Navigating the shift from a knowledge-based to a competency-based curriculum in Uganda has introduced significant changes
for educators, particularly in how they design and implement a new lower secondary scheme of work. Developed by the
National Curriculum Development Centre (NCDC), this reform aims to equip students with practical, real-world skills
through a competency-based learning (CBC) framework.
A new approach to the scheme of work
Under the previous system, a scheme of work primarily involved listing topics and allocating hours. The new
curriculum scheme of work in Uganda, however, is fundamentally different. It is built around a cycle of learning
that prioritises outcomes and practical application over rote memorisation. The key components for a new scheme of work are:
- Competence: Rather than just a topic, the scheme of work must define the specific competence learners will acquire.
This can involve problem-solving, collaboration, critical thinking, and communication.
- Learning Outcomes: This section details the specific, measurable results of the learning process. These outcomes focus on
what a student should be able to do at the end of a lesson or unit, not just what they should know.
- Generic Skills and Values: The CBC scheme of work in Uganda requires teachers to explicitly incorporate the development
of 21st-century skills and positive values into their lesson planning. These skills, such as creativity, teamwork, and
information literacy, are embedded within the subject content itself.
- Cross-Cutting Issues: The scheme of work must also address critical societal themes, such as health, gender, and
environmental sustainability, across various subjects. This helps learners see the connections between academic disciplines
and real-world complexities.
- Formative Assessment: Continuous, school-based assessment is central to the new approach. Schemes of work must outline
how teachers will assess learners' progress through activities, projects, and observation. This contributes 20% to a
student's final grade, a stark contrast to the old exam-centric model.
Practical tips for creating your new scheme of work
For teachers transitioning to the new lower secondary scheme of work, a strategic approach is essential. The process is no
longer about simply re-organising an old syllabus but about re-imagining the entire learning experience.
- Start with the Learner: Begin by identifying the desired outcomes. What skills and competencies should learners demonstrate?
This is a reverse-planning process that ensures every activity is purpose-driven.
- Use NCDC Resources: The NCDC provides detailed syllabi, teacher's guides, and learner workbooks that are invaluable resources.
These documents outline the key learning outcomes, suggested activities, and assessment criteria for each subject,
making them the primary reference for building your scheme of work.
- Plan for Activity-Based Learning: The new curriculum is fundamentally activity-based. Your scheme must move beyond
teacher-led instruction to include role plays, projects, research, and presentations. This hands-on approach promotes
deeper engagement and skill development.
- Integrate ICT and Resources: The scheme of work should clearly state the learning materials needed, including low-cost
and no-cost items. With the emphasis on digital literacy, teachers must also plan for the integration of ICT tools, even
in resource-constrained environments.
- Develop Activities of Integration: A key feature of the new curriculum is the "Activity of Integration," a comprehensive
project or task that draws on several competencies from different topics. Teachers must plan for these activities within
their scheme, complete with clear assessment criteria.
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