2. Why Uganda needs a new curriculum
The teaching methodologies inbuilt in the existing syllabuses do not promote effective
learning and acquisition of skills. Existing curriculum is largely a collection of examination
syllabuses, their teaching is directed at achieving the highest grade in the examination as are the
textbooks written for them.
The existing curriculum, for historical reasons, is greatly overloaded
The existing curriculum does not address the needs of the majority of students now
entering secondary education. The existing curriculum is exclusive; it is a filtration system for
excluding all but an academic elite. Failure rates, particularly in key subjects such as mathematics
and physics are unacceptably high; reportedly as high as 50%.
The existing secondary curriculum does not adequately address the social and economic
needs of the country.
The existing curriculum is not sufficiently flexible to address emerging fields of knowledge.
It dates from the 1970s.
Key characteristics required of the 21st century curriculum are missing. The existing
curriculum is a static one in which learners, driven by the need to succeed in a high-stakes
examination, are forced to learn a mass of knowledge that is largely abstract, fact-centred,
decontextualized and irrelevant.
3. Current curriculum must be a major move from ‘knowing that’ to ‘knowing how’; a move from
absorbing factual knowledge to developing knowledge competencies.
This includes, for example, abilities to;
learn how to learn and learn how to think and be self-directed learner
be an innovator and problem solver;
access and critically evaluate knowledge, selecting information that is useful from the mass of
information that increasingly floods 21st century society;
work constructively in teams;
develop active and productive citizenship skills and be globally aware;
apply knowledge and skills effectively to novel or difficult situations;
create, change and transfer knowledge;
communicate knowledge effectively using a variety of media.
4. THE NEW CURRICULUM
The new curriculum focuses on four “Key Learning Outcomes” of:
• self-assured individuals
• responsible and patriotic citizens
• lifelong learners
• positive contributors to society.
The curriculum emphasizes knowledge, application and behavioural change. It is based on a
clear set of values which must be imparted to learners during the learning process.
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11. SYLLABUS
A syllabus is the systematic, sequential summary of topics which are to be covered during academic course in the study
It is used to:
⍿ guide teaching and learning
⍿ lists all the materials that will be taught to the learners within a specific period of time
⍿ enables the teacher to cover the content to the appropriate depth required by the academic level standard
Elements of biology syllabus
⍿ Introduction
⍿ Purpose
⍿ Aims
⍿ General objective(s)
⍿ Specific objectives
⍿ Target
⍿ Scope and depth (topic, sub-topic, content)
⍿ Periods - guide a teacher to make effective plans to complete the syllabus within specified time frame
⍿ Methods
⍿ Teaching learning aids
⍿ Assessment strategies
⍿ Practical applications
⍿ References
⍿ Appendix
12. SCHEME OF WORK
A scheme of work is a plan that outlines all the learning to be covered over a given period of time
It can be drawn termly or annually
Components of a scheme of work
⍿ Institution
⍿ Trainee’s level
⍿ Subject
⍿ Time
⍿ Number of periods
⍿ Sub-topics (lesson title)
⍿ Objectives
⍿ Methods
⍿ Teaching/learning aid
⍿ References
⍿ Remarks
13. Week Period Topic Sub-topic Content Objectives Methods Learning
skills
T/L aids Reference Remarks
Year of Study: Year 2
School: St. Joseph's College Ombaci.
Subject: Biology
Class: S.2
Term: 1
Year: 2022
Sample of scheme of work
14. LESSON PLAN
A lesson plan is a teacher's guide for what the students need to learn, how it will be taught, and how learning will be
measured
Importance of a lesson plan
⍿ Includes content and activities to be achieved in a set timeline
⍿ Provides a step-by-step guide for a teacher to delve deep into what he or she is teaching
⍿ Guides on how the teaching should progress with the content of the lesson
⍿ It is a time management tool in classroom
⍿ Builds the confidence in a teacher
⍿ Promotes better learning environment
⍿ Important for lesson evaluation
Disadvantages of lesson plan
⍿ More time is required to produce the lesson plan
⍿ There is lack of flexibility in lesson planning
15. Format of a lesson plan
Teacher's Name: ………………………………..
Class: ………………………..…………………
School: …………………………………………
Subject: ………………………………………..
Date Class Subject Time No. Of students Average age
19/08/2021 S.3B Biology 10:00-11:20am 70 16
Content
⍿ Topic
⍿ Sub-topic
⍿ Rationale
⍿ Life skills
⍿ Objectives/competences
⍿ Teaching -learning methods
⍿ Teaching -learning aids
⍿ References
16. Procedural table
step Time Content Teacher's activity Learner's activity
Chalkboard Plan
Date Notes Notes Illustration
Self evaluation
Strength……………………………………………………
Weaknesses……………………………………………………
Way forward………………………………………………………
17. Course assignments
1) Develop a four (4) week scheme of work for a topic and class of your choice for a named school
2) Prepare two (2) lesson plans: (a) using the old format, and second, using the competence-based format
3) Each of you will deliver these lessons in Microteaching sessions (practical component of the course)
Group assignment
Each group should prepare beyond the material shared and teach it to the class
Group 1: Gender issues in teaching and learning of biology
Group 2: Biology practical
Group 3: Assessment in the teaching of biology
