".Ѷ#)/.
- *(+' /$)"./*-$ .Ѷ$'*"0 .
- -$/$)""0$ )!- *(+*.$/$*).
16
ENGLISH
PRIMARY 5
English :TERM 3

Шѐ
Introduction
#$. /*+$ 2$'' 0$' *) 2#/ 2. *1 - $) P. 3 (Theme 9: Culture and
Gender in Our Sub-county)ю
/ 2$'' +-*1$ ' -) -. 2$/# ) *++*-/0)$/4 /*
learn and appreciate other people’s cultures. It will also enable learners to
1 '*+1*0'-4)./-0/0- .- '/ /*0'/0- ю
Sub-topic 6A: Nationality

learning activities

• na--/ .Ѷ.$"). "))я)5)$)я +-*)*0) Ѷ.$")2*-.
)4)я2))я
./*-$ .- '/ ѣ*)./-0/$)". )/ ) .
0) . я -()я- )#я
/*)/$*)'$/4ю )"'$.#я*//$.#я( -$)я 0.$)"/# "$1 )./-0/0-
• reads/.$"). -5$'$)я#$) . я
)$)я )1*0'-4
/ 3/.- '/ /* +) . ю ѣ- $)"/ 3/.Ѱ+.." .Ѷ
)/$*)'$/4ю $'*"0 .Ѷ+* (.Ѷ)*/$ .ѱ
•writes/signs Structures ѣ- $/$)"Ѷ.$")$)"+* (.
/ 3/.Ѷ./*-$ . ѣI am a … ѣ/$)"$'*"0 .

(#$) . ()ю
- '/ /* ѣ).2 -$)",0 ./$*).
ѣ… not a … but …
)/$*)'$/4ю $.)*/"))0/ ѣ'4$)".+ ''$)""( .
• $ )/$!$ ./# )4)ю ѣ*(+' /$)". )/ ) .
1-$*0. ѣ……. come from……. ѣ2-$/$)"*(+*.$/$*).
)/$*)'$/$ .$) "4+/$).*( !-*("4+/ю ѣ- 2-$/$)"./*-$ .
/# 2*-'ю Grammar
- % /$1 .

- - +*.$/$*).
17
ABRIDGED CURRICULUM
FOR UGANDA

- *)./-0/$)" */# *-' ) 2-$// ) . )/ ) . 0.$)" /# 1*0'-4 )
./-0/0- .' -)/
- ).2 -$)"*(+- # ).$*),0 ./$*).
- /$)"$'*"0 .
- *(+*.$)"+* (.Ѷ#)/.
- *(+' /$)"./*-$ .Ѷ$'*"0 .
- -$/$)""0$ )!- *(+*.$/$*).
TOPIC 6: CULTURE
SUB-TOPIC 6B: Languages.

learning activities

ѣ)--/ .Ѷ.$"). 0")я 0(.я +-*)*0) Ѷ.$")2*-.
./*-$ .- '/ /* 0)4&$/-я 0*я
/ .*я ѣ*)./-0/$)". )/ ) .
')"0" ю $.2#$'$я- )#я)"'$.#я 0.$)"/# "$1 )./-0/0-
ѣ- .Ѷ.$")./ 3/. -()я /$)я#$) . я
*я )1*0'-4
- '/ /* $)"'я$)4-2)ю ѣ- $)"/ 3/.Ѱ+.." .Ѷ
')"0" .ю $'*"0 .Ѷ+* (.Ѷ)*/$ .ѱ
ѣ2-$/ .Ѷ.$"). Structures ѣ- $/$)"Ѷ.$")$)"+* (.
/ 3/.Ѷ./*-$ . ѣ )/ ) /-).!*-(/$*) ѣ/$)"$'*"0 .
- '/ /* *+' $))"').+ & ѣ).2 -$)",0 ./$*).
')"0" ю )"'$.#ю ѣ'4$)".+ ''$)""( .
ѣ0. .)*0).я/# )"'$.#$..+*& )$) ѣ*(+' /$)". )/ ) .
+..$1 1*$ ) )"')ю ѣ2-$/$)"*(+*.$/$*).
*)$/$*)'.Ѱ$!ѱ/* ѣIf … would … ѣ- 2-$/$)"./*-$ .
/'&*0/1-$*0.
!
2 - $" -$)я
2*0'
18
ENGLISH
PRIMARY 5
')"0" .ю -$#ю

ѣ… would … if….
04**2*0'.+ &
+)$.#$!.# 2.!-*(
+$)ю
ѣ… as …
$)4-2)$.!*-
2) . . $)"'$.!*-
*)"*' . ю

Grammar
- *0).ю
- ..$1 *$ ю
- *)$/$*)'.Ѱ
!Фѱю

- *)./-0/$)" */# *-' ) 2-$// ) . )/ ) . 0.$)" /# 1*0'-4 )
./-0/0- .' -)/
- ).2 -$)"*(+- # ).$*),0 ./$*).
- /$)"$'*"0 .
- *(+*.$)"+* (.Ѷ#)/.
- *(+' /$)"./*-$ .Ѷ$'*"0 .
- -$/$)""0$ )!- *(+*.$/$*).

TOPIC 7: PEACE AND SECURITY
Introduction
#$./*+$2$'' )' /# ' -) -./* 1 '*+1*0'-4- '/ /* )
0-$/4ю
/ 2$'' '.* )' /# ( /*,0$- ++-*+-$/ ')"0" ) ..-4
!*-#-(*)$*0.'$1$)"ю
19
ABRIDGED CURRICULUM
FOR UGANDA

learning activities

ѣ)--/ .Ѷ.$"). я. 0-$/4я%0" я +-*)*0) Ѷ.$")2*-.
./*-$ .- '/ ("$./-/ я- +*-/я.// ( )/я ѣ*)./-0/$)". )/ ) .
/*+ ) *!! ). я*!! )я#)0!!.я 0.$)"/# "$1 )./-0/0-
. 0-$/4ю -$( я ''я-- ./я*0-/я )1*0'-4
ѣ- .Ѷ.$"). +*'$ .//$*)я+*'$ +*./я ѣ- $)"/ 3/.Ѱ+.." .Ѷ
/ 3/.- '/ /* -(4я--&.я. я2$/) ..я $'*"0 .Ѷ+* (.Ѷ)*/$ .ѱ
+ ) ! ) я"0)я--*2.ю ѣ- $/$)"Ѷ.$")$)"+* (.
. 0-$/4ю ѣ/$)"$'*"0 .
ѣ- 2-$/ .Ѷ.$"). Structures ѣ).2 -$)",0 ./$*).
/ 3/.Ѷ./*-$ . ѣ… so … that … ѣ'4$)".+ ''$)""( .
- '/ /* # 1$''" #..*()4 ѣ*(+' /$)". )/ ) .
+ ) /#$ 1 ./#//# - $.)*+ ю ѣ2-$/$)"*(+*.$/$*).
. 0-$/4ю ѣ… about … ѣ- 2-$/$)"./*-$ .
ѣ0. . # 2$/) .. .#1 "$1 )
++-*+-$/ /# $-.// ( )/.*0//#
')"0" . ю
- '/ /*
+ ) Grammar
. 0-$/4ю - . )/ -! // ).

- *)./-0/$)" */# *-' ) 2-$// ) . )/ ) . 0.$)" /# 1*0'-4 )
./-0/0- .' -)/
- $)"Ѷ.$")$)"./*-$ .
- ).2 -$)"*(+- # ).$*),0 ./$*).
- /$)"Ѷ.$")$)"$'*"0 .
- *(+*.$)"+* (.Ѷ.*)".Ѷ#)/.
20
ENGLISH
PRIMARY 5
- *(+' /$)"./*-$ .Ѷ$'*"0 .

- -$/$)""0$ )!- *(+*.$/$*).

TOPIC 8: SERVICES (BANKING)
Introduction
#$./*+$2$''0$'*)2#/2.*1 - $)P.3. (Theme 7 under Managing
Resources)ю
/2$'' )' /# ' -) -/* 1 '*+/# .$')"0" ).&$''.
- '/ /*)&$)"!*-0. $)- ''$! .$/0/$*).ю

learning activities

ѣ)--/ .Ѷ.$"). )&я)&()" -я*0)/я +-*)*0) Ѷ.$")2*-.
./*-$ .- '/ +..**&я)&**&я/ '' -я ѣ*)./-0/$)". )/ ) .
/*)&$)"ю +*.$/я2$/#-2я- $/я 0.$)"/# "$1 )./-0/0-
ѣ- .Ѷ.$"). .1 я.! я') я)& )1*0'-4
/ 3/.- '/ /* .// ( )/я*0) я# ,0 я ѣ- $)"/ 3/.Ѱ+.." .Ѷ
)&$)"ю !*-" я.#$ -я2$/#-2!*-(я $'*"0 .Ѷ+* (.Ѷ)*/$ .ѱ
+*.$/!*-(я-я ѣ- $/$)"Ѷ.$")$)"+* (.
(#$) я# ,0 **&я ѣ/$)"$'*"0 .
.1$)".я(*) 4ю ѣ).2 -$)",0 ./$*).

Structures ѣ'4$)".+ ''$)""( .
ѣ (*)./-/ . ѣNeither … nor … ѣ*(+' /$)". )/ ) .
$'$/4/*0. $/# -$.# ()" -)*- ѣ2-$/$)"*(+*.$/$*).
++-*+-$/ .#$ -//#/)&ю ѣ- 2-$/$)"./*-$ .ю
')"0" ѣ… neither … nor …
- '/ /* !0'2$'') $/# -2$/#-2
)&$)" )*- +*.$/)4(*) 4/*4ю
.$/0/$*).ю ѣ… as soon as …
21
ABRIDGED CURRICULUM
FOR UGANDA
# .#$ -"1 & ''*

(*) 4..**)..#
+- . )/ /# 2$/#-2!*-(ю
ѣAs soon as …
..**).+$*"1 $)/#
*0)/)0( -я/# )&
()" -/*'#$(#$.') ю


- *)./-0/$)" */# *-' ) 2-$// ) . )/ ) . 0.$)" /# 1*0'-4 )
./-0/0- .' -)/
- .&$)")).2 -$)"*(+- # ).$*),0 ./$*).
- *(+*.$)"+* (.Ѷ.*)".Ѷ#)/.
- -$/$)""0$ )!- *(+*.$/$*)

22
MATHEMATICS
PRIMARY 5
MATHEMATICS

23
ABRIDGED CURRICULUM
FOR UGANDA
MATHEMATICS: TERM 1
Topic 1: Set Concepts
0-/$*)ѐЪ -$*.
Introduction
/. $) /#$. '.. 2$'' !*-( .$. !*- 3/ )$)" /# 0) -./)$)" *!
)0( -.ю # *)/ )/ *) . /. !*- -$(-4 *0- /#/ $. !*0) .* -$/$' #.
) /*/# *)/ )/*!-$(-4$1 ю./ # -4*02$'' - ,0$-
/* 0. */# - ! - ) **&. *! -$(-4 *0- ) -$(-4 $1 /* " / /#
/$'.*!/# *)/ )/ю*0.#*0'&)*2/#/0-$)"'*&*2)' -) -.#1
) )""$)" $) ()4 .*-/. *! /#$)".я 4*0 - 1$. /* -2 3(+' .
!-*( 1 -44 '$! *! /# ' -) - - '/ /* . /. ) ).0- /#/ '' ' -) -.
- )"" /''/$( .юAlthough equal andequivalent sets were covered
in Primary Four, the same content can be used as revision to cover the
introduction of content for Primary Five before introducing Venn
diagramsю
Note thatѐ #-*0"# 3+ -$( )/я ' -) -. !*-( ) )( ,0' )
,0$1' )/я 0)$*) ) $)/ -. /$*) *! . /. !-*( 1-$ /4 *! $)./-0/$*)'
(/ -$'.ю$.*1 -$)"/# ( ( -./#/!*-(0)$*))$)/ -. /$*). /.2$''
(& (0#. ). $!*) +-/$''4ю
CRITICAL CHANGES JUSTIFICATION
1) Set Concepts '/#*0"# ,0') ,0$1' )/. /.2 -

# *)/ )/*0/ ,0' *1 - $)+-$(-4Ц/# .( *)/ )/$)
. /.2.$)'0 $)+-$(-4 +-$(-4Ч) 0. .- 1$.$*)/**1 -'.*
Чю /# *)/ )/!*-+-$(-4Ч !*- $)/-*0$)"
))$"-(.
Mixed operations have $3 *+ -/$*).#1 )' !/*0/!*-

been left out for primary 6 +-$(-4Ш!/ -(0'/$+'$/$*))$1$.$*)
24
MATHEMATICS
PRIMARY 5
#1 )2$ *1 -"
5) Fractions -) -." //# +-*+ -'$)&" /2 )/#

*)/ )/*0/!-/$*).$) *) +/.*!!-/$*).!-*(.$(+' /**(+' 3ю
+-$(-4Ц#. )( -"
2$/#/#/*!+-$(-4Ч.
$)/-*0/$*)ю
6) Lines, Angles And

/$./# !*0)/$*)!*-*/# -*(+' 32*-&*)
Geometric Figures "1*'0( )*/# -./#/2.)*/*1 - $)
+-$(-4Цю
Ф$( ).$*)')Х
$( ).$*)'!$"0- .#1
)$)'0 $)/# +-$(-4
Ч*)/ )/ю
Integers The information on integers will be critical

Has been shifted from when drawing graphs
third term to second term
before graphs
7) Data Handling
/$./# .$.!*-' -) -./**-")$5 )
*)/ )/*0//''4(-&. +- . )/$)!*-(/$*)*)'$) )-"-+#.я
/#*0"#$/2.*1 - $)+-$(-4Ця$/)# '+
#. )$)'0 $)/#
*)/ )/*!+-$(-4Чю ' -) -./**-")$5 /
8) Time
)+-$(-4Ц/# 4*1 -($)0/ ./*)
# *)/ )/!*-+-$(-4Ц ($)0/ .+./)$)+-$(-4Ч()+(-
*0//$( #. )( -" $)/-*0 .*$)*- -/*#1 '*"$'!'*2$)
/# *) +/*!/$( /# . /2*2 - ( -"
2$/#/#/*!+-$(-4Чю
9) Money $) $/$)1*'1 .*+ -/$*).2$/#(*) 4$/!$/.

# *)/ )/*)(*) 4#. 2 ''!/ -*1 -$)"/# /*+$*!*+ -/$*).*)
).#$!/ /* *1 - 2#*' )0( -.
$(( $/ '4!/ -
*+ -/$*).*)2#*'
25
ABRIDGED CURRICULUM
FOR UGANDA
)0( -.$)/ -(*)
УТѱ Length, Mass and *).$ -$)"/# + -$**!'*&*2)я' -) -.

Capacityю *!+-$(-4Ц$)*/*1 -/# *)/ )/*0/
' )"/#я(..)+$/4ю
# +-$(-4Ц*)/ )/#.
)$)/ "-/ $)/*/#/*!
+-$(-4Чю
Competences Content Suggested Activities

# ' -) - ѱ 0( -*! i) *0)/$)")0( -*!
i) $ )/$!$ .)0( -*! ( ( -.$)"$1 ) ( ( -.$)"$1 ). /.
( ( -.$)"$1 ) . /.
ii) -2$)" ))$"-(.
. /ю
ѱ )$*))
ii) '$./.( ( -.*! iii)
)/$!4$)")
$)/ -. /$*)*!
$)/ -. /$*)) 2-$/$)"Ѷ-$''$)"
. /.
0)$*). /. *((*)( ( -.*!
iii) -2. )) ѱ ))$"-( . /.Ѱ$)/ -. /$*)ѱ
$"-(.ю
iv) $./$)"( ( -.*!/#
iv) $ )/$!$ .0)$*))
0)$*). /ю
$)/ -. /$*)*!. /.
0.$)" ))$"-(ю
Suggested Assessment Strategy
//# ' -) -!*-(0)$*))$)/ -. /$*)*!. /.0.$)" ))$"-(ю
26
MATHEMATICS
PRIMARY 5
Topic 2: Whole numbers

0-/$*)ѐШ -$*.

Introduction
#$. /*+$ -0). !-*( -$(-4 У /#-*0"#*0/ +-$(-4 2# - /# )0( -.
*1 - !*-0++ -'.. ."**)$)- .$)"4)0( -*!$"$/.ю
) -$(-4Ц
/# $"$/. - .0++*. /* 0+ /* ЫЫяЫЫЫ ) $) -$(-4 Ч 0+ /* ЫЫЫяЫЫЫю
#/ 1 - /# . я /# ./-/ "$ . 0. /* (& /# ' -) -. 0) -./) -
/# .( ю $/$*)я .0/-/$*)я (0'/$+'$/$*) ) $1$.$*) - .$
*+ -/$*). $) /# (/$.ю # . - +*2 -!0' !*0)/$*)' *) +/. $)
/# (/$. 2$/# ++'$/$*). /* ()4 +-*' ( .$/0/$*). )*)) /$*).
/* ()4 */# - /*+$.ю )*0/ '4я /# $- $(+*-/) 3/ ). /* - 'ѣ'$!
.$/0/$*).ю./ # -я4*0) /*- 1$. 2*-&*)/# !*0-.$*+ -/$*).
using mental work, number “spiders”, games and competitions at the start of
/#$. /*+$ю $1 ' -) -. *++*-/0)$/4 /* - я 2-$/ ) .+ & /# & 42*-.
0. 2#$##1 .+ $'(/# (/$'( )$)"$)- '/$*)/**+ -/$*).*)
2#*' )0( -.ю
)1*'1 ' -) -. $) $.*1 -$)" /#/ (0'/$+'$/$*) $. - + / $/$*) )
$1$.$*)$.- + / .0/-/$*)/#-*0"#1-$*0.#).ѣ*)/$1$/$ .$)"-*0+.
) . $)$1$0'.ю $1 ' -) -. 3(+' .2# - *() )0( -'. - 0.
)2#4/# 4- ./$''0. ю

# ' -) -

i) *0)/.2#*' i) -2$)")0( -
)0( -.0+/* '$) /*.#*2
ЫЫЫяЫЫЫ ѱ #*' )0( -.
)0( -.$)УТТ.
0+/*ЫЫЫяЫЫЫ
ii) --)" .)0( -.$) !-*(Т–ФТТТ
ѱ ' 1'0 .0+
/# $-*'' /+' *) ii) .$)")0.*-
27
ABRIDGED CURRICULUM
FOR UGANDA
/# +' 1'0 . /*ЫЫЫяЫЫЫ /' /*.#*2+'

#-/ѐ*) .я/ ).я ѱ 3+)$)" 1'0 )1'0 .*!
#0)- .я) )0( -.0+/*Ч 1-$*0.)0( -.ю
/#*0.). $"$/. iii)
)/$!4$)"+'
iii) 2-$/ .Ѷ-$'' . ѱ *() 1'0 .0+/*Ш$"$/.
)0( -.$) )0( -'. iv) .$)"1'0 .*!
3+) !*-( ѱ *0)$)"*!! $"$/.$)"$1 )
iv) 2-$/ .Ѷ-$'' . 2#*' )0( -.ю )0( -./* 3+)
)0( -.$)2*-. /# (
-*0).*!!2#*' v) *0)$)"*!!2#*'
)0( -.ю )0( -.
v) 2-$/ .Ѷ-$'' . vi) $)"Ѷ.$")$)")
)0( -.$)*() 2-$/$)"*()
)0( -'.)1$ )0( -.0+/*!$!/4
1 -. vii) *)1 -/$)" $)0
vi) .*0).*!!2#*' -$/**())
)0( -.ю 1$ 1 -.
Suggested Assessment Strategies

//# ' -) -
i) $ )/$!41'0 .)+' 1'0 .*!)0( -.ю
ii) 2-$/ Ѷ-$'' )0( -.$) 3+) !*-(ю
iii) *)1 -/*())0( -'./* $)0-$)0( -.)1$ 1 -.ю
iv) -*0)*!!2#*' )0( -.ю
Topic 3: Operations on whole numbers

0-/$*)ѐЪ -$*.
28
MATHEMATICS
PRIMARY 5
Introduction
. / # -я 4*0 2$'' . ' / .*( ! 2 $/$*) )0( -. !-*( /# - ! - )
**&.*!-$(-4Ц)! 2!-*(/# -$(-4Ч- ! - ) **&.ю#$.)
*) *)0-- )/'4 2$/#$) Х + -$*. *! ЦТ ($)0/ .ю "-*0+$)" $)1*'1 .
"-*0+*!. ))0( -.юѰ ).я 0)- .я#*0.).ѣѣѣѱю)"" ' -) -.
$) +-/$' $/$*)я .0/-/$*)я (0'/$+'$/$*) ) $1$.$*)ю (+#.$.
- "-*0+$)")' //# ' -) -.$.*1 -#*2$/$. !! /$1 '4*) ю -) -.
2$''$.*1 -/#/(0'/$+'$/$*)$.- + / $/$*))$1$.$*)$.- + /
.0/-/$*)ю - / . )-$*ѣ. problems from the learners’ context
2# - ' -) -. - - ,0$- /* ++'4 /# $- &)*2' " /* .*'1 +-*' (.
$)1*'1$)"($3 *+ -/$*).ю
/2$'' $)/ - ./$)"$!"-*0+2*-&$. )*0-"
(*)" ' -) -.ю 1$. $/$*) *! !*0-ѣ$"$/ѣ)0( -. 2$/# - "-*0+$)"ю
.$ .я .0/-/ /#- ѣ$"$/ ѣ)0( -. !-*( /#- 2$/# - "-*0+$)". Mixed
operations have been left out for Primary 6 after multiplication and
division have been widely covered.

Competences Content Activities
# ' -) -
i) &$)".$(+'
i) .!$1 ѣ$"$/ѣ ѱ $/$*)*!2#*' $/$*)+-*' (.
)0( -.2$/# )0( -.0+/*Ш 0.$)")0( -.0+/*
- "-*0+$)"/* $"$/. ЫЫЫяЫЫЫ
3/ )/# ѱ 0/-/$*)*! ii) 0/-/$)")0( -.
$/$*)!-*(/# 2#*' )0( -.0+ 0+/*ЫЫЫяЫЫЫ
+- 1$*0.'.. .ю /*Ш$"$/. iii) *'1$)"+-*' (.
ii) .0/-/.!$1 ѣ$"$/ѣ ѱ 0'/$+'$/$*)*! $)1*'1$)"$/$*))
)0( -.2$/# 2#*' )0( -.4Тя .0/-/$*)$)- ''$!
- "-*0+$)"/* УТ)УТТ .$/0/$*).ю
3/ )/# ѱ 0'/$+'$/$*)*! iv) 0'/$+'4$)"Хѣ$"$/
.0/-/$*)!-*( 2#*' )0( -.0+ )0( -'.4ТяУТ)
29
ABRIDGED CURRICULUM
FOR UGANDA
/# +- 1$*0. /*Х$"$/.42#*' УТТ

'.. .ю )0( -.!-*(У/*Ыю v) 0'/$+'4$)"0+/*Цѣ
iii) (0'/$+'$ .Хѣ$"$/ѣ ѱ $1$.$*)*!2#*' $"$/)0( -.4Фѣ
)0( -.4Фѣ )0( -.4Фѣ$"$/ѣ $"$/)0( -.
$"$/ѣ)0( -.ю )0( -.$)'0$)" vi) *-&$)"*0/$1$.$*)
iv) (0'/$+'$ .Цѣ$"$/ѣ 4УТ 0.$)"'*)"$1$.$*)
)0( -.4Фѣ !ѱ 0( -.$). ) .-$$)" #
$"$/ѣ)0( -.ю $1 ./ +
v) .*'1 .2*- "ѱ *'0/$*)*!- 'ѣ'$! vii) *0)/$)")0( -.$)
+-*' (.$)1*'1$)" +-*' (.ю . $1
(0'/$+'$/$*) viii) *(+0/$)"
vi) *0)/.)0( -.$) +-*' (.$)1*'1$)"
. $1 ю $/$*))
vii) *(+0/ . .0/-/$*)*!
+-*' (.$)1*'1$)" )0( -.$). $1
$/$*))
.0/-/$*)*!
)0( -.$).
$1 ю

//# ' -) -
i) (0'/$+'42#*' )0( -.4Хѣ$"$/)0( -.ю
ii) $1$ 2#*' )0( -.4Фѣ$"$/)0( -.ю
iii) *0)/$). $1 ю
iv) .*'1 +-*' (.$)1*'1$)"$/$*)).0/-/$*)ю
30
MATHEMATICS
PRIMARY 5
Topic 4: Money
0-/$*)ѐЫ -$*.
Introduction
#$./*+$$.!*0)$)*/#-$(-4Ц)-$(-4Ч.4''0. .0) -/# .(

/# ( *! ( .0- ( )/ю $) .*( ' -) -.($"#/ #1 ($.. ./04$)" $)
-$(-4 Ця $/ 2$'' *1 - $) -$(-4 Чю 0-$)" '*& *2) .*( ' -) -.
#1 )/-)./$)"0.$) ..2$/#/# $-+- )/.Ѷ"0-$).я/# - !*- я/# 4
#1 .*( &)*2' " *0/(*) 4ю
/$.1 -4$(+*-/)//#/4*0- ! -/*.0#
&)*2' " /*--4*0//#$./*+$+-/$''4ю -) -..#*0' /& )/*/#
) -4 .#*+ *- (-& / /* *. -1 #*2 . ''$)" ) 04$)" $. *) ) #*2
#)" $. !*0)ю -) -. 2$'' 0. /# $ *! *+ -/$*). *) )0( -. /*
$.*1 -$/$*)я.0/-/$*)я(0'/$+'$/$*))$1$.$*)*!(*) 4ю# - $.
)* ) /* .+ ) (0# /$( *) $/$*) *! (*) 4 0. ' -) -. #1
'- 4"$) /# .&$''*!/# 0. *!/# *+ -/$*).ю
/#. )- '$. /#/
$) /# /2* '.. . .*( *)/ )/ $. 3/'4 /# .( .* - ! - )$)" 2$''
*) !-*(/# / 3/**&.!*- -$(-4Ц ) -$(-4Ч / /# .( /$( ю The
content on money has been shifted to be covered immediately after
operations on whole numbers in Term One. Since it involves operations
with money it fits well after covering the topic of “operations on whole
numbers”.
# ' -) -
i) 0. ./# !*0- ѱ $)"я.0/-/$)"я i) $)"я.0/-/$)"я
*+ -/$*).*) (0'/$+'4$)"я$1$$)" (0'/$+'4$)")
(*) 4 (*) 4 $1$$)"(*) 4
ii) *(+' / ./# ѱ *(+' /$)"/' .*! ii) *(+' /$)"/#
/' *!$''. $''. /' *!$''.
31
ABRIDGED CURRICULUM
FOR UGANDA
iii) +'4.04$)" ѱ 3 -$.$)"04$)") iii) .$)"-*' ѣ+'4/*

). ''$)" . ''$)" --4*0/04$)"
"( ѱ $)$)"#)" я+-*!$/ ). ''$)"ю
iv) $).. ''$)" )'*.. iv) $)$)". ''$)"
+-$ я+-*!$/) ѱ $)$)". ''$)"+-$ +-$ я#)" я+-*!$/
'*..ю 2# )"$1 )'*..*- )'*..ю
+-*!$/ю
!ѱ $)$)"04$)"+-$
2# )"$1 )'*..*-
+-*!$/
//# ' -) -
i) 0. /# !*0-*+ -/$*)./* '2$/#(*) 4ю

ii) *(+' / /' .*!$''.ю
iii) '0'/ +-*!$/)'*..ю
iv) '0'/ . ''$)")04$)"+-$ .2# )'*..*-+-*!$/$."$1 )ю
Topic 5: Patterns and sequences

0-/$*)ѐШ -$*.
Introduction
32
MATHEMATICS
PRIMARY 5
-) -. 2$'' 0) -./) /# ( )$)" *! +// -). ) . ,0 ) . /#-*0"# !$-./
*. -1$)" 2# - +// -). - ю ю"ю /$' .я %&!-0$/я +$) ++' я /ю & /# ( /*
2# - /# 4)$ )/$!4/# +// -).). ,0 ) .$)/# $- )1$-*)( )/ !*-
$)/-*0$)" +// -). ) . ,0 ) .ю #*2 ' -) -. /# $(+*-/) *! ' -)$)"
+// -).). ,0 ) .$)/# $-- ''$! ю /' -) -.!$)/# ) 3/)0( -.$)
"$1 ) +// -) 4 $)" ) .0/-/$)"я (0'/$+'4$)" ) $1$$)" )0( -.ю
1 )/0''4я ' -) -. 2$'' $.*1 - /# ) /#-*0"# (0'/$+'$/$*) )
$1$.$*) +// -).ю
) /# .( /*+$я ' -) -. 2$'' $.0.. ) !*-( +// -). 4
$)- .$)" ) - .$)" +-*"- ..$*)ю / ' -) -. $.*1 - ) $.0..
/-$)"0'-)0( -.я*(+*.$/ ).,0- )0( -.0.$)"(* '.ю
# ' -) - i)

)/$!4$)")
i) '$././-$)"0'-) ѱ 4+ .*! '$./$)"/# /4+ .
*(+*.$/ )0( -. )0( -.ѐ /-$)"0'-)
ii) !*-(.+// -).) /-$)"0'-я *(+*.$/ )0( -.
. ,0 ) .0.$)" *(+*.$/ ii) *-($)"$!! - )/
/-$)"0'-) )0( -. +// -).0.$)"
*(+*.$/ )0( -. ѱ /*-.) /-$)"0'-)
iii) !$).!/*-.*! (0'/$+' .*! *(+*.$/ )0( -.
)0( -. 2#*' )0( -. iii) $)$)"!/*-.*!
iv) !$).(0'/$+' .*! ѱ 0( - )0( -.
)0( -. +// -). iv) $)$)"(0'/$+' .*!
v) $)./# ) ѱ ) )0( -.
v) $)$)"/# )

33
ABRIDGED CURRICULUM
FOR UGANDA
//# ' -) -

i) !$)!/*-.*!)0( -.ю
ii) !$)(0'/$+' .*!)0( -.ю
iii) '$./Ѷ.$") )0( -. /* !*-( +// -). 0.$)" /-$)"0'- ) *(+*.$/
)0( -.ю
iv) !$) )ю
34
MATHEMATICS
PRIMARY 5
MATHEMATICS: TERM 2
Topic 6: Fractions
0-/$*)ѐУЧ -$*.
Introduction
-/$*).- +-/*!*0-$'4'$1 .я$)()4$)./) ./# &)*2' " *!!-/$*).

$. - ,0$- /* .*'1 +-*' (.я ' / /# ( ')я (*) 4 *- .#-$)" +-*+ -/4ю
) -. .#*0' )"" $) +-/$' $ )/$!$/$*) *! !-/$*). 2$/# )
2$/#*0/ /# .( )*($)/*- $)'0$)" ,0$1' )/ !-/$*).ю -) -. .#*0'
3+ -$ ) 2-$/$)"!-/$*).$)/# '*2 .// -(.)0. /# .$*+ -/$*)./*
.*'1 +-*' (.$)1*'1$)"!-/$*).ю -) -.#1 )0) -'*&*2)!*-,0$/
'*)"+ -$*)/# 4#1 )$.*1 -$)"'*/!-*(/# $- )1$-*)( )/ю$1
' -) -. *++*-/0)$/4 /* $.*1 - $!! - )/ !-/$*). $)'0$)" /# - $+-*'. *!
!-/$*).+-/$''4ю'/#*0"#!-/$*).- *1 - $)!$-.// -($)Primary Four
)$). *)/ -($)Primary Fourя/# *)/ )/$)/#$./*+$$.$).0#24/#/
$/ '$)&. 0+ 2 ''я .* ' / /# ' -) - . /#/ '$)& 2# ) $)1*'1$)" *+ -/$*). *)
!-/$*).ю -) -. .#*0' 2*-& $) "-*0+. /* # '+ # */# - /* $)/ -+- / )
.*'1 2*- +-*' (. $)1*'1$)" !-/$*).ю $1 /# ( #) /* *((0)$/
/# $-).2 -./*/# 2#*' '..ю# *) +/*! $('!-tions doesn’t exist in
-$(-4 Ця ' -) -. - 3+ / /* 3+ -$( )/ ) $.*1 - /# $!! - )
/2 )2#*' )0( -.я+-*+ -!-/$*).) $('!-/$*).40.$)"!-/$*)
./-$+.ю*я*-/# () ..-4"0$) ю -) -.2$''$.*1 -/# #)" $)
2-$/$)" +' 1'0 . ) 0. /# $ *! +' 1'0 /* 2-$/ /# +' 1'0 *!
$('.0+/*/# 0)- /#.ю ю"юУѶУТя.ТюУ2# - Т$./# +' *!) .ю*-
*+ -/$*). *) $(' !-/$*). /# (+#.$. .#*0' +0/ *) --)"$)" /#
$"$/.ю -*0+ 2*-& /* $ .4 - $)"я $)/ -+- /$)" ) .*'1$)" +-*' (. 2$/#
$(' !-/$*). 2$'' (0# .$ - 2# ) /# +-*' (. - *)/ 3/0'$. /*
# '+/# ' -) -./* - '/ /* $'4 '$! ю Content about Fractions in Primary 4
has been merged with that of Primary Five as introduction. This will give a
proper linkage of the content for the two classes.
35
ABRIDGED CURRICULUM
FOR UGANDA
# ' -) -
i) (*)./-/ . ѱ -*+ -я$(+-*+ - i) (*)./-/$)"2$/#
+-*+ -я$(+-*+ - !-/$*)) 3(+' .я+-*+ -я
)($3 )0( -. ($3 )0( -.ю $(+-*+ -!-/$*).)
0.$)"*% /.) ѱ ,0$1' )/ ($3 )0( -.0.$)"
$"-(. !-/$*).ю *% /.)$"-(.
ii) #)" .($3 ѱ -/$*).2$/# ю"ю‫ڗ‬яФѶХяЧѶЦ
)0( -./* /# .( ii) )($)"Ѷ.$")$)"($3
$(+-*+ -!-/$*). )*($)/*- )0( -..$(+-*+ -
)1$ 1 -. ѱ -/$*).2$/# !-/$*).)1$ 1 -.
iii) -2.!-/$*).2$/# $!! - )/ iii) -$/$)"Ѷ-$''$)"
/# .( ) )*($)/*- ,0$1' )/!-/$*).
$!! - )/ ѱ $/$*)) iv) *-&$)"*0/+-*' (.
)*($)/*-. .0/-/$*)*! $)1*'1$)" ,0$1' )/
iv) .!-/$*).2$/# !-/$*).2$/# !-/$*).
/# .( ) $!! - )/ v) -2$)"$"-(.*!
$!! - )/ )*($)/*-. !-/$*).2$/#/# .(
)*($)/*- !ѱ 0'/$+'$/$*)*! )*($)/*-.ю$)"
v) .0/-/.!-/$*). !-/$*). !-/$*).2$/#.( )
2$/#/# .( ) "ѱ $1$.$*)*! $!! - )/ )*($)/*-.ю
$!! - )/ !-/$*). 0/-/$)"!-/$*).
)*($)/*-. #ѱ ' 1'0 .*! 2$/#/# .( )
vi) (0'/$+'$ .!-/$*). $('.0+/* $!! - )/ )*($)/*-.
2$/#!-/$*). #0)- /#.ю vi) 0'/$+'4$)"!-/$*).4
vii) !$).- $+-*'.*! $ѱ $('.*) !-/$*).
!-/$*). )0( -'$) . vii) 0'/$+'4$)"!-/$*).4
viii) $1$ .+-*+ - %ѱ *)1 -.$*)*! )/0-')0( -.
!-/$*).4+-*+ - $('./* viii) $1$$)"+-*+ -
!-/$*). !-/$*).)1$ !-/$*).4+-*+ -
ix) $1$ .!-/$*).4 1 -. !-/$*).)!$)$)"
36
MATHEMATICS
PRIMARY 5
)/0-')0( -. &ѱ $/$*)) - $+-*'*!!-/$*).

x) !$).+' 1'0 .*! .0/-/$*)*! ix) $1$$)"!-/$*).4
$('$"$/. $('.0+/* )/0-')0( -.
xi) *)1 -/. $('. #0)- /#.ю x) $)$)"+' 1'0 .)
/*!-/$*).)1$ 1'0 .*!$"$/.*!
1 -. )0( -.
xii) . $('.0+/* xi) *)1 -/$)" $('./*
#0)- /#.ю !-/$*).)1$ 1 -.
xiii) .0/-/. xii) $)").0/-/$)"
$('.0+/* $('.0+/*
#0)- /#.ю #0)- /#.
//# ' -) -
i) )( Ѷ.$") ,0$1' )/!-/$*).)$''0./-/ ./# (ю

ii) $./$)"0$.# /2 ) +-*+ - )$(+-*+ - !-/$*). )2-$/ .Ѷ-$''
($3 )0( -.ю
iii) #)" +-*+ -!-/$*)./*$(+-*+ -!-/$*).)1$ 1 -.ю
iv) --4*0//# !*0-!0)( )/'*+ -/$*).*)!-/$*).ю
v) .*'1 - 'ѣ'$! +-*' (.- '/ /*!-/$*).ю
vi) !$)+' 1'0 .)0. .+' 1'0 .*!$"$/./*!$)1'0 .ю
vii) *)1 -/ $('./*!-/$*).ю
viii) $('!-/$*).ю
ix) .0/-/ $('!-/$*).ю
Topic 7: Lines, Angles and Geometric figures

0-/$*)ѐУЦ -$*.
Introduction
37
ABRIDGED CURRICULUM
FOR UGANDA
1$)"/# $ *!" *( /-$!$"0- .$.1 -4$(+*-/)/./# &)*2' " )# '+
' -) -. / '/ - ./" $) *)./-0/$*)ю -) -. .#*0' $ )/$!4 ) .-$ 2
)3$( ).$*)'!$"0- .-*0)/# (юNoteѐ$)Primary Four0--$0'0(/# 2
) 3$( ).$*)'!$"0- .- "$1 ).. +-/ /*+$.0/ 0. */#! $)/*
.$($'- /*+$ $) Primary Fiveя /# 4 - *($) ю -) -. ) *'' / )
(* ' /# $!! - )/ !$"0- . !-*( .*$' *- '4 /* (& /# ( (*- )"" ю #$.
/*+$ .#*0' . )""$)" . +*..$' ю ( ( -я ' -) -. - !-*( /#
'*&*2) 2# - /# 4 #1 ) )""$)" 2$/# ()4 " *( /-$ !$"0- .
$)$ )/''4я /# 4 .#*0' $)1*'1 $) $.*1 -$)" '$) .я )"' . ) */# -
!$"0- .ю
1$)"" *( /-4. /.2$'' (0./!*-''' -) -.!*-.0 ..!0'*(+' /$*)*!

/# /*+$ю
) /# $- "-*0+.я ' -) -.$.*1 - *(+' ( )/-4 ).0++' ( )/-4
)"' .ю !*- /# / # - (-&.*)/ #$)"+-'' ')+ -+ )$0'-'$) .
' -) -. .#*0' $ )/$!4 *% /. $) /# '..-**( 2#$# #1 /#*. '$) .ю 2
dimensional and 3 dimensional figures have been included in the Primary 5
content differently as they are the foundation for other complex work on
e.g. volume and others that were not covered in Primary Four.
# ' -) -ѐ

i) -2.) ѱ Фѣ$( ).$*)' i) -2$)"Фѣ)Хѣ
*)./-0/.-$"#/ !$"0- . $( ).$*)'!$"0- .
)"' .ю ѱ Х$( ).$*)' ii) *)./-0/$)".$(+'
ii) -2.) !$"0- . Фѣ$( ).$*)'
*)./-0/. ѱ Фѣ$( ).$*)!$"0- .ѐ !$"0- .
+-'' ''$) .ю /-$)"' .я.,0- .я iii) .0-$)"/#
iii) !$).+ -$( / - )- /)"' . + -$( / -*!
*!- /)"' . ѱ $"#/)"' . +'4"-*0)0.$)"
).,0- .ю ѱ -$( / -*!.,0- . '-" ./ +.ю*-&$)"
iv) !$).- *! )- /)"' . *0//# + -$( / -
.,0- .) !ѱ - *!.,0- .) )/# - *!
38
MATHEMATICS
PRIMARY 5
- /)"' .ю - /)"' . 1-$*0..,0- .)

v) *)./-0/. "ѱ -'' ') - /)"' .
$-' ) + -+ )$0'- iv) &$)"(* '.*!
- "0'- )"' . *((*).*'$.)
# 3"*)ю #ѱ $-' .)- "0'- $.+'4$)"/# (
vi) !$).'$) .*! # 3"*).
!*'$)" $ѱ $(+' '$) .*!
.4(( /-4*! !*'$)".4(( /-4ѣ
- /)"' я - /)"' ѣ.,0-
.,0- ) ).+ $'/-$)"' .
.+ $'
/-$)"' .ю
//# ' -) -

i) $ )/$!4я-2.)(* '.Ф)Х$( ).$*)'!$"0- .ю
ii) -2-$"#/)"' .*-- /'4ю
iii) $ )/$!4я-2.)*)./-0/.+-'' ')+ -+ )$0'-'$) .ю
iv) *-- /'4*)./-0/# 3"*)ю
v) !*'.,0- я- /)"0'-я)/-$)"0'-.# /.*!++ -/*!*-('$) .*!
.4(( /-4ю
vi) ( .0- + -$( / -*!- '*% /.ю
vii) !$))*(+- - .*!$!! - )/.#+ .ю
viii) 0. " *( /-$$)./-0( )/./**)./-0/)"' .я$-' .я.,0- .)
- "0'-# 3"*).ю
Topic 8: Integers
0-/$*)ѐШ -$*.
Introduction
39
ABRIDGED CURRICULUM
FOR UGANDA
#$. /*+$ $. $)/-*0 $) Primary Five 0/ $/ $. ) $(+*-/)/ /*+$ . /#
$ *! $)/ " -. ) '4 0. $) +'*//$)" ) -2$)" "-+#.ю
)/ " -.
.#*0' $)/-*0 4 - '/$)" /# ( /* - 'ѣ'$! 3+ -$ ) .я '$& 0.$)"
/# -(*( / -я !''$)" *!! /- *- $)/* $/# ) */# -.ю -) -. .#*0'
$.*1 -4/# (. '1 ./# ( )$)"*!) "/$1 )+*.$/$1 $)/ " -./#-*0"#
-2$)")0.$)")0( -'$) .$).$ )*0/.$ /# '..-**(юThis topic
has been shifted from Third Term to Second Term before graphs. The
information on integers will be critical when drawing graphs.
# ' -) -ѐ

i) $ )/$!$ .+*.$/$1 ) ѱ *.$/$1 ) i)
)/$!4$)"
) "/$1 $)/ " -.ю ) "/$1 +*.$/$1 )
ii) *- -.Ѷ--)" . $)/ " -. ) "/$1 $)/ " -.
) "/$1 )+*.$/$1 ѱ - -$)" ii) *(+-$)")
$)/ " -.0.$)" $)/ " -. *- -$)"Ѷ--)"$)
)0( -'$) ю ѱ *(+-$)" "+*.$/$1 )
iii) .+*.$/$1 /* ѱ $/$*)) ) "/$1 $)/ " -.
) "/$1 $)/ " -. .0/-/$*)*! iii) $)")
0.$)")0( -'$) ю $)/ " -. .0/-/$)"
iv) .$)/ " -.2$/#*0/ ѱ $(+' ѣ2*- $)/ " -.0.$)"
0.$)")0( -'$) ю +-*' (. )0( -'$)
v) .0/-/.$)/ " -. iv) $)")
0.$)")0( -'$) ю .0/-/$)"
vi) .0/-/.$)/ " -. 2$/#*0/0.$)"
2$/#*0/0.$)" )0( -'$)
)0( -'$) ю v) *'1$)"2*-
vii) .*'1 ..$(+' ѣ2*- +-*' (.
+-*' (.$)1*'1$)" $)1*'1$)"$)/ " -.
$)/ " -.ю
40
MATHEMATICS
PRIMARY 5
Let the learner

i) -2)0( -'$) .)*(+- .+*.$/$1 )) "/$1 )0( -.ю
ii) 0. .4(*'./**(+- $)/ " -.ю
iii) $)/ " -.).0/-/$)/ " -.ю
iv) .*'1 .$(+' 2*-+-*' (.$)1*'1$)"$)/ " -.ю

Topic 9: Data Handling

0-/$*)ѐУЦ -$*.
Introduction
-) -.#1 )*'' /$)"$)!*-(/$*)*)$!! - )/$/ (.0-$)"'*&*2)

2# /# - *-")$. *- )*/ю -) -. 2$'' *)/$)0 /* *'' / $)!*-(/$*) *)
$/ (. 2$/# .$($'- #-/ -$./$. ) $.*1 - $/. - +- . )//$*) $) !*-( *!
+$/0- .ю #$. *)/ )/ 2. .0++*. /* *1 - $) Primary Four.
/ $.
.$. !*- ' -) -.*-")$.$)")+- . )/$)"$)!*-(/$*)*)/# '$) )-
"-+#.ю $) ) - "-+#. - !*0) $) */# Primary Four ) Primary
Fiveю # / # - 2$'' *1 - /# *)/ )/ *)0-- )/'4 - ! - )$)" !-*( /#
/ 3/**&*! Primary Four )*! Primary Five / /# .( /$( ю#$. /*+$
.#*0' ( !0) ) $)1*'1$)"я drawing examples from the learner’s
3+ -$ ) .юContent about tally marks has been included in the content
of Primary Five. It is the basis for learners to organise and present
41
ABRIDGED CURRICULUM
FOR UGANDA
information on line and bar graphs. Though it is meant to be covered in

Primary Four, it can help learners to organise data.
# ' -) - i) -*0+$)"

i) "-*0+. ѱ ''4(-&. $)!*-(/$*)0.$)"
$)!*-(/$*)0.$)" ѱ ' .*)/# /''4(-&.
/''4(-&.ю #*-$5*)/') ii) -2$)".' .*)
ii) -2.я$.+'4. 1 -/$'3 . /# #*-$5*)/')
)$)/ -+- /. ѱ $) 1 -/$'3 .
/*)'$) ) ѱ - iii) -2$)"я- $)"я
-"-+#.ю ѱ 1 -" $)/ -+- /$)")
iii) !$).1 -" *! !ѱ -*$'$/4 $.+'4$)"/*)
*'' / /ю '$) )-"-+#.
iv) '0'/ . iv) $)$)"1 -" *!
+-*$'$/4ю *'' / /
v) *-&$)"*0/
+-*$'$/4
//# ' -) -ѐ
i) *'' /)"-*0+/!-*(#*( )*((0)$/4ю

ii) $.+'4/0.$)"/''4(-&.ю
iii) -2я$)/ -+- /)$.+'4/*)/# -)'$) "-+#.ю
iv) 2*-&*0/1 -" *!/ю
v) 2*-&*0/+-*$'$/4ю
Topic 10: Time

0-/$*)ѐУФ -$*.
42
MATHEMATICS
PRIMARY 5
Introduction
$( $.0) -( .0- ( )/$)*/#Primary Four)Primary Five'.. .ю
*2 1 -я /# *)/ )/ 2$'' #)' '*"$''4 /* )' ' -) -. /*
0) -./) $( ю .$)" - ' *- (* ' '*&. ' -) -. .#*0' "$1 )
*++*-/0)$/4 /* ()$+0'/ /# '*&.я 0/ѣ*0/.я %$".2.я . /# 4 / ''Ѷ.$") *-
.#*2 /$( ю # / # - ) 0. **+ -/$1 ' -)$)" ) 3+ -$( )//$*)ю
-) -. .#*0' "$) 2$/# 2#/ /# 4 '- 4 &)*2 *0/ /$( 2#$# 2.
*1 - $) Primary Two ) Threeю The content for Primary Four about
time has been merged with that of Primary Five to align Primary Four
minutes to and minutes past with Primary Five a.m. and p.m. in order to
have a logical flowю

# ' -) -
i) 0. .($)0/ ./* ѱ $( *)/# i) $.*1 -$)"2# )/*0.
)($)0/ .+./ УФѣ#*0-'*& ($)0/ ./*)($)0/ .
/*" /# -2$/#ю(ю ѱ *)1 -.$*)*! +./я+ю(ю)ю(ю
)+ю(ю/* 0)$/.*!/$( ii) '0'/$)"#*2()4
/ ''Ѷ.$")/$( ю ѱ 0-/$*) ($)0/ .- $))#*0-я
ii) *)1 -/.#*0-. ѱ $( я$./) )#*2()4#*0-.-
$)/*($)0/ .я4. ).+ ю $)4Ѱ*)1 -.$*)*!
$)/*#*0-.я2 &. /$( ѱ
$)/*4.)1$ iii)
)/ -+- /$)"/# ' )-
1 -.ю )*((0)$/$)"/#
iii) $)/ -+- /./# !$)$)".
' )- iv) $)$)"0-/$*)
iv) !$).0-/$*)ю v) '0'/$)"$./) я
v) '0'/ . /$( ).+
$./) я/$( )
.+ ю
43
ABRIDGED CURRICULUM
FOR UGANDA

//# ' -) -
i) / ''Ѷ.$")/$( *)УФѣ#*0-'*&0.$)"$"$/'))'*"0 '*&.ю
ii) *)1 -/$"" -0)$/.*!/$( /*.(''*) .ю
iii) !$)0-/$*)ю
iv) .*'1 2*-+-*' ($)1*'1$)"/$( я$./) ).+ ю
MATHEMATICS: TERM 3

Topic 11: Length, Mass and Capacity
0-/$*)ѐУЦ -$*.
Introduction
#$./*+$$.#)' $)*/#'.. . Primary Four )Primary Fiveю

/#.
) *1 - $) '*2 - +-$(-4 0.$)" )*)ѣ./)- 0)$/.ю .$)" ./)-
0)$/.я' -) -.) /*+-/$''4( .0- )- *-/# $-!$)$)".)0.
( .0- #-//*# '+/# (*)1 -/0)$/.*!' )"/#ю # *)/ )/!*--$(-4Ц
#. )$)/ "-/ $)/# *)/ )/!*--$(-4Чю# - !*- я- ! - ) **&.
!*-/# /2*'.. .2$'' 0. *)0-- )/'4/* ).0- /#/)**)/ )/$.' !/
*0/ю -) -..#*0' )"" $)$.*1 -$)"+ -$( / -ю # ' -) -.)
-$1 /# !*-(0' 4 /# (. '1 . !/ - --4$)" *0/ +-/$' /$1$/$ .ю
)*0-" **+ -/$1 ' -)$)"(*)"' -) -.ю The Primary Four content
has been integrated into that of Primary Five. Considering the period of
lock down, learners of Primary 4 did not cover the content about length,
mass and capacity.

# ' -) -
i) !$).' )"/#$) ѱ )"/#.$) i) .0-$)"' )"/#$)
( /- .) ( /- .я ( /- .я )/$( /- .
44
MATHEMATICS
PRIMARY 5
)/$( /- .ю )/$( /- . )($''$( /- .

ii) *)1 -/.( /- ./* ѱ ) ii) /- .я )/$( /- .
)/$( /- .)1$ ($''$( /- . )($''$( /- .
1 -.ю ѱ -$( / -.$)iii) *)1 -/$)"( /- ./*
iii) !$).+ -$( / -*! )/$( /- . )/$( /- .)1$
- /)"' .) ѱ ) 1 -.
/-$)"' .ю ($''$( /- . iv) $)$)"+ -$( / -$)
iv) 2*-&.*0/+ -$( / - ѱ - .$)(Ф )/$( /- .)
*!*($) !$"0- .ю )(Ф ($''$( /- .
v) !$).- *!.,0- . !ѱ ..$) v) $)$)"- $)( /- .
)/-$)"' . &$'*"-(.) ) )/$( /- .
vi) !$).- *! "-(. vi) .0-$)"(..$)
*($) !$"0- . "ѱ &$'*"-(.)"-(.
+$/4
vii) *)1 -/. $)'$/- .) vii) *)1 -/$)"&$'*"-(.
&$'*"-(( ./* ($''$'$/- . /*"-(.)1$
"-(.)1$ 1 -. 1 -.
viii) .*'1 .2*- viii) .0-$)"
+-*' (.$)1*'1$)" +$/4$)'$/- .)
(.. ($''$'$/- .
ix) *)1 -/.'$/- ./* ix) *)1 -/$)"'$/- ./*
($''$'$/- .)1$ ($''$'$/- .)1$
1 -.ю 1 -.
x) ( .0- .+$/4$) x) *'1$)"2*-
'$/- .)($''$'$/- .ю +-*' (.$)1*'1$)"
( .0-$)"

//# ' -) -

i) ( .0- ' )"/#)(..0.$)"*-- /$)./-0( )/.ю
ii) *)1 -/!-*(*) 0)$//*/# */# -ю
iii) '0'/ - )+ -$( / -*!+') !$"0- .ю
45
ABRIDGED CURRICULUM
FOR UGANDA
iv) .*'1 2*-+-*' (.$)1*'1$)"' )"/#я(..)+$/4.
Topic 12: Algebra

0-/$*)ѐУЦ -$*.
Introduction
'" - #. ) *) .$) -$(-4 ) ю&$)" - ! - ) /* /# +- 1$*0.

2*-& 2$'' # '+ ' -) -. /* - !' / ) /$1 '4 +-/$$+/ $) /#$. /*+$ю
/ $.
1$.' /* 0. learners’ - 'ѣ'$! 3+ -$ ) . 2# ) 2-$/$)" '" -$
3+- ..$*). ) !*-($)" ,0/$*).ю ($) /# ' -) -. - "0'-'4 /*
*-")$. ./# 4.*'1 ,0/$*).ю
# ' -) -ѐ

i) 2-$/ .(/# (/$' ѱ $(+' i) -$/$)"Ѷ-$''$)"
3+- ..$*). ,0/$*). (/# (/$'
ii) *'' /.'$& / -(. ѱ .$)"/# !*0- 3+- ..$*).
)2-$/ .'" -$ *+ -/$*). ii) *'' /$)"'$&
3+- ..$*). ѱ -0 / -(.
iii) !$).($..$)"1'0 . (/# (/$' iii) $)$)"($..$)"
$)$/$*)) .// ( )/. 1'0 .
.0/-/$*) ѱ $& / -(. iv) *'1$)".$(+'
iv) !$).($..$)"1'0 . ѱ 3+- ..$*).$) 2*-+-*' (.
$)(0'/$+'$/$*) '" - $)1*'1$)"
v) !$).($..$)"1'0 . !ѱ $(+' 2*- ,0/$*).
$)$1$.$*) +-*' (.
vi) .*'1 ..$(+' 2*- $)1*'1$)"'" -
+-*' (.$)1*'1$)"
,0/$*).
46
MATHEMATICS
PRIMARY 5
//# ' -) -
i) .$(+'$!4'" -$ 3+- ..$*).ю

ii) .*'1 .$(+' ,0/$*).ю
iii) !*-(.$(+' 2*-+-*' (.$)1*'1$)" ,0/$*).).*'1 /# (ю

47
ABRIDGED CURRICULUM
FOR UGANDA
48
SCIENCE
PRIMARY 5

INTEGRATED SCIENCE
49
ABRIDGED CURRICULUM
FOR UGANDA
Introduction

# -$(-4 $1
)/ "-/ $ ) .4''0. #. !$!/ ) /*+$. 0) - .$3
/# ( .ю$3*!/# . /*+$.- '$!/ !-*(/# .4''0.*!-$(-4*0-.$/.
*(+' / *1 -" 2. $.-0+/ 4 /#
УЫ +) ($ю /# - -$/$'
#)" . $) /#$. .4''0. $)'0 - *-")$.$)" /# . ,0 ) *! /# *)/ )/я
( -"$)" /# /*+$. $. . 1 /*-. ) *((0)$' $)/ ./$)' $. . .я
2*-( $)! .//$*). ) 3/ -)' +-/. *! *( ./$ )$('ю -$/$''4я *)/ )/
*)
УЫ 2. . )*/# - $((0)$.' $. . .. # / # - $.
3+ / /*0. 1-$ /4*!' -) -ѣ )/- + "*"4) !! /$1 0. *!/#
)1$-*)( )//*!$'$// ' -)$)"ю
50
SCIENCE
PRIMARY 5
SCIENCE:
Theme: Science in human activities and occupations
TOPIC 1: OCCUPATIONS IN OUR COMMUNITY: CROP GROWING

УХ

Competency:#$.$.*+$Х*! -(Ф$)/# юЧ./)-0--$0'0(ю

)/#$.
/*+$я /# ' -) -. - "0$ *) #*2 /* "-*2 ) - !*- *((*) /0 -
-*+. $) /# *((0)$/4ю *./ *! /# /$1$/$ . .#*0' *) +-/$''4 /*
)#) 0) -./)$)" ) 1 '*+( )/ *! /# $)/ ) &)*2' " я.&$''.я
)1'0 .ю
COMPETENCES CONTENT SUGGESTED ACTIVITIES

# ' -) -ѐ • *((*)/0 --*+. • !$ '1$.$//*/#
• $ )/$!$ ./# ѣ**//0 -.ѐ ) - ./(-& //*
#-/ -$./$. ѣ2 /+*//* . *. -1 /# *((*)
*!*((*) ѣ--*/. /0 --*+..*'$)/#
/0 --*+.ю ѣ..1 (-& /
• $.0.. .24. ѣ/ (/0 -.ѐ •
)/$!4$)"/#
*!"-*2$)") ѣ
-$.#+*//* . *((*)/0 --*+.
-$)"!*- ѣ(. • -*0+$)"/0 --*+.
/0 --*+.ю .-**//0 -.)
• -*2$)")-$)"!*-
• $ )/$!$ .+ ./. ./ (/0 -.
/0 --*+.
)$. . . • $.0..$)"/# 24.*!
• *((*)+ ./.)
*!/0 --*+.ю "-*2$)")-$)"!*-
$. . .*!/0 --*+.
• .-$ ./# /0 --*+.
• #-/ -$./$.*!
#-/ -$./$. • -++$)")
*((*)/0 --*+
*!*((*) *. -1$)".*( *!/#
+ ./.
/0 --*+ *((*)+ ././#/
• !! /.*!+ ./.)
+ ./.)/# $- //&/0 --*+.
$. . .*)/0 -
!! /.*) • .-$$)"/#
-*+.ѐ
-*+.ю #-/ -$./$.*!
ѣ*//$)"*!/0 -.
• $.0.. . *((*)/0 --*+
51
ABRIDGED CURRICULUM
FOR UGANDA
( /#*.*! ѣ *' .*)/0 -.) + ./.

*)/-*''$)" ' 1 . • $.0..$)"/# !! /.
+ ./.) ѣ !4 ''*2$)" *!+ ./.)$. . .
$. . *! ѣ !0-'$)" *)/0 --*+.
/0 --*+.ю • /#*.*! • (*)./-/$)"
• .-$ .24. *)/-*''$)"+ ./. ( /#*.*!
*!#-1 ./$)"я )$. . .*! *)/-*''$)"+ ./.)
+-* ..$)") /0 --*+. $. . .*!/0 --*+.
./*-$)"/0 - • -1 ./$)"я • .-$$)"24.*!
-*+.ю +-* ..$)") #-1 ./$)"я+-* ..$)"
• +-/$ . ./*-" *!/0 - )./*-$)"/0 --*+.
"-*2$)"/0 - -*+. • -/$.$)""-*2$)"
-*+.Ѱ+-*% / • $ ) *-$ )/ /0 --*+..
4/# *0)" '0.ѐ +-*% /
-( -.'0ѱ ѣ*0)"-( -.'0
Ую Assess individual learners’ exhibition of the different types of tuber

-*+.ю
Фю & ' -) -./*/# .#**'"- ))*. -1 /# (+-/$. +')/$)"
/0 --*+.ю
Хю . -1 )/& )*/ ..' -) -.2*-&$)"$)"-*0+.я (*)./-/
)$.0../# 24.*!#-1 ./$)"я+-* ..$)"я)./*-$)"/0 -
-*+.ю
Theme: Theory and Practice of Physical education
TOPIC 2: KEEPING POULTRY AND BEES

ХТ

Introductionѐ #$. $. *+$ У *! -( У $) /# ./)- юЧ 0--$0'0(ю #
topic is intended to develop learners’ awareness and equip them with survival
.&$''. *! & +$)" +*0'/-4 ) . . 1$' '$1 '$#** /$1$/4ю # /*+$
.#*0' '-" '4 3+*. ' -) -. /* /0' !-( +-/$ . '$& ! $)"я
.)$//$*)я1$)/$*)я)/- /( )/2# - +*..$' ю
52
SCIENCE
PRIMARY 5
COMPETENCES CONTENT SUGGESTED

ACTIVITIES
# ' -) -ѐ ▪ 4+ .*!+*0'/-4ѐ ▪ $.$/$)"
• $ )/$!$ .$!! - )/ #$& )я/0-& 4я"0$) ) -4
3(+' .*!+*0'/-4ю !*2'я0&.я+$" *). +*0'/-4!-(ю
• .-$ ./# ▪ 4+ .*!#$& )ѐ
)$1$0''4
3/ -)'+-/.*! ѣ-*$' -. $ )/$!4)
*( ./$!*2'ю ѣ'4 -. /& )*/ *!
• $ )/$!$ ./# ▪ - .*!#$& ) $!! - )/
$!! - )//4+ .*! ▪ 4./ (.*!& +$)" /4+ .)
#$& )ю +*0'/-4Ѱ#$& )ѱѐ!- - .*!
• .-$ ./# - . -)" я +'$// -я!*' +*0'/-4
*!#$& )ю + )я// -4 ▪ *-&$)"$)
• 3+'$)./# 0. .*! ▪ )" ( )/*!+*0'/-4 "-*0+.я
+*0'/-4ю Ѱ#$& )ѱѐ ' -) -.
• .-$ ./# ѣ-*+ -! $)"я#*0.$)"я .-$ /#
.4./ (.*!& +$)" + ./)$. . *)/-*' 3/ -)'+-/.
+*0'/-4Ѱ#$& )ѱю )/- /( )/Ѱ.+-4$)" *!*( ./$
• 3+'$).#*2/* )1$)/$*)ѱ !*2'
()" +*0'/-4 ▪ 4+ .*! .ѐ-*) .я ▪ (*)./-/$)
!-(ю 2*-& -.я,0 ) "+*0'/-4
• .-$ ./# '$! ▪
(+*-/) *! ./* ()" ( )/
#$./*-4*! .ю +')/.)+ *+' ѐ +-/$ .*)
• .// ./# $!! - )/ +*''$)/$*)я#*) 4я !-(!*-
/4+ .*! .ю .23)+-*+*'$. 3(+'
• .// ./# ▪ *)$/$*).)- .*). ! $)")
$(+*-/) *! .ю !*-.2-($)"ѐ' &" $) ' )$)"
• 3+'$)./# /# #$1 я 3 ..$1 # /я ▪ /#$)"
*)$/$*).) //&4 ) ($ .я 1$ *
- .*).*! .( ''я)*$. я'**&$)"!*- (*)./-/$)
.2-($)"ю ) 2#$1 " & +$)"
53
ABRIDGED CURRICULUM
FOR UGANDA
• $ )/$!$ ./# /4+ . ▪ 4+ .*!#$1 .ѐ )

*! #$1 .ю ѣ-$/$*)' #$1 .'$& *. -1$)"/#
• .-$ ./# $" 5$я0"*0/'*"я/$) /4+ .*!
$!! - )/( /#*.*! ѣ* -) #$1 .'$& #$1 .я)
#-1 ./$)"#*) 4ю *3#$1 я/*+-#$1 .$
• 3+'$)./# ▪ -1 ./$)"#*) 4ѐ - ,0$- ( )/.
$(+*-/) *! ѣ/-$/$*)')(* -) )+-/$ .
!-($)". ( /#*. $)
0.$) ..ю ▪ !-($)". & +$)"
0.$) ..ѐ(*) 4я!**я Ѱ2# -
)' .я+'./$.я) 1$'' ѱ
(+'*4( )/

Assessment guidelines
Ую Observe and assess the individual learners’ interests and abilities of taking
- *!+*0'/-4) .я0.$)"/# .#**'.!-(я*-*)/ 3/0'$.
)1$-*)( )/*!/# ' ..*)ю
Фю Using the project method, assess the learners’ ability to establish and
()" +*0'/-4*- & +$)"+-*% /Ѱ $/# -$).#**'*-/#*( ѱѣ
/#$.(4$)1*'1 #*( 1$.$/.4/# / # -ю
Theme: science in human activities and occupations

TOPIC 3: KEEPING RABBITS
15 PERIODS
Introduction:#$.$./# './/*+$$)/# ./)-юЦ0--$0'0(ю# /*+$

develops learners’ competences in and appreciation of keeping rabbits as a
1$' '$1 '$#** /$1$/4ю # - +*..$' я /# / # - ) . /* ./'$.#
(*)./-/$*) !-( $) .#**' !*- ' -) -. /* +-/$. -$/ & +$)" 4
! $)"/# -$/.) ).0-$)".)$//$*)я1$)/$*))/- /( )/*!/#
-$/.ю
54
SCIENCE
PRIMARY 5

# ' -) -ѐ • 4+ .)0. . •
). /# .#**'#.
▪ '$./.)( .*! - 4+ .ѐ'*'я -$/!-(я/#
3/ -)'+-/.*! 3*/$ ' -) -..#*0'1$.$/
-$/ю - . .ѐ( /я /# !-(
▪ )( .$!! - )/ ()0- я(*) 4я • *)./-0/$)"-$/
/4+ .*!-$/. .&$)!*-(&$)" #0/#
)/# $-0. .ю ".) '/. • (*)./-/$)"*-- /
▪ *(+- ./# • *)./-0/$*)*! +-/$. .$)-$/
$!! - )//4+ .*! -$/#0/# & +$)"
-$/.ю Ѱ#*0.$)"ѱ • //$)"0++-*% /.*!
▪ *)./-0/. • )" ( )/ -$/& +$)"
#0/#!*--$/.ю +-/$ .Ѱ& +$)" • (*)./-/$)"
▪ .-$ . -$/.ѱ +-/$. .*!*)/-*'*!
- $)"#$/. - $)"-$/. + ./.)$. . .$)
*!-$/.ю - - $)"*! -$/.
▪ )( .*((*) -$/.
$. . .*! - 4"$ )
-$/.ю - *((*)
▪ +-/$ ./# $. . .ѐ -
*)/-*'я )& -я!'0я*'я
+- 1 )/$*)) *$$*.$.я
/- /( )/*! +) 0(*)$я
-$/$. . .ю .)0!!' .я!' .я
▪ (*)./-/ . ($/ .я/$&.
.&$''.$)& +$)" • *)/-*')
-$/.ю /- /( )/*!-$/
$. . .
• +$)"-$/
- *-.
55
ABRIDGED CURRICULUM
FOR UGANDA
▪ In groups, assess the learners’ ability to construct hutches for rabbits.

▪ Individually, using the school’s farm, assess the learners’ ability to take
- *!-$/.ю
▪ Using the project method, assess the learners’ ability to establish and
()" -$/!-(.Ѱ $/# -$).#**'*-/#*( ѱю#$.(4$)1*'1 #*(
1$.$/.4/# / # -ю
56
SCIENCE
PRIMARY 5
Theme: Science in human activities and occupations

TOPIC 4: KEEPING GOATS, SHEEP AND PIGS
30 PERIODS
Introduction: #$. $. *+$ Ф $) -( Х $) /# юЧ ./)- 0--$0'0(ю #
' -) -. 2$'' "0$ /* 0. .$ )/$!$ &)*2' " ) .&$''. /* & + "*/.я
.# +я)+$".ю# ' -) -..#*0' /& )/*1$.$/) -4)$('!-(./*
*. -1 /# .&$''.*!& +$)""*/.я.# +я)+$".+-/$''4ю

# ' -) -ѐ • */.я.# +)+$". − -2$)")' ''$)"
• .-$ . & +$)" 3/ -)'+-/.*!
0. .*! • *0.$)") "*/.я.# +я)+$".
"*/.я ()" ( )/*!"*/.я −
)/$!4$)"+-*0/.
.# +) .# +)+$". "*/!-*("*/.я.# +
+$".ю • -*0/.!-*("*/.я )+$".
• $.0.. . .# +)+$".ѐ −
).(''"-*0+.я
/# 0. .я Ǧ / ' -) -. .-$ /#
.$").я Ǧ &$). ()" ( )/
.4(+/*(.я Ǧ **' +-/$. .*!"*/.я
+- 1 )/$*) Ǧ $'& .# +)+$".
)*)/-*' • $. . .)+-.$/ . − .$)"2#*' '..
( .0- . *!"*/.я.# +)+$".ѐ ++-*#я' -) -.
*!$. . . Ǧ 0. . $.0..#*2/*
$)"*/.я Ǧ $").).4(+/*(. *)/-*'+-.$/ .)
.# +) Ǧ - 1 )/$*)) $. . .*!"*/.я
+$".ю *)/-*' .# +)+$".
Ую Assess the individual learner’s ability to draw and label the external
+-/.*!"*/я.# +)+$"ю
Фю Assess the individual learners’ competence to identify the products got
!-*("*/.я.# +)+$".ю
57
ABRIDGED CURRICULUM
FOR UGANDA
͵Ǥ In groups, assess the learners’ competences to discuss how you can

*)/-*'/# +-.$/ .)$. . ./#/!! /"*/.я.# +)+$".Ǥ
Themeѐ// -)) -"4

TOPIC 5: MEASUREMENTS
15 PERIODS

Introduction: #$. $. *+$ Ф *! -( У $) /# ./)- юЧ 0--$0'0(ю #
/*+$ $. .$") /* ,0$+ ' -) -. 2$/# .$ &)*2' " *0/ ./)-
( .0- ( )/. *! ,0)/$/$ . '$& (..я 2 $"#/я ) 1*'0( ю # +-*+ - 0.
)/# -$"#/!0'$)./-0( )/.Ѷ++-/0..#*0' (+#.$. ю
Theme: Games
TOPIC 6: BASIC SKILLS IN ROUNDERS
Ш

Competency:# ' -) -(& .$(+-*1$. ,0$+( )/!*-*0) -.)

+ -!*-(..$/ #)$,0 .*!/# "( *!*0) -.2$/#*).$ -/$*)*!
-0' ..2 ''..! /4ю

# ' -) -ѐ ▪ .0-$)"ѐ ▪
)$1$0'' -) -.*'' /$)"
▪ .// ./# ѣ(..)2 $"#/ $!! - )/*% /.Ѷ
$!! - )/ ѣ+$/4)1*'0( .0./) .Ѷ'$,0$.)
( .0- ( )/.*! ▪ #1$*0-*! $.0..$)"$)"-*0+.*0//#
*% /.ю *% /.2$/#2/ -ѐ ,0)/$/$ ./* ( .0-
▪ 3+'$)./# ) ѣ!'*/$)").$)&$)" ▪ $.0..$)"*0//#
!*-./)- ѣ$.+' ( )/ .-$+/$*).*!,0)/$/$ .)
( .0- .*! ( /#*. - '/ & 4*) +/.
(..я2 $"#/) ▪ $)$)" ).$/4*! ▪ (*)./-/$)"( .0- ( )/
1*'0( ю $!! - )/*% /.$) *!$!! - )/
▪ 0. ./# *-- / - '/$*)/*(.. $)./-0( )/.Ѷ++-/0./*
58
SCIENCE
PRIMARY 5
$)./-0( )/.) )1*'0( ю / -($) /# ,0)/$/$ .

++-/0./*/& ( .0-
( .0- ( )/.ю ▪ .$)"2#*' '..++-*#я
' -) -.$.0..*0//#
$!! - )/ #1$*0-*!*% /.
2# )$)2/ -
▪
)$1$0''4'0'/ /#
).$/4*!$!! - )/*% /.$)
- '/$*)/*(..)1*'0(

Ую
).(''"-*0+.я' -) -. / -($) ( .0- ( )/.*!"$1 )*% /.ю
Фю Use practical work to assess the learners’ knowledge competences
*0/ #1$*0- *! *% /. 2# ) $) 2/ -ю ''*2 /# ( /* -$)"
1-$ /4*!(/ -$'.*-*% /.)( .0- ( )/++-/0.ю
Хю sing written tests, assess the individual learner’s competence on the
#1$*0- *! $!! - )/ *% /. 2# ) $) 2/ - ) '0'/$*). *0/
).$/4*!$!! - )/*% /.ю

Theme: Matter and Energy
TOPIC 6: HEAT ENERGY
ФЧ

Introduction: #$. $. *+$ Ф *! -( Ф $) /# юЧ ./)-0--$0'0(ю #$.
0$'. *) /# / -(. ' -)/ $) -'$ - '.. . .0# . (..я 1*'0( я )
).$/4ю 0$' *) /#$. 3+ -$ ) /* $)/-*0 .// *! (// - ) !*-(. *!
) -"4ю -) -. .#*0' # '+ /* $ )/$!4 /# $!! - ) /2 ) /4+ .
) !*-(. *! ) -"4ю 3+*. /# ' -) -.+-/$''4 /* /# !! / *! # / *)
(// -ю -) -..#*0' # '+ /*,0$- .$ )/$!$&)*2' " *) !! /.
*!# / *) /#$)".$)/# )1$-*)( )/) (*)./-/ .&$''.*!$)1 ./$"/$)"
!! /.*!# /*)(// -ю

59
ABRIDGED CURRICULUM
FOR UGANDA
ACTIVITIES
• #-*0"#-$)
# ' -) -ѐ • // -ѐ ./*-($)"я' -) -.
• )'4. . ѣ#/$/$. )( $!! - )/
2#/(// - ѣ $"#/Ѷ(.. .// .*!(// -
$.ю • -*+ -/$ .*!(// - •
)"-*0+.я' -) -.
• $)1 ./$"/ . Ѱ 3+ -$( )/.ѱѐ 3+ -$( )/2$/#
/# /#- ѣ .2 $"#/ ($3$)")
.// .*! ѣ0+$ ..+ . +-/$*)*!
(// -ю ѣ3 -/.+- ..0- ($3/0- .
• $!! - )/$/ . • // .*!(// -ѐ • #-*0"#
/2 ) ѣ*'$. -$)./*-($)"я/#
.*'0/ .) ѣ $,0$. ' -) -.
.*'1 )/.ю ѣ. . $!! - )/$/
• $ )/$!$ ./# • *'0/ .я.*'1 )/.я) .*'0/ .!-*(
$!! - ) . .*'0/$*). .*'1 )/.
/2 ) • ) -"4ѐ • #-*0"#/#$)&ѣ+$-ѣ
/4+ .) • #/$/$. .#- я' -) -.
!*-(.*! • 4+ .*! ) -"4 .-$ /4+ .)
) -"4ю o $) /$ ) -"4 !*-(.*!(// -
• $ )/$!$ . o */ )/$' ) -"4 • #-*0"#
$!! - )/ • *-(.*! ) -"4ѐ# /я (*)./-/$*)я/#
.*0- .*! .*0)я ' /-$я '..--$ .*0/
# /ю (") /$я'$"#/Ѱ)* 3+ -$( )/./*
• .-$ ./# /$'.*! #) ѱ .#*2/# !! /.*!
!! /*!# / • #-/ -$./$.*!!*-(.*! # /*)(// -
*)(// -ю ) -"4Ѱ(& 2*-& •
)$1$0''4я
• $)1 ./$"/ . +*..$' я/-).!*-(/$*)ѱю ' -) -..// /#
( /#*.*! • / ) -"4ѐ !! /.*!# /*)
# //-).! -ю ѣ#/$/$. (// -
• .// ./# ѣ*0- .*!# /ѐ.0)я • #-*0"#/#$)&ѣ+$-ѣ
$!! - ) !**я)' '$"#/я#*/!'/ .#- я' -) -.
60
SCIENCE
PRIMARY 5
/2 ) $-*)я#*/#-*'я $.0..2#/
# / ) -"4 0-)$)"2***-*') ) -"4$.
) .**) •
)$1$0''4я
/ (+ -/0- ю ѣ. .*!# /ѐ/***&я-4 ' -) -.-2)
• - '/ .# / '*/# .я2-(/#$)". ' '/# 100(
/* • !! /.*!# /"$))# / !'.&) 3+'$)
/ (+ -/0- ю '*..ѐ #*2$/2*-&.
• 3+'$)./# Ǧ #)" *!.$5 Ѷ' )"/# • Under the teacher’s
/4+ .) Ǧ 3+).$*)Ѱ 3+ -$( )/. "0$) я' -) -.
0. .*!/# *)/# 3+).$*)ѱ ( .0-
/# -(*( / - Ǧ *)/-/$*) / (+ -/0- .
ю Ѱ 3+ -$( )/.*) •
)$1$0''4
• *)1 -/. *)/-/$*)ѱ ' -) -.-2)
"- . Ǧ #)" *!.// ю"ю ' '$!! - )/
++-*+-$/ ' ( '/$)"я 1+*-/$*)я /# -(*( / -.
4ю !- 5$)"я*) )./$*) • #-*0"#"0$
).0'$(/$*) $.*1 -4я/#
Ǧ
)- . $)/ (+ -/0- ' -) -.2*-&*0/
Ǧ //-).! -Ѱ#*2# / '0'/$*).
/-1 '.ѱ $)1*'1$)"
Ǧ *)0/$*)$).*'$. *)1 -.$*).$)
Ǧ *)1 /$*)$)'$,0$. ℃ 𝑎𝑎𝑎𝑎𝑎𝑎 ℉
)". . • # ' -) -.
Ǧ $/$*)$)100( +-/$ ( .0-$)"
• . .*!$!! - )/( /#*.*! )- *-$)"
# //-).! -$)*0- / (+ -/0- 0.$)"
.0--*0)$)"ѐ )$)!--
Ǧ # /# -(*.!'.& /# -(*( / -
Ǧ # #-*'./*1 Ѱ/ (+ -/0- "0)ѱ
• /)/ (+ -/0- *-- /'4
Ǧ #// (+ -/0- $. • # ' -) -.2/#
УТю# -(*( / -.)( .0- 1$ **)
61
ABRIDGED CURRICULUM
FOR UGANDA
*!/ (+ -/0- ѐ *)1 -.$*)*!

Ǧ 4+ .)0. .*! "- .ѐ
/# -(*( / -. #//+.ѐѶѶ222ю4*0/0
Ǧ '.$0..' ю*(Ѷ2/#ѕ1‫ڮ‬
Ǧ #- )# $/.' ШѭЩ*
Ǧ Six’s (minimum and
(3$(0(ѱ
Ǧ # '$)$'
/# -(*( / -
Ǧ $!! - ) . /2 )
$!! - )//# -(*( / -.
• *)1 -.$*)!-*( '.$0./*
#- )# $/)1$ 1 -.
• Using written tests, assess each learner’s ability to describe the

#-/ -$./$.*!$!! - )/.// .*!(// -ю
• Assess each learner’s competence in explaining how heat energy affects
/# )1$-*)( )/ю
• .$)""-*0+2*-&)($)$ presentations, assess each learner’s ability in
-2$)")' ''$)"$!! - )//# -(*( / -.ю
• Using practise exercises, assess each learner’s competence in converting
!-*( '.$0./*#- )# $/)1$ 1 -.ю
• Using project work, assess each learner’s comp / ) $) $!! - )/$/$)"
/2 )!*-(.*! ) -"44- . -#$)"*0/0. .*!/# $!! - )/!*-(.
*! ) -"4ю
Theme: The world of living things
62
SCIENCE
PRIMARY 5
TOPIC 7: BACTERIA AND FUNGI

20 PERIODS
Introductionѐ#$.$.*+$Ц*! -(2*$)/# юЧ./)-0--$0'0(ю#

/*+$# '+.' -) -./*0) -./)/ -$)!0)"$.$. . " )/.ю
/$.
.$") /* ,0$+' -) -.2$/#&)*2' " *)#*2.*( / -$)!0)"$
- 0. !0')Ѷ*-#-(!0'$)*0-4ѣ/*ѣ4'$! ю# ' -) -.- '.*"0$
/*$.0..*0// -$)!0)"$." )/.*!$. . .ю

# ' -) -ѐ Ую/ -$ѐ •
)"-*0+.я' -) -.
• .-$ . • #//# 4- $.0..+' .2# -
/ -$я2# - • # - /# 4- !*0) / -$) !*0)$)
/# 4- !*0) • # - /# 4- #*( *-.#**'
)2# - /# 4 Фю/0- *!/ -$ѐ • # / # -"0$ ./#
- ю • -(!0' ' -) -.*) .-$$)"/#
• .-$ . • -(' ..Ѷ0. !0' )/0- *!/ -$
#-/ -$./$. Хю- 1 )/$*)я*)/-*'я) • #-*0"#-$)./*-($)"я
*!/ -$ю /- /( )/*!/ -$' ' -) -.$.0..+*..$'
• $.0.. .24. $. . . 24.*!+- 1 )/$)"я
*!+- 1 )/$)"я Цю0)"$ѐ *)/-*''$)")/- /( )/
*)/-*''$)"я) • #//# 4- *!/ -$'$. . .
/- /$)" • # - /# 4- !*0) • # ' -) -.- . -#*)
/ -$' • 3(+' .*!!0)"$ !0)"$ѣ2#//# 4- я
$. . .ю • -(!0' 2# - /# 4- !*0)ѣ
• .-$ .!0)"$ • -(' ..Ѷ0. !0' )+- . )//# $-2*-&
.#-(' .. • . .*!!0)"$ 0-$)"'..$.0..$*)
)#-(!0' Ѱ(0.#-**(!*-!**я •
)$1$0''4я/# ' -) -.
*-")$.(.ю (*0'!*-+ )$$''$) ( )/$*) 3(+' .*!
• $ )/$!$ . -0"я$)- 2$)"ѱ !0)"$
)" -.*! Чю)" -.*!!0)"$ •
)"-*0+.я/# ' -) -.
!0)"$ю Шю- 1 )/$*))*)/-*'*! $ )/$!4)" -.)
• $.0.. .24. $. . .0. 4!0)"$ 0. !0') ..*!!0)"$
*!+- 1 )/$)" Щю/.*0// -$) • -) -.$).(''"-*0+.
)*)/-*''$)" !0)"$ѐ *!ЦѣЧя$.0..24.*!
/ -$') • # 4)0. +- 1 )/$)"я*)/-*''$)"я
!0)"'$. . .ю )/- /$)"!0)"'
63
ABRIDGED CURRICULUM
FOR UGANDA
$. . . $. . .
• # 4)0- • #-*0"#/#$)&ѣ+$-ѣ.#- я
$. . . ' -) -..// /# !/.
• # 4'./!*-'*)" *0// -$)!0)"$
/$(
• Assess each learner’s ability to describe (orally, pictorially or

2-$// )ѱ2#// -$)!0)"$- )#*2/# 4- )! ю
• Assess each learner’s ability to identify the diseases caused by
/ -$)!0)"$)#*2/# 4) +- 1 )/ я*)/-*'' я)
/- / ю
• Assess each learner’s ability to describe the usefulness/harmfulness
*!/ -$Ѷ!0)"$ю
64
SCIENCE
PRIMARY 5
Theme: The environment

TOPIC 8: SOIL
ФТ

Introduction: #$. $. *+$ У *! -( Ф $) /# юЧ ./)- 0--$0'0(ю #$.
2$'' )' ' -) -. /* ./04 *0/ .*$' . (%*- *(+*) )/ *! /#
)1$-*)( )/ю -) -..#*0' # '+ /*!$)*0/#*2.*$'# '+.+ *+' /*
.0-1$1 )$/.- '/$*).#$+2$/#*/# -*(+*) )/.*!/# )1$-*)( )/ю

COMPETENCE CONTENT SUGGESTED ACTIVITIES
S
# ' -) -ѐ Ую*$' •
)/$!4$)")
• $ )/$!$ . ѣ#/$/$. .-$$)"/# /4+ .*!
/# $!! - )/ ѣ*(+*.$/$*)*!.*$'ѐ2/ -я$-я .*$'$)$1$0''4
/4+ .*!.*$'ю +')/.я )$('.я-*& • *'' /$)".(+' .*!
• .-$ . +-/$' . .*$')--4$)"*0/
/# ѣ. .*!.*$' 3+ -$( )/./*.#*2
*(+*.$/$*) ѣ4+ .*!.*$'ѐ /# +-*+ -/$ .*!.*$'
*!.*$'.ю o *( • --4$)"*0/
• $.0.. . o '4 3+ -$( )/.*)/#
0. .*!.*$'ю o ) *(+*) )/.*!.*$'$)
• .-$ . Фю*$'!*-(/$*) .(''"-*0+.
/# $!! - )/ ѣ /# -$)"*!-*& • $.0..$)"/#
24..*$'$. ѣ *(+*.$/$*)*!(// - $(+*-/) *!.*$'$)
!*-( ю Хю*(+*) )/.*!.*$'ѐ .(''"-*0+.*!ЦѣЧ
• $)1 ./$"/ . ѣ*&+-/$' .Ѱ($) -'ѱ ' -) -.
/# ѣ$- • (*)./-/$)")
+-*+ -/$ . ѣ/ - 3+ -$( )//*
*!$!! - )/ ѣ 0(0.Ѷ*-")$(// - $)1 ./$"/ .*$' -*.$*)
.*$'.ю ѣ/ -$)!0)"$Ѱ'$1$)"/#$)".ѱ Ѱ0. 2** )*3я
• )'4. ./# Цю
(+*-/) *!.*$'ѐ )$'.)2$- ( .#
$(+*-/) − ')/"-*2/# )2/ -$)")ѱ
*!.*$'ю − *)./-0/$*) • $.0..$)"/4+ .)
65
ABRIDGED CURRICULUM
FOR UGANDA
• .-$ . − *// -4 0. .*!.*$' -*.$*)

/# /4+ . − )$('#$// 0.$)"2#*' '..
)0. . − $)$)" $.0..$*)!*-' -) -.
*!.*$' Чю*$' -*.$*)ѐ • &$)"!$ '1$.$/.)
-*.$*)юѣ#/$/$. "0$$)"/# ' -) -./*
• .// ./# ѣ4+ .*!.*$' -*.$*) $ )/$!4#-(!0'
!! /.*! ѣ0. .*! -*.$*) (/ -$'.$)/# .*$'
#-(!0' ѣ" )/.*! -*.$*) •
)$1$0''4я' -) -.
(/ -$'.*) Шю!! /.*!#-(!0'(/ -$'.*) .// !! /.*!#-(!0'
.*$'ю .*$'ѐ (/ -$'.*).*$'
• (*)./-/ ѣ-*& )"'.. .Ѷ/$). • /#$)"/# 1$ **)
.( /#*. ѣ'./$. /# '$)& '*20) -
*!.*$' ѣ*'4/# ) the teacher’s guidance:
*). -1/$* ѣ# ($'.Ѷ*$'. https://www.youtube.co
)ю Щю*$'*). -1/$*) m/watch?v=G8MO_8Zf
• $.0.. . ѣ#/$/$. u3Q
24.*! ѣ /#*.*!.*$' • -/$.$)"( /#*.*!
$(+-*1$)" *). -1/$*) .*$'*). -1/$*)$)/#
.*$'! -/$'$/4ю Ъю*$'! -/$'$/4 .#**'*(+*0)
• $)1 ./$"/ . ѣ#/$/$. •
)/$!4$)"24.*!
/# ѣ4.*!$(+-*1$)" $(+-*1$)".*$'! -/$'$/4
1)/" . .*$'! -/$'$/4 • &$)"!-(1$.$/./*
) ѣ-/$!$$'! -/$'$. -. $)1 ./$"/ /#
$.1)/" Ѱ$)ѣ*-")$ѱ 1)/" .)
.*! ѣ/0-'! -/$'$. -.Ѱ*-")$ѱѐ $.1)/" .*!
-/$!$$' o *(+*./()0- -/$!$$'! -/$'$. -.)
! -/$'$. -. o -(4-()0- ()0- Ѱ$)!-(.2# -
)()0- ю o - )()0- .0#! -/$'$. -.-
• (*)./-/ o -")$(0'# . 0. ѱ
. ./24. Ыю1)/" .)$.1)/" .*! • -/$$+/$)"$)(&$)"
*!(&$)" -/$!$$'))/0-'! -/$'$5 -. *(+*./()0- ) -
*(+*./ Ѱ()0- ѱ /# .#**'"- )
()0- ю УТю&$)"*(+*./()0-
Ѱ+-*% /ѱ
66
SCIENCE
PRIMARY 5
• .$)"2-$// )/ ./яassess each learner’s ability to identify and name

$!! - )//4+ .*!.*$'ю
• Observe and assess each learner’s competence on comparing drainage
$)$!! - )//4+ .*!.*$'./# 42*-&$)"-*0+.*)/# +-/$'/$1$/4
*!.*$'-$)" )+$''-$/4ю
• ..ess each learner’s competence about methods of conserving soil as
/# 4--4*0/- '/ /$1$/$ .-*0)/# .#**'"- )Ѷ*(+*0)ю
• Using project method and working groups, assess the learners’ ability
/*+- +- *-")$*-*(+*./()0- !*-/# .#**'Ѷ#*( "- )ю
67
ABRIDGED CURRICULUM
FOR UGANDA
Theme: Managing changes in the environment

TOPIC 9: TYPES OF CHANGES – BIOLOGICAL, PHYSICAL AND
CHEMICAL CHANGES
УЧ

Introduction:#$.$.*+$У*! -(Х$)/# юЧ./)-0--$0'0(ю

)/#$.
/*+$я ' -) -. 2$'' "0$ /* ./04 *0/ /# $!! - )/ #)" . $) /# $-
)1$-*)( )/ю # ' -) -. 2$'' "0$ /* '..$!4 /# #)" . 0) -
$*'*"$'я#4.$')# ($'ю# ' -) -.2$'' )*0-" /*+ -!*-(
.$(+' 3+ -$( )/.*)#)" .*!(// -ю

ACTIVITIES
# ' -) -ѐ - 4+ .*!#)" .$)/#
• .-$ .#*2 )1$-*)( )/ • ($)"/#
#)" ./& - $*'*"$'#)" .ѐ $!! - )//4+ .*!
+' $)/# o #//# 4- #)" .$)/#
)1$-*)( )/ю - -*2/#$)+')/.) )1$-*)( )/
• .-$ ./# )$('. • '..$!4$)"/#
$!! - )/ - #4.$'#)" .$)+')/. #)" .0) -
#)" .$)/# ))$('. $*'*"$'я
)1$-*)( )/ю - )"$)"*4#)" . +#4.$'я)
• .-$ ./# ѣ*4- # ($'
$!! - )/ ѣ"0$) • --4$)"*0/
!! /.Ѷ - # ($'#)" .ѐ 3+ -$( )/.*)
*). ,0 ) . o #//# 4- ѐ #)" .$)
*!1-$*0. ѣ-0./$)" $!! - )/.// .*!
#)" .$)/# ѣ! -( )//$*) (// -
)1$-*)( )/ю ѣ- .+$-/$*)
ѣ-*//$)")
4$)"
- #4.$'#)" .ѐ
68
SCIENCE
PRIMARY 5
o #//# 4-
o #)" .$)2 /# -
o #)" .$)/# .// .*!
(// -ѐ
ѣ').'$ .
ѣ -/#,0& .
- ' ( )/
!0'/$)"Ѷ1*')$/$*).
- #-/ -$./$.*!1-$*0.
/4+ .*!#)" .$)/#
)1$-*)( )/
- *). ,0 ) .*!1-$*0.
/4+ .*!#)" ./*+ *+' я
)$('.)+')/.
-
)- . .$).$5
-
)- . .$)/ (+ -/0-
- *0)/$)!*-(/$*)
- $)!*-(/$*)
- #)" *!.//
- 2/#$)".- !*-(
- ' ( )/*!/#$)".
- /0-'0. .*!#)" .
$)/# )1$-*)( )/ѐ!'**.я
-*0"#/я -/#,0& я
#$'./*) .я').'$ .я
./*-(.я'$"#/ )$)"я/#0) -
- !! /.*!#)" .ѐ 0)" -я
./-0/$*)*!#*( .)
+-*+ -/4я+')/.я)$('.
- *$' -*.$*)я
$. . .Ѷ +$ ($.я
($"-/$*).
69
ABRIDGED CURRICULUM
FOR UGANDA
- 4.*!()"$)"#)" .
- #)" .$)/#
)1$-*)( )//#-*0"#
#0()/$1$/$ .
Ую ( $!! - )/#)" ./#/#++ )/*'$1$)"/#$)".ю

Фю -*0+/# ' -) -.)"0$ /# (/*$.0..#)" .$)/#
environment. Assess the learners’ knowledge competences about
/ "*-$. #)" .$)/# )1$-*)( )/0) -ѐ
ѱ $*'*"$'
ѱ #4.$'
ѱ # ($'
Хю Using written exercises, assess learners’ understanding about the
$!! - )/24.*!()"$)"#)" ./#/#++ )$)*0-
)1$-*)( )/ю
Цю Use project work to assess learners’ demonstration of different
24.*!()"$)"#)" .$)/# )1$-*)( )/ю
Theme: Human health
TOPIC 10: PRIMARY HEALTH CARE (PHC)

20 PERIODS
Introduction: )$//$*) $. *+$ Ц $) -( 2* $) /# ./)- юЦ
0--$0'0(я ) -$(-4 '/# - Ѱ ѱ $. *+$ Ц $) -( Х $) /# юЧ
standard curriculum. Both topics are under the theme “Human health”. They
have been merged because ‘Sanitation and its importance’ had not been
*1 - 2# ) .#**'. '*. 0 /*
УЫ ) /* +-*1$ *)/$)0$/4ю
Under ‘Sanitation’ the learners are guided to appreciate and encouraged to
1 '*+ "** .)$//$*) #$/. /* +-*/ / /# (. '1 . "$)./ " -(. )
70
SCIENCE
PRIMARY 5
$. . .ю )/# */# - #)я $.. / /*-*'4 "0$ ' -) -./* 3+'*-
) ' -) *0/ /# $!! - )/ ' ( )/. )+-$)$+' . *! ю# /*+$ 2$''
.0++*-//# ' -) -./*--4*0//$1$/$ .2#$#$(/$(+-*1$)"*((0)$/4
#4"$ ) )# '/#ю# *)/ )/*)+ *+' 2#*) .+ $'- )#*2/*
care for them has been left out. It will be covered under the topic “Food and
Nutrition”.
COMPETENCE CONTENT SUGGESTED ACTIVITIES

S
# ' -) -ѐ • #/.)$//$*) • #-$)" 3+ -$ ) . *!
• .// . $. 2./ $.+*.' $) /# $-
2#/ •
(+*-/) *! *((0)$/$ .
.)$//$*) "**.)$//$*) • *0-$)" /# .#**' /*
$.ю $)*0- $ )/$!4 - . !*- $.+*.'
• $.0.. . )1$-*)( )/ *! 2./ я /# /*$' /.я /#
/# • -(.) 0-$)'.).**)
$(+*-/) $. . .ѐ • . -1$)" ) - *-$)"
*!+-*+ - - 2#//# 4- /# 0. .*!/# . - .
.)$//$*)ю - 2# - /# 4- •
)/$!4$)" 2# /# - *- )*/
• 3+'$). !*0) /# . - . - +-*+ -'4
2#/ - #*2/# 4- 0.
" -(.- ю .+- • #*2$)"1$ **!/# Ц.
• $.0.. . - /# Ц." -( " -(+/#24ѐ
#*2/# +/# https://www.youtube.com/watc
" -(.- - *2/# 40. h?v=YBGsoimPXZg
.+- ю -*//$)" • (*)./-/$)" 24. *!
• .-$ . • 4.*! +-*/ /$)" /# (. '1 . "$)./
/# +-*/ /$)" " -(. .+ $''4я +-*+ - #)
$!! - )/ "$)./" -(. 2.#$)" +-* 0- .я .(*&$)"
24.*! )$. . .$) '/-$) .я 0-)$)" -0$.#я
($)/$)$) /# .+-4$)" 0.$)" $). /$$ я
71
ABRIDGED CURRICULUM
FOR UGANDA
"+-*+ - )1$-*)( )/я .2 +$)"/# *(+*0)

.)$//$*)ю .#**')/ • .-$$)" /# 24. $. . .
• .-$ . #*( .+-
2#/ • -$(-4 '/# • $.$/$)" # '/# )/- /*
$.я$/. - *. -1 /# ' ( )/. *!
' ( )/. Ǧ #/$/$. $((0)$./$*)я /- /( )/ *!
) Ǧ ' ( )/.) $. . .я !($'4 +'))$)"я )
+-$)$+' .ю +-$)$+' .*! # '/# 0/$*) (*)"
• (*)./- • /$1$/$ .$) $) */# -.
/ . +-*(*/$*)*! •
)/$!4$)" /# +-/$. .
/$1$/$ . *((0)$/4 $)/# # '/# )/- –/# . -
*! $) #4"$ ) ѐ '.*- ! -- /*. ' ( )/.
+-*(*/$*) Ǧ 0$.#) • .$)" !$ ' *. -1/$*). /*
*! 3- /$.+*.' !$) – !!*-' я
*((0)$/ Ǧ +-*/ /$)"2/ - !! /$1 я .*$''4 +/' я
4#4"$ ) ю .*0- . 2$/#*((0)$/4+-/$$+/$*)
• 3+'$). • .+*).$$'$/4*! • .-$$)" я $/. ' ( )/.
/# $)$1$0'.я )+-$)$+' .
- .+*).$$' !($'4я) • -/$.$)" /$1$/$ . *! $)
$/$ .*! *((0)$/4$) /# .#**'
$)$1$0'. # '/#+-*(*/$*) • (*)./-/$)" /#
я!($'$ . • 0$/' '$! ./4' . - .+*).$$'$/$ . *! $)$1$0'.я
)/# )"**# '/# !($'$ .я ) *((0)$/4 $)
*((0)$/ +-/$ . # '/#+-*(*/$*)
4$)# '/#
+-*(*/$*)
Ую /0++-*% /.2$/#$)/# .#**'2# - ' -) -./& +-/$)

($)/$)$)".)$//$*)ю. -1 )- *-/# .0 ..*!/# .
+-*% /.)/# +-/$$+/$*)*!$)$1$0'' -) -.$)/# +-*% /.ю
72
SCIENCE
PRIMARY 5
Фю Test the learners’ understanding of how diseases are spread and the
$(+*-/) *!.)$//$*)/#-*0"#2-$// ).. ..( )/ю
Хю Assess the learners’ ability to explain the concept of PHC and
$.0../# - .+*).$$'$/$ .*!$)$1$0'.я!($'$ .я)*((0)$/4
$)/# +-*1$.$*)*! ю
Цю Assess learners’ competences in preparing messages that promote
$).#**'.ю
Theme: Human health
TOPIC 11: FOOD AND NUTRITION

ФТ

Introduction #$. $. *+$ Х $) -( Х $) /# юЧ ./)- 0--$0'0(ю #
content under this topic facilitates the learners’ 0) -./)$)"*!1)/" .
)$.1)/" .*!- ./! $)"я*//' ! $)"я/-$/$*)'0./*(.я)
/**.ю # ' -) -. - "0$ /* / -($) /# $(+*-/) *! "$1$)"
') $ //*10') -' "-*0+.*!+ *+' )+ *+' 2$/#$!! - )/) .ю
COMPETEN CONTENT SUGGESTED ACTIVITIES

CES
# ' -) -ѐ • - ./! $)"ѐ • 3+'$)$)"- ./! $)")
• 3+'$). Ǧ #/$/$. *//' ! $)"0.$)"/#$)&ѣ+$-ѣ
2#/ Ǧ 1)/" .) .#-
- ./! $.1)/" . • #-$)" 3+ -$ ) .*)
$)"$.я /*ѐ - ./! $)"Ѱ/# $-*2)*-
$/. ѣ*/# - #$'- )/# 4#1 *. -1
1)/" ѣ4 - ./! $)"ѱ
.) ѣ($'4 • ''$)"!*'&./*-$ .- '/ /*
$.1) • *//' ѣ! $)" - ./! $)"
/" .ю Ǧ #/$/$. • ''$)"(4/#.*0/
73
ABRIDGED CURRICULUM
FOR UGANDA
• 3+'$). Ǧ 1)/" .) - ./! $)"

2#/ $.1)/" . • -$)./*-($)"*)/# 1)/" .
*//' ѣ /*ѐ )$.1)/" .*!
! $)" ѣ*/# - - ./! $)"/*(*/# -я4
$.я$/. ѣ4 )!($'4
1)/" ѣ($'4 • 3+'$)$)"$)./) .$)/# $-
.) • # 10') -' *((0)$/42# )*//' ! $)"
$.1) "-*0+.) (4 ) ..-4
/" .ю + *+' 2#* • $./$)"$!! - )/10') -'
• $ )/$!$ . ) .+ $' "-*0+.*!+ *+' )/# !**
10') - - ѐ /# 4)
' "-*0+. ѣ )$)"$ . • #-$)"/# $- 3+ -$ ) .*!
*! ѣ$& -$)"!*-10') -' + -.*).$)
+ *+' ю ѣ' -'4 /# $-*((0)$/$ .–$ )/$!4$)"
• 3+'$). ѣ*)1' . )/. /# .+ $!$#'' )" .$)-$)"
/-$/$*) ѣ- ./! $)" !*-/# (
' ѣ- "))/(*/# -. • /$)"*)/# 0./*(.)
0./*(. )/# $-0)*-) !**/**.$)/# $-*((0)$/4ю
)/# $- #$'- ) •
)$1$0''4я ' -) -. '$./ /#
1)/" • **!*-/# $!! - )/ "-*0+. *! 10') -'
./*/# 10') -' ) "-*0+.*!+ *+'
*((0) + *+' 2#*) • .$)" 2#*' ѣ'.. ++-*#я
$/4ю .+ $'- ѐ $.0..$)"2#410') -' + *+'
ѣ*!/-$)&. ) .+ $'! $)"
ѣ*!/!**. •
)"-*0+.я/'&$)"*0/$ /!*-
ѣ') $ / 10') -' + *+'
• -$/$*)'0./*(. •
)"-*0+.я$.0..$)"#*2/*-
)!**/**.$) !*-+ *+' 2$/#.+ $') .
*((0)$/$ .ѐ • ) -/# "0$) *!/#
ѣ3(+' .*!!** / # -я$ )/$!4$)"!**
/**.ѐ2*( ).#*0' *).0(+/$*)+// -).$)/#
)*/ /#$& )я "". *((0)$/4
74
SCIENCE
PRIMARY 5
).**)
ѣ!! /.*!!**/**.
*))0/-$/$*)
▪
).(''"-*0+.я' -) -. (*)./-/ (&$)"!**.!*-.+ $!$
"-*0+.*!10') -' + -.*).ю
▪
)!*-(*!2-$// )tests, assess learners’ competences about
$ )/$!4$)"10') -' + -.*).)!**.!*- #"-*0+.2 ''.
/# 1)/" .)$.1)/" .*!- ./! $)")*//'
! $)"ю
▪ Organise a debate and assess the learners’ ability of effective

*((0)$/$*)*)/*+$*0/!**/**.$)/# $-*((0)$/4
(for example, “Women should not eat chicken”).
Theme: Human health

TOPIC 12: ACCIDENTS, POISONING AND FIRST AID
ФТ

Introductionѐ #$. $. *+$ Х $) -( Х *! /# юЦ ./)- 0--$0'0(ю
$ )/.- *((*)*0-- ) .$)/# '$1 .*!#$'- )ю#$.$.+-/'40
/*/# $-+**-**-$)/$*)*!*4*-").я+'4!0') ..я)/# $-$) ,0/
3+ -$ ) .$)/# #-(!0' !! /.*!*% /.$)/# $-.0--*0)$)".ю#$./*+$
$)/ )./*$)- . /# 2- ) ..*!/# ' -) -.*0//# 0. .) !! /.
*!$ )/.) ,0$+/# (2$/#.&$''.*!.0++*-/$)".0'/$ .*!$ )/.Ǥ
75
ABRIDGED CURRICULUM
FOR UGANDA

ACTIVITIES
# ' -) -ѐ Ую$ )/./#*( я• -$)./*-($)"
▪ )( ./# *((*) *)/# 24/*я!-*( *0/*((*)
$ )/.) )/.#**'ѐ $ )/./#*( я
+*$.*)$)"/#*( я*) - 4+ .*! .#**'я*)/# 24
/# 24/*я!-*() $)%0-$ . /*я!-*()/
/.#**'ю - 0. . .#**'
▪ .// .0. .*! - 4.*! • (*)./-/$)"
$ )/.) +- 1 )/$)" 24.*!+- 1 )/$)"
+*$.*)$)"ю $ )/. $ )/./#*( я
▪ (*)./-/ .*-- / - ! /4-0' .*) *)/# 24/*я!-*(
+-/$. ./*1*$ /# -* )/.#**'
$ )/.ю Фю*$.*)$)" • (*)./-/$)"
▪ +-/$ .#$/.я - 0. .*! 24.*!
2#$## '+/*1*$ +*$.*)$)" ($)$./ -$)"$-./
$ )/.) - - 1 )/$*)*! $/*.0'/4
+*$.*)$)"/#*( я*) +*$.*)$)" • ./'$.#$)"
/# 24/*я!-*() Хю$-./$$/ +-*% /.$).#**'.
/.#**'ю - *(+*) )/. /*- 0 $ )/.
▪ (*)./-/ .#*2/* - . .*! /.#**'
- !*-)$)%0- *(+*) )/. • *'' /$)"'*'
+ -.*)ю - $1$)"$-./$ (/ -$'./#/)
▪ (*)./-/ .#*2/* 0. /*--4
- !*-)$)%0- *0/!$-./$$)/#
+ -.*)ю *((0)$/4
▪ .-$ .#*2/*/&
- !*-+ -.*)2#*
#./& )+*$.*)ю

Ую In groups assess the learners’ ability to demonstrate how to administer
!$-./$/*.0'/$ .*!$!! - )/$ )/.ю
76
SCIENCE
PRIMARY 5
Фю Assess the learners’ practical ability on ensuring safety at home and

.#**'ю
Хю Using written test, assess learners’ knowledge about causes and
+- 1 )/$1 ( .0- .*!*((*)$ )/.ю

Theme: Human health

TOPIC 13: DISEASE VECTORS, COMMUNICABLE INTESTINAL
DISEASES, WORM INFESTATIONS
25 PERIODS

Introduction: # . - /*+$. У ) Ф *! -( Х $) /# ./)- юЦ
0--$0'0( ) - $)/ ) /* "0$ ' -) -. $) 0) -./)$)"
*((0)$' $. . . ) $)/ ./$)' $)! .//$*).я /# $- 0. .я /- /( )/я
)+- 1 )/$*)ю# /*+$'.*+- . )/..+ /.*!$. . .)1 /*-.ю*0
.#*0'"0$ ' -) -./*"$)/# 0) -./)$)"*!#*2.0#$. . .)
+- 1 )/ ю

ACTIVITIES
# ' -) -ѐ • $--#* '$. . .ѐ • #-$)"
▪ $ )/$!$ . - $--#* я4. )/ -4я 3+ -$ ) . *!
$--#* ' #*' -я/4+#*$ $--#* '
$. . .ю • 0. .*!*((*)$)/ ./$)' $. . . Ѱ./*-$ .
▪ .-$ ./# *((0)$' $. . .ѐ *0/ $--#* '
0. .*! - / -$я1$-0.я+-*/*5*я $. . .ѱ
$--#* ' 2*-(. • (*)./-/$)"
$. . .) • *2.*( *((*)$)/ ./$)' #*2 /* (& )
#*2/# 4) *((0)$' $. . .- -' #4-/$*)
.+- ю .+- /#-*0"#Ц. *'0/$*))'/
▪ (*)./-/ . • $").).4(+/*(.*! 0"-*'0/$*)
#*2/*($3) *((*)$)/ ./$)' • (*)./-/$)"
77
ABRIDGED CURRICULUM
FOR UGANDA
($)$./ --' *((0)$' $. . .я +-/$ . /#/

#4-/$*) $--#* я4. )/ -4я#*' -я +- 1 )//# )/-4
*'0/$*)Ѱѱ )/4+#*$ *! 2*-(. $) /#
)(& '/ • - /( )/)+- 1 )/$*)*! *4
0"-*'0/$*) *((*)*((0)$' • /$)" .&$/ *)
Ѱѱю $. . .ѐ #*22*-(. )/ -
▪ $ )/$!$ ./4+ . - $3$)")($)$./ -$)" /# *4я /# $-
*!2*-(.ю !! /. *) /#
▪ 3+'$).#*2 - /$)"2 ''ѣ+- +- !**. *4 ) #*2 /*
2*-(. )/ -/# - -$)&$)"*$' 2/ - /- / 2*-(
*4ю - -*+ -+ -.*)')!** $)! .//$*).
▪ .-$ ..$"). #4"$ ) •
)/$!4$)"Ѷ+/0
).4(+/*(.*! - &$)"( $'1$ -$)" 1 /*-. $)
2*-( • *-($)! .//$*)ѐ /# $-
$)! .//$*).ю - + 2*-(. )1$-*)( )/
▪ .-$ . - *0)2*-(.Ѱ#**&2*-(.я • . -1$)"
/- /( )/*! .&-$.ѱ 3/ -)' +-/. *!
2*-(.) - #- 2*-(.Ѱ+$)2*-(.ѱ 1 /*-. +/0-
$)/ ./$)' • .-$ .$").).4(+/*(. *--*0"#//*/#
$. . .ю *!2*-($)! .//$*) '..-**( 4 /#
▪ )( ..*( • - /( )/)+- 1 )/$*)*! / # - ) /#
$. . 1 /*-.ю 2*-($)! .//$*).ѐ ' -) -.
▪ .// ./# - ''ѣ**& ( / • -2$)" )
#-/ -$./$. - -.#* .*-.)'. ' '$)" /#
*!.*( $. . - .#!**. / )-2 3/ -)' +-/. *!
1 /*-.ю • *((*)1 /*-.ѐ 0".я /# *((*)
▪ .-$ ./# *&-*# .я/$&.я!' .я 1 /*-.
'$! 4' *! #*0. !'$ .я($/ .я-/.я'$ я • #-$)"
.*( $. . (*.,0$/* .я)/. /. !'$ . 3+ -$ ) .
1 /*-.ю • #-/ -$./$.*!$. . *0/ *((*)
▪ 3+'$).#*2 1 /*-.ѐ 1 /*-.
/# 1 /*-. o # $-*4./-0/0- Ѱ#*0. !'$ .я
78
SCIENCE
PRIMARY 5
.+- $. . .ю o # $-#$// (*.,0$/* .я

▪ $ )/$!$ ./# o # $-! $)"#$/. *&-*# .ѱ
$. . ..+- • # '$! 4' *!(*.,0$/* .я • . -1$)"я
4/# 1 /*-.ю *&-*# .я#*0. !'$ .) - *-$)"я )
• (*)./-/ . /. /. !'$ . - +*-/$)" *0/
*-- / • *21 /*-..+- $. . .ѐ *((*) 1 /*-.
+- 1 )/$*)) /#-*0"#$/ .я$-/4*4я$-/4 )/# $-#$/.
*)/-*'*! )1$-*)( )/ •
) 2#*' '..
$. . ..+- • - 1 )/$*))*)/-*'ѐ ++-*#я
41 /*-.ю o -*+ -#4"$ ) ' -) -. $.0..
• )( .2#/ o *1 -$)"!** /# $. . .
0. . o +-4$)" .+- 4 /#

Ѷ
ю o $*'*"$'*)/-*' 1 /*-. Ѱ)( я
• 3+'$).24.$) o ' +$)"0) - .$").я )
2#$#
Ѷ
(*.,0$/*) /. .4(+/*(.ѱ
.+- .ю •
Ѷ
/# *) +/*! • (*)./-/$)"
• $.0.. ./#
Ѷ
ё0. .).+- *! 24. *!
!! /.*!
Ѷ
ё !! /.*!
Ѷ
ё *)/-*''$)" /#

Ѷ
ю 24.*!-$)"!*-
Ѷ
$. . . .+-
• 3+'$).24.*! +/$ )/.ѣ)*/.#-$)".#-+ 4 *((*)
-$)"!*- *% /.я0.$)""'*1 .2# ) 1 /*-.ѐ .+-4$)"

Ѷ
# '+$)"
Ѷ
+/$ )/. $). /$$ я
+/$ )/.ю • *)/-*'( .0- .ѐ'** +-*+ - 0. *!
/ ./я/&$)"( $$) я (*.,0$/* ) /
! $)"2 ''Ѱ') $ /ѱ ).**)
•
( .." . • /$)"Ѷ.$")$)"
.&$/ *) /#
0. .я
+- 1 )/$*) *!

Ѷ
$) /#
*((0)$/4
79
ABRIDGED CURRICULUM
FOR UGANDA
Ую . -1 )- *-./# ' -) -.+- +- -' #4-/$*)*'0/$*)

)Ѷ*-'/0"-*'0/$*)ю
Фю Assess individual learners’ participation in the skit about prevention of
$--#* ')$)/ ./$)'$. . .ю
Хю .$)"2-$// )/ ./я.. ../# ' -) -.0) -./)$)"*!+- 1 )/$*)*!
2*-($)! .//$*).ю
Цю .. ../# ' -) rs’ ability to demonstrate effective methods of
*)/-*''$)"/# $. . ..+- 4/# *((*)1 /*-.ю
Чю Assess the learners’ participation in the skit and their understanding of the
.&$/*0/$. . 1 /*-.ю
Шю Using the project method, assess the learners’ $'$/4/* 1 '*+/$1$/$ .
/**)/-*'/# .+- *!$. . .0. 4*((*)1 /*-.ю
THEME: HUMAN HEALTH
TOPIC 14: IMMUNISATION (20 PERIODS)

Introduction:#$.$.*+$Х$) -(У*!/# юЧ./)-0--$0'0(ю#
topic enhances learners’ awareness of immunity and immunisable diseases. It
'.* ,0$+.' -) -.2$/#&)*2' " *0/+- 1 )/$1 ( .0- .!*-/#
$!! - )/$((0)$.' $. . .ю

ACTIVITIES
# ' -) -ѐ •
((0)$/4ѐ • -$)./*-($)"
• $ )/$!$ ./# ѣ#/$. *0/$((0)$/4
$!! - )//4+ . ѣ4+ .*!$((0)$/4ѐ )/# $!! - )/
*!$((0)$/4ю o /0-' /4+ .*!
• 3+'$)./# o -/$!$$' $((0)$/4
$(+*-/) *! •
(+*-/) *!$((0)$/4 • -) -./#$)&ѣ
$((0)$/4ю •
((0)$.' #$'#** +$-.#- *0/
• $ )/$!$ . $. . .ѐ /# $(+*-/) *!
$!! - )/ ѣ*'$* $((0)$/4ю
80
SCIENCE
PRIMARY 5
1$) .) ѣ0 -0'*.$. • -) -../04

- '/ ./# ( ѣ$+#/# -$ /# $((0)$./$*)
/* ѣ .' . -.(+' .)
$((0)$.' ѣ#**+$)"*0"# $ )/$!4$!! - )/
$. . .ю ѣ /)0. 1$) .
• $ )/$!$ ..$"). ѣ +/$/$. • /04#-/.2$/#
).4(+/*(. ѣ (*+#$'$$)!'0 )5 $''0./-/$*).*!
*!$!! - )/ • 0. .я.+- я.$").я #$'- ).0!! -$)"
$((0)$.' .4(+/*(.) !! /.ю !-*($!! - )/
$. . .ю • $) .ѐ $((0)$.'
• $ )/$!$ . ѣ#//# 4- $. . .)
*/# - ѣ/*-" .#- /#
$((0)$.' • 3(+' .*!1$) .ѐ *. -1' .$").
$. . .ю ѣ .' .1$) • *-&$)"$)
• - '/ ./# ѣ*'$*1$) "-*0+.я' -) -.
1$) ./* ѣ $ )/$!4/#
$. . .ю ѣя +юя $((0)$./$*)
• $ )/$!$ . • ($)$./-/$*)*!1$) .ѐ )/- .$)/#
$((0)$./$*) ѣ-''4 -
)/- .$)/# ѣ4$)% /$*) • -) -.
- ю • /# -$((0)$.' $. . .ѐ $)$1$0''4.#-
• .-$ . − #*' - *0/+- 1 )/$*)
/- /( )/!*- − ''*2! 1 - )/- /( )/!*-
$((0)$.' − )$)"$/$. /# $!! - )/
$. . .ю −
УЫ $((0)$.'
• $").я.4(+/*(.я) !! /. $. . .
*!*/# -$((0)$.' • -) -.+ -!*-(
$. . . .#*-/-(
#$"#'$"#/$)"/#
0. я.$").)
.4(+/*(..2 ''
.+- 1 )/$*)*!
/# $((0)$.'
$. . .
•
).(''"-*0+.я
' -) -.(&
($)$
81
ABRIDGED CURRICULUM
FOR UGANDA
+- . )//$*).
*0/$((0)$/4
)/# $!! - )/
/4+ .*!
$((0)$/4
Ую Assess the learners’ ability to identify the immunisable childhood

$. . .ю
Фю Assess individual learners’ competence in describing the common
.$").).4(+/*(.*!/# $!! - )/$((0)$.' $. . .ю
Хю In groups, assess learners’ knowled" Ѷ0) -./)$)"*!+- 1 )/$1
( .0- .*!/# .$3$((0)$.' $. . .0.$)",0$5ю
THEME: HUMAN BODY
TOPIC 15: THE TEETH AND DIGESTIVE SYSTEM

25 PERIODS
)/-*0/$*):‘The Teeth’ is Topic 3 in Term Two in the P.4 standard

curriculum and ‘The Digestive System’ is Topic 4 in Term 1 in the P.5 standard
curriculum. They have been merged because ‘The Teeth’ had not been
*1 - 2# ).#**'.'*. 0 /*
УЫ)/*+-*1$ *)/$)0$/4)
0) -./)$)"*!/# +-* ..*!$" ./$*)-$"#/!-*(/# /$( !**$.$)/#
(*0/#0+/*/# /$( 2# )/# 0)$" ./ - ($).*!!**' 1 /# *4
through the anus. The content is intended to enhance learners’ knowledge
*0//# !0)/$*).*! #/4+ / /#)/# !0)/$*).*!/# $!! - )/
*-").*!/# $" ./$1 .4./ (ю#$.# '+./# ' -) -./*/& ++-*+-$/
- *!/# $-/ /#)/# $" ./$1 .4./ (ю

82
SCIENCE
PRIMARY 5

# ' -) -ѐ • 4+ .*!/ /#ѐ • . -1$)"/# %2.*!
• .-$ ./# $!! - )/ )$) .я$)$.*-.я (((')#*2/#
/4+ .*!/ /#)/# $- +- (*'-.) / /#- !$3
!0)/$*)ю (*'-. • . -1$)")
• $ )/$!$ ./# $. . . • 0)/$*).ѐ0//$)"я '..$!4$)"/#
)$.*- -.*!/# / -$)"я"-$)$)"я $!! - )//4+ .*!/ /#
/ /#ю # 2$)" • -2$)")' '$)"
• (*)./-/ .#*2/* • /#./-0/0- ѐ • /# ./-0/0- *!
-0.#/# / /# )( 'я-*2)я $!! - )//4+ .*!/ /#
*-- /'4ю ) &я-**/ •
)/$!4$)"/#
• +-/$. .#$/./#/ • - *!*0-/ /#ѐ $. . .)$.*- -.
+-*(*/ *-'# '/#ю -0.#$)"я!'*..$)"я *!/ /#
• -2.$!! - )//4+ .*! - "0'- )/' • (*)./-/$)"/#
/ /#2$/#*-- / # &ѣ0+я /$)" *-- /24*!
' ''$)"ю *-- /!**я0.$)" -0.#$)"/ /#)
• 3+'$).2#//# /**/#+./ ($)/$)$)""***-'
$" ./$1 .4./ ($.ю • /#$. . .) #4"$ )
• $ )/$!$ .+-/.*!/# $.*- -.ѐ )/' • ($)"/# $!! - )/
$" ./$1 .4./ (ю 1$/4я )/' +-/.*!/# $" ./$1
• .-$ ./# !0)/$*). --$ .я/**/# .4./ (
*!/# $!! - )/+-/.*! -&.я )/' • 3+'$)$)"/#
/# $" ./$1 .4./ (ю +',0 я$(+-*+ - !0)/$*).*!/#
• .-$ ..$").) "-*2/#я-*& ) $!! - )/+-/.*!/#
.4(+/*(.*!$. . . / /# $" ./$1 .4./ (
)$.*- -.*!/# • $" ./$1 .4./ (ѐ • -2$)")' '$)"
$" ./$1 .4./ (ю #/$/$. /# $!! - )/+-/.*!
• -/.*!/# /# $" ./$1 .4./ (
$" ./$1 .4./ ( • $.0..$)"24.*!
• 0)/$*).*!/# +- 1 )/$)")
$!! - )/+-/.*! ()" ( )/*!
/# $" ./$1 $. . .)$.*- -.
.4./ ( *!/# $" ./$1 .4./ (
• $. . .)
$.*- -.*!/#
83
ABRIDGED CURRICULUM
FOR UGANDA
$" ./$1 .4./ (ѐ

0. .я.$").)
.4(+/*(.
• - 1 )/$*))
()" ( )/*!
$. . .)
$.*- -.*!/#
$" ./$1 .4./ (

Ую .$)"practical approach, assess the learners’ knowledge about
'..$!$/$*)*!/# $!! - )//4+ .*!/ /#ю
Фю Using a written test, assess the learners’ knowledge competences
*0//# ./-0/0- )!0)/$*)$)"*!/# $" ./$1 .4./ (ю
Хю .. ../# learners’ ability to demonstrate some of the best practices
*!-$)"!*-/# / /#)/# $" ./$1 .4./ (ю

84
SOCIAL STUDIES
PRIMARY 5

SOCIAL STUDIES

85
ABRIDGED CURRICULUM
FOR UGANDA
SOCIAL STUDIES: TERM 1

Уѐ

Overview
' -) - ) . /* &)*2 /# )( *! #$.Ѷ# - *0)/-4я $/. '*/$*) ) .$5 ю
Ѷ.# $. 3+ / /* '*/ #$.Ѷ# - *0)/-4 $) - '/$*) /* /# ) $"#*0-$)"
*0)/-$ .ю Ѷ.# (0./'.*' -)#*2/*0. *(+..я'$) .*!'/$/0 )
'*)"$/0 . /* '*/ #$.Ѷ# - *0)/-4ю # / # - .#*0' - 1$. 2$/# /#
' -) -/# ' ( )/.*!(+)/# $-$(+*-/) ю Ѷ.# .#*0''.*&)*2
/# )0( -*!$./-$/./#/(& 0+")ю
Learning Outcome:
# ' -) - (*)./-/ .)0) -./)$)")0. *!(+- $)".&$''./*

interpret information about one’s immediate and distant environment and
/# $)/ -/$*).*!#0())*/# -!/*-.ю

)/$!4/# 1$.$*)*!/#
)/$!4$)"$!! - )/$./-$/.*!
$./-$/. $./-$/./#/ ")ю
/#/ !*-(")ю

)/$!4$)") $"#*0-$)"
!*-(
1$.$*)*!/# *0)/-$ .0.$)"-$)'
")
-$)') ). ($ѣ-$)'+*$)/.
Ǧ . ($-$)'
+*$)/.!*-
$ )/$!$/$*)*!
) $"#*0-$)"
*0)/-$ .ю
*/ $) .*!'/$/0 ѐ $ /# ' -) -./*ѐ
") /# . -
Ǧ Draw the map of Uganda
*)/# $("$)-4'$) .
showing major lines of latitude
(+*! -0))$)"!-*(/#
and longitude.
./ .//*/# ./
Ǧ Identify latitudes and longitudes
!-$ю *!/# "'* ю
that go through Uganda using
Ǧ $) .*!'*)"$/0 ѐ the atlas.
/# . -
86
SOCIAL STUDIES
PRIMARY 5
$("$)-4'$) . Ǧ Locate Uganda on the map of

-0))$)"!-*(/# East Africa using compass
*-/#*' /* directions.
/# *0/#*'
*!/# "'* ю

)/$!4 Ǧ Kenya )/$*)*0)/-$ ./#/.#-
Uganda’ Ǧ Tanzania *0)-$ .2$/#")ю
. Ǧ South Sudan Ǧ Identify compass directions of
) $"#* Ǧ Democratic Republic Uganda’s neighbours.
0-.ю of Congo Ǧ Model the map of Uganda with
Ǧ Ǧ Rwanda her neighbours using clay and
seeds.
Ǧ trace the map of Uganda on hard
Ǧ cards and cut it out for learners.
Competence for Assessment

Ǧ Draw a map of Uganda showing the neighbouring countries.
Ǧ Which country is found in the South West of Uganda?
Ǧ List three major features of a map.
TOPIC 2: PHYSICAL FEATURES IN UGANDA

INTRODUTION
# ' -) - $. 3+ / /* 3+'$) 2#/ +#4.$' ! /0- . - я )( я )
'*/ (%*- +#4.$' ! /0- . $) ")ю Ѷ.# .#*0' $.0.. /#
!*-(/$*)*!$!! - )//4+ .*!+#4.$'! /0- .ю# ' -) -.#*0' ѐ"$1 )
/# *++*-/0)$/4 /* 3($) )4 +#4.$' ! /0- $) #$.Ѷ# - )1$-*)( )/я
guided to explain how different types of physical features influence people’s
'$1 .)*/# -'$1$)"/#$)".я"0$ /* 1 '*+/# .&$''.*!-$)"!*-+#4.$'
! /0- . +-*' (. ) .*'0/$*). ..*$/ 2$/# $!! - )/ /4+ . *! +#4.$'
! /0- .2$'' *1 - $).0. ,0 )/'.. .$ю юя-$(-4.$3). 1 )ю
87
ABRIDGED CURRICULUM
FOR UGANDA
Learning outcome: # ' -) - 3+'*- .я 0) -./). ) ++- $/ . /#
value of one’s immediate and distant environment for better health and
#-(*)$*0.'$1$)"ю
COMPETENCES CONTENT ACTIVITIES

3+'$)#*2 *-(/$*)*! 0$ /# ' -) -./*ѐ
$!! - )/ +#4.$'
Ǧ explain the concept on
+#4.$' ! /0- .
formation of various physical
! /0- . Ѱ(*0)/$).ѱ
features.
2 -
Ǧ Volcanicity Faulting Ǧ Demonstrating how these
!*-( ю
Ǧ Influence of physical physical features are formed.
3+'$)/# features on climate. Ǧ draw diagrams showing
$)!'0 ) *! different formations of physical
$!! - )/ Ǧ Interactions vary
features.
+#4.$' with latitude,
altitude, water Ǧ explain the concept of physical
! /0- .*) features and their influence on
'$(/ ю bodies etc.
climate.

)/$!4/# Ǧ Influence of physical
Ǧ discuss the importance of
$(+*-/) features on climate:
mountains and highlands.
- Highlands: relief
*!$!! - )/ Ǧ list activities that are carried
rainfall. - Water
/4+ .*! out on a plateau.
bodies: conventional
+#4.$' Ǧ visit different physical features
rainfall. - Plains:
! /0- .ю in the local environment.
frontal rainfall.
$.0.. +-*' (. Ǧ name and identify different
Ǧ Importance of
..*$/ 2$/# types of fish found in these
different types of
+#4.$'! /0- . physical features: lakes and rivers.
Ǧ locate the rift valley on the
*0)/$).) map of Uganda. (From upper
#$"#').ю Lake Albert to Kisoro).
'/ 0ю Ǧ Drawing the map of Uganda
showing major physical
& .)-$1 -.ю
features
$!/1'' 4ю Ǧ Visit some of the physical
-*' (. features in their locality and
..*$/ 2$/# identify some problems they
$!! - )//4+ . cause.
*!physical Ǧ write four problems that are
! /0- .ѐѣ caused by physical features
88
SOCIAL STUDIES
PRIMARY 5
*0)/$).) Ǧ identify water borne diseases

#$"#').ю Ǧ record their findings.
Plateauю ѣ & . ) $ )/$!4 +-*' (. -*0"#/ *0/
4'& .)-$1 -.ю
-$1 -.юѣ$!/1'' 4ю

Competences for Assessment
Ǧ Mention two reasons why mountains and highlands are important to Ugandans.
Ǧ Name any mountain in Uganda formed by volcanic action.
Ǧ State two ways in which lakes and rivers can cause problems to people.
Ǧ Give two ways in which females and males can protect lakes and rivers.
TOPIC 3: CLIMATE OF UGANDA
OVERVIEW
# ' -) - .#*0' 3+'$) 2#/ '$(/ $. ) '*/ /# (%*- '$(/$
- "$*).*!")*)/# (+ю Ѷ.# .#*0'$.0..#*2'$(/ $)!'0 ) .
#0() /$1$/$ .ю # ' -) - .#*0' '.* ' /* $ )/$!4 /# $!! - )/
+-*' (. ..*$/ 2$/# '$(/ ) '$./ +*..$' .*'0/$*). /* /# .
+-*' (.ю
Learning Outcome: # ' -) - 0) -./). ) ++- $/ . /# 1'0 *!
'$(/ /*'''$1$)"/#$)".) 3+'$)24.*!($)/$)$)"'$(/ !*- // -
# '/#)#-(*)$*0.'$1$)"ю

Ǧ Identify and Ǧ Climate. Ǧ Ask the learners to:
describes the major Ǧ state meaning of climate.
Ǧ Climatic regions: -
climatic regions of Ǧ locate major climatic
Hot regions. - Wet
Uganda. regions on the map of
regions. - Dry
regions. Uganda.
Ǧ trace the map of Uganda
and show the major
climatic regions.
Ǧ Explain how climate Ǧ How climate Ǧ locate wet areas on the
influences human influences human map of Uganda, warm
89
ABRIDGED CURRICULUM
FOR UGANDA
activities activities temperatures, and rainfall

Ǧ Wet climate Ǧ Name different crops
grown in dry and wet
Ǧ Dry climate climatic conditions.
Ǧ locate the dry areas where
animals are reared.
Ǧ Draw the map of Uganda
showing major agricultural
and major cattle keeping
areas.

Ǧ Name two problems faced by people in dry areas.
Ǧ Which two human activities are carried out in wet areas of Uganda?
Ǧ Write two activities people should do to maintain good climatic conditions.
TOPIC: 4 VEGETATION OF UGANDA

Overview
Topic 5;
) -$(-4 *0-я /# ' -) - 2. $)/-*0 /* $!! - )/ /4+ . *!
1 " //$*) $) #$.Ѷ# - $./-$/ю Ѷ.# 1$.$/ 1-$*0. /4+ . *! 1 " //$*) $)
#$.Ѷ# - )1$-*)( )/ ).2 /# 24+ *+' )*/# - '$1$)"/#$)". ) !$/
!-*($/ю# ' -) -2. )*0-" /*,0$- .&$''.*!-$)")+- . -1$)"
/# 1 " //$*) !*- !0/0- 0. ю
) -$(-4 $1 я /# ' -) - $. 3+ / /*
3 -$. #$.Ѷ# - &)*2' " ) .&$''. *! *). -1$)" /# 1 " //$*)ю
)
$/$*)я /# ' -) - 2$'' 0) -./) !/*-. /#/ $)!'0 ) 1 " //$*)
$./-ibution in Uganda, and how it meets people’s demands for food and
. //' ( )/ю
Learning Outcome: # ' -) - .#*2.я 0) -./). ) ++- $/ . /#
$(+*-/) )1'0 *!1 " //$*)!*- // -'$1$)"ю
90
SOCIAL STUDIES
PRIMARY 5
)/$!4!/*-./#/ /*-./#/$)!'0 ) .&/# ' -) -./*ѐ

$)!'0 ) 1 " //$*) 1 " //$*)$./-$0/$*)
Ǧ draw the map of Uganda
$./-$0/$*)ю
Ǧ Rainfall. showing areas with
Ǧ Ǧ Fertile soils. different rainfall patterns
Ǧ -Altitude). and resultant vegetation.
Ǧ - Land forms
(mountains, plateau
and valleys).
3+'$)$!! - )/24. $!! - )/24.1 " //$*) Ǧ visit any vegetation
1 " //$*)$)!'0 ) . $)!'0 ) .#0() around the school: -
#0()/$1$/$ .ю /$1$/$ .ѐ observe and record
Ǧ Ǧ Savannah grassland. human activities which are
Ǧ Rain forests. - carried out in that
Mountain vegetation. vegetation.
Ǧ - Swamp vegetation. Ǧ suggest any other activity
that can be carried out in
that area.
$.0..#0()/$1$/$ . 0()/$1$/$ ./#/ Ǧ visit any possible site
/#/!! / ) "/$1 '4!! / where the vegetation has
1 " //$*)ю 1 " //$*)ю been destroyed.
Ǧ Ǧ plant trees, grasses and
flowers in the school
compound.
$.0..#0()/$1$/$ . 0()/$1$/$ ./#/ Ǧ visit any possible site
/#/!! /1 " //$*) ) "/$1 '4!! / where the vegetation has
1 " //$*)ю been destroyed.
Ǧ
Ǧ Planting trees, grasses and
flowers in the school
compound.

Ǧ • Write any two activities you do at school or your home to look after vegetation.
Ǧ • Mention two uses of trees in Uganda.
Ǧ • List four types of vegetation
91
ABRIDGED CURRICULUM
FOR UGANDA

TOPIC: 1 NATURAL RESOURCES IN UGANDA
INTRODUCTION
.// -($)/-*0 /# ' -) -/*/# )/0-'- .*0- .$)")ю

/' .
#$(Ѷ# -/*&)*2/# $!! - )//4+ .*!)/0-'- .*0- .)/# $-'*/$*)*)
/# (+*!")ю# ' -) -2$'''.*' -)*0//# $-1'0 я0. .)#*2
/# 4*)/-$0/ /*/# *)*($"-*2/#ю Ѷ.# 2$'''.*$ )/$!4+-*' (.
..*$/ 2$/#/# $- 1 '*+( )/.2 ''.+*..$' 24.*!.*'1$)"/# (ю
Learning Outcome: The learner $ )/$!$ . /# )/0-' - .*0- . $) /# $-

$(( $/ ) $./)/ )1$-*)( )/я #*2 + *+' 0. /# ( /* -) '$1$)"
))'4. +-/$ ./#/ ./-*4)/0-'- .*0- .
)/$!4$!! - )//4+ . $!! - )//4+ .*! Ǧ locate the different types of

*!)/0-'- .*0- . )/0-'- .*0- .$) natural resources in Uganda
$)") ")ю using the map of Uganda.
Ǧ Ǧ Tracing the map of Uganda
and showing the major
natural resources.
$.0../#
(+*-/) *!)/0-' Ǧ visit the nearest resource and
$(+*-/) *! - .*0- . finding out how it is utilized
)/0-'- .*0- .ю Ǧ Land. (forest, swamp, water source
Ǧ and mine).
Ǧ Minerals.
Ǧ Water. Ǧ discuss how resources are
Ǧ Climate. used.
Ǧ People. Ǧ discuss with any resource
Ǧ Animals. persons to talk to learners.
Ǧ Plants. About the natural resources.
$.0..24.*!-$)" Хю- !*-)/0-' Ǧ clean water sources.

!*-)/0-' - .*0- .ѐ Ǧ plant trees
- .*0- .ю Ǧ listento resource persons
Ǧ Proper land use.
Ǧ Careful (Forest Officer).
Ǧ visit a nearby natural resource
92
SOCIAL STUDIES
PRIMARY 5
development of and recording what you have

minerals. seen.
Ǧ Avoid pollution.
Ǧ Proper health care,
nutrition,
education and
government.
Ǧ - Conservation.

TOPIC 2: THE PEOPLE OF PRE-COLONIAL UGANDA `

INTRODUCTION

) -$(-4 *0-я /# ' -) - ' -)/ *0/ /# + *+' $) #$.Ѷ# - $./-$/ )
#*2/# 40. */#/# +#4.$').*$' )1$-*)( )//* -) // -'$1$)"ю

)-$(-4$1 я/# ' -) - .#*0'&)*2/# (%*- /#)$"-*0+.*!+ *+' я
/# $-*-$"$)). //' ( )/$)")ю Ѷ.# .#*0''.*&)*2/# .*$')
+*'$/$' *-")$./$*) *! /# . /#)$ "-*0+.ю $) 1 -4 #0() $)"
./-0""' ./*#1 $(+-*1 '$1$)"я/# ' -) -.#*0''.*./04/# *)*($
*-")$./$*)*!/# +- ѣ*'*)$'.*$ /$ .$)")я/# !**).#-*+.
2#$#2 - "-*2)4/#*. $!! - )/ /#)$"-*0+.ю
Learning Outcomes: # ' -) - .#*0' ' /* +-*(*/ ) +-/$.
.$-' &)*2' " ) 1'0 . $) /# .*$ /4 ) .#*2 - .+ / !*- #$.Ѷ# -
0'/0- )/#*. *!*/# -+ *+' ё (*)./-/ )0) -./)$)"*!)0.
(+- $)".&$''./*$)/ -+- /$)!*-(/$*)ю

*/ ./# *-$"$)*! $!! - )/+' .*!*-$"$)*! Ask the learners to:
/# $!! - )/ /#)$ /# )/0– )/-' ./ Ǧ draw the map of Uganda
"-*0+.ю !-$ю 0*ѣ#-' showing routes of ethnic
5 'Ѱ*0/#0)ѱю groups.
$'*ѣ ($/ .– Ǧ tell some of their legends
Ѱ/#$*+$ѱю they know from their
ethnic groups.
.*).!*-$)/ -)' 0. .*!$(($"-/$*)) Ǧ explain the causes of
($"-/$*).ю ($"-/$*)ѐѣ-$/4*! immigration by different
93
ABRIDGED CURRICULUM
FOR UGANDA
2/ -)+./0- !*- ethnic groups into

/# $-)$('.юѣ-$/4 Uganda.
*!'))$)/ -)'
*)!'$/.ю
$.0.. ./# /*-.!! /$)". //' ( )/ Ǧ identify factors that
. //' ( )/+// -). +// -).ѐѣ )я influenced the pattern of
*!/# 1-$*0. /#)$ 1 " //$*)я'$(/ я.*$'. settlement of ethnic
"-*0+.$)")ю )2/ -ю groups.
Ǧ - .*!. //' ( )/ѐѣ Ǧ retell the stories of
"-$0'/0-'$./.Ѱ)/0ѱ origin of ethnic groups
. //' -*0)'& .я after inquiring from
-$1 -.)(*0)/$).юѣ parents.
& .Ѱ$/*-$я4*"я
' -/) *-" ѱ
*0)/$).Ѱ2 )5*-$я
'"*))0!0($-ѱ
2# - .*$'.- .0$/'
!*-"-$0'/0- юѣ
./*-'$./.. //' $)
"-..')- .*!/#
./я*-/#)*-/#
./*!")ю
)/$!$ ./# $!! - )/ *'$/$'*-")$./$*)*!/# Ǧ identify different

+*'$/$' /#)$"-*0+.юѣ traditional rulers in
*-")$./$*).*!/# )/-'$5 various regions of
/#)$"-*0+.ю ($)$./-/$*)ѣ Uganda.
&$)"*(.Ѱ&$)".я2 -
Ǧ
' -.ѱюѣ')
' -.#$+Ѱ#$ !.*-')
' -.ѱюѣ--$*-..
' -.юѣ$. ( ).
' -.юѣ*' .*!
' -.*!$!! - )/
/#)$"-*0+.ю
3+'$)./# .*$' /#)$"-*0+.#1 /# $- Ǧ discuss their family
*-")$./$*)*! $ )/$/$ .ѣ )"0" юѣ identities.
/#)$"-*0+.ю ( .юѣ0./*(.юѣ Ǧ state the meaning of clan
').–/*/ (.. names.
94
SOCIAL STUDIES
PRIMARY 5
.4(*'юѣ'0 .юѣ Ǧ discuss with parents the

( .–2 .*я) areas of their ancestral
2- ./'$)"ю location. Then report to
the class.
Ǧ list names of clan
totems.
Ǧ practice social norms of
ethnic groups (marriage,
naming of children,
enthroning cultural
leaders, initiation to
adulthood
)/$!$ .#*2/# 1 '*+( )/*! *)*($ Ǧ explain how things are

/#)$"-*0+. *-")$5/$*).юѣ exchanged today
1 '*+ -*0 /#$)"./# 4
*)*($ ) /*0. $)/# $-
*-")$./$*). $'4'$1 .ю
- 1 '*+ *)-!/
(/ -$'.я.'/я)
& +$)"*( ./$
)$('.ю
3#)" *!"**.!*-
"**.*-. -1$ .!*-
. -1$ .Ѱ-/ -$)"ѱ-&
'*/#я.'/ю /'/**'.
Ѱ#* .я.+ -.)
.#$ '.ѱю)$('.'$&
//' я"*/.).# +ю
-$)!**Ѱ($'' /)
.*-"#0(ѱю

Ǧ Draw the map of Uganda in your exercise books showing the location of ethnic
groups.
Ǧ List different ethnic groups in Uganda.
Ǧ Mention five goods which are given to girls’ families during marriage ceremonies.
Ǧ List five roles and responsibilities of traditional rules in Uganda.
95
ABRIDGED CURRICULUM
FOR UGANDA
TOPIC: 3 FOREIGN INFLUENCES IN UGANDA

OVERVIEW
) /# './ /*+$я /# ' -) - $ )/$!$ /# $!! - )/ /#)$ "-*0+. ) #*2
/# 4 ($"-/ $)/* ")ю
) /#$. /*+$я /# ' -) - 2$'' *1 - 2#4 /#
!*- $") -.( /*")я/# $-*)/-$0/$*))$)!'0 ) ю# -/- -.
!-*( .$ 2 - /# !$-./ /* *( /* ")ю # 4 ( 2$/# "0).я '*/#я
-+ /.я *2-$ .# ''.я . ) */# - "**. 2#$# 2 - 3#)" !*-
.'1 .я $1*-4я "*'я .'/ ) )$(' .&$).ю / -я 0-*+ ). 2#* 2 -
3+'*- -.я#-$./$)$..$*)-$ .)*'*)$'($)$./-/*-.'.*( ю*/#
-. ) 0-*+ ). $)!'0 ) /# .*$'я *)*($ ) +*'$/$' '$! *!
")).ю
Learning Outcomes: # ' -) - .#*0' ' /* 0) -./) /#

$(+*-/) *! /# $)/ - + ) ) (*)" + *+' ) )/$*). )
(*)./-/ ) 0) -./)$)" *! ) 0. *! (+ - $)" .&$''. /* *'' /
$)!*-(/$*)ю

ACTIVITIES

)/$!$ ./# # *) +/*!!*- $") -.ю Ǧ locate the following
*-$"$)*!
Ǧ Places of origin: places on the map of
$!! - )/ East Africa (Indian
!*- $") -.2#* Ǧ Asia - Arabs and Indian Ocean, Lake Victoria,
( $)/* traders. River Nile, Mombasa,
")ю Ǧ Europe- Colonial Dar-es-Salaam,
Ǧ administrators, Christian Zanzibar, Pemba and
missionaries, explorers, Bagamayo.
traders. Ǧ identify other
Ǧ Coastal areas - Coastal important places.
traders.
Ǧ Explains the reasons .*).2#4!*- $") -.( Ǧ identify products
why foreigners /*")ю which were brought
came to Uganda. into Uganda by
Ǧ foreigners.
Ǧ Explains the *- $")$)!'0 ) ) Ǧ discuss four ways
96
SOCIAL STUDIES
PRIMARY 5
influence of *)/-$0/$*).ю•#)" *! foreigners affected

foreigners on and '$! ./4' .Ѱ0$'$)"я!**я Ugandans.
their contribution to ' -.#$+ѱю
Ugandans.
Competences for assessment
.&' -) -./*ѐ

Ǧ List the groups of foreigners that came to Uganda.
Ǧ Name three good things foreigners brought to Uganda.
Ǧ Identify two places in your district which were started by foreigners (school,
hospital, farm, etc.).
Ѱ$ѱ $)*0/$)2#$#4 -$/./-/ ю

(ii) # + *+' 2#*./-/ $/ю
(iii) #*$.- .+*).$' !*-$//*4ѕ
TOPIC 4: HOW UGANDA BECAME A NATION

OVERVIEW
) /# './ /*+$я 4*0 *1 - #*2 !*- $") -. ( $)/* ")я 2$/# /# $-
0'/0- я .4./ (. *! ' -.#$+ ) 24. *! /- ю # . ' /* -$)"$)"
/*" /# -*!()4&$)"*(.)*/# -- ./*!*-(*) *0)/-4ю#$.*0)/-4
$.")ю
# ' -) - .#*0' 3+'$) #*2 ") ( /* *) )/$*) 0) - /#
-$/$.# -0' ю # ' -) - 2$'' 3+*. /* 1-$*0. "- ( )/. Ѱ0")я
*-*я)&*' )0)4*-*ѱ) 1 )#*2/# -$/$.# 3/ ) /# $--0' /*/#
- ./ *! /# )/$*)ю # ' -) - 2$'' $)/-*0 /* /# $)!'0 ) *! -$/$.#
-0' *)")ю
Learning Outcome: # ' -) - 3+'*- .я 0) -./). ) ++- $/ . /#
1'0 *!").)/$*)ю
97
ABRIDGED CURRICULUM
FOR UGANDA
COMPETENCES Ǧ CONTENT Ǧ SUGGESTED ACTIVITIES

3+'$)#*2") # *) +/*!)/$*)ю Ǧ explain what a nation
2.( )/$*)ю means.
Ǧ Ǧ Identifying key treaties
between the British and
kings in Uganda.
)'4.#*2") *2") ( Ǧ discuss areas apart from
.$") "- ( )/. )/$*)ю kingdoms that came
2$/#-$/$)ю under British in Uganda.
Ǧ
.-$ /# Ǧ The administrative Ǧ show how people were
($)$./-/$1 systems Uganda had ruled through; (i) direct
.4./ (./#/ 3$./ as a Protectorate. rule. (ii) indirect rule.
0-$)"/# -$/$.# Ǧ The British laws. Ǧ Role plays
-0' $)")ю
3+'$)/# +*.$/$1 ) !! /.*!/# *'*)$'-0' Ǧ explain the political,

) "/$1 !! /.*! $)")юѰ$ѱ*)*($ economic and social
*'*)$'-0' $) ѣ*.$/$1 юѣ "/$1 юѰ$$ѱ effects of British rule in
") *$'ѣ*.$/$1 юѣ Uganda.
"/$1 юѰ$$$ѱ*'$/$'ѣ Ǧ discuss how Africans
*.$/$1 юѣ "/$1 ю reacted towards British
rule in Uganda.
Ǧ Treaties that made Uganda a nation and how the British extended their rule to the
rest of Uganda.
Ǧ State three ways in which colonial rule changed the life of Ugandans.
Ǧ Mention three ways in which African traditional culture was weakened by Britain.
Ǧ Explain five new things which were introduced by the British Government in
Uganda.
98
SOCIAL STUDIES
PRIMARY 5

TOPIC: 1 THE ROAD TO INDEPENDENCE
INTRODUCTION
-*(/# +- 1$*0./*+$я/# ' -) -$.2- /#/")0-$)"/# *'*)$'

($)$./-/$*) 3+ -$ ) ()4+*'$/$'я.*$') *)*($#)" .ю#
-* /* $) + ) ) 2. )*/ .(**/# (*1 /* ")).ю # - 2 -
)0( -*!$1$'./-$1 ..
")). 0-$)" /#/ /$( - .$./ *'*)$' -0' ю *2 1 -я /# - 2 -

)0( -*!"**/#$)".2#$#2 - $)/-*0 $)"))/# . - .#
-*+.я!*-(' 0/$*)я#-$./$)$/4я
.'(я // -( $'. -1$ .я/3/$*)я
'2.)- "0'/$*).ю
) /#$. /*+$я /# ' -) - 2$'' ' -) /#/ /# .4./ ( *! ($)$./-/$*) #
0)$,0 #-/ -$./$.ю# ' "'.4./ (2.)*/!1*0-$)"/#
!-$).ю #$. !*- /# !*-(/$*) *! /# "$.'/$1 *0)$' Ѱ ѱ 2#$#

#.*( !-$).)*($)/ /*- +- . )/+ *+' $)/# $-- .ю# !-$).
2#* # !*0"#/ */# $) /# $-./ ) *) *-' -. ( & )
%*$) /# $- -*/# -. ) .$./ -. / #*( /* () ) !$"#/ !*-
$) + ) ) ю
# -$/$*)' $)".я #$ !. ) ' $)" + -.*)'$/$ . +'4 & 4 -*' . $)
(*$'$5$)" + *+' ) !*-($)" /# !$-./ +*'$/$' +-/$ . /* ./-0""' !*-
$) + ) ) ю
Learning Outcomes: # ' -) - .#*0' ' /* (*)./-/ &)*2' "
and appreciate the African’s collective responsibility in bringing order and
.*$' %0./$ я ) 0) -./) /# ./-0/0- . ) !0)/$*). *! "*1 -)( )/
) (*)./-/ 2$''$)") .. /* +-/$$+/ $) /# (*-/$ ) $1$
process of one’s country.

99
ABRIDGED CURRICULUM
FOR UGANDA

3+'$).2#4/# - 2 - /$*)./**'*)$'-0' Ǧ Ask the learners to:
- /$*)./*/# Ǧ identify different ways,
*'*)$'' "''2. the Africans were
Ǧ mistreated.
Ǧ mention two ways
Ǧ Africans protested against
the colonial rule.
)/$!$ ./# !/*-./#/ /*-./#/' /* Ǧ discuss how LEGCO and

' /*/# !*-(/$*)*! !*-(/$*)*! other associations helped
/# "$.'/$1 *0)$' in the struggle for
‘LEGCO’. independence.
$.0.. .#*2*-'-. /-0""' .!*- Ǧ • explain the ways how

)
# '+ $)/# $) + ) ) ѣ*-' World War I & II helped in

./-0""' !*- -
юѣ*-'-
ю the struggle for

$) + ) ) ю independence.
)/$!$ ."-*0+.) -$/$*)'' -.я ю"юѣ Ǧ discussing why political

$)$1$0'./#/' /# &0/ .
ю parties were formed.

./-0""' !*-)/$*)' Ǧ • list the former political
*'$/$'' -.ѣ
$) + ) ) parties and their leaders.
0.5$юѣ )
$2)0&юѣ$'/*)
*/ ю
Ую-$/ )4/2*- .*).2#4!-$)../-0""' !*-)/$*)'$) + ) ) ю
Фю -$/ )4 /2* +-/$ . /#/ %*$) /# (*-/$ -/4 Ѱѱ $) /# УЫШУ
' /$*).

ѐФ

INTRODUCTION

) /# +- 1$*0. /*+$я /# ' -) - *1 - /# -* /* $) + ) ) я /#
+ *+' 2#*./-0""' !*-$) + ) ) я/# !*-(/$*)*!/#
100
SOCIAL STUDIES
PRIMARY 5
"$.'/$1 *0)$'Ѱ ѱ)/# !$-./+*'$/$'+-/$ .ю# . 1 )/.' /*

)$) + ) )/")ю
# ' -) -.#*0' 3+'$)2#/$) + ) ) ( ).я2# )")"*/# -

$) + ) ) я ) ' /* ( )/$*) /# .4(*'. *! /# )/$*) ) /# $-
.$")$!$) ю# ' -) -.#*0' 3+'$)2#/ (*-4( ).ю
Learning Outcomes: # ' -) - .#*0' ' /* 3+'*- ) 0) -./)
/# 1'0 . *! ) $) + ) )/ *0)/-4я /# )/$*)' .4(*'. ) ++- $/
/# +-$)$+' .*! (*-4$)")ю
)/$!$ .)/$*)' Ую# .4(*'.*!/# )/$*)ѐ .&/# ' -) -/*ѐ

.4(*'.)
Ǧ The National Flag. Ǧ explain the symbols of
3+'$)./# $-
Ǧ National Anthem. the nation
.$")$!$)
Ǧ Coat of Arms. Ǧ draw and colouring the
Ǧ Ǧ Emblem. National Flag and Coat
Ǧ The Constitution of Arms.
(supreme law). Ǧ discuss the significance
Фю# .$")$!$) *!/# of symbols of the
.4(*'.*!/# )/$*)ѐ nation.
Ǧ The Constitution
(supreme law).
Ǧ The National Flag.
Ǧ National Anthem.
Ǧ Coat of Arms.
Ǧ Emblem.
3+'$)./# ( )$)"*! Хю (*-4 Ǧ explainwhat democracy
(*-4)$/. Ǧ The meaning of is.
$(+*-/) ю democracy. Ǧ discuss and debating the
Ǧ Ǧ Importance of Ǧ importance and
democracy. functions of democracy.
Ǧ Functions of democracy. Ǧ name the different
Ǧ 4. Challenges of elections.
democracy. Ǧ role-play elections
101
ABRIDGED CURRICULUM
FOR UGANDA
Ǧ Roles of the citizens in Ǧ discuss challenges of

practicing democracy. democracy.
Ǧ Types of elections. Ǧ drawing different
Ǧ How elections are election
conducted. Ǧ materials.
Ǧ 5. Bad practices during Ǧ suggest two things
elections: people who
Ǧ before voting. Ǧ get the least votes
Ǧ during voting. should
Ǧ after voting. Ǧ do after elections.
Ǧ Electoral commission, Ǧ role--play the voting
electoral exercise.
Ǧ officials, electoral Ǧ discuss the importance
materials and of electing leaders.
Ǧ their functions.
Ǧ Respect for democracy
and
Ǧ elections.

Ǧ • Identify the symbols of an independent nation.
Ǧ • Explain the importance of the symbols of a nation.
Ǧ • Explain the principles of democracy
102
SOCIAL STUDIES
PRIMARY 5
TOPIC 3: The Government of Uganda

INTRODUCTION

) /# './ /*+$я /# ' -) - ' -)/ #*2 ") ( ) $) + ) )/
)/$*)ё $/. .4(*'. ) /# $- .$")$!$) ю # ' -) - 2. '.* 3+*. /*
(*-4)$/.+-$)$+' .ю
)/#$./*+$я# Ѷ.# $."*$)"/*' -)*0//#
"*1 -)( )/я/# /#- *-").*!"*1 -)( )/я/# *)./$/0/$*)я)0/$ .*!
"*1 -)( )/я .*0- . *! - 1 )0 ) 3+ )$/0- . 2 '' . -$"#/. )
- .+*).$$'$/$ .*!$/$5 ).*!")ю
Learning Outcomes:# ' -) -.#*0' ' /*0) -./)/# *-").*!

/# "*1 -)( )/я/# *)./$/0/$*))0/$ .*!$/$5 ).ё 3+'$)/# .*0- .*!
- 1 )0 я ) 3+ )$/0- 4 "*1 -)( )/ ) 0) -./) /# -$"#/. )
- .+*).$$'$/$ .*!/# $/$5 ).*!")ю
COMPETENCES Ǧ CONTENT Ǧ SUGGESTED

ACTIVITIES
)/$!$ ./# /#- # -*' *!"*1 -)( )/Ѱ/# Ǧ Guide the learners
*-").*!
Ǧ ruling body of a country). to:
"*1 -)( )/ю Ǧ explain the role of
# *-").*!/# "*1 -)( )/ѐ the government.
Ǧ
Ǧ Executive Ǧ Discussing the roles
Ǧ ( to implement decisions and of each organ of a
government
Ǧ programmes).
Ǧ Explaining the
Ǧ Legislature (to make laws necessity of the
Ǧ which people must observe Ǧ separation of
Ǧ and respect). legislature and
judiciary.
Ǧ Judiciary (to interpret laws
Ǧ made by the legislature).
3+'$)./# # *)./$/0/$*) Ǧ Explaining the
( )$)"*!/#
Ǧ Meaning of a constitution. meaning of a
*)./$/0/$*)я$/. constitution.
Ǧ Functions of a constitution
!0)/$*).) Ǧ Discussing the
Ǧ Importance of a constitution.
$(+*-/) ю importance of a
'/$*).#$+ /2 )*)./$/0/$*)
Ǧ Ǧ constitution.
103
ABRIDGED CURRICULUM
FOR UGANDA
) ' /$*).ю Ǧ Explaining the

relationship
between the
constitution and
Ǧ the elections.
3+'$)./# 0/$ . 0/$ .*!/# "*1 -)( )/ Ǧ Explaining the
*!/# *((0)$/$*)ѐ duties of the
"*1 -)( )/ Ǧ meaning of communication. government.
Ǧ
Ǧ types of communication.
Ǧ importance of communication.
Ǧ barriers of communication.
($)$./-/$*)Ѷ' -.#$+ю
*)0/ ' /$*).ю
-*1$ .*$'. -1$ .
&$)"0" /ю
)' .!*- $")!!$-.)
.)$/4*!/# )/$*)ю

Ǧ Explain the 1 )0 $.$)*( 4"*1 -)( )/ i. Explaining what
sources of income is.
3/$*)
revenue and
ii. Discussing how
i. Income Tax
Ǧ expenditure government
by the ii. Value Added Tax (VAT)
Ǧ earns money.
government. iii. Property Tax Ǧ Explaining the ways
Ǧ in which
ѣ4.*0-)
Ǧ government spends
iv. Tourism
its
v. Licenses Ǧ revenue.
vi. Donations and grants
vii. Loans
' *!"*1 -)( )/
a. properties
• Expenditure
104
SOCIAL STUDIES
PRIMARY 5
Ǧ - salaries and allowances

Ǧ - development programmes
Ǧ - rent
Ǧ - security
Ǧ - social services

Ǧ Explain the various organs of a nation and their significance.
Ǧ Discuss the importance of a constitution to a nation.
Ǧ Draw a chart showing how government gets revenue and spends it
TOPIC4: POPULATION, SIZE AND DISTRIBUTION

INTRODUCTION
# ' -) -#.$ *!)0( -.*!' -) -.$)$!! - )/'.. .$)/# .#**'ю
#$.$.'' +*+0'/$*)ю1 -4(*-)$)"/# - $.-*'''')/# /*/'.- +0/
/*" /# -я/#$.$..$(+' ).0.ю
)/#$./*+$я/# ' -) -2$''' -)*0//#
+*+0'/$*)*!")я$/."-*2/#)/# $(+*-/) *! ).0.$)*0)/-4ю
Ѷ.# 2$'''.*' -)/# .$5 *!/# +*+0'/$*))$/.. //' ( )/+// -).*-
$./-$0/$*)ю # #$"# ) '*2 +*+0'/$*) ).$/$ . #1 +-*' (. /* /#
.*$'я *)*($ ) +*'$/$' )1$-*)( )/.ю # ' -) - /# - !*- ) . /*
,0$+#$(Ѷ# -. '!2$/#+*..$' .*'0/$*)./*/# +-*' (ю#$./*+$ ().
/# ' -) -.( ( -*!/# 4*0)"" ) -/$*)/* 1 '*++*.$/$1 //$/0 .
*! *)/-*''$)" +*+0'/$*) "-*2/# /#-*0"# !($'4 +'))$)"я ) // -
- +-*0/$1 # '/#+-/$ .ю
Learning Outcome: # ' -) - +-*(*/ . ) +-/$ .$-' 1'0 . $)
.*$ /4).#*2- .+ /!*-#$.Ѷ# -*2))*/# -0'/0- .ю
105
ABRIDGED CURRICULUM
FOR UGANDA
COMPETENCES Ǧ CONTENT Ǧ SUGGESTED ACTIVITIES

3+'$)/# )$)"*!+*+0'/$*)) .&/# ' -) -./*ѐ
$(+*-/) *! ).0.
Ǧ explain what population
).0.ю
*+0'/$*)$./# )0( -*! and census mean.
Ǧ + *+' $)"$1 ) Ǧ count the number of
(-/ - я ю"юя learners, teachers and non-
)/$*)ю teaching staff in the school
).0.$.)*!!$$'*0)/$)"*! (mini census).
+*+0'/$*)ю
)/#$.. /# Ǧ group them by sex and
tribes.
+*+0'/$*)*!")$.
ЦУюЦЫ($''$*)ѰФТУШѱю
)$)"*!/ )" -.Ѱ+ *+'
/2 )УХѣУЫ4 -.*!" ѱю
$"0- .*!/ )" -.4ФТТЩ$.
ЦяЪФХяШТТѰУХѣУЫ4 -.ѱ
i. Importance of census:
ii. Know the total number
of People
iii. Plan for them (social,
political and economic).
3+'$)/# )$)"*!+*+0'/$*)"-*2/#ѐ Ǧ explain what population,
$)!'0 ) *! size or number means.
The increase of people’s
+*+0'/$*) Ǧ discuss the factors that lead
)0( -.$)/# *0)/-4ю
"-*2/#*) to population increase.
*((0)$/$ .ю # !/*-./#/$)!'0 ) Ǧ explain the dangers of fast
+*+0'/$*)"-*2/#ѐ population growth discuss
Ǧ
iv. Fertility rate of women. how to control population
v. Immigration growth.
vi. Food.
vii. Better health
(reproductive health).
$.0..+-*' (. )$)"*!+*+0'/$*) ).$/4ю Ǧ discuss factors that are
..*$/ associated with:
)$)"*!#$"#+*+0'/$*)ю
2$/##$"#) Ǧ high population density.
106
SOCIAL STUDIES
PRIMARY 5
'*2+*+0'/$*) )$)"*!'*2+*+0'/$*) Ǧ low population density.

).$/4ю ).$/4ю Ǧ discuss how HIV/AIDS
Ǧ !! /.*!
Ѷ
*) affects population.
+*+0'/$*)) *)*($ Ǧ Social and economic effects
+-*0/$*)ю of HIV/AIDS on the
population.
-*' (.*!#$"#+*+0'/$*)
).$/4ю
-*' (...*$/ 2$/#'*2
+*+0'/$*) ).$/4ю
3+'$)+*..$' *'0/$*)./*#$"#+*+0'/$*) $.0..24.*!*)/-*''$)"
24.*! ).$/4 +*+0'/$*)"-*2/#ю
*)/-*''$)"
/ /# $.1)/"
+*+0'/$*)
)1)/" .*!
"-*2/#ю
+*+0'/$*)"-*2/#.
Ǧ

Ǧ Write the causes of population growth.
Ǧ List the difficulties a family finds in looking after a big number of children.
Ǧ List the problems found in a crowded community such as a slum.
Ǧ Write a composition “The country I want to live in”
107
ABRIDGED CURRICULUM
FOR UGANDA
108
C.R.E
PRIMARY 5

CHRISTIAN RELIGIOUS
EDUCATION
109
ABRIDGED CURRICULUM
FOR UGANDA
CHRISTIAN RELIGIOUS EDUCATION PRIMARY FIVE

Preamble
)-$"$)"/# -$(-4$1 0--$0'0(я.*( /*+$.!-*(-$(-4*0-2 -

.#$!/ /*/#$.'..я&)*2$)"/#//# 42 - )*/#)' $)-$(-4*0-ё
2#$' */# -.$)/#$.'..#1 )( -" /*" /# -/#/#1 /# .( *-
- '/ *)/ )/ю$..0% /2#$#$. .$") /* 1 '*+(*-'.)
+/' 1'0 .ю./ # -я4*0- - ,0$- /*0. ++-*+-$/
( /#**'*"4/* 1 '*+1'0 .'$& *ѣ*+ -/$*)я.#-$)"я++- $/$*)я
)0-) я+/$ ) я- .+*).$$'$/4я- я- .+ /я/-0./2*-/#$) ..я'*1 я
/*" /# -) ..я#*) ./4я. '!ѣ- '$) я%*4я*) -)я+-$14я$) + ) ) я
!$/#!0') ..)* $ ) я(*)"*/# -.ю$&1'0 ./#/.0$/2#/$. $)"
/0"#/ю
What was changed/merged and the justification

*+$Ф*!/# -$(-4*0-Curriculum, “God’s People and the Law” was
( -" 2$/#*+$Х*!-$(-4$1 я“*’.*-!*-.”. The content of
/# . /2*/*+$.$.similar, that’s why the matter is condensed in one topic.
*+$1 “Faith”$)/# -$(-4$1 0--$0'0(( ./# !*0-/#/*+$$)/#

.( 0--$0'0(ю$/#./*+$$.$)/#/+*.$/$*) 0. /# !$-.//#-
/*+$.2 - .#$!/ !-*(-$(-4*0-я2#$## '+./# ' -) -/* "$)!-*(
/# &)*2)/*/# 0)&)*2)ю
# #-$./$)*((0)$/4$./*+$Ч/ -(Ф$)/# -$(-4*0-0--$0'0(ю#

/*+$$.$)/#$.+*.$/$*) 0. я!/ -/ #$)"$/#./*+$я/# ' -) -2$''
.$'40) -./))++- $/ /# *) +/*!#-$./$)*((0)$/4я$)/#/
!$/#0$'.0+*)!$ ) )#*+ .*+ *+' )'$1 2$/#*) )*/# -$)
#-(*)4ю
Topic 7 “Witness”, 8 “Making our decisions as Christians” and 9 “Peace” were

''( -" ю*+$.Ъ)Ы( !-*(-$(-4*0-0--$0'0(/ -(/#- ю
# *)/ )/*!/# . /#- /*+$.- '/ .2 ''ю
!.*( *) (& ."**
$.$*)я$/2$''' /*+ $)'$! я# ) # '+$)"/# ( *( "**
2$/) ..*!#-$./ю
110
C.R.E
PRIMARY 5
Topic 9 “Relationship with God” $) /# -$(-4 $1 0--$0'0( #. )

merged with topic: 10 “Hope” of the same curriculum. Relationship./*+$
came first because it is very difficult to teach the topic “Hope” to the learner
!*- / #$)"#$(Ѷ# -*0/#1$)""**- '/$*).#$+2$/#*ю
C.R.E: TERM 1
Topic: God’s people and the Law
Introduction
God’. *+' )/# 2я 2#$#$. 3/-/ !-*(-$(-4*0-я$.(%*-

/*+$/#/2.#*. ) 0. $/).2''*20+/# .0ѣ/*+$ѐ“God’s Word
!*-0.” from -$(-4$1 ю# )4*0/'&*0//# '2я$/ (- ./# 2#*'
$' я2# - 4*0#1 /*/'&*0//# $' $/. '!Ѱ/# *-*!*ѱя/#
./-0/0- *!/# $' я/# **&.*!/# $' я/# + *+' 2#*2-*/ /# $' я
.2 ''./# $' #-/ -.я(*)"2#*(2.*. .2#*- $1 /# )
*(()( )/.ю
/!0-/# -# '+./# ' -) -/*0) -./)/# )/-'$/4*!
/# $' $)/# '$! *!#-$./$)ю

# ' -) - The Bible $ѱ -2$)"/#
Ȍ $ )/$!$ ./# $' Ǧ )$,0 **& *((*)
./-0/0- .) Ǧ
.$#юЦТѐЩѣЪя #-/ -.*!/#
$!! - )//4+ .*! .'(УУѐУѣЧя $'
**&.$)/# $' ю Ǧ -*1юХѐУѣФя $$ѱ $.0..$)"/#
Ȍ 3+'$).2#4/# *(юУЧѐЦю *((*)
$' $.0)$,0 Ǧ /УУѐФЪ #-/ -$./$.*!
**&)#*2$/ Two parts of the bible /# **&.
) ++'$ $) Ǧ # ' $$$ѱ ($)"Ѷ-$'$)"
#$.Ѷ# -'$! ю ./( )/) /# $!! - )/**&.
Ȍ '$./.$!! - )/24. /# 2 $)/# ') 2
*$).+$- ./( )/ ./( )/.
+ *+' /*2-$/ /# Ǧ 4+ .*!**&. $1ѱ ($)"Ѷ-$'$)"
*-ю Ǧ $./*-4) 2 )$('.$)/# -&
Ȍ 3+'$).#*2 **&. 1ѱ $.0..$)"2#4
*#я-#( Ǧ $./*-4**&. *#)#$.
111
ABRIDGED CURRICULUM
FOR UGANDA
)*2 - Ǧ * /-4) !($'42 - .1

!$/#!0'/**ю 2$.*(**&. 1$ѱ $)"Ѷ-$'$)"
Ȍ 3+'$).#*2 Ǧ -*+# /. )./04$)"
*. .' /# Ǧ Jesus’ biography - ' 1)/$'

.- '$/ .*0/*! Ǧ // -. (/ -$'./*+$&
"4+/ю Ǧ 1 '/$*) out God’s promise
Ȍ 3+'$).#*2 God’s covenant with His /*#$.+ *+'
*. .- $1 /# people 1$$ѱ *' +'4$)"*. .
) Ǧ Noah’. ' $)"/#
*(()( )/.ю !$/#!0') ../*
.- '$/ .
Ȍ ( )/$*).24./# *Ѱ ) .$.Ш 1$$$ѱ ''$)"Ѷ.$")$)"
) )Щѱ #*2*. .
*(()( )/. Ǧ God’s promises to - $1 /# )
++'4/*'$! /*4 -#( *(()( )/.
/#*( я.#**' God guides His people $3ѱ )/$*)$)"Ѷ
)/# Ǧ # ''*!*. . .$")$)"/# )
*((0)$/4ю )#$.-*' $)/# *(()( )/.
3*0../*-4 3ѱ (*-$.$)"/#
Ѱ3*0.Хѱ )
The Ten *(()( )/.ю
Commandments and
their applications in
day-to-day life (Exd20)
Assessment Guidelines
//# ' -) -
Ȍ - ) 3+'$)/# $' / 3/ю
Ȍ '$.//# **&.*!/# $' ю
Ȍ narrate the story of Noah’s Faithfulness.
-*' +'4*. .- $1$)"/# )*(()( )/.
112
C.R.E
PRIMARY 5
Topic: Following Jesus as a leader
introduction
)/#$.*+$Х*!/# -$(-4$1 0--$0'0(я/# ' -) -$. 3+ / /*

1 '*+0) -./)$)"*!/# ,0'$/$ . .0.#)#*2 . -1 $!! - )/
+ *+' 2$/#*0/$.-$($)/$*)ю# ' -) -!0-/# -#./*++'4/# ($)
his/her lifestyle because Jesus’ leadership and authority are reflected in our
$'4'$1 .ю

# ' -) - Jesus as a leader Ȍ $./ )$)"/* 3+')/$*).
Ȍ 3+'$)./# Ǧ )$)"*! Ȍ -$/$)"Ѷ-$'$)"$).#*-/
( )$)"*! ' -.#$+) . )/ ) ./# ( )$)"*!
' -.#$+) 0/#*-$/4 “authority”and “leadership”
0/#*-$/4я0.$)" Ǧ 0'$/$ .*! Ȍ #-$)"Ѷ.$")$)" 3+ -$ ) .*!
'*' 3(+' .ю "**$1$'' - /# /$( ./# 4#1 ) !$/
Ȍ .-$ ./# Qualities of Jesus !-*("**0. *!' -.#$+/
,0'$/$ .*! as a good leader !($'4я.#**'я)*((0)$/4
' -.#$+) Ǧ Jesus’ authority Ȍ (*-$.$)"Ѷ.$")$)",0'$/$ .*!
0/#*-$/4 .0. $)$!! - )/ "**' -
0. ю .$/0/$*).Ѱ-& Ȍ ''$)"Ѷ.$")$)"$).$(+'
Ȍ .-$ .24. ЫѐУЦѣФЫѱяѰ 0& . )/ ) ./# ,0'$/$ .*!
' -.#$+) ЪѐФФѣФЧѱ ' -.#$+ .0. 0.
0/#*-$/4) Ǧ *)!$ ) $) Ȍ $./$)"24. .0.0. $.
0. !*-/# Jesus’ authority 0/#*-$/4$)$!! - )/.$/0/$*).
"***!/# $)'''$! Ȍ $)"Ѷ-$'$)".-$+/0- .я
!($'4я.#**' .$/0/$*). 2$/# #' -) -- $)".(''
)*((0)$/4ю Difficulties faced by +*-/$*)
iv) ( )/$*)./# Christians Ȍ #-$)"Ѷ.$")$)" 3+ -$ )
+-*' (.! *!#*2/# 4.*'1 +-*' (.
4#-$./$). ix) (*-$.ing Jesus’ promise./*
/*4я#*2/# 4 $.$.$+' .
0. )#*2
/*.*'1 /# (ю
113
ABRIDGED CURRICULUM
FOR UGANDA
Let the learner
Ȍ $.0..,0'$/$ .*!"**' -.#$+ю

Ȍ 2-$/ +* (.*)' -.#$+ю
Ȍ '$.//# +-*' (.! 4' -.)24.*!.*'1$)"/# +-*' (.ю
Ȍ / ''#*2.# Ѷ# ++- $/ ."**0. *!' -.#$+)0/#*-$/4ю
Topic: Faith
introduction
#$.$./*+$*) $)/# -$(-4$1 0--$0'0(ю# - .*)$/( !*0-/#$.

0. /# ' -) -.#1 .&$++ .*( *!/# 2*-&*!-$(-4*0-я# )
/# . !$-.//#- /*+$.( )/$*) *0//# *-*!*$/. '!я/# $'
./-0/0- я/# $' #-/ -.'$& *. .я*#я-#(я /ю2#*
(*)./-/ /# $-!$/#/*0.ю# - !*- я' -) -.0) -./) // -)
1 '*+!$/#!/ -0) -./)$)"/#*. !$-.//#- /*+$.
Competences Content Suggested Activities.

# ' -) - Meaning of faith and Ȍ $)"*!/# $'
Ȍ 3+'$)./# values / 3/
*) +/*!!$/# Ǧ $' #-/ -. Ȍ #-$)"Ѷ.$")$)"
)$/.1'0 ю Ǧ -#(ѣ )юУФѐУѣ 3+ -$ ) .*0/!$/#
Ȍ 3+'$).#*2 ЧяУЩѐЧ Ȍ -(/$.$)"$'
$' #-/ -. Ǧ *. .–3УѐУЧѣФФя #-/ -.'$& )$ '
3+- .. /# $- ФѐУѣУТ $)/# )*!'$*).
!$/#)#*2 Ǧ )$ 'ШѐУѣФЪю Ȍ ''$)"Ѷ.$")$)"./*-4
+ *+' )"-*2 Saints and Martyrs – *)#*2.*( !(*0.
$)!$/#/*4ю learning from their #-$./$). 3+- ..
iii) )--/ . experience of faith. /# $-!$/#
./*-$ .*!#*2 Ǧ / +# )–/.ЩѐЧЦѣ Ȍ
)/$!4$)"$!! - )/
!$/#) ЪѐУ /4+ .*!0/#*-$/4
3+- .. $) Ǧ /.ЫѐУѣХУю Ȍ 3+'$)$)"#*2#1$)"
0/#*-$/4/*4ю Ǧ /ю -+ /0' !$/#$)0/#*-$/4
Ǧ "05$) ) !$/./#
Faith in authority *((0)$/4
114
C.R.E
PRIMARY 5
Ǧ # *)./$/0/$*). vii) #-$)"Ѷ.$")$)"

)0/#*-$/4 3+ -$ ) .*)#*2
Ǧ # ' /*-' *) "-*2.$)!$/#ю
*(($..$*)
Ǧ ' /*-'+-* ..
)/# ' -) -.
Let the learner
Ȍ - /# $' / 3/
Ȍ $ )/$!4$!! - )//4+ .*!0/#*-$/4)' -.#$+
Ȍ .#- 3+ -$ ) *) #*2 *) ) "-*2 $) !$/# $.0.. $!! - )/ /4+ . *!
1'0 ю
115
ABRIDGED CURRICULUM
FOR UGANDA
C.R.E: TERM 2
Topic: Christianity and Islam
introduction
#$.$./*+$/2*$)/# -$(-4$1 0--$0'0(ю

/$.*(+-/$1 ./04
*0/
.'()#-$./$)$/4ю
/$.( )//*# '+/# ' -) -++- $/ /# !/
/#/+ *+' . &*$)$!! - )/24.ю
/!0-/# -+- . )/.!/.*0/
.'($
)#-$./$) '$ !.$)/# +-$)$+' .*! (*-4ю
/# '+./# ' -) -.2$/#
.*( &)*2' " *!#*2/*- '/ 2$/#*/# -.)#*2/*.0./$)"**
- '/$*).#$+..

# ' -) - Facts about Islam Ȍ /04$)"$)!*-(/$*)
Ȍ 3+'$)./# Ǧ #42 2*-.#$+*Ѷ''# *0//# '$! *!
#$./*-4*! Ǧ *#(( 0#((

.'(ю History of Islam Ȍ #-$)"2#//# 4
Ȍ $ )/$!$ ./# Life of Muhammad &)*2*!/# '$ !.*!
.$($'-$/$ .
.'(
Beginning of Islam as a
) Ȍ
)/$!4$)"/#
religion
.$($'-$/$ .)
$!! - ) . Ǧ 0.'$( '$ !.)+-/$ .ю $!! - ) . /2 )
/2 )
.'( Ǧ Reading the Qur’an

.'()#-$./$)$/4
) Ǧ $''-.*!
.'( Ȍ $.0..$)"/# $''-.
#-$./$)$/4ю Ǧ $($'-$/$ .)$!! - ) . *!
.'(
Ȍ 3+'$). 2$/##-$./$)$/4 Ȍ #-$)"Ѷ.$")$)"
#-$./$)) Ǧ
.'($)#-$./$) '$ !. 1$ 2.*)/# ( )$)"

.'($ '$ !. )+-$)$+' .*! (*-4 *! (*-4)
)+-$)$+' . Ǧ -/$ .*! (*-4$) #*2$/$.+-/$ $)
*! (*-4ю ") ")
iv) $ )/$!$ . Relationships vi) -$)./*-($)"*)
.+ /.!-*( Ǧ #1$*0-/#/)0$'*- /$1$/$ ./#/
#-$./$)$/4 ./-*4- '/$*).#$+. +-*(*/ "**
)
.'(/#/ Ǧ 0./$)$)""** - '/$*).#$+.
1 '*+"** - '/$*).#$+.
- '/$*).#$+ю
116
C.R.E
PRIMARY 5
Let the learner

Ȍ *(+- /# !/.*0/
.'()#-$./$)$/4ю
Ȍ $ )/$!4 #1$*0-./#/0$'*- ./-*4"**- '/$*).#$+.ю
Ȍ demonstrate appreciation of other people’s religions.
Ȍ .#- 1$ 2.*) (*-4)/ ''#*2.# Ѷ# ) !$/!-*($/ю
Topic: The Christian Community
introduction
#$./*+$$. 3/-/ !-*(/# 0--$0'0(*!-$(-4*0-я/ -(/2*ю

#-$./$)*((0)$/4$."-*0+*!#-$./$).2*-&$)"/*" /# -).#-$)"
2#//# 4#1 ю
)/# -'4#0-#я#-$./$)..#- 2#//# 4#ю# -
- $!! - )/"-*0+.*!#-$./$)*((0)$/$ .2#$# '$ 1 $) .0.#-$./.
.1$*0-ю# . "-*0+.*!#-$./$) '$ 1 -.) *(+- /*/# #0()
*4ю# #0-##./# 0/4/*-$)"+ *+' /**ю# - !*- я*) ) .
/*++- $/ /# $!! - ) .$)2*-.#$+я0./*(.я)( .)/# +-/$ .*!
the Early Church which bring God’s blessings. The topic relates “to Jesus our
example in service”, in a way that Jesus spent His life serving others.

# ' -) - Ȍ $./$)"/$1$/$ .*) 4
Ȍ .-$ ./# ( ( -.*!/# #0-#
1 )/.) The beginning of the Ȍ -$/$)"Ѷ-$'$)"$)
/$1$/$ .*! Church .$(+' . )/ ) . 1 )/.
/# -'4 Ǧ )$)"*!/# #0-# )/$1$/$ .*!/#
#0-#ю Ǧ 1 )/.*!/# -'4 #0-#/*4
Ȍ 3+'$).#*2 #0-#Ѱ/.ФѐУѣШѱя Ȍ '&$)"Ѷ.$")$)"$)
*) *( . Ǧ # )/ *./4 .$(+' 24.*0//#
( ( -*! Ǧ /$1$/$ .*!/# -'4 1 )/.)/$1$/$ .*!
/# #0-#ю #0-#Ѱ/.ЦѐХФѣХЧ) /# -'4#0-#
Ȍ 3+'$)./# Missionary work in the Ȍ $)"Ѷ-$'$)"/.
-*' *! first century ЦѐХФѣХЧ
($..$*)-$ . - # -*' *!.+- $)" Ȍ -(/$.$)"/#
$).+- $)" /# *.+ 'Ѱ/.ЪѐФШѣХТя *)1 -.$*)*!0'ю/.
/# *.+ '$) ЫѐУѣФФяУЪѐЫѣУУѱ ЫѐУѣУЪ
117
ABRIDGED CURRICULUM
FOR UGANDA
/# -'4 Missionary work in Ȍ -2$)"+$/0- .*!0'

#0-#ю Uganda - '&$)"Ѷ.$")$)"$)
Ȍ ( )/$*)./# - $./*-4*!/# #0-#$) .$(+' 24.*0//#
!! /.*!/# ") !! /.*!/# ")
") - !! /.*!/# ") -/4-.*)/# "-*2/#*!
-/4-.*)/# -/4-.*)/# "-*2/#*! /# #0-#
"-*2/#*!/# /# #0-# - -(/$.$)"/# ./*-4*!
#0-#ю The Church and its /# ")-/4-.
3$ѱ $ )/$!$ ./# denominations - -$/$)"Ѷ.$")$)"$).#*-/
*($)"*!/# - ( -.#$+*!/# . )/ ) .*)/#
*'4+$-$/$) #0-#./# *4*! ( )$)"*!
/# #0-#ю #-$./ѰУ*-$)/#$). )*($)/$*).
3$$ѱ 3+'$)..*( The work of the Holy $ )/$!4$)"/# $!! - )/
.4(*'.*!/# Spirit )*($)/$*).$)/# $-
*'4+$-$/ '*'$/4
- # *($)"*!/# *'4
xiii) .-$ . Ȍ ''$)"Ѷ.$")$)"
+$-$/Ѱ/.ФѐУѣУХѱ
24.' -) - *0//# *($)")
- # 2*-&*!/# *'4
). -1 / /# 2*-&*!/# *'4
+$-$/$)/# #0-#
#*( я.#**'я +$-$/$)/# #0-#
Ѱ%*#)УШѐЧѣУЧюѱ
*((0)$/4 viii) )/$*)$)"Ѷ.$")$)"
- *+' - "$1 )
))/$*)ю /# "$!/.*! *'4+$-$/
$!! - )/"$!/.4/#
"$1 )/* '$ 1 -$)/#
*'4+$-$//*. -1 /#
#0-#/*4
#0-#*().УФѐХѣ
ЫяУ*-$)/#$)УФѐХѣУУю
Let the learner
Ȍ 2-$/ $)$1$0''4*)/# 2*-&$)/# #0-#/*4ю
Ȍ /'&*0//# #$./*-4*!/# -'4#0-#$).$(+' . )/ ) .
/ ''24./# *'4+$-$/# '+./# '$ 1 -.$)/# #0-#/*4ю
118
C.R.E
PRIMARY 5
Topic: Witness
introduction
#$.$.*+$Щ$)/# -$(-4$1 0--$0'0(ю

/#. )( -" 2$/#/2*
topics from Primary Four third term; that is Topic 8 “Making our decisions as
Christians” and Topic 9 “Peace”. The topic presents the concept of witness
)#*2#-$./$)..#*0''$1 .2$/) .. .!*-#-$./$)/# $-- .+ /$1
1*/$*).Ѷ*0+/$*).Ѷ+-*! ..$*).ю#$./*+$- '/ .' -'4/*/# . /2*
topics: “Making our decisions as Christians” and “Peace”. If someone makes a
"** $.$*)я$/2$''' /*#1$)"+ $)'$! )*) 2$'' "**
2$/) ..*!#-$./

Competences Content Suggested
Activities
# ' -) - #-$.//# '$"#/ Ȍ $)"$)"Ѷ.$")$)
Ȍ 3+'$).#*2 .0. - *2#-$./$./# '$"#/ ".*)".*0/
$./# '$"#/*!/# - *#)ЪѐУФѣФТ .#-$)"/#
2*-')#*2/# - How Christ’s light can be '$"#/*!#-$./
'$"#/) . )$) . )$)0.
0.ю - 0& УЪѐХЧѣЦХ Ȍ $.0..$)"
Ȍ $ )/$!$ ."**) - 0& УѐУТѣУЩ 24.$)2#$#
$.$*).ю - *#)УУѐХХѣХШ #-$./$.. )
Ȍ / ''../*-$ .*!#*2 - -&УТѐУХѣУШ ./# '$"#/$)
.0.( 0.)$)/#
$.$*).*) $. 2*-'
*2)ю $/) ..$)"!*-#-$./
Ȍ ( )/$*).24.*! - *) +/*!2$/) ..
- ./*-$)"+ $) - $1$)".2$/) ..!*-#-$./
!-$).*$ /$ .
Ѱ*(+- 2$/# //# 2ЧѐУЦѣУШ Ȍ $.0..$)"
*().УФѐУЩѣФУѱю - +- $)"/# 2*- 24.*!
Ȍ .-$ .$!! - )/ /# 2ФЪѐУЫѣФТ 2$/) ..$)"!*-
24.*!2$/) ..$)" +# .$)ЦѐУУѣУФ #-$./
!*-#-$./ю
Ȍ (*)./-/ . Ȍ $.0..$)"/#
*2/*- !' //# '$"#/*!#-$./
119
ABRIDGED CURRICULUM
FOR UGANDA
#-$./$). -1$ /* /**/# -+ *+' 1'0 ./#/

/# *((0)$/4. - '0 ./#/ (*)./-/ +-*(*/ "**
2$/) ../*#-$./ю "** #1$*0- #1$*0-ю
- 1*$$)"(*-'
" ) -/$*)$).*$ /4

-
# -*' *!- /0-)$)"*!!$ -я
+- .$$)"*!!$ -я+*''$)"
..$./)/я+*''$)"*)./'
//# ' -) -
Ȍ - $' 1 -. .*0//# '$"#/*!#-$./ю
Ȍ $.0..24.$)2#$##-$./$.. )./# '$"#/$)0.)$)/# 2*-'ю
Ȍ / ''/# 1-$*0.24.*!2$/) ..$)"!*-#-$./ю
( )/$*)/# 1'0 ./#/+-*(*/ "** #1$*0-
120
C.R.E
PRIMARY 5
C.R.E: TERM 3
Topic: Discipleship and its reward
introduction
*+$ Ъ$)-$(-4$1 0--$0'0(ю#$./*+$+- . )/./*/# ' -) -/# $

*!$.$+' .#$+.2ell as Jesus’ teaching about discipleship. It gives
&)*2' " /*/# ' -) -*0//# ,0'$/$ .) 3(+' .*!$.$+' .#$+ю
/
-$)".*0/ 3(+' .*!!(*0.#-$./$).2#* (0'/ $.$+' .#$+.
0) -./**)/0"#/4 .0.

Activities
# ' -) - Discipleship Ȍ -$)./*-($)"
Ȍ .-$ . - .-$ $.$+' .#$+ on Jesus’
$.$+' .#$+ю - .0.’/ #$)"*) / #$)"*)
ii) 3+'$).Jesus’ $.$+' .#$+ $.$+' .#$+
/ #$)"*) -&УѐУШѣФТ
$.$+' .#$+ю /# 2ЦѐФХѣФЧ
iii) '$./..*(
!(*0.#-$./$). Examples of discipleship
Ȍ $.0..$)"
2#*'$1 '$! *! - +$-$/0'0+-$"#/) ..
2#/ .0.
$.$+' .#$+ю - *(!*-/$).*--*2
/0"#/*)
- $)"#0('
$.$+' .#$+
- $)"+0- $)# -/

- *-&$)"!*-+

- *0-" $)+ -. 0/$*)

/# 2ЧѐУѣУТ
0& УФѐФЫѣХУ

Some famous Christians who
lived a life of discipleship iii)
)/$!4$)
- /ю-)$.*!..$.$ "$!! - )/
- /ю'- 3(+' .*!
- /ю0"0./$) $.$+' .#$+ю
121
ABRIDGED CURRICULUM
FOR UGANDA
Assessment on Guidelines
//# ' -) -
Ȍ / ''/# ( )$)"*!$.$+' .#$+ю
Ȍ - /# $' / 3/*)$.$+' .#$+ю
Ȍ $ )/$!4.*( 3(+' .*!$.$+' .#$+ю
Ȍ ( )/$*).*( 3(+' .*! .0./ #$)"*)$.$+' .#$+

Topic: Relationship with God
introduction
This is Topic 9 merged with Topic 10 “Hope” from Primary Five curriculum.
“Hope” as a topic fits in this topic “Relationship with God” because it is very
$!!$0'//*#1 #*+ 2$/#*0/#1$)"- '/$*).#$+2$/#*ю#$.*/-$) *!
trinity explores the concept of “three persons in one”; that is God the Father,
*/# *))*/# *'4+$-$/я!-*(2#*(2 " /*0-#*+ ю# - !*- я
/# ' -) -.#*0'0) -./)/#/ .0.#-$.//# ..$#$.*0-.1$*0-я
2#*-$)".#*+ $)/# 2*-'ю# ' -) -#./* (*)./-/ !$/#$) .0.ю

Activities
# ' -) - Trinity Ȍ (*-$.$)"/#
Ȍ .-$ ./# /#- • */# !/# - $' 1 -. .*)
+ -.*).*!/# Ǧ У*#)ХѐУ -$)$/4
-$)$/4ю Ǧ 0& УФѐФЫѣХТ Ȍ $.*1 -$)"*!
Ȍ $ )/$!$ ./# /#- Ǧ У*#)ЦѐЪѣУТ /# -*' *! #
+ -.*).2#*(& • */# *) + -.*)*!/#
/# -$)$/4)/# Ǧ *#)УЧѐЫѣУТ -$)$/4
-*' *! #+ -.*)ю Ǧ *#)ЪѐУЫ Ȍ $)"$)".*)".*!
Ȍ $ )/$!$ ./# /2* • */# *'4+$-$/ /# -$)$/4
"- / Ǧ *().ЧѐЧяЪѐЫѣУЩ
*(()( )/. Ǧ *) +/*!/# -$)$/4 Ȍ /04$)"/#
.0./0"#/ю Ǧ //# 2ХѐУШѣУЩ $' 1 -. .)
122
C.R.E
PRIMARY 5
Ȍ 3+'$)./# ' Ǧ //# 2ФяФЪѐУЫ $.*1 -$)"/#

./( )// #$)" Ǧ У / -УѐФ -*' *!*/#
*0//# #*+ /#/ Two great commandments /# -я*/#
*"$1 .ю • Jesus’ teaching *))*/#
Ȍ .-$ .#*2 Ǧ *#)УЧѐЫѣУФю *'4+$-$/
+ *+' 2 - Ǧ /# 2ЩѐУФю Ȍ (*-$.$)"/#
+- +- !*-/# Ǧ /# 2ЧѐЦХѣЦЦ /2*"- /
*($)"*!/# Old Testament teaching *(()( )/.
..$#ю about hope .0./0"#/
Ǧ *+ $)/-*0'
Ѱ - ($#ШѐФФѣФЪю Ȍ *' +'4$)"
ФХѐЧѣШяХУѐУѣЧяХУѐХУѣХЦѱ *)#*2/**+
Ǧ *+ !*-/# ..$# 2$/#/ )"
Ѱ
.$#УУѐУѣУТѱ +- "))4)
*/# -!*-(.*!
Coming of the Messiah /-*0'
Ǧ Zechariah’s vision
Ѱ 0& УѐЧѣФЧѱ Ȍ $)")
Ǧ - +-/$*)Ѱ 0& УѐФЧѣХЪѱ $.0..$)"/#
Ǧ # ..$#$.*-) 0& $' / 3/
УѐХЫѣЦЧю
Ǧ $. ( )2 '*( /# Ȍ *' +'4$)"
..$#Ѱ 0& ФѐУѣУУѱ Jesus’ birth

ix) $)"$)"
.*)".*0/
Jesus’ birth
//# ' -) -
Ȍ / ''/# *) +/*!/# -$)$/4ю

Ȍ ( )/$*)/# -*' *! #+ -.*)$)/# -$)$/4ю
Ȍ ( (*-$. /# /2*"- /*(()( )/.ю
Ȍ -*' ѣplay Jesus’ birth and tell what it means in his/her life.
Ȍ (& /# #-$./(.-.ю
123
ABRIDGED CURRICULUM
FOR UGANDA
124
I.R.E
PRIMARY 5

IRE

125
ABRIDGED CURRICULUM
FOR UGANDA
General background
.'($ '$"$*0. 0/$*) $. .$") /* )' 4*0 "0$ /# ' -) -. /*
1 '*+(*-'я /#$').+$-$/0'1'0 .ю*0- 3+ / /*/ #
.
+-*1$ !*- *) /# /$( /' /* )' ' -) -. 1 '*+ (*-'я /#$' )
.+$-$/0' 1'0 .ю #$. .#'' )' /# ' -) -. 1 '*+ #$"# ' 1 ' *!
$.$+'$) я # ) $(+-*1 /# $- ($+ -!*-() )'$1 + !0''4$)
.*$ /4ю

There are many instructional strategies used in teaching and learning
process. The following are suggested; - $//$*)я 3+')/$*)я
$)/ -+- //$*)я
)/$!$/$*)я '/$*).#$+/*- ''$! 3+ -$ ) 0/4*0-
!- /* 0. )4 */# - /-/ "4 *! 4*0- #*$ 2#$# 4*0 !$) +-/$' )
++-*+-$/ /* '$1 -/# *)/ )/ю
Islamic Religious Education Assessment strategy
In Religious Education, learners’ reflection on what they have learnt is very

$(+*-/)/ю
/ )' . /# ( /* ' -) !-*( - '$"$*) ) )*/ ( - '4 *0/
- '$"$*)ю
-)$)" !-*( - '$"$*) $)1*'1 . 1'0/$)" - '$"$*0. '$ !. ) 1'0 . /#/
learners have studied and reflecting on one’s own belief in light of what
# Ѷ.# #. ' -)/ю '' .. ..( )/ ./-/ "$ . (0./ .$") /* .. ..
//$/0 1 '*+( )/ю (+#.$. .#*0' )*/ +0/ *) *")$/$1
*(+ / ) .ю'0 ..#*0' //# /*/# 24*!'$! ю
.'($ '$"$*0. 0/$*) $. ) .. )/$' .0% / /#/ ' -) -. ))*/ *
2$/#*0/ю# - !*- ' 1$)"/*+$2$/#*0// #$)"$/я(40. '*../*/#
' -) -ю0 /*/# /$( '*./0-$)"*1$+ -$*я/#
0--$0'0(#. )
-$" 4( -"$)"*+$.)*).$ -$)"/# (*./ .. )/$'*(+ / ) .ю
126
I.R.E
PRIMARY 5
SN CRITICAL CHANGES JUSTIFICATION
У *+$ѐ*)"- "/$*)'+-4 -Ц #$.$. 0. +-4 -#

/ -(Ф- 1$ 2 !*- / #$)"0-/ )/0"#/$)Ц
'ѣ$'5'Ч/ -(У
$)"#$/#*) -)$)" /. #$.$./0"#/'*)

Ф
/#-*0"#.0((-4.$) $/
''./# ( )$)"*!/# #$/#
#.(0#*)/ )//*
$1 ./# $(+*-/) *!/# #$/#) *1 - $)' ..*)ю
' ..*).' -)/
'/ /# #$/#/*$'4'$!
Х *+$ѐ- .0-- /$*))%0" ( )/Ч #$.$. 0. *!/# $)/ -

/ -(Уя+-$. )# ''Ч -(Фю4 - '/$*)./#//# . /*+$.
*!0"( )/Щю -" /* /0"#/ #1 ю
/*" /# -$)Ч/ -(У
*+$ѐ./$)"#. )/0"#/2$/#*0/ It’s a wide topic that needs

Ц
$)"( -" 2$/#/*+$!-*(Цю .+ $'// )/$*)//#$.
' 1 'ю
$/ .0-/'ѣ0/#- 0-/.*0' /0"#/

Ч
'/ .( .." $)0-/'ѣ0/#-/* '*) 0. *!/# $-
4*0-$'4'$! *)/ )/ $)"(0#ю
)/$*).' ..*).' -)/!-*(0-/'ѣ

0/#-
*+$ѐ-*+# /.($"-/$*)!-*( # . /*+$.- - '/ $)

Ш
/* $)юЦ -(Х2.( -" 2$/# *)/ )/)!*''*2 #
+-*+# //($)#Ч -(Ф */# -ю
Щ *+$ѐ$-' .*!+-*+# /0#(( # . /*+$.- - '/ $)

Ч/ -(Х)/# './4.*!/# *)/ )/)!*''*2 #
+-*+# /Ч/ -(Ф2 - ( -" )) */# -
/0"#//*" /# -ю
127
ABRIDGED CURRICULUM
FOR UGANDA
Topic 1: Surat Zilzalah

Ш+ -$*.
Introduction
# /*+$ '. 2$/# 0-/ $'5'# ) -$)". *0/ $/. ( )$)" )
$(+*-/) ю # / # - $. 3+ / /* ..$./ ' -) -. - $/ /# #+/ - $)
-$*!/-).'$/ -/ !*-(ю #/# ( )$)"*!/#$.0-/!/ -$.0..$)"
/*/# ' -) -. 1 )/./#/' /*$/.- 1 '/$*)ю# /*+$$.$1$ $)/*.0ѣ
/*+$.ёѣ- $//$*)*!/# 0-/я( )$)"*!/# 0-/)$/.$(+*-/) ю#
/ # -$. 3+ / /*/ # #.0ѣ/*+$$) #' ..*)ѰЦТ($)0/ .ѱю*/
/#/ /# !$-./ *(+ / ) +- 1$ 2. ' ..*). $) юЦ ) .#*0' #)' $)
/# !$-./' ..*)*!/# 2 &ю
• ''.Ѷ.$")./# • $//$*)*! • 0+ -1$.$)"

$(+*-/) *! 0-/$'5'# $)$1$0'
*)"- "/$*)' #+/ -ЫЫю - $//$*).*!/#
+-4 -ю • )$)"*! 0-/ю
• $/ .Ѷ.$"). /# 0-/ю • 0$$)"' -) -./*
0-/'ѣ • '/$)"/# 3+'$)/#
$'5'# ( .." *! ( )$)"*!/#
•
)/ -+- /./# /# 0-//* 0-/ю
( )$)"*!/# - ''$! ю • -$)./*-($)")
0-/ "0$ $.0..$*)
• '/ ./# /*" //# ( .."
( .." $)/# )/# ' ..*)!-*(
0-//*# -Ѷ#$. /# 0-/я
$'4'$! ю
128
I.R.E
PRIMARY 5
Guidance on Assessment
• Assess the learner’s critical thinking as he/she mentions/ signs reasons

/#/' /*/# - 1 '/$*)*!0-/'ѣ$'5'#ю
• $./ )).. ..the learner’s articulation as he/she- $/ .Ѷ.$").
0-/'ѣ$'5'#ю
• .. ..the learner’s logical - .*)$)".# Ѷ.# (/# ./# ( )$)"
*!0-/'ѣ$'5'#2$/#-$/ 3/.ю
• $./ )).. ..the learner’s appreciation as he/she relates the
( .." $)/# 0-//*# -Ѷ#$.$'4'$! ю
Topic 2: Settlement of debts

Ш+ -$*.
Introduction
# /*+$ (& . ' -) - )*/$ /#/ / $. .*( /#$)" /#/ ) . /*
+$ю
/2.- *(( ) 4-*+# /0#((Ѱ ѱ/#/2# )4*0-
$) /я/-4/*- +4$)*- -/*& +"**- '/$*).#$+2$/#+ *+' ю# - !*- я
/# / # -#./.&*!(&$)"/#$.' -/#-*0"#/#*-*0"#"0$) *!/#
' -) -/*0) -./)/#$. $/#ю# /*+$$.$1$ $)/*.0ѣ/*+$.ё .
#$/#*) -)$)" /.я( )$)"*!/# $/#)$/.$(+*-/) ю
129
ABRIDGED CURRICULUM
FOR UGANDA

• .Ѷ The Prophet of Allah said;
-$'' . “The signs of hypocrite are 0$$)"' -) -./*
#$/# /#- ё2# )# Ѷ.# /'&.я - $/ Ѷ.$").+* (
*) -)$) ''.Ѷ.$").'$ .я2# )# Ѷ.# *) -)$)"& +$)"
" /. makes a promise, doesn’t "**- '/$*).#$+ю
• ''.Ѷ !0'!$''$/я2# )# Ѷ.# $.
.$")./# )/-0./ 2$/#+-*+ -/4я.#
)/ -+- /$)"/#
( )$)" doesn’t fulfill it.” ( )$)"*!/# $/#/*
*!/# /# ' -) -.ю
#$/# Importance of Hadith and
• $1 .Ѷ Lessons Learnt #-$)"' ..*).' -)/
.$")./# #4+*-$/ $.+ -.*) !-*(/# $/#$)
$(+*-/) ''.Ѷ.$").'$ .$...$")*! "-*0+.ю
*!/# #4+*-$.4
#$/# */!0'!$''$)"+-*($. $. ''$)"/# $(+*-/)
) # ).*( *) )/-0./.4*0 *!/# $/#ю
' ..*). 2$/#.*( /#$)"- /0-)
' -)/ 4+*-$.4$...$")!*-)*)ѣ -$)./*-($)")0.$)"
• '/ . '$ 1 -. "0$ $.0..$*)/*
/# #$/# "**0.'$(.#*0')*/ # '+' -) -./*- '/
/*$'4 +-/$ $/ /# ( .." /*/# $-
'$! $'4'$! ю
• Assess the learner’s articulation as he/she reads/ brailles the hadith

*) -)$)" /.ю
• $./ )).. ..the learner’s critical thinking as he/she tells/ signs
/# ( )$)"*!/# #$/#ю
130
I.R.E
PRIMARY 5
• .. ..the learner’s appreciation as he/she gives/ signs the import)

*!/# #$/#)' ..*).' -)/ю
• $./ )).. ..the learner’s logical reasoning as he/she relates
( .." $)/# #$/#/*#$.Ѷ# -$'4'$! .
Topic 3: Resurrection and Judgment

Ш+ -$*
Introduction
# /*+$ '.2$/#/# *) +/*! .0-- /$*))0"( )/ю# '$ !$)
/# 4*!0"( )/$./# !$!/#+$''-*!!$/#ю
/$.1 -4$(+*-/)//* /0"#/
/* /# ' -) - 0. .0# '$ ! *)/-*'. /# /$*). *! '$ 1 -ю
/ $.
$(+*-/)//*&)*2/#/ 1 -4/#$)"- '/ /*/# 4*!0"( )/'$& /#я
!/ - /#я !*- - .0-- /$*))!/ -- .0-- /$*).#*0' /0"#//*/#
' -) -ю# /*+$$.$1$ $)/*.0ѣ/*+$.ё ѣ 1 )/.!/ - /#0/ !*-
- .0-- /$*)я 1 )/. /#/ 2$'' /& +' !*- /# 4 *! 0"( )/ )
$(+*-/) *!%0"( )/4ю# / # -$. 3+ / /*/ # #.0ѣ/*+$
$) #' ..*)ѰЦТ($)0/ .ѱю

Activities
• )/$*).Ѷ.$"). Events after death but before 1$ 2$)"0-/
/# 1 )/.!/ - resurrection: 'ѣ$'5'#ю
/#0/ !*- # )+ -.*)$ . !*- /#
- .0-- /$*)ю 4*!0"( )/я/#/+ -.*) 0$$)"' -) -.
• ''.Ѷ.$")./# - ($).$)/# .// '' $)/# $.0..$*)
1 )/./#/2$'' -5&#$)/# "-1 юѐФХѐЫЫѣ *!/# 1 )/.*!
/& +' !*- УТТ /# 4*!
/# 4*! )" '
5-ѣ$'$.- .+*).$' !*- - .0-- /$*)ю
%0"( )/ /#я0)&-)&$$--
• )/$*).Ѷ.$"). - .+*).$' !*-.&$)" -*0+$)"
131
ABRIDGED CURRICULUM
FOR UGANDA
/# $(+*-/) ,0 ./$*).$)/# "-1 ю ' -) -./*

*!%0"( )/4 Questions and answers in the -(/$. /#
grave; - .0-- /$*)4ю
Ую#*$.4*0-- /*-ѕ''#$.
(4- /*-
)$1$0'
Фю#/$.4*0-- '$"$*)ѕ
.'($. ' -) -.
(4- '$"$*) *0/'$)$)"/#
Хю#*$.4*0--*+# /ѕ .$")$!$) *!
0#((Ѱююю ѱ /# - .0-- /$*)
Цю# - #1 4*0 )!$)" 4ю
2#$' +-4$)"ѕѣ#$.(4
$- /$*)
Чю#*- 4*0--*/# -.)
.$./ -.ѕ''0.'$(.- (4
-*/# -.).$./ -.
Шю#*$.4*0-' -ѕѰ
((ѱ
0-)$.(4' -

These are some events that
will take place before the last
day;
ѣ*0)""$-'."-*2- ./. -'4ю
ѣ*( )2$'' (*- /#)( )
ѣ0#- .+ //*(0.$$).
(*- /#)- '$"$*0.' -.
ѣ
)- . (*) 4$)
$-0'/$*)
ѣ
)- . 0)/-0./2*-/#$) ..
(*)"./+ *+'
ѣ# ++ -) *!ѣ%00%
)ѣ%00%
ѣ *+' *!'*2 -' 1 '
132
I.R.E
PRIMARY 5
($)$./ -$)"*/# -.

ѣ# ++ -) *!/# ./

Importance of the
resurrection day
- ''+ *+' "/# -$)/**)
+'
- *+' 2$'' - 2-
ѣAllah’s justice will be received.
ѣ *+' /* "$))*/# -'$!
ѣ-*)"* -.2$'' +0)$.# ю
ѣTo get ready for Allah’s
$.$*) + )$)"*)/# $-
.
• Assess the learner’s critical thinking as he/she mentions/ signs the

1 )/.!/ - /#0/ !*- - .0-- /$*)
• $./ )).. ..the learner’s cooperation as he/she Demonstrates/
.$")..*( *!/# 1 )/./#/2$''/& +' !*- /# 4*!
0"( )/ю
• .. ..the learner’s logical thinking as he/she tells/ signs the events
!/ - /#0/ !*- - .0-- /$*)ю
• $./ )).. ..the learner’s appreciation as he/she discusses/ signs
/# $(+*-/) *!%0"( )/4ю
133
ABRIDGED CURRICULUM
FOR UGANDA
Topic 4: Fasting
Ы+ -$*.
Introduction
# *) +/ *! !./$)" $)/-*0 . ' -) -. /* - '$"$*0. 0/$ . /#/ /-$)
0.'$( 1'0 . '$& +/$ ) я .1$)" 0'/0- ) #1$)" *) -) !*- /# +**-
2#* +-/$ . !./$)" /#-*0"#*0/ /# 4 -ю # - !*- /# &)*2' " *! /#$.
/*+$ 2$'' # '+ ' -) - #**. 1'0 . -$"#/'4 ) /* +-/$ +/$ ) )
)0-) '$! .&$''.ю # /*+$ $. $1$ $)/* .0ѣ/*+$.ё - .*). 2#4
0.'$(.!./я"-*0+.*!+ *+' 2#*.#*0'!./я/#$)"./#/.+*$'!./$)"я"**
/#$)". *) 0-$)" (#) ) $(+*-/)/ 1 )/. /#/ /& +' 0-$)"
(#)ю

Suggested
Competences Content
Activities
• $1 .Ѷ.$"). *( - .*).2#42 !./ѐ 0$$)"
- .*).2#4 •
/$.)*- -!-*(''# ' -) -./*
0.'$(.!./ •
/$.+$''-*!
.'( $.0../#
• )/$*).Ѷ.$"). • *" /- 2-. ( )$)"*!
"-*0+.*!+ *+' • */#)&''# !./$)"ю
2#*.#*0'!./ -*0+.*!+ *+' 2#*.#*0'!./ 0((-$5$)
• ''.Ѷ.$")./#$)". ▪ /0- )' 0.'$(. g learners’
/#/.+*$'!./$)" ▪ ) 0.'$(. - .+*). ю
• $1 .Ѷ.$")."** ▪ + -.*)2#*$.)*/.$&
/#$)".*) ▪ + -.*)2#*$.)*//-1 ' - ''$)"Ѷ.$")$
0-$)"(#) ▪ 0.'$( )"- .*).
• )/$*).Ѷ.$"). #$)"./#/.+*$'!./$)"ю !*-0.'$(
$(+*-/)/ 1 )/. • /$)"$)/ )/$*)''40-$)"4 !./$)"ю
/#//& +' • -$)&$)"$)/ )/$*)''40-$)"4
0-$)"(#) • 30'$)/ -*0-. 0-$)"4/$( '+$)"
• )./-0/$*)+ -$* ' -) -./*
134
I.R.E
PRIMARY 5
• ' $)"0-$)"#$'$-/# ( )/$*)Ѷ

**/#$)".*) 0-$)"(#) .$")+ *+'
- ё 2#*.#*0'
- &$)".2 /).*!/!**.!*- !./ю
3(+' ё4 ''*2)).я/ .я
%0$ я($'&2#$' - &$)"/# .&$)"
!./ / ' -) -./*

(+*-/)/ 1 )/./#//**&+' .-$ Ѷ
0-$)"(#) .$")/#*.
- 0-)2.- 1 ' 0-$)" 3 (+/
(#) !-*(!./$)"ю
- &&# (
.'($.//
0-$)"(#) 0$$)"
- 0,44#/# 0"#/ -*!/# ' -) -./*
-*+# /$ 0-$)"(#) $.0..Ѷ.$")
- # )$"#/*!+*2 - /#$)"./#/
.+*$'!./$)"ю
• Assess the learner’s audibility as he/she gives/ signs reasons for

0.'$(!./$)"ю
• $./ )).. ..the learner’s decision making as he/she mentions/
.$")./# "-*0+*!+ *+' /#/.#*0'!./ю
• .. ..the learner’s logical reasoning as he/she tells/signs the things
/#/.+*$'!./$)"ю
• $./ )).. ..the learner’s cooperation as he/sh (*)./-/ .Ѷ
.$")."**/#$)".*) 0-$)"(#)ю
• $./ )).. ..the learner’s appreciation as he/she mentions/ signs
$(+*-/)/ 1 )/./#//& +' 0-$)"(#)ю
135
ABRIDGED CURRICULUM
FOR UGANDA
Topic 5: Prophet Muhammad (P.B.U.H) at Madinah.

Ш+ -$*.
Introduction
The topic introduces to the learners obedience to the Allah’s orders. The
($"-/$*) *! 0#(( Ѱююю ѱ !-*( &&# /* $)# 2. 0 /*
Allah’s command. When Muhammad (P.B.U.H) was invited by people of
$)## #)*/- .+*) /*/# (0)/$'2# )''#*(() #$(/*
' 1 $)#ю# - !*- /# /*+$$.$(+*-/)//*/# ' -) -2#*2$''&)*2
that Allah’s commands should be followed and good manners are a reason for
**+ -/$*) (*)"+ *+' ю # /*+$$.$1$ $)/*.0ѣ/*+$.ё $(+*-/)
*!
.- ) $-%я #$ 1 ( )/. ( 4 -*+# / 0#(( Ѱююю ѱ $)
$)#)lessons learnt from the Prophet’s life.

• 3+'$).Ѷ The following are Prophet’s 3+'$)$)"Ѷ.$")$)"/#
.$")./# #$ 1 ( )/.ю $(+*-/) *!
.-)
$(+*-/) *)./$/0/$*) $-%ю
*!
.-) *)./-0/ (*.,0
$-%ю *)/# ')/#/# *0"#/ 0$$)"' -) -./*$ )/$!4
• )/$*).Ѷ !-*(/# /2**4.ю +-*' (./#/2 - $)
.$"). 0)$/ /# + *+' 0) - $)# !*- ($"-/$*)ю
#$ 1 ( )/ *) ' -.#$+ю
.( 4 ./*++ /-$'2-.ю 0$$)"' -) -./*
-*+# / - / ./-*)"+*'$/$' *(+- /# *)./$/0/$*)
0#((Ѱ "-*0+.ю *!")2ith Qur’an.
ююю ѱ$) $)/-*0 $)#
$)# *)./$/0/$*)ю '+$)"' -) -./*$ )/$!4
• )/$*).Ѷ !*0"#/$)%0./$ ю /# $(+*-/) *!/#
.$").' ..*). *( ' ..*).' -)/ *)./$/0/$*)
136
I.R.E
PRIMARY 5
' -)/!-*( 1 )-*+# /

the Prophet’s 0#((Ѱююю ѱ#. 0$$)"' -) -/*/ ''
'$! #$.24.*!'$! 1-$*0./$1$/$ .*!/#
'$1 .$(+' '$! -*+# //$)ю
'*1 ' )'$) ..
# +'*1 !*-#$. )/$*)$)"' ..*).' -)/
!-$ ). from the Prophet’s life
• Assess as the learner’s appreciation as he/she explains/ signs the

$(+*-/) *!
.-)$-%ю
• $./ )).. ..the learner’s articulation as he/she mentions/ signs
#$ 1 ( )/.( 4-*+# /0#((Ѱююю ѱ$)$)#
• $./ )).. ..the learner’.++- $/$*).# Ѷ.# ( )/$*).Ѷ.$").
how lessons learnt from the Prophet’s life can benefit him/her in the
$'4'$! ю
Topic 6: Surat Al- Kauthar (108).

Х+ -$*.
Introduction
# /*+$ '. 2$/# 0-/ 'ѣ 0/#- ) -$)". *0/ $/. ( )$)" )
$(+*-/) ю# / # -$. 3+ / /*..$./' -) -./*- $/ /# #+/ -$)
-$*!/-).'$/ -/ !*-(ю #/# ( )$)"*!/#$.0-/!/ -$.0..$)"
2$/# /# ' -) -. 1 )/. /#/ ' /* $/. - 1 '/$*)ю # /*+$ $. $1$ $)/*
.0ѣ/*+$.ёѣ- $//$*)*!/# 0-/я( )$)")( .." $)0-/'ѣ0/#-
) ' ..*). ' -)/ !-*( 0-/ 'ѣ0/#-ю # / # - $. 3+ / /* / #
#.0ѣ/*+$$) #' ..*)ѰЦТ($)0/ .ѱю
137
ABRIDGED CURRICULUM
FOR UGANDA
Suggested
Competences Content
Activities
• $/ .Ѷ ‫الر ِحي ِْم‬
َّ ‫ن‬ ِِ ‫بِس ِِْمللاِِالَّ َّر ْح َم‬ • $/$)"Ѷ
.$").0-/ َِّ ‫ل ِل َربِكَِ َوا ْن َح ْر ْْ ِإ‬
‫ن‬ ِِ ‫ص‬ َ َ‫ط ْينَاكَِ ْال َك ْوثَ َر ْْف‬
َ ‫ٍإنَّاأَ ْع‬ .$")$)"/#
'ѣ0/#- ِْْ ‫شا ِنئ َكَِه َِو ْاْل َ ْبت َْر‬ 0-/$)$/.
• $1 .Ѷ.$"). Bismillaah Rahmaan Rahiim *-$"$)'!*-(
/# ( )$)"
))/24)&'&0/#- • -) -.
)/# ..2''$$'$-$&2)ѣ#- '$./ )$)"/*/#
( .." $)
))#)$&#02'/- teacher’s
0-/'ѣ - $//$*)/
0/#-/* '/ .0-/'ѣ0/#-/**0- ' .//#-
4*0-$'4 $'4'$! /$( .ю
'$! -4$)"
#0#) • $/$)"Ѷ
• )/$*).Ѷ .-$!$$)"2 - /# - $)-*+# /$ .$")$)"/#
.$").' ..*). + -$*) 1 )/*4 0-/)/#
' -)/!-*( -*+# /0#((Ѱююю ѱ2. ' -) -.- + /
0-/'ѣ #/ 4#$.*2)+ *+' 1 ) !/ -/#
0/#- /*4 / # -
*+' 2#**-$"#//#$)".- • $1$$)"
#/ ' -) -.$)/*
# )*) + ).*)''# $!! - )/
$) 4*0.0 "-*0+.
..*).' -)/!-*(/# 0-/ • $1$)" #
# -*+# /2."$1 )2 ''$) "-*0+)
+-$. '' 0/#- *++*-/0)$/4/*
-!*-($)"
#0#$.) - $/ Ѷ.$").

.'($+-/$ */# -.-
-$!$$)"*)
#0#$.0/4 '$./ )$)"
/*)' 0.'$( • ''$)"Ѷ.$")$)"
0.'$($..0++*. /*#1 /# ( )$)"
#*+ $)/# !0/0- )$.*1 -
-*+# /0#((Ѱююю ѱ2. #*2$.- '/
138
I.R.E
PRIMARY 5
#/ 4#$.*2)+ *+' /*/# $-$'4

- .0++*. /* + )*) '$! ю
''#''/# /$( .)$)'' • -(/$5$)"/*
.$/0/$*).ю +$//#
Relate the above to your daily ( .." $)/#
life. 0-/
• $./ )).. ..the learner’s audibility as he/she- $/ .Ѷ.$").0-/

'ѣ0/#-ю
• .. ..the learner’s logical thinking as he/she--)" ./# 1 -. .*!
0-/'ѣ0/#-$)$/.*-- /*- -ю
• Assess the learner’s logical reasoning as he/she discusses/ signs what
' /*/# - 1 '/$*)*!0-/'ѣ0/#-ю
• $./ )).. ..the learner’s appreciation as he/she( )/$*).Ѷ.$").
' ..*).' -)/!-*(0-/'ѣ0/#-ю
Topic 6: Good Neighborliness.

Х+ -$*.
Introduction
# /*+$ -$)". *0/ /# *) +/. *! $"#*-'$) ..ю ** ) $"#*-'$) .. $.
*) *!/# 1'0 + *+' - .& /*+-*(*/ ю
/-$)".*0/./-*)")
-$)".*$ /4я/#0./#$./*+$# '+.' -) -/* 1 '*+'$! .&$''.)1'0 .
!*-'$1$)"#-(*)$*0.'4$).*$ /4ю
139
ABRIDGED CURRICULUM
FOR UGANDA
• .Ѷ-$'' . $/#*) -)$)""** '+$)"' -) -./*- Ѷ

/# #$/# ) $"#*-'$) .. .$").)2-$/ Ѷ-$'' .
*) -)$)""** 0- '*1 -*+# / /# #$/#*-- /'4ю
) $"#*-'$) .. 0#((Ѱююю ѱ -) -. !$)$)")
PBUH said; “a man whose 2-$/ /# 2*-) $"#*-ю
• 3+'$).Ѷ.$"). ) $"#*0-$.)*/.!
( )$)"*!/# !-*(#$.($. .$.)*/ 3+'$)$)"/# ( )$)"*!
+-*+# /$ '$ 1 -$)
.'(ю /# +-*+# /$/-$/$*)
/-$/$*)) ) $"#*0-$.1 -4 )2-$/ /# ( )$)"$)
2-$/ /# $(+*-/)/+ -.*)$)
.'( /# **&ю
( )$)"$)/# - .0++*. /*/- /
**&ю *0-) $"#*0-.1 -42 '' '+$)"' -) -.$)
$./- /$)") $"#*0-.$. "-*0+./* 3+'$)2#4
• '/ ./# )*/ +/ $)
.'( ) $"#*-.#*0'
*1 #$/#/* '$ 1 -.- /#*. 2#* /- / 2 ''ю
4*0-$'4'$! /- //# $-) $"#*0-.
2 ''ю -(/$5$)""**)
) $"#*-ю
• Observe and assess the learner’s articulation as he/she reads/ signs

/# #$/#*) -)$)""**) $"#*-'$) ..ю
• $./ )).. ..the learner’s critical thinking as he/she$)+$-
"$1 .Ѷ.$")./# ( )$)"*!/# $/#ю
• $./ )).. ..the learner’s appreciation as he/she relates the
( .." $)/# #$/#/*#$.Ѷ# -$'4'$! ю
Topic 7: Paradise and Hell.

Х+ -$*.
140
I.R.E
PRIMARY 5
Introduction
# /*+$ .-$ .Ѷ.$")./# *) +/*!-$. ) ''ю $! $)/#$.2*-'
$. "- / / (+//$*) /* () ) (4 ' /* -0$) /# $- '$1 . . 2 '' . /#
2*-'ю#$.&)*2' " *0//# +-$. ) ''$.$(+*-/)//*/# ' -) -
!*-$/2$''(* '#$(Ѷ# -'$! # ) "0-)/ /# #-(*)$*0.'$1$)"$)/# $-
.*$ /4ю
Suggested
Competences Content
Activities
• )/$*).Ѷ We don’t know who will be in paradise '+$)"
.$")./# 3 +/ё ' -) -./*
+ *+' 0&-2$$,я/#()$)!)я !$)
2#*- Twalha bin AbdAllah, Sa’ad bin Zaid, +-$. )
..0- Sa’ad bin Abi Waqas, Abu Ubaida Amir ''ю
+-$. ю 0)-#я(-$)#//2я'$
• $1 .Ѷ $)$2'$яѣ $)$я0 -$/$)"Ѷ
.$"). #()$)0!я0$-$)22)$ю -$''$)"*2)
- .*). Reasons: learner’s idea
2#4/# 4 • # 4#./-*)"!$/#)/-0.//* *)+-$.
- /# -*+# / ю )# ''ю
..0- • # 4$"- /%*$).+- $)"
+-$.
.'( '+$)"

)/ -+- /./# • # 4+-*/ / ) ! ) ' -) -./*
-*+# /$
.'(.2 ''./# -*+# /ю $ )/$!4/#
/-$/$*).*)# '' Hell: ( )$)")
-*+# /0#((Ѱююю ѱ ''*2/# (
'.*.$/#/2# )*) $.0-)/$) 2-$/ $/ю
# ''я''#2$''"$1 *) )*/# -
.&$)Ѷ!' .# -) -.
He said, “even $!*) * .''*/# - .-$$)"
religious duties but doesn’t treat his +-$. )
neighbors well, he/she may go to hell”. # ''ю
141
ABRIDGED CURRICULUM
FOR UGANDA
( .*!# ''ё#))(я ($4ю

(*)./-/$)"
+-$. )
# ''ю
• Assess the learner’s appreciation as he/she Mentions/ signs the people

2#*- ..0- +-$. ю
• $./ )).. ..the learner’s logical reasoning as he/she discusses/
.$").- .*).2#4/# 4- ..0- +-$. ю
• $./ )).. ..the learner’s critical thinking as he/she interprets the
-*+# /$/-$/$*).*)# ''ю
Topic 8: Tarawiih and Idd Prayers.

Ы+ -$*.
Introduction
# /*+$ $)/-*0 . /* /# ' -) -. +/$*)' 0/$ . +-/$ $)
.'(ю
.$ . " //$)" - 2-. !-*( /# ( /# 4 - *! .$")$!$)/ $(+*-/) я '$&
( /$)" + *+' я .*$'$5 я ,0$- ) 2 !-$ ). ) .*'1 /# $- +-*' ( .
/ (ю# - !*- $/$.$(+*-/)//*' -) -/*' -))+-/$ .0#*+/$*)'
0/$ .$)
.'(.*/#/# Ѷ.# )%*4./#*. ) !$/.ю# /*+$$.$1$ $)/*
.0ѣ/*+$.ё (*)./-/ #*2 -2$$# +-4 - $. + -!*-( я $(+*-/) *!
-2$$# ) + -!*-() *!
+-4 -ю # / # - $. 3+ / /* / #
# .0ѣ/*+$ $) # ' ..*) ѰЦТ ($)0/ .ѱю */ /#/ /# !$-./ *(+ / )
Ѱ3+'$).Ѷ .$"). /# $(+*-/) *! 0.ѱ +- 1$ 2. ' ..*).$) юЦ ) .#*0'
#)' $)/# !$-./' ..*)*!/# 2 &ю
Suggested
Competences Content
Activities
142
I.R.E
PRIMARY 5
• 3+'$).Ѷ Description of Tarawiih Prayer. '+$)"

.$")./# -!*-( $)*)"- "/$*) ' -) -./*
$(+*-/) !! - $) 1 )-&#. $!! - )/$/
*!0.ю !/ - 1 -4/2*-&#.я/#$44/0) /2 )/#
• (*)./- .'(- *) ю /2*$4
/ .Ѷ.$").Ѷ ) 4+-4$)"*-&#.'' 2$/- !$)$)"
.$").#*2 1 )/# -*+# / .$ѐ2#* 1 - /# ()
-2$$# '$ 1 .$)''#)*!! -.*+/$*)' -2$$#ю
+-4 -$. +-4 -. ю"ю-2$$#+-4 -/#-*0"#*0/
+ -!*-( ю #)$"#/*!(#)2$''#1 #$. .&$)"
• )/$*).Ѷ +- 1$*0..$).!*-"$1 )ю ' -) -.$!
.$")./#
(+*-/) *!-2$$#ѐ /# 4#1
$(+*-/) - /- 2-.!-*(''# 1 -
*!-2$$# - + )//#-*0"#-2$$# + -!*-(
• (*)./- - Importance of Tarawiihѐ )4*!/#
/ .Ѷ.$"). - /- 2-.!-*(''# *1
/# - + )//#-*0"#-2$$# +-4 -.ю
+ -!*-()
'ѣ$/-$$.+ -!*-( $)
*!
*)"- "/$*)ю0.'$(.#*0'/#я (*)./-/$
+-4 -ю -$)&) / !*- +-4 -..$")*! )"#*2$$.
• )/$*).Ѷ - &$)"/# !./$)"Ѱ(#)ѱ + -!*-( юѰ
.$")./#
/$."**/**)0/+-4 -.*0/.$ /# )"-*0+ѱ
$(+*-/) (*.,0 ю0.'$(.- .0++*. /*+0/
*!
/# ./#$%Ѱ2*( )ѱ)2#$/ &)50 (*)./-/$
+-4 -. !*-( ) )"Ѷ.$")$)"
# !*''*2$)"2*-.- .$0-$)"
#*2
4ё -2$$#$.
“Allahu akbar Allahu akbar Allahu + -!*-( юѰ
&-я'$'#$''''#''#0 )"-*0+ѱ
&-я''#0&-2'$''#$'#(0”
“Allah is the greatest, we should )/$*)$)"
2*-.#$+#$('*) я)''+-$. .- /* /#
143
ABRIDGED CURRICULUM
FOR UGANDA
him” $(+*-/)
Importance *!$+-4 -
- / .0)$/4(*)"0.'$(. )
/) 2!-$ ).).*'1 +-*' (. -2$$#ю
*$'$5 2$/#*/# -.
• Assess the learner’s logical reasoning as he/she explains the

$(+*-/) *!0.ю
• $./ )).. ...the learner’s cooperation as he/she
(*)./-/ .Ѷ.$").#*2-2$$#+-4 -$.+ -!*-( ю
• Assess the learner’s appreciation as he/she mentions/ signs the
$(+*-/) *!-2$$#ю
• .. ..the learner’s cooperation as he/she (*)./-/ .Ѷ.$").#*2

+-4 -$.+ -!*-( ю
• $./ )).. ..the learner’s appreciation as he/she mentions/ signs
/# $(+*-/) *!
+-4 -.ю
Topic 9: Last days of Prophet Muhammad (PBUH).

Ш+ -$*.
Introduction
# /*+$0)1 $'.+ -$*$)2#$#*) *!/# #$./*-$' 1 )/.#++ ) 2#$#

2.$./# !- 2 ''+$'"-$(" ю ) я/#$./*+$$1 .Ѷ.$").)$).$"#/*)/#$.
+$'"-$(" ) .*( *! /# '0. . *! /# . -(*) # '$1 - 0-$)" /#/
1 )/ю #$. /*+$ $. $(+*-/)/ /* /# ' -) - 0. $/ +-*1$ . . ). *!
$- /$*).+-*1$ $)/# './+-*+# /$. -(*)ю# /*+$$.$1$ $)/*
.0ѣ/*+$.ё ѣ .+ /. /#/ ( +-*+# / 0#(( Ѱююю ѱ ( .."
$!! - )/!-*(#$.+- ..*-.я!- 2 ''+$'"-$(" )/# .$&) ..)/#
144
I.R.E
PRIMARY 5
/#*!/# +-*+# /Ѱ ѱю# / # -$. 3+ / /*/ # #.0ѣ/*+$

$) #' ..*)ѰЦТ($)0/ .ѱю

• 0/'$) ./# Description of fare -(*)$)"+-*+# /.'./
.+ /./#/ well pilgrimageю .+ #)"0$$)"' -) -.
( +-*+# / /*)*/ *2)+*$)/.ю
0#((Ѱюю Lessons learnt from
ю ѱѰ ѱ Prophet Muhammad 0/'$)$)"/# *)/ )/*!/#
( .." (P.B.U.H)’s lifeю -*+# /.'./.+ #ю
$!! - )/!-*( ѣ*)!'$/- .*'0/$*)ю
#$.+- ..*-. ѣ !*- (*-4ю $1$)"' ..*).' -)/!-*(
• .-$ .Ѷ.$"). ѣ ./'$.#( )/*! /# './( .." ю
/# !- 2 '' (*-/$
.'($
+$'"-$(" ю .// ю -) -. 3+'$)$)"/#
• .-$ .Ѷ .$&) ..я /#)0-$'*!
.$")./# /# +-*+# /ю
.$&) ..)
/# /#*! (*)./-/$)"#*2*) )
/# +-*+# / - .*'1 *)!'$/2$/#*0/
!$"#/$)"ю
• Assess the learner’s logical reasoning as he/she explains/ signs .+ /.
/#/( +-*+# /0#((Ѱююю ѱ( .." $!! - )/!-*(#$.
+- ..*-.ю
• $./ )).. ..the learner’s critical thinking as he/she describes/
.$").#*2/# !- 2 ''+$'"-$(" 2.--$ *0/ю
• .. ..the learner’s cooperation as he/she (*)./-/ .Ѷ.$")./#
.$&) ..)/# /#*!/# +-*+# /Ѱююю ѱю
Topic 10: Surat Al- Alaq(96).
145
ABRIDGED CURRICULUM
FOR UGANDA
Х+ -$*.
Introduction
# /*+$ $)/-*0 . 0-/ 'ѣ ', of the Holy Qur’an. This chapter talks
*0//# !$-./- 1 '/$*)/#/''#- 1 ' /*-*+# /0#((Ѱююю ѱю
/ 3+'$)./# $(+*-/) *!. &$)"&)*2' " .$//'&.*0//# ./" .*!

- /$*)*!()ю# / # -$. 3+ / /*..$./' -) -.- $/ /# #+/ -
$) -$ *! /-).'$/ -/ !*-(ю # /# ( )$)" *! /#$. 0-/ !/ -
$.0..$)" 2$/# /# ' -) -. 1 )/. /#/ ' /* $/. - 1 '/$*)ю # /*+$ $.
$1$ $)/* .0ѣ/*+$.ё ѣ - $//$*) *! /# 0-/я ( )$)" *! /# 0-/ )
' ..*).' -)/ю# / # -$. 3+ / /*/ # #.0ѣ/*+$$) #' ..*)
ѰЦТ($)0/ .ѱю

• $/ .Ѷ ‫الر ِحي ِْم‬
َّ ‫حْمن‬
ِِ ‫الر‬ َّ ِِ‫بِس ِِْمللا‬ • -) -. $/$)"/#
.$").0-/ َّ
َِ‫ِربِكَِالذِي َخلَقَ ْ َخلَك‬ َ ‫ا ْق َرأِْبِاس ِْم‬ 0-/$)"-*0+.я$)
'ѣ', َِ‫ِو َربُّك‬َ ْ‫قْا ْق َرأ‬ ِ َ‫عل‬ َ ِ‫انَِم ْن‬
ِ ‫س‬ َ ‫اإل ْن‬
ِ +$-.).)
ِْ‫اْل ْك َر ْم‬ َ
• ''.Ѷ.$"). $)$1$0'
‫الَّذِيعلَّ ِمب ْالقَلَمْعلَّ ِم ْاإل ْنسانَِمالَ ِم‬
( )$)") ْ َ َ ِ َ َ ِ ِ َ َ
ِْ‫يَ ْعلَ ْم‬
' ..*). •
)/ -+- /$)"/#
$.($''#$#()
' -)/!-*( ( )$)"*!/# 0-/
#$$(
/# 0-/'ѣ

,ѣ-ѣ$.($$&
', • -$/$)"/#
'#$$#',
• '/ ./# $)/ -+- //$*)*!/#
#','
).)($)',
0-//*/# 0-/ю

,-ѣ2-0&',-(
learner’s
'#$''($','($
$'4'$! • '/$)"/# 0-//*
''('
).)(
/# learner’s daily life.
'(4'(
Lessons
$)"$.(*./$(+*-/)/
146
I.R.E
PRIMARY 5
• Assess the learner’s audibility as he/she discusses/ signs what led to

/# - 1 '/$*)*!0-/'ѣ',
• $./ )).. ..the learner’s articulation as he/she- $/ .Ѷ.$").
0-/'ѣ',
• .. ..the learner’s choice making as he/she(/# ./# ( )$)"*!
0-/'ѣ',2$/#-$/ 3/.ю
• $./ )).. ..the learner’s appreciation as he/she"$1 .Ѷ.$")./#
$(+*-/) *!0-/'ѣ',ю
Topic 11: Sin.

Ш+ -$*.
Introduction
# /*+$$)/-*0 ./# *) +/*!.$)/*' -) -.4-$)".*0/$/.( )$)"

) $(+*-/) *! 1*$$)" .$)!0' /.ю # / # - $. 3+ / /* ..$./
' -) -. $ )/$!4 .$)!0' /. ) .0"" ./. 24. *! 1*$$)" /#*. /.ю #
/*+$$.$1$ $)/*.0ѣtopics; a hadith prohibiting alcohol, Qur’an quotation
+-*#$$/$)". 3before marriage and lessons learnt from Allah’s message. The
/ # -$. 3+ / /*/ # #.0ѣ/*+$$) #' ..*)ѰЦТ($)0/ .ѱю*/
/#/ /# !$-./ *(+ / ) +- 1$ 2. ' ..*). $) юЦ ) .#*0' #)' $)
/# !$-./' ..*)*!/# 2 &ю
147
ABRIDGED CURRICULUM
FOR UGANDA
Suggested
Competences Content
Activities
• ''.Ѷ.$"). -*+# /0#((Ѱююю ѱ 0$$)"' -) -.
' ..*).' -)/ said “Allah’s curse falls on ten $)/*$.0..$*)*)
!-*(/# $/# "-*0+.*!+ *+' 2#* '. 2#4.$))$)"$.ю
*)' )'$) ..ю 2$/#'*#*'я# *) 2#*
• --/ .Ѷ.$"). $./$'.$/я/# *) !*-2#*($/ )/$*)$)"/ )
#$/#+-*#$$/$)" #. )$./$'' я/# *) "-*0+.*!+ *+'
'*#*' 2#*-$)&.$/я/# *) 2#* 2#*- 0-.
• .-$ .Ѷ.$"). /-).+*-/.$/я/# *) /* 0. *!
Qur’an quotation 2#*($/#. )*0"#/я/# '*#*'ю
+-*#$$/$)". 3 *) 2#*. -1 .$/я/# *)
!*- (--$" 2#*. ''.$/я/# *) 2#* 0$$)"' -) -/*
• .-$ .Ѷ.$"). 0/$'$5 .(*) 4!-*($/)/# .-$ Ѷ.$")
Qur’an quotation *) 2#*04.$/!*-.*( *) Qur’an quotation
+-*#$$/$)". 30' '. ю +-*#$$/$)". 3
0. ю Adultery: !*- (--$" ю
• ''.Ѷ.$"). ''#,0*/ $/ФЦѐФ
' ..*).' -)/ “The man and woman who
from Allah’s - "0$'/4*!0'/ -4*- 0$$)"' -) -/*
( .." ю !*-)$/$*)!'*" #*!/# ( .-$ Ѷ.$")
with a hundred stripes…..” Qur’an quotation
Sexual abuse: +-*#$$/$)". 30'
/# 1 -. /#/*) (). 30' 0.
0. ѐ
Qur’an 7:81, “verily, you $.0..$)"Ѷ
+-/$ 4*0-'0./.*)( ) .$")$)"' ..*).
$)./ *!2*( )ю4я0/ learnt from Allah’s
4*0- + *+' *$)"2#/ ( .." $)+$-.ю
4*0- )*/.0++*. /**Ѷ
*(($//$)""- /.$).
148
I.R.E
PRIMARY 5
• Assess the learner’s articulation as he/she narrates/ signs a hadith

+-*#$$/$)"'*#*'
• $./ )).. ..the learner’s audibility as he/she recites/signs the
Qur’an quotation prohibiting sex before marriage
• .. ..the learner’s articulation as he/she recites/signs the Qur’an
,0*//$*)+-*#$$/$)". 30'0.
• $./ )).. ..the learner’s appreciation as he/she shares lessons
learnt from Allah’s message.
Topic 12: Zakat.

Ш+ -$*.
Introduction
# /*+$$)/-*0 . &/ /# !*0-/#+$''- *!
.'(ю
/ $..+ $'+*-/$*)
-$#0.'$(+4.!-*(#$.Ѷ# -+-*+ -/4!*-$./-$0/$*)/*+-/$0'-"-*0+*!
+ *+' /.+ $!$/$( ю# )*2' " *!/#$./*+$2$''# '+' -) -.2$/#'$!
.&$''.*!.*$'$5/$*))- !*-*/# -.# ) "-*2.0+."**$/$5 )$)
/# $- .*$ /$ .ю # /*+$ $. $1$ $)/* .0ѣ/*+$.ё $/ (. *) 2#$# 5&/ $.
+$я *)$/$*). 2#$# (0./ - ( ( - !*- +4$)" 5&/ ) /#
$(+*-/) *!5&/ю# / # -$. 3+ / /*/ # #.0ѣ/*+$$) #
' ..*)ѰЦТ($)0/ .ѱю
149
ABRIDGED CURRICULUM
FOR UGANDA
Suggested
Competences Content
Activities
• )/$*).Ѷ.$"). Items from which zakat is • (*)./-/$)"
$/ (.*)2#$# paid #*25&#$.
5&/$.+$ .#Ѱ(*) 4ѱ + -!*-( !-*(
• )/$*).Ѷ.$"). *( ./$)$('. ю"ю .*( $/ (.ю
*)$/$*).2#$# //' я"*/.я.# +я( ' • -2$)" !! - )/
(0./ $) -'. ю"ю"*'я.$'1 -я $/ (.*)2#$#
- ( ( - *++ - &/$.+$ю
!*- +4$)" -/$' .*!/- ю"ю.0"-я • 3+'$)$)"
5&/ '*/# .ю *)$/$*).2#$#
• $1 .Ѷ.$")./# "-$0'/0-'+-*0/. ю"ю (0./
$(+*-/) *! ))я($5 - ( ( -
5&/ Conditions to consider !*- +4$)"
while Gives/ signs Zakah: 5&/ю
# "$1 -(0./"$1 $/!- '4 • #-$)"/#
# "$1 -(0./ #1$)" $(+*-/) *!
2#//*"$1 &#/*/#
# "$1 -(0./ 0.'$( 0.'$(
&/$."$1 )))0''4 *((0)$/4ю
&/*0/*!"-$0'/0-'
+-*0/.(0./ "$1 )
!/ - ##-1 ./ю
Zakat is very important in
different ways:
ѣ&/- 0 ./# .0!! -$)"
*!/# +**-)) 4*) .
ѣ
/+0-$!$ ./# + -.*)!-*(
. '!$.#) ..
ѣ&/+0-$!$ ./# 2 '/#*!
/# "$1 -
ѣ&/+-*/ /.+ -.*)
150
I.R.E
PRIMARY 5
from Allah’s punishments

ѣ&/+4 -" /.- 2-.
!-*(''#
ѣ&/*).*'$/ ./#
+**-)/# ) 4
ѣ&/- / ."**
- '/$*).#$+ /2 )/#
"$1 -)/# - $1 -
• Assess the learner’s decision making as he/she sorts items on which

5&/$.+$!-*(/#*. 2#$#5&/$.)*/+$ю
• $./ )).. ..the learner’s logical reasoning as he/she mentions/
.$").*)$/$*).2#$#(0./ !0'!$'' !*- +4$)"5&/ю
• .. ..the learner’s appreciation as he/she (*)./-/ .Ѷ.$").#*2
5&/$.$(+*-/)//*/# *((0)$/4ю
Topic 13: Miracles of Prophet Muhammad (P.B.U.H).

Ш+ -$*.
Introduction
# /*+$3+'*- .($-' ./#/2 - + -!*-( 4/# -*+# /Ѱ ѱю#
greatest miracle of the Prophet was the Qur’an; he brought into existence and
/0"#/ + *+' 4 / # 2. $''$/ -/ ю #$. 2$'' # '+ ' -) -. ++- $/ /#
/ #$)"*!
.'("$1 )/# )/0- *!/# ($-' + -!*-( ю
151
ABRIDGED CURRICULUM FOR UGANDA
152
National Curriculum Development Centre,
P.O. Box 7002, Kampala.
www.ncdc.go.ug

p.5 Abridged Curriculum 3

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

p.5 Abridged Curriculum 3

Uploaded by

Copyright:

Available Formats

THE REPUBLIC OF UGANDA

Ministry of Education and Sports

A product of the National Curriculum Development Centre for the

National Curriculum Development Centre

All rights reserve: No part of this publication may be reproduced,

#$.0--$0'0($.)*/ +-/0- !-*(/# 3$./$)"0--$0'!*-/# $!! - )/

/# - !*- я- *(( )/#$.-$" 0--$0'0().&''./& #*' -./*

ю ) / ю0. 1 )$

# )/- $.$) / /*/# *1 -)$)"*0)$')/#  ($

- //#)&."*/*/# + $'$./.я+) '( ( -.я/# 0'$/4..0-) )

#$.-$" 0--$0'0(2. 1 '*+ 2$/#.0++*-/!-*(# *1 -)( )/

/& .- .+*).$$'$/4!*-)4.#*-/*($)"./#/($"#/ $ )/$!$ $)/#$.

!/ - !! /$1 '4#)'$)"''/# /*+$.$)-$(-4$1 я4*0.#*0'"0$ 4*0-

CRITICAL CHANGES JUSTIFICATION

TOPIC 1: Vehicle Repair and Maintenance ./ -4*!/# - . )/$(+'

Topic 2: Print Media # 4#1  )*1 - $)Ц

Topic 3:Travelling # 4#1  )*1 - $)Ц

Topic 5A.Post Office #$.#. )*1 - $)Ц

Topic 5B .Telephone # 4#1  )*1 - $)Ц

Topic 5C :Internet # . #1  )*1 - $)

Topic 7:Peace and Security #$.#. )*1 - $)Ц

Topic 8: Services(Banking) #$.#. )*1 - $)Ц.

Competences Content Suggested teaching

The learner: Vocabulary ѣ"0$$)"' -) -./*

Competences Content Suggested teaching and

The learner: Vocabulary ѣ"0$$)"' -) -./*

Suggested activities for assessment

Competences Content Suggested teaching and

The learner: Vocabulary ѣ"0$$)"' -) -./*

# 1 -/$. ( )/*)

Suggested Activities for Assessment

Competences Content Suggested teaching and

The learner: Vocabulary ѣ"0$$)"' -) -./*

Suggested Activities for Assessment

Competences Content Suggested teaching and

The learnerѐ Vocabulary ѣ"0$$)"' -) -./*

Competences Content Suggested teaching and

The learner: Vocabulary ѣ"0$$)"' -) -./*

Suggested Activities for Assessment

SUB-TOPIC 5B: The Telephone

Competences Content Suggested teaching and

The learner: Vocabulary ѣ"0$$)"' -) -./*

/ ' +#*) ю $- /*-4я$'я$-/$( я $'*"0 .Ѷ+* (.Ѷ)*/$ .ѱ

Suggested Activities for Assessment

SUB-TOPIC 5C: The Internet

Competences Content Suggested teaching and

The learner: Vocabulary ѣ"0$$)"' -) -./*

)/ -) /ю *)" ./ /*.$/$)ю ѣ*(+' /$)". )/ ) .

Sub-topic 6A: Nationality

Competences Content Suggested teaching and

Suggested Activities for Assessment

SUB-TOPIC 6B: Languages.

Competences Content Suggested teaching and

The learner: Vocabulary ѣ"0$$)"' -) -./*

')"0" .ю  -$#ю

Competences Content Suggested teaching and

The learner: Vocabulary ѣ"0$$)"' -) -./*

Suggested Activities for Assessment

- *(+' /$)"./*-$ .Ѷ$'*"0 .

Competences Content Suggested teaching and

The learner: Vocabulary ѣ"0$$)"' -) -./*

# .#$ -"1 & ''*

Suggested Activities for Assessment

CRITICAL CHANGES JUSTIFICATION

#$.0--$0'0($.)/ +-/0- !-(/# 3$./$)"0--$0'!*-/# $!! - )/

/# - !- я- (( )/#$.-$" 0--$0'0().&''./& #' -./

ю) /ю0. 1 )$

# )/- $.$) / //# 1 -)$)"*0)$')/# ($

- //#)&."//# + $'$./.я+) '( ( -.я/# 0'$/4..0-) )

#$.-$" 0--$0'0(2. 1 '+ 2$/#.0++-/!-(# 1 -)( )/

/& .- .+).$$'$/4!-)4.#-/($)"./#/($"#/ $ )/$!$ $)/#$.

!/ - !! /$1 '4#)'$)"''/# /+$.$)-$(-4$1 я40.#0'"0$ 40-

TOPIC 1: Vehicle Repair and Maintenance ./ -4*!/# - . )/$(+'

Topic 2: Print Media # 4#1 )*1 - $)Ц

Topic 3:Travelling # 4#1 )*1 - $)Ц

Topic 5A.Post Office #$.#. )*1 - $)Ц

Topic 5B .Telephone # 4#1 )*1 - $)Ц

Topic 5C :Internet # . #1 )*1 - $)

Topic 7:Peace and Security #$.#. )*1 - $)Ц

Topic 8: Services(Banking) #$.#. )*1 - $)Ц.

The learner: Vocabulary ѣ"0$$)"' -) -./*

The learner: Vocabulary ѣ"0$$)"' -) -./*

The learner: Vocabulary ѣ"0$$)"' -) -./*

# 1 -/$. ( )/*)

The learner: Vocabulary ѣ"0$$)"' -) -./*

The learnerѐ Vocabulary ѣ"0$$)"' -) -./*

The learner: Vocabulary ѣ"0$$)"' -) -./*

The learner: Vocabulary ѣ"0$$)"' -) -./*

/ ' +#) ю $- /-4я$'я$-/$( я $'"0 .Ѷ+ (.Ѷ)*/$ .ѱ

The learner: Vocabulary ѣ"0$$)"' -) -./*

)/ -) /ю )" ./ /.$/$)ю ѣ*(+' /$)". )/ ) .

The learner: Vocabulary ѣ"0$$)"' -) -./*

')"0" .ю -$#ю

The learner: Vocabulary ѣ"0$$)"' -) -./*

- (+' /$)"./-$ .Ѷ$'*"0 .

The learner: Vocabulary ѣ"0$$)"' -) -./*

# .#$ -"1 & ''*

1) Set Concepts '/#*0"# ,0') ,0$1' )/. /.2 -

Mixed operations have $3 + -/$).#1 )' !/0/!-

#1 )2$ *1 -"

5) Fractions -) -." //# +-*+ -'$)&" /2 )/#

9) Money $) $/$)1'1 .+ -/$).2$/#() 4$/!$/.

)0( -.$)/ -(*)

УТѱ Length, Mass and ).$ -$)"/# + -$*!'&2)я' -) -.

//# ' -) -!-(0)$))$)/ -. /$)!. /.0.$)" ))$"-(ю

/# +' 1'0 . /ЫЫЫяЫЫЫ /' /.#*2+'

/# +- 1$0. /Х$"$/.42#*' УТТ

#$./+$$.!0)$)*/#-$(-4Ц)-$(-4Ч.4''0. .0) -/# .(

iii) +'4.04$)" ѱ 3 -$.$)"04$)") iii) .$)"-' ѣ+'4/

//# ' -) -

i) 0. /# !0-+ -/$)./ '2$/#(*) 4ю

# ' -) - i)

//# ' -) -

-/$).- +-/!0-$'4'$1 .я$)()4$)./) ./# &)2' " !!-/$).

)/0-')0( -. &ѱ $/$)) - $+-'!!-/$).

//# ' -) -

i) )( Ѷ.$") ,0$1' )/!-/$*).)$''0./-/ ./# (ю

1$)"" ( /-4. /.2$'' (0./!-''' -) -.!-.0 ..!0'(+' /$)!

# ' -) -ѐ

- /)"' .ю - /)"' . 1-$*0..,0- .)

//# ' -) -

# ' -) -ѐ

-) -.#1 )'' /$)"$)!-(/$))$!! - )/$/ (.0-$)"'&2)

# ' -) - i) -*0+$)"

//# ' -) -ѐ

i) '' /)"-0+/!-(#( )*((0)$/4ю

#$./+$$.#)' $)/#'.. . Primary Four )Primary Fiveю

)/$( /- .ю )/$( /- . )($''$( /- .

//# ' -) -

iv) .'1 2-+-' (.$)1'1$)"' )"/#я(..)+$/4.

'" - #. ) ) .$) -$(-4 ) ю&$)" - ! - ) / /# +- 1$*0.

# ' -) -ѐ

//# ' -) -

i) .$(+'$!4'" -$ 3+- ..$*).ю