COMPETENCE BASED

CURRICULUM
(LOWER SECONDARY)
INTRODUCTION
i. The current and the new curriculum/CBC.
o Pillars of the New Curriculum.
 Values (generic)
 Attitude
 Cross cutting issues
 Skills
ii. As managers/implementors of the new curriculum, we expect to go through the phases of change;
Denial, Resistance, Acceptance and Commitment. N.B We are now at commitment phase
iii. Impact of the current curriculum on the country over time.

a. Teaching is result oriented.

b. Too much theory.
c. Not ideal for the VUCA world- Volatile, Uncertain, Complex Ambiguous.
d. Creates job seekers rather than job creators.
e. It leaves out the qualities needed by the child to survive; the 3 H’s (Head, Heart, Hands)
 The VUCA World
 Volatile:- referring to the speed of change, turbulence,
and short-term.
 Uncertain: - the extent to which we can confidently
predict the future.
 Complex: - the number of factors that we need to take
into account, their variety and the relationships between
them.
 Ambiguous: - generally it refers to fuzziness and vagueness
in ideas and terminology. The more ambiguous the world
is, the harder it is to interpret. 3
 8) Class time from 8 a.m. to 2:30 p.m.
What has changed?
1) The Curriculum Framework 9) Vocational Qualification at Senior 3

10) Subject Menu of 20 subjects

2) Key Learning Outcomes
11) Introduction of General Science subject (for SNSs)
3) Topic-specific Competency
THE NEW CURRICULUM MENU
4) Values (honesty, trustworthy), and
Attitude (perception of things)  Eleven (11) COMPULSORY SUBJECTS (in S1 &S2) : English, Mathematics, History /
political education, Geography, Physics, Chemistry, Biology, Religious studies,
5) Generic Skills (C21 /employable skills).
st Entrepreneurship, Kiswahili, Physical education.

 N.B general science for learners with special needs.

6) Criterion-based Assessment for
formative Assessment
 ELECTIVES

7) The Teacher as a Facilitator of learning
8) Cross-cutting issues
 Environmental awareness.
 Gender inclusiveness.
 Health (AIDS, COVID, Hygiene)
 Pre vocational (examinable in S.3 by DIT. note the learners will acquire a certificate
in prevocational studies.)
 Agriculture, Art and design, Performing arts, Technology design, Nutrition and food
technology, Uganda sign language.
 ICT
2.PREPARATION FOR TEACHING AND DELIVERING A LESSON
 SOW
o Made to follow the flow of learning process.
o Competence based sow
o Low-cost materials in SOW
o Take care of the KLO (knowledge, Learning, Outcomes); Generic skills; Values; Cross cutting issues.
 Lesson plans and lesson delivery/structure of learning process.
o Activity based
o Project based
o Integration of knowledge
o Demonstrations
o Real life situations
 Methodology
o Learners should be organized into groups (different groups for each lesson).
o Concept development from known to unknown.
o The teachers should organize to allow for; Interaction; Discussion;
 INSTRUCTIONAL MATERIALS AND RESOURCES.
 Key features of a CB syllabus
o Topic
o Competence
o Learner outcomes
o Learner activities
o Assessment strategies
o Number of periods per time frame (week/month/term)
 Program planner (H/M, DH/M, DOS, HOD)
o Know amount of work.
o Tool to see how each teacher has organized work.
o Help to plan and procure instructional materials.
 Key instruction materials.
o NCDC books – Tr’s guide, learner’s guide and Syllabi.
o Computers.
o Specimens.
o Text books and
o Non- text book materials (e.g. Internet)
ASSESSMENT FOR THE WORLD OF WORK (WOW).

 The learner is assessed whether fit to face the challenges of the world of work/employability. (DIT
at S. 3 Level)
 The subjects earmarked, ‘Agric, ICT, Ent., A&D, Performing Arts. Phy. Educ., Tech.’
 The SBA (School Based Assessment); process includes ‘ACTIVITY OF INTERGRATION’ which tests for
the following.
o Organization
o Responsibility.
o Independence
o Initiative
o Collaboration
o Self-regulation

Competency demands and follows the actions made to a set standard.

It is a do mind set RACE
• RELEVANCE is connected, correct and suitable for the issue at hand
• ACCURACY does carefully conform to the facts and truth known about the issue
• COHERENCE ideas presented connect to each other smoothly, logically, in choice of
words and in a way that give meaning to the issue
• EXCELLENCE is the exceptional response unsolicited in the instructions. It takes 1 point
Assessment Grid