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 THE LOWER SECONDARY CURRICULUM

CONTENTS FOREWORD
• Foreword 1 This Syllabus presents the four-year syllabus for Geography,
which is one of the 20 subjects of the Lower Secondary School
• Acknowledgements 2
Curriculum. The Lower Secondary syllabus for Geography
• Introduction 3 builds upon concepts, skills, attitudes and values developed in
• Background to the new curriculum 4 Social Studies in the Primary School. The Learning Outcomes
of the syllabus give the learner opportunities to develop
• Key Changes 5 understanding and skills within different topics. The learner
• The curriculum 7 can achieve the Learning Outcomes within specific topics and
sub-topics at levels commensurate with his/her abilities. The
- Key Learning Outcomes study of Geography imparts a range of important skills, such
- Values as mapping skills, data interpretation and critical evaluation,
- Generic Skills which are crucial in the modern world. Learner acquisition of
- Generic Skills within Geography these skills is a central intention of this syllabus.
- Cross-cutting Issues
Geography helps learners to be active citizens of the
- ICT Integration
communities in which they live and work. Learners become
- The Geography syllabus aware of the interdependence between Uganda and other
- Time allocation countries. It inculcates in the learner a sense of appreciation
- Rationale and responsibility for the society and the natural environment.
It helps the learner to become an informed citizen through
- Teaching and Learning Geography
life-long learning. It also provides a sound foundation for
• The Geography Syllabus Program Planner 12 further learning in the disciplines of Geography, Economics or
Politics.
• Detailed Syllabus 15
• Assessment 77 There is a blend of chronological and case-study approaches
- Examinations in the organisation of the topics and sub-topics. Fieldwork and
- Formative Assessment case-study approaches will make school learning relevant to
- How do we find the opportunity the experiences of the learner. The challenge for teachers of
to make formative assessments? Geography is to shape the learning experiences so that the
needs and interests of all learners are catered for and to
- Generic Skills facilitate the learner in becoming aware of his/her nation’s
- Attitudes geography. The goal should be to facilitate the learner’s
- Record keeping understanding of the country’s challenges and the strategies
used to overcome these.
• Glossary of Key Terms 82
As the Minister responsible for the provision of education, I
endorse this syllabus as the official document for the learning
and teaching of Geography at Lower Secondary School level
© National Curriculum Development Centre, Uganda, 2019 throughout the country.
Published by
National Curriculum Development Centre,
P.O. Box 7002, Kampala
ISBN: 978-9970-00-113-2
All rights reserved. No part of this publication may be reproduced,
Hon. Janet K. Museveni
stored in a retrieval system, transmitted in any form or by any means; The First Lady and Minister for Education and Sports
electronic, mechanical, photocopying, recording or otherwise
without the prior written permission of NCDC.
Website: [Link]

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GEOGRAPHY SYLLABUS

ACKNOWLEDGEMENT
National Curriculum Development Centre (NCDC) would like
to express its appreciation to all those who worked tirelessly
towards the production of this Lower Secondary Syllabus.
Our gratitude goes to the Ministry of Education and Sports
(MoES), for overseeing the development of the syllabus and
taking timely decisions whenever necessary. They have
worked as a team with NCDC to produce this syllabus. Their
decisions have been invaluable in getting this work
completed as required. Our thanks also go to our partners in
education who provided the necessary guidance.
We would also like to thank the members of the public who
made helpful contributions towards shaping this syllabus.
Their efforts are invaluable towards having this syllabus
implemented in the schools and for improved quality of
education in Uganda.
The Centre is indebted to the learners, teachers and
consultants from Cambridge Education and The Curriculum
Foundation UK, who worked with the NCDC specialist. Great
thanks go to members of the Geography Working Group who
worked tirelessly to put together the necessary facts and
guidance in producing this Syllabus.
Furthermore, NCDC would like to thank the World Bank for the
initial technical support and the Government of Uganda for the
financial support towards the Lower Secondary Curriculum
Review.
Last but not least, NCDC would like to acknowledge all those
behind the scenes who formed part of the team that worked
hard to finalise the work on this syllabus.
NCDC takes responsibility for any shortcomings that might be
identified in this publication and welcomes suggestions for
effectively addressing the inadequacies. Such comments and
suggestions may be communicated to NCDC through P. O. Box 7002
Kampala or email admin@[Link] or through our Contact Us
page on our website at [Link].

Grace K. Baguma
Director
National Curriculum Development Centre

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 THE LOWER SECONDARY CURRICULUM

INTRODUCTION
The Uganda Vision 2040 aims to transform Uganda into a The aims of secondary education in Uganda are:
modern and prosperous country, while the NDP recognises the
• Instilling and promoting national unity and an
existing weaknesses in education, including the low efficiency
understanding of the social and civic responsibilities;
and variable quality at the secondary level. The Sustainable
• Promoting an appreciation and understanding of the
Development Goal 4 advocates for inclusive and quality
cultural heritage of Uganda including its languages;
education, while the National Development Plan II focuses on
enhancement of human capital development, strengthening • Imparting and promoting a sense of self discipline, ethical
mechanisms for quality, effective efficient service delivery and and spiritual values, personal and collective responsibility
improvement of quality and relevance of skills development. and initiative;
The NRM Manifesto (2016-2021), emphasises continuous • Enabling individuals to acquire and develop knowledge
assessment examination systems, strengthening soft skills, and an understanding of emerging needs of society and
which promote self-esteem, conscientiousness and a generally the economy;
positive attitude to work, promoting e-learning and computer • Providing up-date and comprehensive knowledge in
literacy in order to enhance learning outcomes. All these are theoretical and practical aspects of innovative production,
lacking and where they exist it is at a minimum level. modern management methods in the field of commerce
and industry and their application in the context of socio-
In alignment with the above, the Education and Sports Sector
economic development of Uganda;
Strategic plan (2017/20) advocates for delivery of equitable,
• Enabling individuals to develop basic scientific,
relevant and quality education for all. The current secondary
technological, technical, agricultural and commercial skills
school curriculum of Uganda, although highly regarded, is
required for self-employment;
focused on the needs of a tiny academically oriented elite yet
• Enabling individuals to develop personal skills of problem
the needs of the majority of learners need to be the focus. The
solving, information gathering and interpretation,
Ministry of Education and Sports (MoES) through the National
independent reading and writing, self-improvement
Curriculum Development Centre (NCDC) therefore, undertook
through learning and development of social, physical and
a review of the Lower Secondary Curriculum, aimed at
leadership skills such as are obtained through games,
providing a learning environment, opportunities, interactions,
sports, societies and clubs;
tasks and instructions that foster deep learning by putting the
• Laying the foundation for further education;
learner at the centre of the learning experience. This is in line
• Enabling the individual to apply acquired skills in solving
with aims of secondary education in Uganda, as provided for
problems of community, and
in the Government White Paper on Education (1992) as
• Instilling positive attitudes towards productive work.
outlined opposite:

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GEOGRAPHY SYLLABUS

BACKGROUND TO THE CURRICULUM

The review was based on the Education Sector Strategic Plan
(ESSP, 2009 – 2018) which set out strategies to improve the The ESSP further outlined what the review implies:
quality and relevance of secondary education. The ESSP’s sub- “This reform will necessitate a sweeping revision of
objective 2.2 was to ensure that “Post-primary students [are] the general secondary curriculum, away from strictly
prepared to enter the workforce and higher education”. This academic learning objectives that are thought to prepare
is also in line with the strategic plan of 2017-2020. To achieve students for erudite higher education and towards a set
this objective, one of the Ministry’s strategies was to revise the of competencies that serve both those who continue
curriculum and improve instruction and assessment by their education after S4 and those who choose to enter
eliminating the short comings. the workforce. The new curriculum will enable learners
to acquire specific vocational skills that they can use
The review focused on: producing a secondary school graduate
once they enter the world of work. The new curriculum
who has the competences that are required in the 21st century;
will help learners make informed decisions as citizens
promoting values and attitudes; effective learning and
and family members, and it will give those who continue
acquisition of skills in order to reduce unemployment among
with their education, either immediately in S5 or later in
school graduates.
life, the learning skills they need to think critically and
The review also aimed at reducing the content overload and study efficiently.”
contact hours in the classroom so as to create time for: research
and project work; talent development and creativity; allowing for
emerging fields of knowledge across all subjects and doing away
with obsolete information. There was a need to address the
social and economic needs of the country like the mining sector,
tourism, services provision, science and technology
development and to ensure rigorous career guidance
programmes to expose learners to the related subjects. This will
enable learners to make informed choices as they transit and to
equip them with knowledge and skills that will enhance their
competitiveness in the global value chain.

To meet these requirements, the review is based on:

• The development of a holistic education for personal and
national development based on clear shared values
• A commitment to higher standards, deeper understanding
and greater opportunities for learners to succeed
• A focus on the key skills that are essential to work, to learning,
and to life, and which will promote life-long learning
• An integrated and inclusive approach that will develop the
ability to apply learning in practical situations.

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 THE LOWER SECONDARY CURRICULUM

KEY CHANGES IN THE CURRICULUM

The key change in the curriculum is a move from a This approach to teaching and learning is in support of the
knowledge-based curriculum to a competence and skill- Sustainable Development Goals (SDG’s), otherwise known as
based curriculum. It is no longer sufficient to accumulate large the Global Goals. These are a universal call to action to end
amounts of knowledge. Young people need to develop the poverty, protect the planet and ensure that all people enjoy
ability to apply their learning with confidence in a range of peace and prosperity. The key changes in the curriculum will
situations. They need to be able to use knowledge creatively. A ensure that Uganda is making good progress towards SDG 4 in
level of competence is the ability to use knowledge rather than particular which aims to ensure inclusive and equitable quality
just to acquire it. This requires an active, learner-centred rather education and promote lifelong learning opportunities for all.
than passive, teacher-centred approach.
The change can be summarised in the following diagrams.

THE KNOWLEDGE-BASED CURRICULUM

Knowledge-based teaching was based on transferring knowledge from the teacher to the students. The teacher had
knowledge and transferred this knowledge to the students by lecturing, talking, asking them to read the text book or writing
notes on the board for the students to copy and learn. Students acquired the knowledge, often without fully understanding it, and
were tested at the end of a topic, term or school course to see if they had remembered it. The knowledge was based mainly on
the knowledge in the subjects traditionally taught at University, and little attempt was made to make it relevant to young
people’s own lives. The whole education system was seen by many people as a preparation for University, but the vast majority
of learners never reach University. This curriculum caters for this majority as well as those who later go on to University.

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GEOGRAPHY SYLLABUS

THE COMPETENCE BASED CURRICULUM

In the competence-based approach, the “student” becomes a “learner”. The new Learning Outcomes can only be
achieved through active engagement in the learning process rather than simply absorbing knowledge given by the teacher.
The teacher needs to build on the learners’ own knowledge and experience and create Learning Activities through which
learners can explore the meaning of what is being learned and understand how it is applied in practical situations.
Teaching and learning becomes a two-way process of dialogue between the Teacher and Learners. Learners also learn from
each other through discussion. Assessment also becomes a two-way process of formative and summative assessment; not
just to give grades but to find out problems the learners may be having and help to solve them.

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 THE LOWER SECONDARY CURRICULUM

THE CURRICULUM

This curriculum focuses on four “Key Learning Outcomes” of: At the heart of every subject there are generic skills that allow
self – assured individuals; responsible and patriotic citizens; development into life-long learners. Besides, there are also
lifelong learners; positive contributors to society. cross cutting challenges that are embedded across subjects
The curriculum emphasises knowledge, application and to enable learners understand the connections between the
behavioural change. It is based on a clear set of values which subjects and complexities of life.
must be imparted to learners during the learning process.

Key Learning Outcomes

Positive contributors to society who:
This curriculum sets out ‘Key Learning Outcomes’ that sum up
the expectations of the curriculum as a whole, and sets out • Have acquired and can apply the Generic Skills
clearly the qualities that young people will develop.
• Demonstrate knowledge and understanding of the
By the end of the educational process, young people will become: emerging needs of society and the economy
• Understand how to design, make and critically evaluate
Self-assured individuals who: products and processes to address needs
• Demonstrate self- motivation, self-management and • Appreciate the physical, biological and technological
self-esteem world and make informed decisions about sustainable
• Know their own preferences, strengths and limitations development and its impact on people and the
environment.
• Adjust their behaviour and language appropriately to
different social situations
• Relate well to a range of personality types Values
This curriculum is based on a clear set of values. These values
Responsible and patriotic citizens who:
underpin the whole curriculum and the work of schools. They
• Cherish the values promoted in the curriculum are also the values on which learners need to base their lives
• Promote the development of indigenous cultures as citizens of Uganda. The values are derived from The
and languages and appreciate diversity, equity and Uganda National Ethics and Values Policy of 2013. They are:
inclusiveness • Respect for humanity and environment
• Apply environmental and health awareness when making • Honesty; uphold and defend the truth at all times
decisions for themselves and their community • Justice and fairness in dealing with others
• Hard work for self-reliance
• Are positive in their own identity as individuals and global • Integrity; moral uprightness and sound character
citizens • Creativity and innovativeness
• Are motivated to contribute to the well-being of • Social Responsibility
themselves, their community and the nation • Social Harmony
• National Unity
Lifelong learners who: • National Consciousness and patriotism
• Can plan, reflect and direct their own learning These values are not taught directly in lessons, nor will they be
• Actively seek lifelong learning opportunities for assessed, but they will inform and shape all teaching and learning.
personal and professional development

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GEOGRAPHY SYLLABUS

Generic Skills Communication

The generic skills lie at the heart of every Subject. They are the • Listen attentively and with comprehension
skills that enable the learner to access and deepen learning
• Talk confidently and explain ideas/opinions clearly
across the whole curriculum. They are the same skills that are
sought by employers and which will unlock the world of work. • Read accurately and fluently
They are the skills that allow young people to develop into • Write and present information coherently
lifelong learners who can adapt to change and cope with the
challenges of life in the 21st Century. • Use a range of media to communicate ideas
Young people need to be able to think critically and solve
problems, both at school and at work. They need to be
creative and innovative in their approach to learning and life. Co-operation and Self-Directed Learning
They need to be able to communicate well in all forms, co-
• Work effectively in diverse teams
operate with others and also work independently. They need
to be able to use functional mathematics and ICT effectively. • Interact effectively with others
The details of the generic skills are: • Take responsibility for own learning
• Work independently with persistence
Critical thinking and problem-solving
• Manage goals and time
• Plan and carry out investigations
• Sort and analyse information
• Identify problems and ways forward Mathematical Computation and ICT Proficiency

• Predict outcomes and make reasoned decisions • Use numbers and measurements accurately

• Evaluate different solutions • Interpret and interrogate mathematical data

• Use mathematics to justify and support decisions
• Use technology to create, manipulate and process
Creativity and innovation information
• Use imaginations to explore possibilities • Use technology to collaborate, communicate and
refine their work
• Work with others to generate ideas
• Suggest and develop new solutions
• Try out innovative alternatives
• Look for patterns and make generalisations

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 THE LOWER SECONDARY CURRICULUM

GENERIC SKILLS WITHIN GEOGRAPHY

These skills are not separate subjects in themselves; they are The Subjects also provide the contexts for
developed within the subjects of the curriculum. They also progression within the skills. The same skill definitions
help learning within those subjects. It is when these generic apply to all year groups, and skills progression is
skills are deployed that learning is most effective. provided by the increasing complexity of the subject
matter within each Subject. For example, within
The generic skills are a key part of the curriculum. They
‘critical thinking’, learners begin thinking critically
have been built into the syllabuses for each of the
about the relatively simple subject matter in Senior 1
Subjects, and these Subjects provide the context for the skill
and then progress to thinking about the much more
development. Geography provides a rich context for learners
complex matters in Senior 4.
to communicate, co-operate, and to think critically, calculate
Thus the progression is in the increasing complexity
and solve problems.
of the matters being thought about.

Cross-cutting Issues
There are some issues that young people need to learn about,
but which are not confined to one Subject. These are the ‘Cross- • Mixed abilities and involvement
cutting Issues’ and they need to be studied across the Subjects. • Socio-economic issues
These issues develop learners’ understanding of the connections • Citizenship and patriotism
between the Subjects, and the complexities of life. (For details on cross-cutting issues, refer to the Curriculum
Framework document, page 11)
The Cross-cutting Issues identified in the curriculum are:
Cross-cutting issues have also been built into the syllabuses of
• Environmental awareness each Subject. The way in which they operate within the Subject
• Health awareness is very similar to the generic skills. Geography provides a very
• Life skills good context for considering environmental and health
awareness, and to understand the complex and diverse world in
which we live.

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GEOGRAPHY SYLLABUS

ICT Integration
ICT is embedded as a learning/teaching tool. ICT integration framework is summarized below and cuts across all the subjects on
the curriculum.

ICT APPLICATION (HOW ICT WILL BE INTEGRATED

CATEGORY OF A TASK IN THE SYLLABUS
FOR THE TASK CATEGORY)
Field works Use of cameras to take photos and record videos
Presentations in class Use presentation application
Key words and meanings Use online dictionary or search online
Drawing/graphics Use publishing software, Word processor
Role play, narrations Use audio and video recordings
Demonstrations Use audio and video recordings and simulations
Locating and putting marks on an area Use digital/online mapping
Present findings in graphic and written format Use desktop publishing software or word processor
Showing data charts Use spreadsheet software
Group discussions Mind-mapping software
Search for extra reading materials Download files on Internet or by sharing
Writing equations and formulas Use equation editors
Using the Internet and other academic applications like
Carrying out academic research
“Encarta”, “Britannica” etc.
Forming learning networks, formation of blogs, social media,
Sharing or learning with people across the world
emails etc.

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 THE LOWER SECONDARY CURRICULUM

THE GEOGRAPHY SYLLABUS

Geography is a compulsory subject from Senior 1 to 4.

Time allocation
SENIOR 1 & 2 SENIOR 3 & 4
GEOGRAPHY
3 periods a week 3 periods a week

Rationale
Nearly all aspects of our lives are influenced by the At this lower secondary level Geography is seen as the study
environment, both natural and human, which we live in. In of human communities at local East African and wider African
turn our lives have effects on the environment. Geography levels, with contrast through specific case studies of other
deals with this inter-relation between humans and their areas of the world. At this level, therefore, the emphasis is on
environment. This relationship is becoming increasingly human and regional geography focusing on actual people
important as the population of the world grows and the in actual communities, rather than the more scientific study
world’s resources remain finite. Thus the key issues of of spatial relationships which geography becomes at a
Geography become increasingly important: population higher level. It is felt this is more appropriate for the majority
growth; soil degradation and conservation; the use and of learners at this level who will leave school without going
preservation of water resources; the world’s food supply and on to higher education. At the same time it is important for
food shortages; rural-urban drift, urbanisation and the those who do go on to higher education to develop sufficient
problems of urban areas; problems of pollution of all kinds; geographical skills to enable them to specialise at a later stage.
the conservation of wild life and many related issues.

Teaching and Learning Geography

The thrust of the new syllabuses is experiential and towards
Learners need to interact with real situations inside and
deeper understanding and the development of skills. The
outside the classroom. They need to look at pictures or
focus in Geography is on the development of the ability to
diagrams, examine statistics, or read texts from a range of
explore the world around them.
sources. They need to find out knowledge and ideas for
The new syllabuses provide learners with a wide range of themselves. They should then be expected to express these in
contexts in which to develop this understanding, and these their own words, not those of the teacher, and so demonstrate
contexts are designed to engage the interest of the learner that they have understood what they have learnt.
and to provide opportunities to build life-related knowledge,
In this approach, learners are encouraged to:
experience and skills. Teachers are encouraged to go beyond
the textbooks and provide as many meaningful contexts as • be responsible for their own learning
possible. The generic skills have been integrated throughout • think for themselves and form their own ideas and
the curriculum and can only be acquired through active opinions
approaches. • become critical thinkers, ready to face new challenges and
The role of the teacher is to build on learners’ existing situations for themselves
knowledge and experience, to extend that by posing
problems to the learners. This makes them think about their
own ideas and experiences as well as adding new knowledge
and skills to it.

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GEOGRAPHY SYLLABUS

THE GEOGRAPHY SYLLABUS PROGRAMME PLANNER

SENIOR 1 THEME TOPIC DURATION

(NUMBER OF PERIODS)

1: Introduction 4
2: Showing the local Area on a map 6
3: Maps and their Uses 14
Term 1 Introduction to Geography
4: Ways of studying Geography 12
5: The Earth and its Movements 12

Introduction to Geography; 6: Weather and Climate 20

Term 2
Introduction to East Africa 7: Location, Size, and Relief Regions of East Africa 4
8: Formation of Major landforms and Drainage in East Africa 26
Introduction to East Africa;
World Climates 9: Climate and Natural Vegetation of East Africa 10
Term 3
Total 108

SENIOR 2 THEME TOPIC DURATION

(NUMBER OF PERIODS)

10: Climate change in East Africa and the world 8

World Climates;
Term 1 11: Major Climatic zones of the World 16
Mining and Manufacturing in
East Africa 12: Mining in East Africa 12

Mining and Manufacturing in 13: Development of Manufacturing industries in East Africa 14

East Africa; Fishing, Wildlife
Term 2 Conservation and Tourism in East 14: Sustainable use of Fisheries resources in East Africa 12
Africa 15: Wildlife Conservation and Tourism in East Africa 10
16: Population and Urbanisation in East Africa 20
Population, Urbanisation and
Term 3 Trade in East Africa. 17: Transport and Communication in East Africa 16

Total 108

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 THE LOWER SECONDARY CURRICULUM

SENIOR 3 THEME TOPIC DURATION

(NUMBER OF PERIODS)
Trade in East Africa; and Trade 18: Trade within and outside East Africa 18
between East Africa and other
parts of the World; Further use of
Term 1 Maps; Introduction to the rest of 19: Further skills in Map Reading and Map use 16
Africa
20: Location and size of Africa 2
Introduction to the rest of Africa 21: The Relief Regions and Drainage of Africa 16
Term 2
22: The Climate and Vegetation of Africa 20
Forestry and Irrigation Farming 23: Forests, Forest resources and Forestry in Africa 20
in Africa and other parts of the
World 24: Irrigation Farming in Africa and China 16
Term 3

Total 108

SENIOR 4 THEME TOPIC DURATION

(NUMBER OF PERIODS)

25: Mineral Resources and Mining in Africa 16

26: Industrial development in Africa 14
Mining and Industrialisation in
Term 1
Africa and other parts of the
World 6
27: Mining and industrial development in china
28: Population and Urbanisation in Africa 22
Population and urban
Term 2 development in Africa, 29: Population and Urbanisation in china 14
and other parts of the
World
30: Development of Transport, Communication and Trade in Africa 10
Transport, Communication
Term 3 31: Trade between Africa and the Rest of the World
and Trade in Africa; 8
Trade between East
Africa and other
parts of the World
Total 90

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GEOGRAPHY SYLLABUS

The syllabus details for all subjects are set out in three columns:

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY

The sort of learning activities that

The knowledge, understanding or skills
include the generic skills and that will Opportunities for assessment within
expected to be learned by the end of
help learners achieve the Learning the learning
the topic
Outcomes.

Teachers should base their lesson plans on the Learning Outcomes using the Suggested Learning Activities as a guide. These are
not the only possible learning activities, and teachers are encouraged to extend these and devise their own that are appropriate to
the needs of their class.

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 THE LOWER SECONDARY CURRICULUM

DETAILED SYLLABUS

WHAT IS GEOGRAPHY? WAYS OF STUDYING GEOGRAPHY

PHYSICAL ENVIRONMENT: TOPICS 1 –5: 48 PERIODS

SENIOR 1: TERM 1 Theme: Introduction to Geography

TOPIC 1: INTRODUCTION 4 PERIODS

Competency: The learner understands and appreciates the importance of studying geography.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY
The learner should be able to:
a. use fieldwork to observe, name and What is geography? • Observe learners as they discuss and
classify human and physical features (s, gs) • In groups, learners: amend their work; ask learners to explain
b. know the meaning of geography and their categorisation of natural and built
• Explore and identify ‘natural’ and ‘built’
environment (k) features.
features of the local environment by
c. understand that the environment is all the annotating photographs or labelling the • In conversation, ask learners to explain
things around us (u) environment through fieldwork sketches. how people in the school are affected by
the physical environment; and give an
d. realise that geography is a study of the • discuss before agreeing the definition of
example of how people have changed
relationship between people and their these terms and making final adjustments
the physical environment.
environment, both natural and man- • investigate, name and categorise
made (u) • Assess the learners’ manifesto.
features on photographs in different
e. appreciate that the study of geography environments.
helps us to understand how our lives are • As a whole class, learners contribute to
affected by the environment, and how a collaborative display of feature names,
we can preserve the environment so it classifying them as ‘natural’ or ‘built’.
remains useful to us (a, gs)
• Learners:
f. appreciate that caring for and preserving
• use a range of media: case studies,
resources in the local environment,
books, visitor- talks and Internet
community and country are signs of love
research, as well as their own work,
for one’s country (a, v, gs)
to debate and agree on what
geography means.
• discuss the importance of studying
geography, using examples from
things they do every day, such as
collecting water and deciding on
when to plant or harvest certain crops.
• discuss, identify and list ways that
they and their family use the local
environment; they identify how
other people and animals use places
in different ways. They discuss the
question ‘Whose environment is it?’
and jointly compile an action plan
or
charter for environmental care for their
local area.

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GEOGRAPHY SYLLABUS

SENIOR 1: TERM 1 Theme: Introduction to Geography

TOPIC 2: SHOWING THE LOCAL AREA ON A MAP 6 PERIODS

Competency: The learner knows the main physical and human features of the local area and how they can be shown on a map.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY
The learner should be able to:
a. know what a map is and how this can be What is a map? Observe learners explaining what a map is
used to show places. (k) • Learners use globes, a range of maps and examine their written definitions.
b. understand the difference between a (including digital maps) and aerial images • Learners use their own maps to explain
map and a photograph (u, s) to investigate what a map is and what it what the local area is like.
c. understand that maps are representations might show. • Learners discuss the qualities of a good
of the world at different scales (u) • Learners draw a map to show a visitor to map and evaluate each other’s. Observe
d. draw a sketch map of the school the area how to get to the school (do not what they produce to describe their
and/or the local area (s) tell them how to draw it). They compare findings.
and evaluate each other’s maps and • In conversation, evaluate how well
e. use and interpret symbols and identify
identify ways to improve them. learners answer questions using given
features on a map using a key (s)
• Through fieldwork, learners use maps maps about the relationship between
f. identify directions on a map using
and compasses to orient themselves and maps and photographs.
basic compass points (s)
sketch what they can see in that direction,
g. follow routes on a map (s) annotating features.
h. use the local area maps drawn in (d) • In pairs, learners draw a map to show
above to find information about people the route from their school to home,
living in the local area (s) indicating physical and human features
using a key, and then swap maps so they
can find out where the other person lives.
• Learners use their own and other maps
to help them ask and answer questions
about their local area.

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 THE LOWER SECONDARY CURRICULUM

SENIOR 1: TERM 1 Theme: Introduction to Geography

TOPIC 3: MAPS AND THEIR USES 14 PERIODS

Competency: The learner knows the main features of a map and understands the differences between a map and reality.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY
The learner should be able to:
a. draw a sketch map of the school and/or Types of scale • Observe learners as they discuss and
the local area (s) • Show a photograph of a person and ask problem-solve how to make a scaled map.
b. use and interpret symbols and identify learners to compare this with the real size • Observe how well learners explain what
features on a map using a key (s) of the person or, if they have a mobile their maps show, using the language of
c. identify directions on a map, using basic phone, take a ‘selfie’ and ask them if it is scale.
compass points (s) their real size. • Learners use survey maps, as well as their
d. follow routes on a map (s) • Ask: if a photograph reduces the real size own maps, to ask and answer questions
of a person by a certain amount, does it about places at different scales. In
e. draw a map using a simple scale and use
reduce all parts by the same amount? conversation, ask learners to explain their
scale on a map (s)
• Guide learners to understand how a views.
f. use letter and number co-ordinates or
scale does the same thing on a map or • Observe how well learners explain what
bearings and directions to locate places
photograph. their maps show about patterns and
on a map (s)
Guide learners to explore the concept types of land use, with reference to size,
g. locate places on an atlas map using of the representative fraction scale, scale and the key.
latitude and longitude and describe the e.g. 1:10
places from information on the map (s)
• Challenge learners to produce a
understand the difference between a
sketch map of an area showing
map and a photograph (u, s)
comparative size, shape and
h. understand that there are many types of distance.
maps on different scales (u) They calculate representative fractions to
i. use a linear scale and representative help them do this.
fraction to estimate distance, area and • Learners use paper and digital maps at
size of features on a map(s) different scales to measure and compare
distances between features of their
locality e.g. their home and school,
nearest town, river etc.
• Learners measure areas, distance and
length of features on maps to ask
and answer questions about a locale
e.g. about patterns of land use. They
investigate types of symbols used on a
map and devise some of their own.
• Learners play games using grid references
to find hidden objects out of doors or use
these as clues to guess the feature on a
map.
• Learners use globe-tossing activities to
find places, using latitude and longitude
clues and then they write their own clues.
• Learners develop these skills in
meaningful contexts and fieldwork to
investigate where places are and what
they are like.

17
GEOGRAPHY SYLLABUS

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY
The learner should be able to:
Directions and compass
• Ask learners: On the same map, how do
you know which direction to go?
• Explain that maps show real directions.
• Swap maps and in pairs ask learners to
explain directions between places.
• Using a map with compass directions and
through asking for directions between
places, guide learners to revise compass
from primary school.
• Learners draw, the main points of
compass.
• Explain compass bearings based on
degrees of a circle.
• Learners do an activity based on compass
bearings.
Grids
• Show a map with grid and explain
grid: eastings, northings, four and six-
figure grid references.
• Learners locate places using a map grid.
Types of maps

• Learners explain certain places they have

seen drawn on maps.
• Explain that we can draw any area on
a map from the school or district to
Uganda, Africa or the whole world.
• Show examples of different types of
maps: wall maps, atlases, globes (Physical,
political, topographic, road/street, climate,
thematic) and ask the learners to explain
what each map shows and how it differs
from other maps.

18
 THE LOWER SECONDARY CURRICULUM

SENIOR 1: TERM Theme: Introduction to Geography

TOPIC 4: WAYS OF STUDYING GEOGRAPHY:

FIELD WORK, PHOTOGRAPHS, STATISTICS, 12 PERIODS
CHARTS AND GRAPHS
Competency: The learner understands geography through the use of field work and photographs.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY
The learner should be able to:
a. know what field work is (k) Ways of studying Geography • Observe learners planning their field
b. understand how to use and apply • Guide learners to discuss ways of finding enquiry, the findings obtained and their
different techniques used in field work (u) out about people and places. Learners evaluation of the process.
c. use observation, interviews, should consider these ways of studying • Observe how learners present findings;
questionnaires, drawings and geography and begin to evaluate their they should explain how they have
photographs in field work (s) effectiveness: using media; reading carried out an enquiry through fieldwork
research; interpreting maps; analyzing and what aspects were particularly useful.
d. use maps, aerial images, photographs,
data and charts etc.; interpreting reports; • In their written field work report learners
graphs and charts to communicate data
field study. should relate the findings to the topic and
(s)
Techniques to use in doing field work objectives of the study; and clearly explain
e. analyse and present statistics gathered in
Learners should do the following: the relationships between the physical
fieldwork (s);
environment and human activities in the
f. write conclusions to summarise field work Writing up field work
area studied.
findings (gs) Challenge learners, individually or in groups
g. know the three different angles from to suggest their own topic, objectives and
which photographs can be taken (k) methods to collect information about the
local area. They should conduct a field
h. know the terms used to describe the
study, compare findings and share opinions
different parts of a photograph (k)
about different methods of data collection.
i. appreciate the effect of perspective on (Interviews, questionnaires, measurement,
oblique photographs (v, a) sketches, data analysis.)
j. differentiate between photographs and
maps (u)
k. describe an area seen on a photograph (s)
l. make a sketch of an area from a
photograph (s)
m. appreciate that field work and
photographs are important because
geography is the study of the real world
(v, a, gs)
n. use field work to study a trading centre,
town or other urban area or any other
area (s, u)

19
GEOGRAPHY SYLLABUS

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY
The learner should be able to:
The use of photographs
• Observe learners as they explain the
• Show photographs taken from the
differences between the photographs
ground, a high angle and the air. Ask
and note how well they relate them to
what the differences are. Explain the
the shapes and appearance of the
three different angles from which
features. See how well they respect each
photographs can be taken.
other’s views.
• Learners describe the differences
• In conversation ask learners to explain
between the photographs.
why we do not use compass directions
• Guide learners to explore the terms while describing positions of features on
used to describe the positions of photographs.
features on each type of photograph:
Foreground, middle ground and
background; and left, middle and right • Observe learners as they draw sketches of
to describe where things are on photographs and see whether they
ground and oblique photographs. For follow the steps logically.
vertical aerial photographs you use top • In conversation ask learners to explain
and bottom or left and right why, on a sketch, we do not include all
• Challenge learners to explain why it is details in the photograph.
useful to draw a sketch to show the • Assess learners’ sketches to find out how
area on a photograph. well they represent the photographs
• Demonstrates how to draw a sketch of from which they are drawn.
a photograph. Learners summarise the
steps involved.
• Learners practice drawing a sketch of a
photograph.
• Give learners a topic or area to find relevant
photographs on the Internet

20
 THE LOWER SECONDARY CURRICULUM

SENIOR 1: TERM 2 Theme: Introduction to Geography

TOPIC 5: THE EARTH AND ITS MOVEMENTS 12 PERIODS

Competency: The learner understands the relationship between the Earth and the sun and the effects these have on our lives.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY
The learner should be able to:
a. understand the relationship between the • Give learners a set of ‘True’ and ‘False’ • Observe learners as they demonstrate
Earth and the sun and how this affects statements about the rotation of the Earth their models and give a verbal
temperatures and seasons (u) and its orbit around the sun and ask them explanation of the processes at work.
b. draw diagrams to show the relationship to carry out research in groups to identify • Observe learners’ models and drawn
between the Earth and the sun’s rays and the correct answers. They use their diagrams, and their verbal and written
the causes of temperature variations and chosen facts to illustrate a demonstration explanations with appropriate vocabulary.
use these to show why the Earth can be of the Earth in motion over a twenty-four
• In conversation, ask learners to explain
divided into tropical, temperate and polar hour and yearly cycle, using models
how longitude and latitude are used to
regions (s) and oral explanation.
locate places on Earth.
c. understand how the rotation causes day • Learners work in groups to:
• Learners explain how longitude is used
and night (u) • investigate, using a globe or to calculate time and produce written
d. know how we can locate places on a football and light source, how calculations of time difference.
globe by using a grid including the use of the energy from the sun reaches
• Learners identify a place in another
latitude and longitude. (u) different parts of the Earth when
climate zone, explain how daily life might
e. use and measure latitude and longitude it is tilted on its axis and in orbit
differ and explain why.
(s) around the sun.
• Assess the learners’ written work to find
f. calculate time using longitude (s) • explain this verbally and use out how accurate their calculations are
relevant vocabulary. and how logical their explanation is.
g. appreciate how the movement of the
Earth in relation to the Sun affects the way • Individually, learners draw their own
people live: the effect of temperatures diagrams and label them, writing a short
and seasons, lengths of day and night explanation of how temperature variation
(a, v, gs) occurs over the Earth throughout the year
and how this causes different climatic
zones.
• In groups, learners write a set of questions
for another group about the Earth’s
relationship to the sun and then take it in
turns to ask each other.
• Learners play globe-tossing games
using a blow -up globe and respond to
questions about latitude and longitude
with increasing difficulty, developing their
own questions to ask each other.
• Learners investigate webcams in different
cities, East and West of where they are, to
compare time zones and describe what is
happening there; they use a map of world
time zones to help them make the
comparison.

21
GEOGRAPHY SYLLABUS

LEARNING OUTCOMES SAMPLE ASSESSMENT

SUGGESTED LEARNING ACTIVITIES
The learner should be able to: STRATEGY
Rotation of the Earth
• Guide learners to explore that the Earth
moves, not the sun – proved by scientists
like Copernicus
• Using a globe or football, spin round to show
the axis. The Earth spins on an axis.
• Ask learners: In which direction are we moving in
relation to the sun: at sunset, at sunrise?
• Ask where we are in relation to the sun: in
daytime; at night?
• Demonstrate this with a globe or football and
light source.
Revolution of the Earth
• Explain that the Earth revolves or moves round
the sun once a year
• Demonstrate this with a globe or ball moved
round the classroom with a source of light in the
middle.
• Demonstrate and draw diagrams to show the
meaning of the axis being tilted.
• Demonstrate through questions that poles do
not move and equator moves round fastest.
• Move tilted globe or ball, with poles marked,
round the ‘sun’. Ask which parts of the Earth are
tilted towards or away from the sun at different
times. (April – August – north tilted towards,
south away; October – February – south tilted
towards, north away. March and September: sun
overhead at equator)
• Ask: When will it be hotter or colder: when we
are tilted away or towards the sun?
• Explain and demonstrate that this causes
seasons: Hot or summer when tilted towards sun,
and cold or winter when titled away from sun.
• Explain spring: moving from winter to summer;
and autumn (American: fall): moving from
summer to winter.
• Ask why places near equator do not have hot
and cold seasons.
• Move globe or ball to position when north is
tilted towards the sun: for how long will a place
near the North Pole be in the sun; for how long
will a place near the South Pole be in the sun?
• Explain the different lengths of day and night in
summer and winter.
• Learners research on the Internet for any sets of
diagrams or pictures which explain the seasons.

22
 THE LOWER SECONDARY CURRICULUM

LEARNING OUTCOMES SAMPLE ASSESSMENT

SUGGESTED LEARNING ACTIVITIES
The learner should be able to: STRATEGY
Latitude and longitude
• Ask how we use lines on a map to find places. Use grid.
• Explain that we can draw lines on a globe like a grid on a map,
but they are circles.
• Demonstrate with globe and diagrams: lines going around
the world through north and south poles are longitude; lines
going around at right angles to these are largest half way
from the poles (the equator) and get smaller towards the
poles.
• Guide learners to draw a diagram to show how latitudes and
longitudes are measured by angles.
• Guide learners to identify examples of longitude and latitude of
places in Uganda using atlas maps.
• Learners use atlas maps to practise latitude and longitude.
• Explain through demonstration and questioning special lines
using globe and light source as above:
• Sun’s rays come from directly overhead near equator. Tropics
of Cancer (north) and Capricorn (south) are the farthest away
from the equator where the sun is overhead only one day a
year.
• When Earth is tilted away from sun in winter, places near the
poles will not see the sun. When Earth is tilted towards the
sun in summer, places near the poles will receive sun for 24
hours. The Arctic (north) and Antarctic (south) circles show
areas where this happens at least one day per year.

5.5 Time
• Ask and demonstrate: if Earth rotates round once in 24 hours:
how many degrees does it go through: in 24 hours? In 1 hour?
The Earth moves round on its axis completely i.e. 3600 in 24
hours, so 150 in 1 hour.
• Using diagrams, guide learners to understand how time is
measured from a line of longitude which passes through
Greenwich in London. When it is noon at Greenwich, we
count how many degrees we are east or west of Greenwich
e.g. Uganda is about 45 0 east of Greenwich. So how many
hours does the sun reach us before Greenwich?
We can find the time in any place by knowing our own time
and adding 1 hour for every 15 0 if the place is east of us and
subtracting 1 hour for every 15 0 if the place is west of us.
• Learners do some exercises to find time in different places.
• Learners search the Internet to find maps of world time zones.

23
GEOGRAPHY SYLLABUS

INTRODUCTION TO GEOGRAPHY:
INTRODUCTION TO EAST AFRICA
TOPICS 6 – 9: 60 PERIODS

SENIOR 1: TERM 2 Theme: Introduction to Geography

TOPIC 6: WEATHER AND CLIMATE 20 PERIODS
Competency: The learner understands the main elements of the weather, their causes and how to measure them.

LEARNING OUTCOMES SAMPLE ASSESSMENT

SUGGESTED LEARNING ACTIVITIES
The learner should be able to: STRATEGY
a. understand the differences between Weather and climate o Observe learners as they
weather and climate (u) • Learners describe the weather that day discuss and explain their
b. understand the elements of weather and weather data and how it
• Primary revision: Learners list all the elements used
how they are measured (u) influences everyday activity.
to describe the weather, including sunshine, wind,
Note how well they cooperate
c. carry out a project to observe, measure clouds, rainfall, temperature, humidity, pressure.
and respect each other’s views.
and record the elements of weather, make • These describe the weather. Ask “What is the
suitable instruments and visit a weather o Observe learners’ use of
difference between weather and climate?” Weather
station(s) appropriate terminology as
describes a particular moment or day. Climate
they record data using
d. know the names of the main instruments describes what the weather is usually like.
instruments and report back.
used for recording the different elements Measurement of weather
of the weather and how each one is used o Observe group dialogue as they
• Ask learners to name any instruments they know prepare their presentation
(k)
for recording the weather. and their explanation of the
e. know the terms used for plotting weather
• List these on the chalk board and add any not work produced.
on maps (k)
named.
f. know the names and characteristics of the
• Explain that places where all elements of the
main kinds of clouds and rainfall. (k)
weather are measured are called Weather Stations.
g. appreciate that people’s lifestyles are
• Learners visit a working weather station to research
influenced by the type of weather and
the components of a weather station and how
climate (a, v, gs)
they work. They name, describe and practise using
h. understand the positive and negative the tools and approaches they have seen and
effects of weather on their own lives and make their own equipment, where practical, such
those of their communities (u) as Okta grids for measuring cloud cover and rain
i. draw and use climate graphs of local and gauges.
other areas to describe climate (s) • Show diagrams, or ask learners to investigate, any
weather instruments not seen at the weather
station and explain their use.
• Learners work in groups, using their collected
weather data to create charts and graphs that
help to explain daily variations. Groups make a
presentation about weather and climate, and
everyday life, in their own or a contrasting locality.
• Learners should ensure they understand the following
key terms: thermometer; rain gauge; measuring
cylinder; sunshine recorder; wind vane; anemometer;
barometer; humidity; hygrometer; relative and
absolute humidity; Stevenson screen.

24
 THE LOWER SECONDARY CURRICULUM

LEARNING OUTCOMES SAMPLE ASSESSMENT

SUGGESTED LEARNING ACTIVITIES
The learner should be able to: STRATEGY
Recording weather
o Observe learners as they
• In groups, learners make any simple weather instruments they draw weather maps and
can e.g. rain gauge (straight sided tin), wind vane graphs and note how
• Group learners and guide them to start a weather diary to logically they follow the
record daily weather, either by instruments, if available, or by right steps and how
observation e.g. dry, wet, very wet; sunny, cloudy; hot, warm, accurately they represent
cold; wind strong, mild, calm; wind direction (from); the data given.
thunder/lightening etc. o Converse with the learners
and ask them to explain
• Learners use simple statistics to record the weather. the benefits of
Recording weather on maps and graphs representing weather on
• Explain and show examples of recording weather on maps by maps and graphs.
lines, symbols or shading e.g. temperature (isotherms), rainfall
o In the written reports
(isohyets), pressure (isobars): “lines of equal .......................... ”
learners should clearly
Elicit ending. relate people’s lifestyles to
• Learners use examples of maps and weather data to do an the climate of each zone.
exercise on based on iso lines.
• Guide learners to practice how to record weather on graphs:
line graphs for temperature; bar graphs for rainfall.
• Give a set of figures for learners to draw graphs.
• Learners keep written/digital weather diaries and a diary of day-
to-day activities, presenting these together with an explanation
of how weather can influence day-to-day human activity.
• Learners work in groups to research and explain how the local
climate influences their lives, contrasting this with lifestyles in a
different climate zone. They give examples of how extreme
weather events and the effects of climate change affect
people’s lives here and elsewhere in the world.

Clouds and rainfall

• Through questioning, guide learners to revise the causes of rain.
(Air rises and cools and cool air can contain less water vapour so
some turns into drops of water).
• Show pictures of cloud types and/or learners go outside and
see clouds as they appear in reality: depends on height, shape
and thickness:
• cirrus (very high, thin)
• stratus: (lower, thick and flat)
• cumulus: (low, thick and tall often growing upwards)
• cumulo-nimbus (low, thick, tall and causing rain)
• Learners look for pictures of cloud types on the Internet.
• Types of rain: Challenge learners to explain the different types
of rain and what causes rain. Type depends on what causes air
to rise:
• relief rain: air rises due to passing over high hills
• convectional: air rises because it gets hot in daytime
• frontal: Two types of air/wind meet and hotter air moves
up over cooler air
• Ask where and when in local area each type is common.

25
GEOGRAPHY SYLLABUS

SENIOR 1: TERM Theme: Introduction to East Africa

TOPIC 7: LOCATION, SIZE, AND RELIEF REGIONS OF EAST AFRICA 4 PERIODS

Competency: The learner knows the countries that make up East Africa; their comparative sizes in area and population; and the main
relief regions they are divided into.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY
The learner should be able to:
a. use maps, statistics, graphs and diagrams The countries • Observe learners as they collect
to analyse population (s) • Learners answer questions about the information and create their graphs and
b. appreciate that East African countries vary countries making up East Africa to diagrams: ask them to describe what
greatly in area and population (a, v, gs) determine what they know about their their maps show and how accurate they
comparative size and population. They believe the information to be.
c. know the East African countries, their
approximate population and area (k) then work in groups to research and • Observe learners as they describe and
create their own table of information locate key landscape features through
d. use contours to show physical features
regarding this, comparing results and fieldwork and research on their map and
on maps and draw cross-sections from
explaining their use of sources. add correctly labelled images.
simple contour maps (s)
• Explain that answers may differ as there • Listen to learners’ explanations of their
are two definitions; countries linked into a map and judgement of hazardous areas.
geographical region and countries which Models and diagrams produced by learners
have joined the political Community of will reveal their level of understanding
East Africa. This expands as more countries as they explain the steps involved in the
join. Ask which countries are in each. process.
• Explain that in this syllabus we are using
the traditional idea of East Africa as
Uganda, Kenya and Tanzania.
Physical or relief regions
• Use wall map, sketch map on BB or atlas
relief map of East Africa to ask learners
questions e.g. position and names of
highland areas, plateaus, coastal plains
etc.
• Name main relief regions on sketch map
• Learners study one or more local features
through fieldwork, collecting samples,
taking photographs and creating a
labelled map display to show the physical
environment and the influence of relief
on weather and climate. Learners add
the location of some past and present
physical hazards and link to a short piece
of text explaining what happened/might
happen and how severe the threat is.
• Learners work in groups to draw a map
showing relief regions and collaborate to
identify and explain regions where there
is or has been a high hazard risk.

26
 THE LOWER SECONDARY CURRICULUM

SENIOR 1: TERM 3 Theme: Introduction to East Africa

TOPIC 8: FORMATION OF MAJOR LANDFORMS

AND DRAINAGE IN EAST AFRICA 26 PERIODS
Competency: The learner understands how each of the main types of landforms in East Africa was formed, the main types of rocks
and the main features of the drainage.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY
The learner should be able to:
a. know the main types of landforms and • In groups, learners: • Observe how well learners make links
drainage features of East Africa(k) • produce a commentary about the when explaining a landscape between the
b. understand how igneous, sedimentary formation of a particular type of appearance, geology and the process
and metamorphic rocks are formed and landscape and its geology involved.
how each influences landforms (u) • write a case study on a type of • Observe how effectively learners express
c understand the process of weathering landscape feature such as a river, their views about living near a particular
and how weathered rock particles form volcano or lake and how it affects type of feature e.g. a volcano? Note how
the basis of soil (u) human and physical landscape well they explain why volcanic areas
or former volcanoes often have a high
d. understand how each of the main • debate the merits of living near or on a
density of population.
types of landform was formed: by rocks particular feature, explaining the pros
themselves or by the rocks being worn and cons. • Observe how well learners use correct
away or eroded away (u) Types of rock terminology and locate features accurately
e. understand the relationship between on maps.
o If possible, show the three types of rock.
drainage and landforms. (u)
explain that there are three types of rock
f. recognize the landforms on (Link to work in chemistry):
photographs. (s)
• Metamorphic rocks e.g. slate,
g. locate the examples of landforms on quartzite, schist
maps of East Africa. (s)
• Igneous/ volcanic rocks e.g.
h. appreciate that the rocks, landforms and
basalt, granite, pumice
drainage affect the way people live.
• Sedimentary rocks e.g.
(v/a, gs)
marbel, sandstone,
i. understand the main concepts of plate limestone.
tectonics and how this has led to the
o In groups, learners research how each
formation of the main physical features
type is formed. Group findings feedback
of East Africa (u)
to whole class discussion.
j. understand the characteristics of
o Guide learners to understand the
important kinds of physical features in
relationship between rocks and the
East Africa, including mountain ranges,
formation of landforms.
volcanoes, plateaus, basins and rift valleys
(u) Formation of landforms
k. study through field work any of the above • Ask learners: are the largest areas of East
physical features in the local area (s) Africa mountains, plains or plateaus?
l. draw a map to show the main relief • Explain that most areas are plateaus
regions of East Africa (s) i.e. high but flat areas. The plateaus are
m. recognise physical features from interrupted by a. mountains; b. rift valleys;
photographs (s) c. plains on the coast, each formed in
different ways

27
GEOGRAPHY SYLLABUS

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY
The learner should be able to:
m. understand how their own lives and the Structural features Faulting
lives of their communities are affected • Ask: where do most earthquakes occur in
by physical features, including natural East Africa?
hazards (u)
• Show diagrams of faulting. Ask, if there is a
n. understand through case studies how fault or crack, what might happen to the
the physical features affect the lives of land along the fault.
people in selected areas of East Africa (u)
• Explain with diagrams: earthquakes; faults;
o. draw diagrams to show the formation of rift valleys; block mountains.
important physical features (s)
• Show map of East Africa and ask where the
rift valleys and block mountains are: east
and west rift valleys and block mountain
(e.g.: The Rwenzoris)
• Learners look for diagrams of faulting on
Internet.
Vulcanicity
• Ask what happens when a volcano occurs
and where these occur in East Africa.
• Use diagrams and questions to explain
volcanoes, including volcanic mountains,
plugs, craters, calderas, with examples
from East Africa.
• Learners list the advantages and problems
of living in a volcanic area
• Learners look for diagrams and pictures of
volcanoes in East Africa on Internet.
Warping
• Explain that most of East Africa is a plateau.
Ask if they live on a plateau. What is a
plateau? – high and fairly flat although cut
into by rivers.
• Using a diagram, show how the plateau
can be warped or sink down slightly in
places.
• Challenge learners to suggest the possible
causes of warping.
• Learners suggest where, in East Africa, this
has happened most (Lake Victoria basin)
Drainage
• Ask learners what lakes are. In what type of
landforms are lakes likely to form? (rift
valleys and warped basins e.g. Lake Victoria)
• Ask learners what a river is and how rivers
form. Where in East Africa are rivers likely
to start? (highlands and lakes)
• Show a wall map or a chalkboard map
showing main lakes and rivers of East
Africa.
• Learners copy the map into their books.

28
 THE LOWER SECONDARY CURRICULUM

LEARNING OUTCOMES SAMPLE ASSESSMENT

SUGGESTED LEARNING ACTIVITIES
The learner should be able to: STRATEGY
Erosional features
• In pairs, learners discuss and explain what happens to the soil
when it rains heavily.
• Guide learners to understand that each of the types of
landscape they have learnt about can be eroded or washed
away.
• Ask learners what different forces can erode or wash away the
land and rocks.
• Through questioning, guide learners to explore how each of
the following erosional forces affects landscape: rain, the sea
or lake, ice on high mountains (glaciers)
• Learners look up erosion and its effects on landscape on
Internet
Erosion by running water
• Learners observe any steep slope outside the classroom. Ask:
What happens to the soil when it rains? Observe a gentle
area. What happens to some of the soil which is washed
away?
• If possible, learners visit a river or stream and observe it, or
ask those who have seen rivers: how can the river wash
away the land? What happens to some of the soil washed
away? Observe deposition.
• If possible, learners visit a river or a stream to investigate the
stages of a river and main features of river valleys or use
diagrams and photographs to guide them to understand
these features: v-shaped valleys, waterfalls, rapids, gorges,
meanders, flood plains, alluvial fans, deltas etc.
• Learners look up each of these features on the internet and
find related photographs.
Erosion by lake or sea
• If possible, learners visit a lake, observe and ask:
• how does the water move?
• what causes it to move?
• what effects does this have where the waves break?
• where does the material on the lake shore come from?
• Using diagrams and photos, guide learners to
understand coastal erosion: cliffs, caves, arches, stacks etc.
• Using diagrams and questions guide learners to
understand coastal deposition: beaches, dunes, spits and
bars etc. Learners draw the diagrams in their books.

Erosion by ice
• Learners look at photographs showing ice on mountains e.g.
Rwenzoris, Mt. Kenya and answer the following questions:
What will happen to the rocks and soil when ice moves?
Where will moving ice deposit material?
• Using diagrams and photographs, guide learners to
understand to explain glaciations – erosion and deposition.

29
GEOGRAPHY SYLLABUS

SENIOR 1: TERM 3 Theme: Introduction to East Africa

TOPIC 9: CLIMATE AND NATURAL VEGETATION OF EAST AFRICA 10 PERIODS

Competency: The learner understands the main types of climate in East Africa and how the climate influences the vegetation,
appreciating this as a natural resource which can be used to benefit the present and future generations.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT
The learner should be able to:
STRATEGY
a. understand the characteristics of the • Learners recap knowledge to identify the • Learners write their own
climates of Uganda and the rest of East key factors influencing climate in East Africa. questions and produce their own
Africa and the factors influencing them (u) • In pairs, learners: maps. Observe these questions
b. understand through fieldwork the and maps and evaluate how well
• select sources to answer given
characteristics of vegetation and how learners have been able to
questions and use research to
vegetation is affected by the climates (u) understand characteristics of
accurately complete a climate zone
vegetation and climate.
c. draw graphs to show the different map of the region.
climates (s) • Learners take turns in each pair to
• add a key to show vegetation.
answer questions from other
d. draw a map showing the climates and • evaluate another pair’s map and edit members of the class; they explain
vegetation of East Africa (s) their work accordingly. how people in different climate
e. recognise and describe a climate from a • write their own questions and challenge zones might live and why. Observe
graph (s) other pairs to answer them, using their these conversations and assess
f. recognise and describe types of maps. how well lines of questioning build
vegetation from photographs. (s) Factors affecting the climates of East on what has been learnt.
g. understand through case studies how Africa
selected climates and types of vegetation Temperature and rainfall
affect the way of life of the people in
• Guide learners to revise topic 6 by
those areas (u)
questioning: why do most places in East
Africa have a hot climate? Which places are
cooler and why?
• Revise by questioning the type of rainfall
caused when air gets hot and rises.
• Through discussion, learners explore the
most common type of rainfall received in
East Africa and reasons why this is so:
(convectional because most places are hot).
• Through questioning, guide learners to
revise topic 4: Ask when is the northern
hemisphere tilted towards the sun? When
southern hemisphere is tilted towards the
sun? What will be the hottest months in East
Africa north of equator; and the hottest
months in theplacessouthoftheequator?
• Learners discuss and suggest when
most rain occurs; at the hottest or
coolest time.
• In groups or pairs, learners discuss and
suggest other factors affecting temperature:
height; other factors affecting rainfall: distance
from sea or lake.

Types of climate
o Listen to learners responses to the
• Show a climate graph for each type of
question: Why many people’s way
climate, un-named.
of life is less affected by climate
Learners: describe climate from the today than it was in the past?

30
 THE LOWER SECONDARY CURRICULUM

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT
The learner should be able to:
STRATEGY
graph; answer questions and describe Note how well learners relate
type of climate. (Use two savannah lifestyles to advancement in
graphs for north and south). science, technology and the rising
levels of urbanisation.
• Show all climatic regions on a wall or Chalk
board map. Learners copy the map into o Converse with the learners and probe
their books. them to clarify and cite examples of
• Learners use climate graphs to how changes in technology have
describe the following climates and to made some communities less
answer questions related to the dependent on nature, especially
climates: climate. Note how well learners can
defend their views and also link the
• Equatorial
previous ways of life to the climate
Savannah
of the area.
• Semi-arid
• Mountain climates
• Coastal (similar to equatorial or
savannah but very hot due to being
near sea level)
`
Vegetation
• In pairs, learners study photographs of
each type of vegetation. They describe the
vegetation and suggest the type of climate
it comes from. Learners give reasons to
support their views in each case.
Learners look for and describe photographs of
each type of vegetation on the Internet
How people live
• Show a climate graph for each type of
climate, un-named.
• Explain that traditionally, the way people
lived depended mainly on the climate.
• For each of the photographs used in the
previous activity, learners suggest how
the climate affects the way people in
that area live; the types of farming they
do, and give reasons to support their
views.
• Ask why many people’s way of life is less
affected by the climate these days.

31
GEOGRAPHY SYLLABUS

WORLD CLIMATES: TOPICS 10 – 11: 24 PERIODS

SENIOR 2: TERM 1 Theme: Introduction to East Africa

TOPIC 10: CLIMATE CHANGE IN EAST AFRICA AND THE WORLD 8 PERIODS
Competency: The learner understands what climate change is, what causes it and effects in East Africa.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY
The learner should be able to:
a. understand the concept of climate • In groups, learners research the meaning • Listen to learners as they explain the
change and its indicators draw of climate change using different sources distinction between climate change
diagrams to show the causes of climate and think critically about the definitions and human- induced climate change.
change (s) before reporting back with the one they Evaluate their ability to cooperate and
b. understand the possible causes of climate have agreed upon. create knowledge and how well they
change and how climate change may • Challenge the groups to explain the respect each other’s opinions.
affect Uganda and the rest of East Africa difference between climate change, • In conversation look for learners’ ability
(u) which has happened over millennia, and to analyse issues and processes and
c. understand the difficulties faced in the rapid climate change that is currently point out salient contrasts.
addressing climate change its effects happening and attributable to human
(u) activity.
d. understand possible ways in which • Learners investigate how some degree of
local communities and government can global warming makes this planet
reduce the effects of climate change (u) habitable – at just the right temperature
for us and other life to flourish.
e. use two case studies to examine the
possible effects of climate change in other
• Learners investigate enhanced global warming
areas of Africa and the world (u)
and its basics and then think of the best
f. form opinions about measures to reduce questions to investigate this further. They
or mitigate climate change (a) research and question sources and create
g. participate in tree planting and other their own diagrams to show the global
activities which might alleviate the warming process and the enhanced global
effects of climate change in their own warming process
communities/school (v, a)
h. appreciate the need for people and • Learners work in groups, taking on
governments to take actions to reduce the roles of government ministers
the effects of climate change (a, v, gs) with different views about the relative
importance of people, the economy and
the environment. Some learners prepare a
case for building more roads and cars and
burning more fossil fuels, others in the
group want a greener economy. Others
act as advisors offering some solutions to
the effects of climate change. The groups
use newspaper headlines from the region
to help them to gather the views.

32
 THE LOWER SECONDARY CURRICULUM

LEARNING OUTCOMES SAMPLE ASSESSMENT

SUGGESTED LEARNING ACTIVITIES
The learner should be able to: STRATEGY
• Learners identify some of the major causes of enhanced global
warming and suggest ways and actions that might address it.
Learners think about ways to first address reduction and careful
use of energy, and then how energy might be produced in more
sustainable and renewable ways.
Learners research important global agreements and use their
new knowledge to discuss why some countries might not want
to sign up.
• In groups, learners use photographs, Internet and fieldwork
to compare local climate change issues with those in
another region of Africa and the world. They think about
geographical similarities and differences.
• Learners read reports about the effects of climate change on
People’s lives and ecosystems.. They draw conclusion about
how to most effectively mitigate these issues.
• Learners carry out fieldwork in and round the school and local
community and identify some positive actions that can be taken,
mapping them and creating an action plan that can be carried
out.
What is climate change?
• Ask learners if they have ever heard that the climate is changing.
• Ask learners to ask old people, especially farmers and people
who fish, whether they have noticed any changes in the weather
patterns or seasons in recent years.
• Explain the available evidence that the climate and the seasons
in East Africa are not the same as they used to be.

Causes of climate change • Learners draw a diagram

• Guide learners to investigate the available evidence that to show what causes
climates are changing all over the world and how scientists climate change and
relate this to the fact that we are sending too many explain this in their own
greenhouse gases into the atmosphere. words, using
• Learners suggest actions by people that cause greenhouse appropriate vocabulary.
gases to go into the atmosphere and where these gases go. • Look at the learners’
Through brainstorming they investigate why the release of diagrams in and assess
greenhouse gases has increased in the last 100 years. their creativity,
• Ask: What happens if you are in a room with closed glass originality and
windows on a sunny day? Why do people in cold areas understanding of
sometimes grow crops in houses made of glass? These are called climate change.
greenhouses.
• Using a diagram and questions guide learners to explore the
effect of greenhouse gases in the atmosphere. Compare the
atmosphere to a greenhouse. Learners copy the diagram.

33
GEOGRAPHY SYLLABUS

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY
The learner should be able to:
Effects of climate change and how these can be
prevented • In conversation, ask learners to
suggest measures that can be taken
• Through questioning, guide learners to investigate
in their communities to reduce the
the main effects of climate change: some places
causes and effects of climate change.
become hotter; some become drier, dry seasons
become longer, more rain storms, cyclones or • Assess the learners’ problem –solving
hurricanes and floods. skills as they suggest ways of
mitigating climate change and its
• Challenge learners to explain why climate
effects. Evaluate how effectively they
change is likely to lead to food shortages in some
can explain whether or not their
areas.
actions can be replicated elsewhere.
• In groups, learners discuss and suggest how
• Ask learners to produce some
climate change can be prevented or slowed
diagrams of global warming. Observe
down.
how well their labels and
• Explain that most countries in the world have descriptions explain the balance or
signed international agreements (e.g. the greenhouse warming.
Paris agreement) to reduce the amount of
• Observe learners as they carry out
greenhouse gases or heat- causing gases
the tree planting project and assess
they produce.
how well they share the
• Learners look up the Paris agreement or any other responsibilities and apply the skills
agreement on climate change on Internet and learnt in Agriculture
summarise main parts of agreement. They find out
• In a conversation, ask learners to
why these agreements may not effectively reduce
climate change. justify every step they take and assess
the relevance of their procedures
• In the written project report evaluate
What can East Africa do to help prevent climate how effectively the learners can
change? communicate their experiences
• In groups, learners discuss whether East Africa
gives off many gases which cause climate change,
and the main gases we give off. They explain their
views.
• Ask learners how East Africans can help to reduce
greenhouse gases.

Reducing the effects of climate change.

• In groups, learners discuss the following actions
and suggest the ones which may be most
effective in reducing the effects of climate change:
Increasing the use of irrigation during droughts
and dry seasons; growing crops more suited to
drier seasons; scientists breeding special crops
which can grow with less water; planting more
trees which absorb carbon dioxide.
• In groups learners prepare and maintain a tree
nursery bed. They plant the tree seedlings on
school land or in the local community, nurture
the trees and write a report on the activity.

34
 THE LOWER SECONDARY CURRICULUM

SENIOR 2: TERM 1 Themes: World Climates

TOPIC 11: MAJOR CLIMATIC ZONES OF THE WORLD 16 PERIODS
Competency: The learner locates and knows the major climatic zones of the world and understands the relationship between climate and
human activities and the lifestyles in each zone.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY
The learner should be able to:
a. know the names of some of the major Factors affecting climates • Ask learners to describe the climate of
climatic regions of the world (k) • Learners describe climate of the local area their home area and explain how it is
b. understand the main characteristics including the different seasons. influenced by the different factors they
of the climates, factors affecting these have learnt about in this topic. Note their
• Ask: what factors influence the climate and
characteristics and how each type of ability to express themselves effectively.
the seasons in the local area i.e. what
climate affects the vegetation of the area • Monitor pair work, offering assistance
causes the climate to be like it is and what
(u) where necessary.
causes the different seasons?
c. understand how people’s ways of life are • In conversation, learners suggest one
• In groups, learners discuss and suggest how
influenced by the climate in each region effect that each of the major climatic
the following factors may affect climate:
(u) regions of the world might have on the
• distance from the equator
d. plot the major climatic regions on a world way people live a. Assess their
map (s) • distance from to a lake or water body understanding of climatic regions and
e. recognise each type of region on • height above sea level ability to give logical and coherent
photographs (s) • relief i.e. flat or hilly land explanation of issues.
f. appreciate that people’s lifestyles are • winds
influenced by the type of weather and • changes people have made to the
climate (a, v, gs) vegetation
g. appreciate that this influence is becoming • In pairs, or individually learners:
less as technology helps people to
• choose any other area of Uganda with a
overcome difficulties of their climate and
as people move into urban areas. (a, v, gs) type of different from that of their own
locality and:
• describe this type of climate
• Show the difference between the two
types and the reasons for the differences.
• Pairs work with another pair to describe
how the differences in climate affect the
ways people live in the two areas.
• Using the examples given by learners, and
examples of other climates, elicit and where
necessary, explain the factors affecting
climate.

35
GEOGRAPHY SYLLABUS

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY
The learner should be able to:
• Through discussion, guide learners to
understand how other aspects of • Ask learners to produce a table which
climate are affected mainly by rainfall outlines the types of climate. Observe
and temperature e.g., cloud cover, how well the table provides accurate
humidity, atmospheric visibility etc. information about these climates.
Major climatic regions and • Evaluate learners’ ability to summarise
characteristics information without losing the major
aspects of the situation.
• Learners use a wall map or a chalk board
map to find out the major climates of the
world depending on their distance from
the equator:
• tropical: equatorial (near equator)
• savannah: (between equator and tropics)
• desert: (near the tropics)
• temperate (north and south of tropics)
• polar: (near the poles)
• Ask learners what they can deduce about
the differences between each type of
climate
• Through questioning, guide learners to
understand the main factors affecting
temperature and rainfall: Distance from the
equator; distance from the sea and wind
direction, respectively.
• Individually, learners study the map
Showing the major types of climate in
the world and summarise the
information on a table:
• In groups, learners study photographs of
each type of climate and identify the type
of climate with reasons.
• Learners research the type of climate on
the Internet.

36
 THE LOWER SECONDARY CURRICULUM

MINING AND MANUFACTURING IN EAST AFRICA TOPICS 12 – 13: 26 PERIODS

SENIOR 2: TERM 1 Theme: Mining and manufacturing in

East Africa

TOPIC 12: MINING IN EAST AFRICA 12 PERIODS

Competency: The learner knows where minerals are found in East Africa, and understands the methods used to extract them, the
factors that favour mining and its contribution to the East African economy.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT
The learner should be able to:
STRATEGY
a. understand what a mineral is and Minerals and mining Listen to learners during pairs work to
why some minerals are valuable • Learners have five minutes to work in pairs to name evaluate learners’ understanding of
(u) things in the classroom or things they use made of minerals.
b. locate the main mining centres minerals. Observe the tables completed by
on the map of East Africa (s) • Pairs feedback to whole class. learners in order to explore how
c. know the main minerals occurring accurately they have described
• Learners explain what a mineral is and give examples
in East Africa and their amounts (k) minerals.
of minerals in East Africa.
d. understand the use of mineral Evaluate how well learners have
• Pairs group objects and artefacts that they might find
resources in the development of understood from class feedback,
in their community into minerals and non-minerals.
any two industries in Uganda (u) explaining and expanding if
Pairs feed their ideas into a whole-class discussion.
necessary, to ensure all achieve the
e. understand the methods of • Ask learners whether all minerals are valuable and the objective.
mining used for different minerals difference between a valuable mineral and other
and their problems (u) • Observe diagrams produced by
minerals.
learners to explain the
f. draw flow diagrams to show the • Guide learners to understand that although all rocks differences between open cast
main stages and methods of are made of minerals, mining is only concerned with and underground mining, with
mining (s) minerals which are valuable because they have uses. examples from East Africa.
g. recognise types and • Show a map of the main mining sites in East Africa, • Observe as learners discuss the
consequences of mining on and the minerals mined. Or ask the learners to look up dangers of each kind of mining
photographs (s) the map on Internet. and the effect of each kind on
h. understand the effects of mining • Using the map of the main mining sites, learners work the environment.
on the environment (u) in pairs to make a list for each East African country in • Learners explain with examples
i. appreciate the positive and four columns: name of mineral, mining sites, uses of the contributions mining can
negative contribution of mineral mineral, exported or used locally. (Note this should make to the development of
resources to development (v, a) show only main minerals not every mineral and site) East African countries and the
j. appreciate that the benefits of • Pairs compare their list with another pair to explain dangers of this development
mining often go mainly to what the map and the list they have made show. only benefitting a few people.
overseas companies or a local elite Factors affecting mining Observe how well they are able
only (a, v, gs) to explain these dangers using
• Explain to the learners that not all valuable minerals
k. understand the physical and examples and evidence.
are worth mining
economic problems facing
mining (u) • In groups, learners discuss and suggest factors which
may affect whether a mineral is mined or not.
l. appreciate the need for strict laws
to control mining physically and • Conduct class feedback from groups and
economically (a, v, gs) supplement where necessary.

37
GEOGRAPHY SYLLABUS

LEARNING
SAMPLE
OUTCOMES
SUGGESTED LEARNING ACTIVITIES ASSESSMENT
The learner should be
STRATEGY
able to:
Types of mining
Open cast
• Use a photograph and draw a diagram of an open cast mine. Learners use
the diagram to describe the mining.
• Learners convert the diagram of an open cast mine into a flow diagram
showing the stages of mining.
• Working in small groups and using the map showing the main mining
sites, learners list examples of open cast mining in East Africa.
• Learners suggest the advantages and possible dangers of open cast mining;
including how this might damage the environment.
• Groups compare their ideas with other groups, and then conduct whole-class
discussion.
Underground mining
• Using the map showing the main mining sites, learners list minerals mined
underground in East Africa.
• Use a photograph and draw a diagram of an underground mine (Kilembe
copper?) and ask learners to describe the method of mining.
• Learners convert the diagram of an underground mine into a flow diagram to
show the stages of mining.
• Learners suggest the advantages and possible dangers of underground
mining; including how this might damage the environment.
• Explain why Kilembe underground mine stopped for a long while and task the
learners to find out whether it has been re-opened.

Extraction of oil
• Draw a series of diagrams to show the stages in the extraction of oil or ask the
learners look this up on Interns. Learners convert the diagrams into a flow
diagram to summarise the stages of mining.
• Learners suggest possible problems of oil extraction, how this might
damage the environment and how the damage can be prevented.
• Learners discuss the problems of ownership of land where the oil is found and
compensation of the landowners.
Who benefits from mining?
• Explain the British system of ownership of minerals now used in Uganda.
• Learners suggest why development of mining, including oil extraction, is very
expensive.
• Learners suggest why, in East Africa, mining is mainly done by overseas
companies.
• Ask learners whether local people always benefit from mining and if not, why.
• Guide learners to understand that in many countries the mines are owned
by overseas companies and they pay taxes to the government. Explain that
sometimes taxes are diverted to rich people through corruption.
• Explain that this sometimes means that ordinary people in the country,
including those owning the land where the minerals are found, may get little
or no benefit, since all the money goes to overseas companies or to
important members of the government and other rich people.
• Learners suggest how corruption can be prevented so that all people can
benefit from mining.

38
 THE LOWER SECONDARY CURRICULUM

SENIOR 2: TERM 2 Theme: Mining and manufacturing in

East Africa

TOPIC 13: DEVELOPMENT OF MANUFACTURING

INDUSTRIES IN EAST AFRICA 14 PERIODS
Competency: The learner understands the advantages of developing manufacturing industries, the types and locations of
manufacturing industries and the problems of developing manufacturing industries.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY
The learner should be able to:
a. understand what manufacturing Types of manufacturing industries • Observe whether learners can
industries are (u) • Ask learners what manufacturing define and give an example of a
b. know some types of manufacturing industries are. manufacturing industry.
industries in East Africa and their locations • Learners give examples of manufacturing • Learners produce a map or poster to
(k) industries in the local area and other explain the location of industries;
c. use field work to study a local factory and areas of Uganda, and suggest where the pointing out the type of industry and
its effects on the environment (s) products of these industries are sold the factors that influence their location.
Observe the accuracy of their
d. understand the factors influencing the • Working in pairs, learners explain three
explanations.
distribution and development of any types of manufacturing industries: those
three manufacturing industries (u) making goods for sale in shops (consumer Learners use evidence from their field
goods); those making goods for sale to trip to produce a report and assess any
e. appreciate the contribution of
other industries (industrial/ producer environmental impacts. Evaluate their charts
manufacturing industries in transforming
goods); those processing agricultural and diagrams.
primary products (v, a, gs)
raw materials or minerals (processing Observe learners as they explain their
f. appreciate the importance of developing
industries). recommendations with regard to given
industries to process raw materials
• Pairs feedback to whole-class discussion. criteria.
exported from East Africa (v, a, gs)
• Working in groups, learners give examples They choose one of each of the following and
g. understand the effects of manufacturing
of each type of industry in Uganda or explain the development of one example of
industries on the environment (u)
East Africa and their locations. Learners this type of industry in East Africa: processing
investigate where manufacturing industry; industrial/producer goods industry;
industries are located in Uganda and in consumer goods industry. They explain the
East Africa and create maps to show their location; reasons for development; what
distribution. is produced; markets; benefits to the area;
problems.
• Groups present their maps to the class.
• Evaluate the flow diagrams and
• Where possible, learners should visit a
discussion to ensure that learners have
manufacturing or processing industry and
understood the types of mining.
find out what it produces, raw materials,
use of labour, capital and ownership. • Observe learners as they discuss the
advantages and problems in developing
manufacturing industries in East Africa.
Monitor pair discussion, observing depth of
their understanding. Use feedback session to
further deepen their understanding.
Observe learners’ debate to gauge how well
they have understood the issues. Clarify
where necessary.
Evaluate case studies to assess learning
outcomes.

39
GEOGRAPHY SYLLABUS

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY
The learner should be able to:
Factors that influence the development of
manufacturing industries
• Working in small groups, learners:
• list things which are needed to
develop a manufacturing industry,
thinking of specific examples they
know.
• use a range of sources on Internet
to research manufacturing industry
and apply the information to East
Africa.
• make notes on the factors necessary
for the development of industries.
• draw a flow diagram to show the
processes of industrial development
from raw materials to marketing
industrial products. (s)
• Groups present their flow diagrams to
the class. Ask questions of the learners to
clarify any points not entirely clear on the
diagrams.
• Learners think of one or two industries in
Uganda and write how each of the above
factors favouring the development of
industries is important in the
development of that industry.
• Learners work in groups to examine the
advantages and problems of developing
manufacturing industries and make
recommendations as ‘experts’ to guide
the development of industries in Uganda.
Processing industries
• Explain that many industries in East Africa
are established to process raw materials
before they are sold for export.
• Learners give four examples of
processing industries: two for agricultural
raw materials and two for minerals.
• Learners suggest the advantages of
exporting processed or manufactured
goods rather than raw materials.
• Through questioning, guide
learners to explore the idea of
adding value to a product.
• Learners suggest some agricultural
products to which farmers can add value.

40
 THE LOWER SECONDARY CURRICULUM

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT
The learner should be able to:
STRATEGY
Industrial / producer goods
• Challenge learners to suggest the kinds of
materials that are usually imported from overseas
when we are constructing things like roads,
railways, dams or buildings.
• Learners explain why it is good to develop
manufacturing industries for industrial/ producer
goods for use by other industries
• Expand learners’ ideas using the example of
cement in Uganda.
• Ask learners for their recommendations as if they
were a Minister in charge of
Industrial development. What laws would they
make to that ensure the development of
manufacturing industries benefits the people of
the local area?
Learners discuss their suggestions in pairs, and
then present their ideas to the class.
Consumer goods
• Ask learners to give examples of goods made in
Uganda for sale in the local shops.
• Ask learners to give examples of goods that we
buy from overseas but could be made in Uganda.
• Learners explain the advantages of the “Buy
Uganda Build Uganda” (BUBU) policy.
Challenges to and Problems of developing
manufacturing industries
• Learners discuss the challenges to developing
manufacturing industries in East Africa ( e.g.
capital, power supplies, transport, skilled labour,
political instability etc.)
• Learners discuss or debate whether we should
continue to import second- hand clothes and
shoes from overseas. They suggest the
advantages and disadvantages of this?
• Ask learners what they know about the wages
paid to people working in factories: are they
adequate for the workers to meettheirneeds?
• Explain the problems that arise from overseas
companies, or local companies, paying very low
wages to the workers. Learners discuss whether
there should be a minimum wage.
• Ask learners the kind of places where most
people who work in manufacturing industries
live.

Do they live in good conditions? Why do people

from rural areas come to work in manufacturing
industries?
• Explain the problems of rural-urban drift and the
creation of slums.
• Ask learners if they know a manufacturing
industry. Does it produce waste or pollution? If, so
what kind and where does it go?

41
GEOGRAPHY SYLLABUS

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT
The learner should be able to:
STRATEGY
• Discuss the problems of waste and pollution from
factories. Ask learners which particular kinds of
places are polluted.
• Discuss the dangers of pollution of lakes and wet
lands, especially Lake Victoria.
• Learners debate an imagined scenario in
which a new cement factory is to be built, some
arguing in favour of and others against the industry.
How well do they understand the processes
involved and the pros and cons for workers and the
environment?

Case study of manufacturing industry

• Choose a manufacturing industry which learners
should be familiar with and help them to develop
a case study of the industry mentioning all the
ideas learnt so far.
• To help with this activity, ask them to work in
small groups to look up one of the Uganda
cement industries on the internet.
Ask learners to select and explore another industry
in order to further debate on the challenges of
developing manufacturing industries in East
Africa. Observe how informed their arguments
are.

42
 THE LOWER SECONDARY CURRICULUM

FISHING, WILDLIFE CONSERVATION AND TOURISM IN EAST AFRICA

TOPICS 14 – 15: 22 PERIODS

SENIOR 2: TERM 2 Theme: Fishing, wildlife conservation and tourism in East Africa

TOPIC 14: SUSTAINABLE USE OF FISHERIES RESOURCES IN EAST AFRICA

12 PERIODS
Competency: The learner knows the main fishing areas in East Africa, factors affecting the development
of fishing, types of fishing and the contribution of fishing to the economy, the dangers facing fishing and ways to make it sustainable.

LEARNING OUTCOMES SAMPLE ASSESSMENT STRAT-

SUGGESTED LEARNING ACTIVITIES
The learner should be able to: EGY
a. know the major fishing areas in East The fishing grounds of East Africa. • Observe as learners sketch and
Africa, inland and on the sea (k) • Ask learners to name areas where people fish in explain methods of fishing,
b. understand the main methods of fishing East Africa. What kind of places are they? using appropriate language and
and draw diagrams to illustrate these (u, s) identifying some of the problems
• Explain two types of fishing areas:
associated with different
c. understand the factors that favour • the sea and coast methods of fishing.
fishing in East Africa (u)
• lakes and rivers. • Monitor group discussions to
d. understand the differences between
• Use wall map, Chalk board sketch map or atlas gauge learners’ understanding.
traditional and modern fishing methods
map to show main fishing areas in East Africa. Add information if necessary, to
and factors affecting the choice of
these methods (u) • Learners copy map as sketch map or create digital develop their thoughts.
maps. • Observe learners’ discussions and
e. understand the characteristics, trends,
benefits and problems of fishing in a local Methods of fishing prompt them if they need help
area • If possible, learners visit an area where fishing getting started. Evaluate how
takes place. Find out the types of fish caught, well they can contribute to the
f. understand the dangers of over-fishing
and how this can be prevented (u) methods used to catch fish, where and how the discussion.
fish are sold and problems the fishing people • Ask learners to imagine that they
g. understand the factors that cause
face. are the Minister in charge of
damage to fishing grounds, including
pollution and how this can be • Guide learners in a discussion about the types of fisheries. Ask them to make up a
prevented (u) methods used to catch fish or they have policy for Uganda to get the best
observed. Volunteers sketch these on the chalk income from fishing that will also
h. know some methods of preserving fish
board and explain each method. help preserve fish stocks. Observe
(k)
Learners use artefacts, where possible, and the relevance of their policy.
i. understand the methods of farming fish
research images of traditional fishing methods. • Observe learners as they discuss
and how they help in conserving fish
• Individually, learners draw annotated diagrams the methods and benefits of fish
stocks (u, v)
of the equipment used in fishing, and research farming, making links between
j. understand the marketing of fish(u) health, jobs and the environment.
the methods used. (spears, nets, fishing lines,
k. understand the methods of conserving traps, baskets, bow and arrow)
fishing grounds (u, v)
• Learners use photographs, video and other
research to help them draw annotated diagrams
of modern fishing methods and explain these
(trawling, drift nets, dynamite blasting). Or
learners could annotate digital images.

43
GEOGRAPHY SYLLABUS

LEARNING OUTCOMES SAMPLE ASSESSMENT

SUGGESTED LEARNING ACTIVITIES
The learner should be able to: STRATEGY
l. use statistics, graphs and charts to analyse • Learners use Internet to find out information about
trends of fish stocks and fish catches (s, fishing in East Africa
gs) • In groups, learners discuss the advantages and
m. appreciate the dangers facing fishing disadvantages of each method of fishing and
in East Africa, including over-fishing, poor whether traditional or modern methods are
methods and pollution; and the need for best for conserving fish.
strict laws and enforcement to preserve fish • Explain dangers of some modern fishing methods,
stocks(v, a, gs) (drift net and blasting) and why these are banned.
• Learners suggest dangers of using nets with small
holes and catching too many young fish and why
people do it.
Preservation of fish
• Learners brainstorm what they know about
methods of preserving fish so they can be sent to
long distance markets (smoking, salting, sun-
drying, canning, refrigeration)
Factors favouring fishing
• In group learners discuss factors which they think
will encourage fishing.
• Groups present their views to the whole class.
Explain and expand group views where necessary.
Benefits of the fishing industry
• In groups, learners discuss and list the benefits the
fishing communities and the country can get from
fishing.

Problems of the fishing industry

. Learners discuss the dangers to fishing in East Africa
e.g.:
• over-fishing
• catching young fish
• pollution of water by human waste and chemicals
from farming (fertilizers etc.) and industries etc.

Improvement of fishing
• As a class, learners discuss and suggest how the
above problems can be solved. Ask: Which of the
suggested solutions are most effective and Why?
• Elicit responses and explain with examples where
necessary.
Fish farming
• Explain that one way to increase fish production is to
farm fish.
• Using picture(s) of fish farm, guide learners to
explore how fish are farmed and the benefits of
fish farming.

44
 THE LOWER SECONDARY CURRICULUM

SENIOR 2: TERM 2 Theme: Fishing, wildlife conservation and tourism in East Africa

TOPIC 15: WILDLIFE CONSERVATION AND TOURISM IN EAST AFRICA 10 PERIODS

Competency: The learner understands the need for conserving wildlife, and the importance of tourism industry.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT
The learner should be able to:
STRATEGY
g of, wild life, National Park, game/wild life reserves, Wildlife conservation • Note learners’ definitions of
ic and prehistoric sites (k) • In pairs, with the word “wildlife” on the chalkboard, wildlife. Lead them to an
actors that influence the development of tourism in learners decide on a definition of the word. Then pairs agreement. and tourists
est of East Africa (u) tell class their definition. and explain how they are
• In pairs, learners discuss why wildlife in East Africa is connected, giving
ourism is an important form of trade, the benefits of
rapidly being destroyed (population increase, clearing examples.
ossible benefits to young people (u)
for farming, poaching) • Evaluate learners’
a tourist is, why they come and the facilities tourists
• Pairs contribute their ideas to a whole- class contributions for clarity and
discussion. relevance.
urist attractions of East Africa and locations of the
• Ask: What might be the consequences of failing to • Note learners’ definitions of
s (k)
conserve wildlife? tourist. Lead them to an
study a tourist attraction or potential tourist attraction agreement. Note how they
s) • Learners recognise some threats to wildlife and
make the connection
suggest ways to conserve wild life in East Africa.
tourists around attractions in the local area or any between wildlife and
• In pairs, with the word “tourist” on the chalk board, tourists. Give examples if
learners decide on a definition of the word. Then pairs tell necessary, to consolidate
t tourists to East Africa come from and reasons for the class their definition. their understanding.
• Guide learners in a discussion about the connection • To assess and consolidate
meaning of domestic tourism(u) between wildlife and tourists. understanding, learners
s, charts and flow diagrams to represent statistics • Learners use photographs to identify important tourist think of any areas of Uganda
attractions and draw a map to show the main national that they know well and
we should preserve wildlife and the challenges facing parks and other tourist areas in East Africa. write a short essay
on in East Africa (u) Why do tourists come? suggesting the tourist
tourists are particularly interested in natural scenery • Working in small groups, learners discuss the following: attractions it has or could
(u) have, and how they could
• Are all people who come to East Africa tourists? attract tourists, or more
ourism can bring both benefits and problems (v, a)
• What other kinds of people come to East Africa? tourists, to the area. Observe
hallenges facing tourism in East Africa and the (Tourists come for pleasure only. Others come on the writing they produce in
can be brought by tourism (u) business) order to evaluate how well
ed for conserving wildlife (v, a, gs) • Ask learners where they would like to go if they had the they understand they key
ed for ensuring political stability and security if we money to become a tourist. features of tourism.
urism (v, a, gs) • Ask: Do tourists come to East Africa to see the kinds of • Evaluate sketches or digital
things you want to see? Why not? maps.
aring for and preserving resources in the local
gns of love for one’s country (v, a) • Explain that tourists mainly come from industrialized • Evaluate learners’ job
countries where they may live in big polluted cities, so descriptions.
n attracting tourists we are always competing with
u) they like • Observe learners’ plans and
to see natural areas and wild life. East African tourists monitor
might like to see big cities because they live in rural areas. role-play. Intervene if
• Learners use Internet to find tourist attractions in necessary, to ensure
East Africa. achievement of objective.
• In conversation, ask learners
• Learners make sketch or digital maps to show the
to use what they have
location of key features that might attract tourists to
learnt to suggest the best
East Africa and select one attraction to create a sketch
ways to attract more tourists
map suitable for a tourist brochure. They discuss which
to East Africa. Evaluate the
features might be the most important and why.
depth of their knowledge
• Use photos of tourist attractions and tourist activities. and broaden it if necessary.
(National/Game parks, game/wildlife reserves, wild

45
 GEOGRAPHY SYLLABUS

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT
The learner should be able to:
STRATEGY
animals, beaches and sea etc.)
• Learners suggest other kinds of areas which attract tourists
(historic and pre-historic sites; religious places etc.) They
identify jobs associated with tourism and write a job
description for one. They identify and discuss pros and cons
of tourism and draw a diagram to show how different
groups of people benefit from tourism.

Tourism in the local area

Learners individually think of an area they know e.g. the
area round the school or their home area and investigate
through fieldwork: what things in the area are or might
be good for tourists; What activities might tourists be
encouraged to do; How the people of the area could
encourage tourists to come.
• Learners use their findings to plan a day’s activity as
though they were a tourist guide.
• Learners work in pairs and role -play one being a tourist,
and the other persuading them to go on the day activity
they have designed. Then they swap roles.
Where do tourists come from?
• Use internet to find statistics of tourist arrivals and origins of
tourists in East Africa
• Explore statistics of tourist arrivals and origins of
tourists for one or all East African countries. Learners
draw graphs and analyse them to show tourist arrivals
and origins. They could map the statistics if relevant
software is available.
• Explain that most tourists to East Africa come from
industrialized countries, especially Europe which is
traditionally linked to East Africa and is close. Also,
North America and increasingly China, Japan and
South Korea as those countries become more
industrialized and richer.
Why is East Africa popular for tourists?
• Use a wall map of East Africa and ask learners to list
main areas tourists go to. Ask why East Africa is popular
for tourists.
• Explain that East Africa has some of the best
game/national parks and wild life/game reserves,
coastlines, mountain scenery and rivers and lakes in
Africa
• Ask: what else attracts tourists? Well-developed facilities:
hotels, lodges, roads, tourist transport companies and
sports grounds.
What are the challenges facing tourism?
• In groups, learners discuss why sometimes tourists do
not come to some parts of East Africa and the
dangers which may spoil tourism.
• Ask why tourists no longer go to some parts of the Kenya
coast e.g. north of Masindi (political instability e.g. Al
Shabab: rumours of political trouble e.g. during elections
or between different ethnic groups/tribes)

46
 THE LOWER SECONDARY CURRICULUM

POPULATION, URBANISATION AND TRADE IN EAST AFRICA

TOPICS 16 – 18: 54 PERIODS

SENIOR 2: TERM 3 Theme: Population, Urbanisation and Trade in East

Africa; and Trade between East Africa
and other parts of the World
TOPIC 16: POPULATION AND URBANISATION IN EAST AFRICA 20 PERIODS
Competency: The learner understands and appreciates factors influencing population growth and distribution in East Africa and
the effects this has, including effects on environment and urbanization.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY
The learner should be able to:
a. understand the concepts related to Population growth • Observe learners using maps and
population (u) • Revision: ask learners revision questions on diagrams to make notes on high
b. know the main areas of low and high reasons for population growth: birth and and low population. Intervene if
density of population and the location of death rates and rate of natural increase, there is any misunderstanding, so
the main urban centres of East Africa (k) check understanding of terms: population, that whole-class feedback is
population density, informative and relevant.
c. use maps, statistics, graphs and diagrams population distribution, under population,
to analyse population (s) • Learners describe the problems of
and overpopulation.
rapid urban growth and suggest
d. understand the demographic transition Distribution and density of population ways of overcoming those
model and how this relates to the • Use wall map, chalkboard map or atlas or problems.
historical growth and population internet to show distribution of population in
structures of East Africa (u) • Monitor the groups and contribute
EastAfrica
if they need prompting, and clear
e. understand the relationship between • Learners list a. areas of high population up any misunderstanding. In whole-
population, resources and the provision of density; b. moderate population density;
class feedback, note if learners ask
services (u) c. low population density. They analyse
relevant questions or extend the
f. understand the factors which have led to statistics of population for East Africa and
draw a map to show areas of high, topic.
rapid population increase in Uganda and
moderate and low population density in • Ask learners to write an essay on
the rest of East Africa (u)
East Africa. whether Uganda’s population is
g. understand the relationship between • Learners suggest reasons for areas of high growing too rapidly and, if so, what
a rapidly growing population and and low density. measures should be taken to reduce
urbanisation (u) • Work in pairs, learners use maps and diagrams the rate of growth. Observe what they
h. understand Kampala city as an example to select one area of East Africa with a high have produced, exploring how
of rapid urbanisation and the advantages, density of population and one area of low balanced their essay is.
disadvantages and problems resulting density of population. They explain the reasons
from urbanisation (u) for the density of each area and describe the
results of the high or low density. Pairs
i. understand the concept of urbanisation, feedback to whole class.
the factors influencing urbanisation, and
• With the help of learners ‘answers from last
the functions of urban areas (u)
task, learners work in groups to explain factors
j. appreciate the implications of affecting density of population in East Africa.
urbanization for development (v, a) Put the following words on the chalkboard as
k. use statistics and photographs to illustrate prompts:
urbanisation and its problems (s) • climate, especially rainfall
l. understand the methods which can be • soils
• relief
used to control the rate of population
• diseases
growth (u)
• type of farming
• resources including minerals
• urbanization

47
GEOGRAPHY SYLLABUS

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY
The learner should be able to:
m. appreciate the need for, and use of • Groups nominate a speaker and speakers
population control methods (v, a, gs) feed their group’s ideas to the whole class.
n. appreciate the social and cultural • In groups, learners discuss problems of
problems of slowing down population high population densities in rural areas
growth (v, a, gs) e.g. shortage of land, land fragmentation,
o. appreciate the implications of lack of fallow period
urbanisation for development (v, a, gs) • Groups nominate a different speaker and
speakers feed their group’s ideas to the
whole class.
• Explain and supplement group ideas
where necessary.

Problems of rapid population growth

• Learners hold debate or discussion on
whether the rate of population growth in
Uganda needs to be reduced and if so, how
this can be done. Include cultural and
religious issues.

Rural-urban drift and urbanization

• Learners use internet to find the population of
some urban areas e.g. Kampala, Nairobi in • Drawing on what they have learnt
1960, 1980, 2000, 2010, 2015 about urbanisation, learners should
produce a short news report. Observe
• Learners draw line or bar graphs to show their report to identify accurate details
the statistics. of urbanisation.
• Using the graphs they have drawn, learners • Learners use their maps to explain the
analyse and explain the growth of both cities. features that encouraged
• Learners discuss reasons for rural-urban development. In conversation, ask
drift: pull factors and push factors learners to explain what they have
• Explain the structure of urban areas: learnt.
residential, commercial, and industrial; • Observe learners’ graphs for accuracy
high income, and low-income residential and understanding.
areas. • Observe as learners as they use their
• Learners relate this structure to any urban maps and graphs to compare and
area in Uganda they know. contrast Nairobi and Kampala,
• In groups, learners discuss the problems describing similarities and differences.
related to rapid growth of urban areas. • Observe learners as they explain why
Groups feedback to whole class and they have chosen the features that
explain their views using examples from they have for their cities of the future.
any urban area they know. Assess originality of ideas and how
well they defend their views.

Solving the problems of big cities

• Ask learners to discuss, using examples of
Kampala or other East African city all the
above problems and suggest possible
solutions.
• Learners work in groups to create a model
city of the future and explain its features.

48
 THE LOWER SECONDARY CURRICULUM

SENIOR 2: TERM 3 Theme: Population, Urbanisation and Trade

in East Africa; and Trade between East Africa
and other parts of the World
TOPIC 17: TRANSPORT AND COMMUNICATION IN EAST AFRICA 16 PERIODS
Competency: The learner appreciates the major types of transport and communication in East Africa, factors influencing their
development and the role of transport and communication in development.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY
The learner should be able to:
a. know the difference between transport Types of transport • Give learners a list of different types of
and communication (k) • Ask learners how people used to move goods to be transported to different
b. use photographs to identify the different and transported goods traditionally. places. Observe how well learners
types/modes of transport (s) suggest and justify the best means of
• Ask: What sort of people still use human or
animal means of transport and why? transport for a particular journey.
c. use maps to show the major transport
routes in East Africa(s) • Working in pairs, learners list the problems • Learners use evidence to explain some
caused to transport by relief and drainage factors which influence the
d. understand the factors which influence
features in East Africa. distribution of transport routes in
the distribution of the major transport
Uganda and the rest of East Africa.
routes in Uganda and the rest of East • Learners construct a table to show the
Africa (u) advantages and disadvantages of the • Learners discuss. Monitor the
different types of transport (human, discussion and help steer learners if
e. understand the role of the different types
animal, road, railway, water, air) in terms of necessary, to ensure they achieve the
of transport in development (u)
speed, cost, and ability to carry goods outcome.
f. understand the advantages and including bulk goods. • Observe pairs and ask questions
disadvantages of each form of
• Guide learners to discuss the table they during feedback to bring out any
communication (u)
have drawn to compare all forms of points not pointed out. Note how
g. understand the consequences of the transport. relevant their ideas are.
revolution in communication caused by
• Learners draw a paper or digital map • Ask learners to compare ways of
digital communication: mobile phones,
showing the main railways, important communicating with people in
computers and Internet, social media (u)
road routes and shipping routes in East other areas or places with the ways
h. appreciate the importance of transport in Africa. They draw and use maps to their grandparents used to
national and regional development (v, a, investigate proposed routes for exporting oil communicate. Observe the
gs) from east Africa and give their views. discussions about the advantages
• Guide learners to discuss how the and disadvantages of each.
development of transport is affected by
economic development and production of
goods, population, capital and markets.
• Learners discuss how the development of
transport e.g. roads and railways, affects
economic development.
• Explain the transportation of oil by
pipeline and learners suggest the
advantages and disadvantages of different
routes to transport oil from Uganda.
• Working in pairs, learners talk about the
different types of transport in their local
area and how they have benefited the
local community. They identify how
transport and communication might be
improved.
• Pairs feed their ideas back to the class and
the discussion broadens.

49
GEOGRAPHY SYLLABUS

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY
The learner should be able to:
Types of communication
• Ask learners the main traditional forms of
communication, the extent to which
these forms are still used and the
advantages they have.
• Ask learners to describe the means they
use to communicate with people close
to them and far away. They draw a table
choosing their own criteria to compare
and contrast the means of
communication they have described.
• Guide learners to explore the main
forms of communication that were
used before the development of digital
communication by mobile phone and
Internet (letters, post office, fixed line
telephones and telegraph).
• Learners describe the advantages of
digital communication by mobile phone
and internet, including social media.
• Explain some of the disadvantages and
dangers of communication by mobile
phone, internet and social media.

50
 THE LOWER SECONDARY CURRICULUM

SENIOR 3: TERM 1 Theme: Population, Urbanisation and Trade in

East Africa; and Trade between East
Africa and other Parts of the World

TOPIC 18: TRADE WITHIN AND OUTSIDE EAST AFRICA 18 PERIODS

Competency: The learner knows the types of trade carried out within East Africa and between East Africa and Africa and the rest of
the world and the importance and difficulties of each type of trade.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY
The learner should be able to:
a. use field work to study a local market/ Types of trade in East Africa • Observe what learners produce to explain
shopping centre to identify the patterns • In groups, learners go and study a local the pattern of trade established as a
of trade (s) market, using questionnaires and other result of their fieldwork investigation.
b. know the main exports of Uganda and methods. They find out the goods sold, • In conversation, ask learners to suggest
their contributions to intraregional and the sources of the goods, who the how we can get more benefits from our
international trade (u) buyers are, how the prices are set, how trade outside Uganda.
c. know the main exports and imports of the goods in the market change in • Learners identify some benefits of trade
East African countries, their destination different seasons and the problems the within Uganda and give examples.
and origins (k) traders face.
• Learners identify some of the advantages
d. understand the importance of trade in • Ask learners to individually think of their and disadvantages of signing free trade
the development of a country (u) home area or any area of Uganda they agreements with countries outside Africa.
know well. Learners list the main goods In conversation, assess the reasons for
e. know the types of trade including barter,
sold from that area. Learners find their answers.
visible trade, and invisible trade (k)
answers to the following questions:
f. understand the meaning and importance • Learners produce a report which explains
• Which of the goods from the area the relative success of goods sold within
of a favourable balance of trade and
are sold within Uganda and which Uganda – that have not been exported.
difficulties of an unfavourable balance of
ones are exported?
trade (u) In conversation, ask learners to explain
• Which are the main goods the what they think might be the challenges
g. understand the historical problems that
local people buy? associated with this kind of trade.
affect trade in East Africa (u)
• Which goods come from Uganda Note their understanding of local trade
h. understand the ways of overcoming the
and which ones are imported from and how well they communicate their
problems that affect trade in East Africa
overseas? ideas.
(u)
• Do you think the volume of the goods
i. understand why there is limited trade
from the area which are exported
between East African countries (u)
overseas is more or less than the
j. understand ways of encouraging trade volume of goods imported?
between East African countries and with
• If more goods are imported than
other African countries (u)
exported, what difficulty might
k. use flow charts, statistics and maps to this cause?
show trade patterns (s)
• Provide a table or learners find out on the
l. appreciate the advantages of processing Internet, statistics of the imports and
products to add value to exports (v, a, gs) exports of Uganda or any other country of
m. appreciate the advantages of developing East Africa. Using the statistics, learners
import substitution industries (v, a, gs) answer the following questions:
n. appreciate the need for an economic • Are most goods exported raw
system which helps to distribute the materials or manufactured goods?
resources in an equitable way (v, a, gs)
• What about most goods imported?
• What kind of goods is usually more
expensive?
• How could we increase the value of
the goods we export? Give examples
of what we could do.

51
GEOGRAPHY SYLLABUS

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY
The learner should be able to:
• Through questioning, guide learners to
find out the dangers of importing more
goods and services than we export;
including the idea of unfavourable
balance of payments.
• Ask: How can we get foreign money/
foreign exchange for buying goods
from overseas if we do not export
goods and services?
• Learners discuss this in groups and then
have whole-class feedback.
• Explain that East Africa mainly exports raw
materials and imports manufactured
goods. This is a product of history. Ask
learners to suggest how the history of
East Africa led to this. In feedback, explain
how this came about and how it affects
the East African countries.
• As a class, learners discuss the
advantages of processing our raw
materials to get more money e.g. export
processed coffee in tins, cotton made into
thread or cloth, milk processed into
powdered milk and packed in tins, or
fruits made into juice.
• Explain that people can also make money
without exporting, by selling goods
to people in Uganda. Learners give
examples of goods sold within East Africa,
and agricultural goods which can be
processed for local sale.
Trade within East Africa
• Use statistics on trade between East
African countries or learners find these
from Internet.
• Ask learners what happens if they take
goods across the border to Kenya or
Tanzania or export goods to other African
countries? What do they have to pay?
(They have to pay customs duty to the
government in the other country.)
• Ask learners to suggest why there is
limited trade between East African
countries.
• Explain that one way to increase trade in
East Africa is to abolish custom duties, but
then the governments get less money.

52
 THE LOWER SECONDARY CURRICULUM

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY
The learner should be able to:
Trade Agreements
• Ask what happens when you move goods
from one country to another (payment of
customs duty). Does this happen within
East Africa?
• Explain that some groups of countries
sign agreements to allow free trade,
without paying customs duties. The East
African Community is doing this between
East African countries and is also signing
agreements with other groups such
as the Southern African Development
Community (SADC) for free trade over
large areas of Africa.
• Explain that some overseas groups also
want to sign agreements with us e.g.
European Union or USA. But sometimes
they want to allow our goods into their
area duty free and we allow their goods
into East Africa duty free.
• Ask learners to think of the problems
if we allow their manufactured goods
duty free. How will we develop our own
manufacturing industries?
Invisible exports: labour and tourism
• Ask learners why some people from
Uganda like to go and work overseas?
• Ask learners how they benefit from this
and how the country benefits from it.
• Explain that when they send foreign
money back to Uganda this is called an
invisible export.
• Explain that there are other ways we can
make overseas money without exporting
anything e.g. tourism. Ask learners how
we get overseas money from tourists -
Tourists come and spend their money
in East Africa and we do not export
anything. These are also called invisible
exports.

53
GEOGRAPHY SYLLABUS

FURTHER USE OF MAPS; INTRODUCTION TO THE REST OF AFRICA

TOPICS 19 – 22: 54 PERIODS
SENIOR 3: TERM 1 Theme: Further use of maps; introduction to the rest of Africa

TOPIC 19: FURTHER SKILLS IN MAP READING AND MAP USE 16 PERIODS
Competency: The learner uses large scale maps or ‘survey’ maps to find out about areas.

LEARNING OUTCOMES
SAMPLE ASSESSMENT
The learner should be SUGGESTED LEARNING ACTIVITIES
STRATEGY
able to:
a. understand what a Using contours • In conversation, ask
contour is (u) • Explain that a contour is a line along which all places are of the same height. learners to use their maps
b. use contours to describe to explain what contours
• Learners go outside in an area with different kinds of slopes.
the relief of an area (s) show and explain what
Ask learners to line up along a contour and another group to line up along a kind of shapes different
c. recognise physical contour above or below the first one to show what a contour is. contour patterns mean in
and other features on
• Choose an area of steep slopes and an area of gentler slopes. Ask learners the landscape.
conventional survey
to stand on different on contours. Explain that on gentle slopes contours • Ask learners to describe
maps and photographs
are close together while on a steep slope they are far apart. physical features and
(s)
• Guide learners to explore how contours are numbered. human features seen
d. use contours to show
• Use a place with a small valley, hill and spur. Or use a sand tray to show on a survey map and
physical features on
contours. relate the two. Observe
maps and draw cross-
how accurate their
sections from simple • Learners line up along contours, or mark on sand tray, contours around the descriptions of the
contour maps (s) hill, valley and spur to show the shape of these features on a contour map. features are.
e. understand how to use • Use a very simple contour map showing steep and gentle slopes, valley, hill, • Give learners exercises
a survey map to find out spur, flat land and other relief features and ask questions to help learners to on drawing cross
about the geography of recognise the features. sections of physical
an area (u) Describing an area from a survey map features. They should
f. use survey maps to • Using survey maps, guide learners to describe relief, drainage, vegetation, mark features on their
describe the relief, farming, settlement, transport and other human activities in an area. Ask drawings and relate
drainage, vegetation, questions to guide learners to relate human features to physical features them to height.
farming, settlements, and to each other. Observe the accuracy
transport and other • Working in pairs, learners practise using sketch maps to show certain areas of their work.
human activities of an and use maps in local area fieldwork. • Observe learners as they
area (s)
• Learners describe the economic development of an area, using a use maps to explain
g. use a sketch map to survey map, including problems facing development and prospects for features in the landscape
show the areas on a development. Use maps to explain other aspects of geography throughout and patterns of
map (s, gs) the topics. development. Note how
h. appreciate the well they use the right
Using a cross section
usefulness of survey terminology relating to
maps in studying • Using a survey map, demonstrate drawing a cross section. physical and human
Geography (v, a, gs) • Learners practice drawing cross sections from survey maps. landscape.
• Learners mark human features along the cross section.
• Explain, with examples, how cross sections can be used to describe areas
and relate features of an area to height.
• Learners practise drawing cross sections and showing physical and human
features on their drawings.
• Compare hand-drawn landscape profiles with those that can be drawn
digitally e.g. using Google Earth.

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SENIOR 3: TERM 1 Theme: Further use of maps; introduction to the rest of Africa

TOPIC 20: LOCATION AND SIZE OF AFRICA 2 PERIODS

Competency: The learner knows the size of Africa compared with other continents, its position in the world and the size and position of
East Africa within Africa.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY
The learner should be able to:
a. know the position of Africa in the world Location and size • In conversation, ask learners to explain
(k) • Using globes, a wall map and atlas where the continent of Africa is in the
b. know the size of Africa compared to other maps of the world, learners describe the world with reference to world geometry
continents (k) position of Africa compared to other and identify some of its characteristics
continents and to the equator and tropics. associated with this location.
c. know the position and size of East Africa Show learners different map projections
within Africa (k) • In conversation, ask learners to explain
in 2D maps and notice the relative size
why Africa appears to have a different
d. understand that Africa occupies a unique appearance of Africa. Learners compare
relative size on some 2D maps.
position as the most tropical of continents the size of Africa on 2D maps with the size
(u) shown on a globe. • Ask learners to write an essay about
what makes Africa different from other
• Use a table to show the areas of each
continent and challenge learners to continents. Assess the extent to which
construct a simple bar graph or pie chart the learners’ essay reflects the key issues
to represent these. They should compare learnt from this topic.
the size of Africa with other continents.
• OR learners make a table of the areas of
continents from the Internet and compare
the sizes with Africa.
• Using a wall map and atlas maps of Africa
or Internet maps, ask learners to describe
the position of East Africa within Africa
and the comparative size of East Africa.
• Learners draw a sketch map
showing the location of Africa.

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GEOGRAPHY SYLLABUS

SENIOR 3: TERM 2 Theme: Further use of maps; introduction to the rest of

Africa TOPIC 21: THE RELIEF REGIONS AND DRAINAGE OF AFRICA 16

PERIODS
Competency: The learner knows the relief regions of Africa, the major landforms and drainage and understands how they were
formed and the effects of the relief and drainage on development.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY
The learner should be able to:
a. know the names and positions of the Relief regions • Observe learners as they use their
major relief regions of Africa (k) • Learners work in groups to research and maps to discuss the advantages of
b. recognise physical features from create their own 2D or 3D maps, adding Africa’s landforms and relief features
photographs (s) features as they learn about them. for the development of Africa and
make connections.
c. draw diagrams to show the formation of • Using a wall map and atlas map or
(They should mention areas of good
important physical features (s) Internet map showing the relief of
volcanic soils with high population
d. understand the characteristics of Africa and images, including aerial
densities; areas of minerals e.g. copper,
important physical features in Africa and images, ask learners to locate and
gold, uranium; fertile sedimentary soils
East Africa, including mountain ranges, describe the position of the main
and oil deposits; mountains good for
plateaus, basins and rift valleys (u) mountain areas of Africa.
tourism)
e. understand the main concept of plate • Ask learners which kind of relief occupies
• Learners use evidence from their case
tectonics and how it has led to the the largest area in other parts of Africa:
studies to present and identify some of
formation of the main physical features of plateaus or coastal plains.
the advantages and problems caused
Africa and East Africa (u) • Explain that, apart from high mountains, by landforms and how this has affected
f. use a sketch map to show the major relief most of Africa contains plateaus with communities. Observe the extent to
regions, rivers and lakes in Africa(s) small areas of coastal plains. which learners are able to describe key
g. understand how different landforms Formation of landforms advantages and problems.
affect the lives of people (u) • Through questioning, guide learners • Observe learners as they discuss the
h. appreciate that many areas contain very to revise the formation of volcanoes findings of their fieldwork and interpret
old rocks that are not very good for soil and block mountains. their local area. Note how well they
formation but rich in minerals (v, a, gs) • Explain that the mountains of Africa are express themselves and respect
either old or new volcanic mountains divergent views.
i. understand the effects of the landforms
on development, including agriculture (Ethiopian highlands, Cameroon,
and mining (u) Drakensburg and the volcanoes of East
Africa), block mountains (Rwenzoris) or
j. understand the importance of rivers and
folded mountains (Atlas)
lakes to development (u)
• Learners look up Drakensburg and Atlas
k. appreciate that rivers and lakes can
Mountains on Internet or in textbooks
be useful but can as also be spoilt by
and make notes about their origins and
pollution (v, a, gs)
age.
l. understand how their own lives and the
• Challenge learners to explain the
lives of their communities are affected
difference between the origin of the
by physical features, including natural
Drakensburg and Mountain Elgon or
hazards (u)
Mountain Kilimanjaro.
m. understand through case studies how the
• Use modeling techniques and diagrams
physical features affect the lives of people
to assist learners to understand folded
in selected areas of East Africa (u)
mountains: Atlas Mountains.
n. use field work to study any of the above
• Explain that much of Africa consists of
physical features in the local area (s)
very ancient rocks forming plateaus.
o. understand how water resources are Ask learners if rocks on such plateaus
used and controlled (u) are likely to form good soils (old hard
rocks not easily broken down or
weathered).

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LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY
The learner should be able to:
• Explain that old rocks do contain many
minerals e.g. copper, gold, uranium
so there are many mining areas in
Africa
• Guide learners to explore that on some
coastal plains and in river valleys,
sedimentary rocks have been deposited
e.g. Niger delta. These form fertile soils
and also in some areas contain oil
deposits.
• Learners develop their maps, devising
their own key to show regions and
features they have investigated and learnt
about.
Drainage
• Guide learners to use an atlas, wall map
or Internet map to identify main rivers
and lakes of Africa. Learners add these
features to their own maps.
• Ask learners to suggest the ways in which
these rivers and lakes benefit the people
of Africa.
• Learners suggest the problems the
people of Africa face in using the rivers
and lakes.
• Learners create a case study of an
area where agriculture or mining has
thrived and explain how landforms have
influenced people’s way of life there.
• Learners investigate the local area
through fieldwork and map the key
landforms and development in the
area, explaining connections between
the two.

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GEOGRAPHY SYLLABUS

SENIOR 3: TERM 2 Theme: Further use of maps; introduction to the rest of Africa

TOPIC 22: THE CLIMATE AND VEGETATION OF AFRICA 20 PERIODS

Competency: The learner understands the distribution of climates in Africa, the reasons for the distribution and the effects of
these climates on human development.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY
The learner should be able to:
a. understand the relationship between the Factors affecting the climates of Africa • Observe learners as they use maps and
Earth and the Sun and how this affects • Though questioning, guide learners to diagrams to explain the distribution of
temperatures and seasons (u) revise the seasons and apparent climate patterns across the African
b. draw diagrams to show the relationship movement of the sun. Ask learners continent, accounting for the differences
between the Earth and the Sun’s rays and when the northern and southern between the climates and making
the causes of temperature variations and hemispheres are tilted towards the sun. connections with factors such as latitude,
use these to show why the Earth can be altitude, and time of year.
• Explain that this affects the angle of the
divided into tropical, temperate and polar sun at midday. In March and September, • Observe as learners compare two of the
regions (s) the sun is overhead at noon on the climatic regions of Africa, mentioning
c. understand the characteristics of the equator. From March to September it is climate, causes of the climate, and the
climates of Africa and factors influencing overhead at noon north of the equator, effect of the climates on the way of life.
them (u) between equator and Tropic of Cancer. • In conversation, ask learners to reflect and
d. appreciate that people’s lifestyles are • Revise: ask what will happen to air when the suggest whether people in Africa today
influenced by the type of weather and sun is overhead and what this will cause? are less affected by the climates than they
climate (v, a) (Air will rise, causing convectional rain) were traditionally.
e. understand through case studies how • Through questioning guide learners to • Ask learners to use their work to explain
selected climates and types of vegetation explore how the rising air causes winds some of the current and future climatic
affect the way of life of the people in to blow from north and south towards challenges people face, and give
those areas (u) the rising air. examples (including the effects of climate
Show the diagram and map of the winds change),
f. draw a map showing the climates and
vegetation of East Africa (s) caused by this situation: north east trades • Assess their written work to check for
and south east trades. Guide learners to understanding and effective
g. draw climate graphs of local and other
understand the Inter-tropical communication.
areas and describe climates using these
convergence zone (ITCZ): an area of
graphs (s)
rising air and heavy rain.
h. appreciate that the traditional way of
• Learners look up Inter-tropical
life and farming of all people of Africa is
Convergence Zone on Internet and
strongly influenced by the climates (a, gs)
find out about its position, seasonal
i. appreciate that modern technologies movements and effects on climate.
and urbanisation have made people less
• Through questioning, guide learners to
dependent on the climate. (v, a, gs)
explore the relationship between the
j. Understand through fieldwork the overhead sun, ICTZ, wind movement and
characteristics of vegetation and how rainfall pattern in Africa.
the vegetation is affected by the • Challenge learners to explain how this
climates (u, s) relationship affects different climates:
k. appreciate the dangers of the overuse equatorial and savannah.
of the natural vegetation (v, a, gs) • Explain that places outside the tropics
l. appreciate the need to love and care for have different kinds of climate not
their local area, community and country affected by the ITCZ.
by replanting the vegetation in areas
where it has been cleared(v, a)

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SAMPLE
LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES ASSESSMENT
The learner should be able to:
STRATEGY
m. understand the main characteristics of The climates of Africa
the climates and how each affects the • Give climate statistics for learners to draw climate graphs for
vegetation of the area (u) each kind of climate in Africa: equatorial, savannah, desert,
n. understand how the traditional farming Mediterranean.
and way of life was influenced by the • Learners suggest which climates are in the ITCZ twice a year
climate (u) (equatorial), once a year (savannah) and not at all (desert and
Mediterranean).
• Learners draw a sketch map showing these climates in Africa
• Using the graphs drawn and facts about ICTZ, learners explain
the main climates:
• equatorial.
• savannah
• desert
• Mediterranean
Note: Mountain climates in high mountain areas: much colder
due to height and usually wet due to relief rain
Learners look up on the Internet each of the above climates in Africa
and find the positions and characteristics of each.
• Learners investigate the effects of climate on livelihoods
through local scale case studies, and compare the case
studies in order to identify some key positive and negative
effects of climate.

Effects of climate on way of life

• Using ideas learnt in East Africa, learners suggest types of
vegetation, farming, crops grown and animals kept in each of
the above climatic regions (except Mediterranean—teacher
to explain)
• Equatorial: tropical rain forest; shifting cultivation or
smallholdings: bananas, yams, sweet potatoes, dairy cattle,
coffee, cocoa
• savannah: grassland and scattered trees; shifting
cultivation or smallholdings: grain crops – maize, sorghum,
millet, groundnuts, cattle, goats, cotton and tobacco.
Traditional nomadic farming in drier areas
• desert: vegetation only in oases; no crops, nomadic
farming with camels, sheep, goats
• Mediterranean: short shrubs, small trees; wheat, maize,
olives, grapes
• Show photographs of each of the climatic regions or use the
Internet to find photographs. Learners to decide, with reasons,
which climatic region is being shown.

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GEOGRAPHY SYLLABUS

FORESTRY AND IRRIGATION IN AFRICA AND OTHER PARTS OF THE WORLD

TOPICS 23– 24: 36 PERIODS

SENIOR 3: TERM 3 Theme: Forestry and irrigation in Africa

and other parts of the world

TOPIC 23: FORESTS, FOREST RESOURCES AND FORESTRY IN AFRICA 20 PERIODS

Competency: The learner understands the importance and uses of forest resources in Africa and why they should be preserved.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY
The learner should be able to:
a. know where the main forest resources in African forests and their importance
Africa are and their main uses (k) • Learners brainstorm from previous • Evaluate the case studies to see how well
b. draw maps to show the areas of the case knowledge where the main forests in learners have understood the problems
studies on forestry and graphs to Africa are and how these are related to of and solutions to deforestation.
illustrate their climates (s) the climate. What type of timber do they • Use learners’ summaries to evaluate how
c. understand the location and reasons for produce? Learners draw and use maps to well they have understood the conflict
location of the forest resources in Africa (u) show this information. between development and conservation
• Ask learners to use their maps to explain or preservation of the environment.
d. know the characteristics of the forests in
Africa (K) the location and types of forests in Africa • Observe learners as they present their
and link these two aspects to climate. reports and give reasons for their views.
e. understand the importance of forests in
terms of the environment (u) • Learners brainstorm from previous Note how well they communicate orally,
knowledge the main characteristics of collaborate and defend their views.
f. understand factors that favour the
tropical rain forests.
development of a hardwoods industry (u)
g. understand the methods of harvesting • Learners work in groups to research
trees from the forest (u) African forests on Internet and identify
a list of benefits they bring to the
h. understand the development of the
environment, people and the economy.
hardwood trade in Gabon (u)
i. recognise from photographs the • In groups, learners discuss the importance
characteristics of forests and activities of forests in preserving the environment
related to logging in Gabon (s) (preserving, binding and forming soils;
absorbing rain fall and giving off water
j. use simple graphs, charts and diagrams
vapour through transpiration, creating
to present and analyse statistics on the
rainfall).
timber industry in Gabon (s, gs)
k. draw a map showing the major forested • Learners use their research and
areas and timber processing areas in present their data to other groups with
Gabon (s) explanations.
l. appreciate the dangers of unsustainable The use of forests in Gabon
forestry in Africa and the dangers of • Explain that African forests mainly contain
destroying forests (v, a, gs) hard wood trees, the most valuable
m. appreciate the dangers of overuse of timber.
the natural vegetation (v, gs) • Ask learners to suggest why the timber
n. understand the effects of human industry has developed in Gabon
activities on the environment (u) (accessible with flat land, rivers for floating
o. draw diagrams and flow diagrams to logs, other transport, capital often from
show stages in logging (s overseas, political stability; the most
important).
p. appreciate the need to preserve the
natural environment (v/a, gs)
q. appreciate the dangers of overuse of
natural resources: deforestation and over-
fishing (v/a, gs)

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 THE LOWER SECONDARY CURRICULUM

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY
The learner should be able to:
• Show photographs of logging and ask
learners to describe what they see.
In pairs, learners construct a flow diagram
to show the production, use and export
of timber (show clearing roads/paths,
chain saws, tree falling, cutting timber
into logs, transport, log collection points,
export overseas by barge/ship, local use in
timber factory). Pairs exchange their flow
diagram with another pair, discuss their
ideas and agree on how to improve them.
• Ask learners why it is better to process the
timber and make things in Africa, rather
than selling it directly overseas. What can
be made? What are the difficulties in
processing timber? (furniture industry,
building, paper; the main difficulty is
inadequate capital)
Destruction of forests in Africa
• Learners work in groups to research
deforestation in Africa using the Internet
or textbooks. They use this research and
class discussions to help them assume
the role of the Minister responsible for
Forests and report back with a policy to
control the cutting down of forests.

• Ask learners if they have heard of illegal

destruction or cutting down of forests in
Uganda. Why is this happening, and what
are the trees used for? (Forests cut for
timber for sale, for charcoal, and clearing
land for farming).
• Explain that this is happening in all
forested areas of Africa. Ask learners the
dangers of cutting down too much forest
cover. What are the difficulties of
controlling deforestation?
• Ask learners how this can be controlled
and how we can replace the forests (e.g.
use strict laws, prevent corruption,
replant forests, and have laws that one
must replace every tree they cut.)
• Through questioning assist learners to
explore why re-planting forests only
works partially (the planted forest does
not contain the same variety of species
as the natural forest and hard wood takes
a long period of time to grow).

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SENIOR 3: TERM 3 Theme: Forestry and irrigation in Africa and

Other parts of the World

TOPIC 24: IRRIGATION FARMING IN AFRICA 16 PERIODS

Competency: The learner understands why irrigation is becoming particularly important in African farming, and the methods of
small scale and large-scale irrigation.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY
The learner should be able to:
a. understand how problems of the physical The importance of irrigation and types of • Through conversation, check learners’
landscape can be overcome with irrigation understanding and their appropriate use
traditional or modern technology (u) • Revision: ask learners why irrigation of terminology as they respond to initial
b. recognise physical and other is important in Africa and becoming questions and discuss this as a class.
features on conventional survey increasingly important. • Learners use their work to suggest
maps and photographs (s) • Revision: show pictures of different whether a large-scale irrigation scheme
c. draw maps to show the areas of the case methods of irrigation and ask learners to based on cooperation between local
studies and graphs to illustrate their describe them. farmers and government would be
climates (s) • Learners suggest which parts of Africa are suitable for Uganda and give their
most important for irrigation reasons, using evidence.
d. know the parts of Africa where irrigation
is most important and some examples of • Learners work in pairs or groups to • Observe learners as they explain their
irrigation schemes (k) research examples of irrigation schemes recommendations for methods of
and jointly contribute to a class map irrigation suitable for Uganda, using
e. know one example of a large-
that has the schemes and their countries evidence from their research and class
scale irrigation scheme in
labelled. discussions.
Africa(k)
The Gezira irrigation scheme • In conversation, ask learners to justify
f. understand why irrigation is
• Show a map of the position of the Gezira their recommendations. Note their
becoming increasingly important in
scheme in relation to the branches of the understanding of the suitability and
Africa (u)
Nile and a climate graph of the Gezira cost-effectiveness of the methods of
g. understand the factors leading to the irrigation; and how well they defend
area. Ask learners to suggest why the
development of the Gezira scheme their opinions.
Gezira scheme was built where it is and
(u)
factors leading to its development.
h. understand how the Gezira • Learners look up Gezira irrigation scheme
scheme works, its benefits and on Internet and describe what they find out.
difficulties (u) They use information from climate graphs
i. use statistics and other information to and maps to help them with the context
analyse different aspects of the and create their own annotated map to help
Gezira scheme (s, gs) explain the location. They use photographs
j. appreciate the advantages of to help them investigate the type of
government cooperation with small scale irrigation method used.
farmers (v, a, gs) • Learners investigate climate graphs over
k. appreciate the dangers of corruption in time and discuss present day issues of
government schemes (v, a, gs) climate change. They work in groups to
come up with ideas as to how this might
affect irrigation in some areas.
• Describe with diagram the organisation
of the Gezira scheme as cooperation
between government and smallholders.
• Ask learners to suggest the advantages of
cooperation between government and
local farmers.
• Through discussion and
questioning guide learners to
understand the problems of the
Gezira scheme.
• Learners suggest some of the problems of
schemes organized by governments.

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LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY
The learner should be able to:

l. know the areas of China where irrigation Irrigation Farming in China

is important and the main crops grown
The Climate of China
on irrigated farms (k)
• Using a wall map, globe, and atlas
m. draw maps to show areas of the case
show the position of China and ask
studies, and graphs to illustrate their
learners to describe its position. Build
climates. (s)
up a description of location through
n. understand reasons for the importance learner responses.
of irrigation in China (u)
• Using a map showing annual rainfall, ask
o. understand the main methods of learners to point out the wet areas, drier
irrigation used in China (u) areas and very dry areas.
p. understand the principles and use of • Show a climate graph of monsoon
hydroponics (u) climate near coast. Ask learners to
q. recognize and describe irrigation describe climate. (Wet, hot summers;
farming in China from photographs (s) cooler, dry winters). Which climate of
r. appreciate the importance of rice East Africa is similar? (Savannah)
growing and irrigation in China (v, a, gs) • Learners look up monsoon on Internet.
s. appreciate the lessons Uganda can learn • Using a chalkboard sketch showing
from rice growing and the Gezira in-blowing winds in summer, out-
irrigation scheme (v, a, gs) blowing winds in winter, briefly explain
the monsoon; as the reversal of wind
movement.
• Ask learners which season will be wet,
and which one will be dry. (Wet summers
with in-blowing winds; dry winters
without- blowing winds.)
• Guide learners to understand how and
why the amount of rainfall depends on
the distance from the sea.
• Summarise the regions: wet coastal
plains, drier inland, Very dry in west,
Cold in mountains.
• Learners collaborate to produce a
“weather forecast” for a given region,
using maps and charts and present it
to the rest of the class.
• Challenge learners to use the knowledge
they have so far got about the climate of
China to explain why irrigation is
important in the country (monsoon
climate with dry season; very dry areas
inland away from coast).
• Elicit from learners the main crop grown
in China (rice). Ask learners why irrigation
is important for growing rice. (Land must
be flooded).
• Use a series of photographs of the stages
of rice growing. Explain these and learners
draw a flow diagram to show stages in
growing rice (from land preparation to
drying the seeds).
• Learners research using Internet or
textbooks to locate key areas of rice
growing in China and create their own
sketch maps.

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GEOGRAPHY SYLLABUS

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY
The learner should be able to:
They research some facts and images
about the rice growing process at
different locations. Ask learners why rice
is called a labor-intensive crop.
• Though questioning, guide learners to
explore other problems associated
with rice growing in China.
• Explain how hydroponics is used for
growing rice in China.
• Explain other crops grown in China
e.g. wheat and corn in the drier areas.
• Learners compare the methods of
irrigation used on the Gezira Plains
and in China and suggest the one
which is most suitable for Uganda.
Probe learners to give reasons for their
suggestions.

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MINING AND INDUSTRIALISATION IN AFRICA;

AND OTHER PARTS OF THE WORLD TOPICS 25 – 27: 36 PERIODS

SENIOR 4: TERM 1 Theme: Mining and industrialisation in Africa; and Other

parts of the world
TOPIC 25: MINERAL RESOURCES AND MINING IN AFRICA 16 PERIODS
Competency: The learner knows the main mineral resources in Africa; understands how minerals can contribute to the development
of African countries.

LEARNING OUTCOMES SAMPLE ASSESSMENT

SUGGESTED LEARNING ACTIVITIES
The learner should be able to: STRATEGY
a. understand the use of mineral Minerals in Africa • Observe as learners hold
resources in the development of • Use a wall map, sketch map and/or atlas map or Internet a discussion on whether
any two industries in Uganda (u) map of mineral resources and mining areas in Africa. Learners mining has benefited
b. recognise types and draw the map and make a table to summarise countries with Africa or not.
minerals and the minerals in each country. (Use the most
consequences of mining from • Learners use
important mining areas only, not an
photographs (s) photographs and their
exhaustive list).
research to explain the
c. appreciate the positive and • Revision: Using their knowledge about mining in East Africa (topic
impacts of mining on
negative contribution of mineral 15), learners draw diagrams to show the three main methods of
the environments and
resources to development (v, a, mining: open cast, underground and oil extraction. They make a
give reasons, with
gs) list of the problems of each method.
evidence. (Include a
d. understand why most mining is • Learners annotate photographs of mining, identifying the photograph of pollution
capital-intensive (u) process in each and how it might affect the environment. by an oil mine in Nigeria
e. understand why much of the Case studies or any other oil mining
mining in Africa is controlled by • Case studies of mining areas: underground gold mining in country in Africa.)
overseas companies (u) South Africa; copper mining in Zambia and Congo; oil in Nigeria. • Ask learners to explain
f. draw a map to show the main Emphasise the social, economic and environmental problems: the pros and cons of
mining areas of Africa (s) migrant labour in South Africa; landlocked area, transport mining and use their
g. draw diagrams to show the main problems and politics in Zambia/Congo; pollution in Nigeria (show research to explain who
methods of mining (s) photographs of pollution in the Niger delta) the winners and losers
• Learners look up one of the above case study areas on the Internet. might be.
h. appreciate the dangers that most
people may not benefit from • Observe groups as they
mining in the countries where it discuss and make
Economic benefits of mining suggestions and
takes place (v, a, gs)
• Ask learners to suggest the possible economic benefits of recommendations
mining to the governments and people (profits from taxes and aimed at ensuring that
exports, employment, infrastructure development, social service mining benefits
development). everyone. Note how
• Explain why these economic developments do not always benefit well they collaborate,
the people of the countries: mines owned by overseas companies respect views at
who send profits overseas; poor wages paid to miners, especially variance, originality of
formerly under apartheid; corruption when the rulers take all the their ideas and problem-
profits and only a few people become rich e.g. Nigeria, Angola; solving skills.
pollution destroying people’s land e.g. Nigeria; political conflict
partly caused by mining e.g. Congo, Biafra war, Zimbabwe.
• Learners discuss the above problems and collaborate in groups
to come up recommendations and suggestions as to how we
can ensure that most people in a country benefit from mining.

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GEOGRAPHY SYLLABUS

SENIOR 4: TERM 1 Theme: Mining and industrialisation in Africa; and Other

parts of the world

TOPIC 26: INDUSTRIAL DEVELOPMENT IN AFRICA 14 PERIODS

Competency: The learner understands the economic importance and difficulties of industrial development in Africa and
knows the main types of industries that have been developed.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY
The learner should be able to:
a. know the meaning of manufacturing Manufacturing industries • Evaluate learners’ case studies to see
industries (k) • Revision by questioning: remind learners how much their prior learning has been
b. understand the factors that influence that in studying East Africa, they learnt consolidated.
the distribution and development of about three kinds of industries: mining • Observe groups as they discuss the
any three manufacturing industries (u) industries; agricultural processing advantages of African countries
c. understand the effects of manufacturing industries; and manufacturing establishing manufacturing industries.
industries. Explain that they have looked Assess learners’ level of collaboration
industries on the environment (u)
at mining industries and agricultural and understanding of the importance
d. understand the use of energy resources processing industries in different topics.
in the development of manufacturing of manufacturing industries.
Now we will look at manufacturing
industries in Uganda or the rest of East industries. Ask what two kinds of • Ask learners to choose one industrial
Africa (u) manufacturing industries there are. area. They use their map and information
e. visit a local factory to find out how it (Consumer goods and to explain why it was developed; what
works and its effects on the industrial/producer goods industries). industries are found; what benefits it
environment (s) brings to the country; and what problems
• Either recap an earlier fieldtrip to a factory
it has. Observe what they produce to
f. appreciate the contribution of site or arrange a visit and ask learners
explore relevance and accuracy.
manufacturing industries in transforming to create a small case study identifying
primary products (a, v, gs) what happens there, the positive and
negative impacts of the factory on the
g. understand the benefits manufacturing
people, the environment and economy
industries can bring to African countries
and to explain how they feel about it.
(u)
• Using a map, guide learners to find out
h. understand the problems of developing examples of major industrial areas in
manufacturing industries in African Africa (Accra-Tema, Ghana; Lower Egypt
countries (u) industrial area; Witwatersrand or Rand
i. study, through research, examples of industrial area, South Africa). Learners
areas with manufacturing industries (gs) draw their own map or annotate a digital
j. draw a map showing important industrial one.
areas in Africa. (s) • Learners construct a table to compare
k. appreciate why many African countries these industrial areas under the following
are trying to develop manufacturing headings and illustrate with their own
industries (v, a, gs) sketch maps or digitally sourced maps:

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 THE LOWER SECONDARY CURRICULUM

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY
The learner should be able to:

Factors Accra- Egypt Rand

Tema
Raw
materials
Power
Raw
materials

Fresh water

Land
Relief
Transport
Capital
Labour
Market
Government
policies

• For each area, learners explain the main

industries and their ownership.
• Learners use Internet to help them
compile the above table.
• Working in groups, learners discuss the
advantages of African countries
establishing manufacturing industries.
Groups feed their ideas into a class
discussion.

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GEOGRAPHY SYLLABUS

SENIOR 4: TERM 1 Theme: Mining and industrialisation in Africa;

and Other parts of the world

TOPIC 27: MINING AND INDUSTRIAL DEVELOPMENT IN CHINA 6 PERIODS

Competency: The learner understands why and how industries developed in China, the industries which developed, and how
they have evolved.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY
The learner should be able to:
a. know the minerals found in China (k) Minerals and mining in China • Evaluate accuracy of learners’ maps.
b. know the types of industries in China (K) • Use a wall map, atlas map or Internet map to • Observe as learners explain whether
c. draw a map to indicate the main mining show the location of the main minerals in most African countries have the same
and industrial areas of China (s) China. Learners find these with their own advantages for development of
sources and create their own maps. industries as China.
d. understand how China developed
• Explain the importance of minerals in the • In conversation, probe learners to
industries (u)
development of industries in China. clarify their ideas and defend their
e. realise the role of the government and Industrial development in China opinions about the potential for
central planning in industrial • Explain the importance of government policy developing manufacturing industries
development (u) in the development of industries in China: in African countries.
f. understand changes in industries in China communist control of the economy and
• Learners use their research to give
(u) industrial development – the Great Leap
their views on the pros and cons of
g. understand the importance of Africa as a Forward. Later government control of
Chinese investment in Uganda,
market for Chinese goods and investment industrial development.
giving examples of small and large-
(u) • Learners work in groups to research facts
scale projects as explanation.
about industrial development in China,
h. appreciate the growing importance of
using the Internet and other sources, and
China in the economic development of
make a small presentation with maps and
Africa (v, a, gs)
charts to illustrate the development. They
investigate current news stories to search
for information about Chinese investment in
Uganda.
• Ask learners the kinds of products from
China that are sold in Uganda. (Cheap
consumer goods, textiles, plastics;,
Electronic goods especially mobile phones
and computers).
• Explain the industries developed in China
and changes in these: starting with heavy
industries (iron and steel.); consumer goods
industries based on cheap labour; changes
to more advanced technological industries as
wages increased.
• In pairs or groups, learners discuss and
suggest the advantages for the development
of industries China has: minerals and other
raw materials; very large population for cheap
labour and big market; education
emphasising technical and industrial skills;
government control and encouragement.
• Ask learners if they can name any projects in
Uganda or other areas of Africa where
Chinese are investing. What sort of projects
are these? Why are the Chinese good at
these projects? (Roads, railways, hydro-
electricity: large scale projects where they
have experts backed by large companies).

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 THE LOWER SECONDARY CURRICULUM

POPULATION AND URBAN DEVELOPMENT IN AFRICA AND

OTHER PRTS OF THE WORLD TOPICS: 28 – 29: 36 PERIODS

SENIOR 4: TERM 2 Theme: Population and urban development in Africa and Other
parts of the world

TOPIC 28: POPULATION AND URBANISATION IN AFRICA 22 PERIODS

Competency: The learner understands the growth rates and distribution of population in Africa, reasons for rapid urbanisation and its
consequences.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY
The learner should be able to:
a. understand the concepts related Population growth • Eliciting as much information as possible
to population (u) • Revision by questioning: Ask learners to from learners, evaluate how well they can
b. understand the relationship between explain birth and death rates, and how recall prior learning.
population, resources and the provision these rates affect population growth. • Monitor group discussion and prompt
of services (u) • Using the statistics of Africa’s learners where necessary. Note how well
c. understand the demographic transition population about every 10 years from they communicate orally.
model and how this relates to the 1900 to date, ask learners to describe • Listen to learners discuss and give their
historical growth and population the growth of population over the opinions about the rapid growth of
structures of East Africa(u) population in Africa: they give reasons
period.
d. understand the factors which have led and suggest strategies, using evidence.
to rapid population increase in Uganda • Learners use the Internet to find the
above figures. • Ask learners to use maps and graphs
and the rest of East Africa to analyse rapid urbanisation and its
e. use maps, statistics, graphs and • Learners suggest reasons for the rapid
problems. Observe their discussions and
diagrams to analyse population (s) growth of population in Africa E.g.:
solutions and evaluate their reasons.
f. know the areas of high, moderate and • high fertility rate Note the feasibility of the solutions they
low population density in Africa (k) • high birth rate suggest.
g. locate and name some major urban • early marriage .
areas in Africa (k, s)
Distribution of population
h. understand the distribution of
population in Africa and the factors that • Using a map showing the distribution
influence the distribution (u) population in Africa, ask learners to
h. understand why the population of some identify the main areas of high density
countries is growing faster than others (u) (over 40 persons per sq. km.),
moderate density (10 – 40 people per
i. appreciate the advantages and problems
of having a large or rapidly increasing sq. km.) and low density (less than 10
population in a country (v, a, gs) persons per sq. km.) and suggest reasons
for these densities.
k. understand the methods which can
be used to control the rate of • Learners work in groups to discuss and
population growth (u) list the factors which affect the density of
l. appreciate the need for, and use of population population in Africa.
control methods (v, a, gs) • Explain and expand the learners’ views
m. use statistics and graphs to show rapid urban where necessary.
development (s)
n. understand rural-urban migration and the
reasons for this type of migration(u)

69
GEOGRAPHY SYLLABUS

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY
The learner should be able to:
o. understand the rapid growth of Problems caused by rapid population
urban areas, problems facing urban increase
areas and the effects of urbanisation • Learners look up population growth on
on the environment (u) the Internet.
p. draw maps to show the main areas of • Learners work in pairs and discuss the
high density of population and main problems caused by increasing rate of
urban areas of Africa (s) population growth and high densities of
population, drawing on their own
q. appreciate the need for planning urban
experience and previous discussion of
areas and urban growth (v, a, gs) Uganda (topic 21). Look at rural and urban
r. understand the relationship between areas. Compare views with another pair.
a rapidly growing population and • As a whole class, learners discuss and give
urbanisation (u) opinions on whether African countries
should try to reduce the high rate of
population growth, giving reasons.
• Ask learners how the rate of population
growth can be reduced and whether they
agree with the following possible methods:
• birth control and family planning
• abstinence
• education of women
• education of men
• limiting number of children allowed in a
family, as in China
Urbanisation in Africa
• Learners make a statistical analysis of the
population growth in some urban areas.
• Learners choose some urban areas/cities in
Africa. Look them up on Internet and
describe their characteristics.
• Learners discuss the causes of rural-urban drift.
• Learners discuss and list the problems
caused by rapid urban growth: revision of
topic 21.
• Learners discuss the need for planning
urban areas.
• Learners look up Lagos on Internet
• Guide learners to carry out a case study of an
urban area in Africa: Lagos or similar area,
emphasising growing inequality and social
problems caused.
• Learners discuss how the problems of
urban areas can be solved or alleviated.

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 THE LOWER SECONDARY CURRICULUM

SENIOR 4: TERM 2 Theme: Population and urban development

in Africa, and Other parts of
the World

TOPIC 29: POPULATION AND URBANISATION IN CHINA 14 PERIODS

Competency: The learner understands the size of China’s population, the history of its growth rate, the one-child population
policy and its impacts on the country’s population growth and development.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY
The learner should be able to:
a. know the total population of China and China’s population and population Observe learners’ use of sources and
the changes in her population growth growth effectiveness in applying researched
rate (k) • Use a table to show the population of information in tables and graphs.
b. know the number and size of some urban the world’s biggest countries, and some Evaluate how effectively learners recall prior
areas in China (k) countries of Africa, as a proportion of the learning.
c. understand the size and rapid growth of world’s population. Learners compare the • Learners use their research and
China’s population and reasons for this (u) populations and realise the size of China class discussions to explain how the
compared to other countries. government controls the population and
d. understand the reasons for the adoption
of the one child policy in China (u) • Learners use Internet to find figures for movement to urban areas in China. In
the above table. conversation, ask them to explain their
e. understand the consequences of the
• Using a table or graph of China’s views.
one child policy and changes in it (u)
population from about 1900 to the • Learners discuss and give reasons as
f. understand the reasons that lead to
present, ask learners to describe the to whether such policies are possible
rural-urban drift and growth of urban
growth of population during the period. or desirable in Uganda or other African
areas in China (u)
• Learners use Internet to construct the countries.
g. understand the growth of Shanghai as a
above table or graph • Observe learners as they discuss and
major city (u)
• Learners suggest reasons for the rapid evaluate how well the express their
h. understand government control over the views, and respects each other’s
growth and the later decline of the
growth of urban areas (u) opinions.
growth rate. Learners compare these
i. use maps, statistics, graphs and diagrams reasons and trend with East Africa and
to analyse population (s, gs) other African countries (rapid growth but
j. draw a map to show the major urban no decline in rate).
areas of China (s) • Explain the rapid growth: due to large
k. understand the methods which can be birth rate but decreasing death rate due
used to control the rate of population to modern medicine, as in Africa.
growth (u) • Through discussion, guide learners to
l. appreciate the advantages and understand the one-child policy and its
disadvantages of the one child policy(v, a) effect on population growth. Explain
m. appreciate the advantages and other social consequences of one child
problems of having a large or rapidly policy: special treatment of one child;
increasing population in a country (v, a) abortions of female children as males
are more important in culture;
n. appreciate the need for, and use of
imbalance of males and females and not
population control methods (v, a)
enough females for men to marry.
• Through questioning, guide learners to
explore the reasons for the change to
the two-child policy.
• Learners work in pairs to investigate and
research the one-child policy in China on
Internet and share the information they
have found with their group.

71
GEOGRAPHY SYLLABUS

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY
The learner should be able to:
Urban areas in China
• Show a table of number and size of
urban areas in China with large
populations.
• Learners suggest reasons for the
increasing size of urban areas based on
topic 30 on industrialisation.
• Explain the policies used to control
rural-urban drift and population
migration in China (people need
permission to move to urban areas or
they do not get social services,
including free education). Ask learners
what problems may be avoided by this
policy.
• In groups, learners discuss whether
this policy would be good in Africa,
including Uganda.
• Learners locate Shanghai on the map of
China.
• Learners suggest why Shanghai has
become a big city.
• In pairs or groups, learners suggest the
reasons that led to the growth of
Shanghai as a big city. Expand their ideas
and point out China’s original growth as
a European enclave like Hong Kong.

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 THE LOWER SECONDARY CURRICULUM

TRANSPORT, COMMUNICATION AND TRADE IN AFRICA;

TRADE BETWEEN AFRICA AND EUROPEAN UNION; TRADE
BETWEEN AFRICA AND ASIA: TOPICS 30 – 31: 18 PERIODS

SENIOR 4: TERM 3 Theme: Transport, communication and trade in Africa

TOPIC 30: DEVELOPMENT OF TRANSPORT, COMMUNICATION

AND TRADE IN AFRICA 10 PERIODS
Competency: The learner understands the main forms of transport and communication and trade in Africa; and the advantages and
disadvantages of each.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY
The learner should be able to:

a. use maps to show the major transport Transport in Africa • Observe learners making tables and
routes (s, gs) • Use a map showing the main railways, evaluate their transparency and
b. understand the role of the different types important inter-African roads, main effectiveness in delivering
of transport in development (u) navigable waterways, main international information.
c. use photographs to identify the different airports and main ports of Africa. (Note: • Evaluate how effectively learners
types/modes of transport (s) show only the very important ones.) are consolidating their prior
• In pairs, learners make a table from the map, learning, and ability to build on
d. appreciate the importance of transport in
showing type of transport, the places it links, this.
national and regional development (v, a)
and countries linked. • Observe learners as they discuss and
e. understand the difference between
• Learners suggest reasons for this pattern explain the problems facing inter-
internal transport, inter-African transport
of transport: African trade. How well can they
and international transport (u)
• transport developed by colonial identify the advantages and
f. understand how the main forms of powers which were more interested in disadvantages of developing more
transport used for international journeys exporting raw materials outside Africa inter-African trade?
are different from those used in inter- and importing industrial goods than
African and internal transport (u) • Note how well learners explain
inter - African trade. whether and how the internet will
g. know the characteristics of the main • transport networks mainly developed improve trade within Africa. To what
forms of inter-African transport (k) within each country’s borders or within extent are they able to back this up
h. appreciate the advantages, disadvantages countries linked politically e.g. East with reasons?
and uses of the main forms of inter- African Africa or southern Africa.
transport (v, a, gs) • different colonial powers introduced
i. understand the development of water railways with different gauges
transport in Africa (u) • many African countries produce the
j. understand why inter-African transport is same kinds of goods, so there is no
less developed than transport between need for trade with one another.
Africa and the rest of the world (u) • Through discussion, assist learners to
explore the physical problems that affect
k. know the main forms of international
transport in Africa e.g. in Congo.
transport (k)
• Ask learners which types of transport are
l. understand the main forms of trade
likely to be important for inter -African
in Africa: internal, inter-African and
trade (road and air, and rail in some
international (u)
places). Which types of transport are
m. understand the trade patterns of the important for international trade outside
selected countries and the factors Africa? (ship and air)
influencing them (u) • Ask learners to suggest the usefulness and
n. understand the contributions of trade advantages of developing inland water
to the development of the selected transport e.g. on Congo River. Ask learners
countries (s) the importance of developing ports in

73
GEOGRAPHY SYLLABUS

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY
The learner should be able to:

o. use flow charts, statistics and maps to Africa.

show trade patterns (s) The role of China in developing African
p. understand the main forms of transport
international communications (u) • Learners use the Internet to look up:
q. understand how the Internet has China: building railways in Africa.
transformed international communication • Refer back to Chinese investment in large-
(u) scale projects in Africa (topic 3o).
r. use statistics flow charts, maps and • Explain Chinese investment in railways in
graphs to analyse trade in African Africa: the Tanzam railway in 1970s and the
countries (s, gs) East African Standard gauge railway today.
s. appreciate the importance of • Ask learners to suggest the advantages
promoting inter African transport and and disadvantages of Chinese investment
communication to promote African in railways in Africa.
unity and trade (v, a, gs) Trade in Africa
• From previous knowledge, learners list
the main forms of trade: inter-African
and international. Learners explain why
international trade is more important to most
African countries than inter-African trade
• Use an example of trade statistics of two
African countries and challenge learners
to draw a suitable graph or diagram to
represent the statistical information.
Learners use the graph or diagram they
have drawn to comment on the trade.
• Learners find on the Internet trade
statistics for two African countries and
compare the trade.
• In groups, learners discuss and explain the
problems facing inter-African trade. They
identify the advantages and
disadvantages of developing more inter-
African trade.
Communications in Africa
• Revision: learners list the main forms of
communication in the past and today.
• Ask learners how they would communicate
with people in other African countries.
• Learners suggest the changes in
communication brought about by the
Internet and social media. How has this
helped Africa?
• Learners explain whether and how the
internet will improve trade within Africa and
back this up with reasons.

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 THE LOWER SECONDARY CURRICULUM

SENIOR 4: TERM 3 Theme: Transport, communication and trade in Africa

TOPIC 31: TRADE BETWEEN EUROPE AND AFRICA; ASIA AND AFRICA
8 PERIODS
Competency: The learner knows the main forms of trade between Europe, and Africa and the advantages and disadvantages for
both; the trade between China and Africa and the reasons for its increasing importance.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY
The learner should be able to:
a. know the trade which exists between Trade between the European Union and • Learners use what they have learnt to
Europe, and Africa (k) East Africa report whether they believe a duty- free
b. know the trade between Asia and Africa • Explain that the European Union (EU) is agreement with the European Union
(k) large political block with 27 countries. (NB would. Observe and note to what extent
UK currently due to leave in March 2019). learners can give reasons.
c. understand the benefits of trade to both
sides (u) For trade the member countries negotiate • Learners explain what it means and
as one body identify the pros and cons of free trade.
d. appreciate the role of trade in
• Present trade statistics for one or more Observe and note to what extent learners
development (a)
years between the EU and any one African they can explain their reasons.
e. use flow charts, statistics and maps to
country. Give a series of questions for • Learners suggest what is fair and what is
show trade patterns (s)
learners to analyse these statistics. What not, in trade relations with other countries
f. form opinions about these two types of kinds of goods do the African countries such as China and explain why.
trade with Europe and Asia (a) export to Europe and what kind do
g. analyse the trade statistics between the European countries export to Africa?
European Union and African countries • Learners do the above activity
and Asia and Africa (s) obtaining statistics from the
h. appreciate the difficulties of negotiating Internet.
trade agreements (v, a, gs) • Learners discuss what benefits this trade
brings to the EU and to African
countries.

75
GEOGRAPHY SYLLABUS

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY
The learner should be able to:
i. appreciate the increasing importance of • Explain that in 2017 the EU was • Learners use what they have learnt to
China in Africa and African development negotiating a trade agreement with report whether they believe a duty- free
(v, a, gs) East Africa where the goods from each agreement with the European Union
j. appreciate the need for an economic side would enter the other side without would. Observe and note to what extent
system which helps to distribute the paying duty. Ask learners to suggest what learners can give reasons.
resources in an equitable way (v, a) benefits this would bring to each side. • Learners explain what it means and
Learners find out if this has now been identify the pros and cons of free trade.
agreed. Observe and note to what extent learners
• Ask learners to suggest the problems they can explain their reasons.
this might bring East African countries in • Learners suggest what is fair and what is
developing industries. not, in trade relations with other countries
• In trade negotiations, which countries such as China and explain why.
do you think are most powerful: the
developed industrialised countries or
the less developed non-industrialised
countries? Explain your reasons.
Trade between Africa and Asia
• Ask learners what kinds of goods which
they buy are made in Asiatic countries.
Refer to prior learning.
• Learners use Internet to find statistics of
trade between East Africa and Asia.
• Refer back to the development of
industries in China (topic 27). Ask learners
why many Asian goods are very cheap
(low wages e.g. in China compared with
‘western’ industrialised countries; mass
production giving ‘economies of scale’;
some goods of very low standard)
• In China, wages are increasing: what
effect might this have on trade? (Goods
become more expensive and cheaper
to buy from other Asian countries; China
beginning to export more technically
advanced goods like mobile phones,
computers, televisions etc.)

76
 THE LOWER SECONDARY CURRICULUM

ASSESSMENT

Assessing the new expectations for learning

The curriculum sets new expectations for learning, with a The “Learning Outcomes” in the syllabuses are set out in
shift from Learning Outcomes that focus mainly on terms of Knowledge, Understanding, Skills, Values and
knowledge to those that focus on skills and deeper Attitudes. This is what is referred to by the letters k, u, s v
understanding. These new Learning Outcomes require a & a.
different approach to assessment.
easily assess.
It is not possible to assess attitudes in the same way as
knowledge, understanding and skills because they are So this guidance booklet focuses on knowledge, skills and
more personal and variable and are long-term aspirations. understanding. Each has its own implications for learning and
This does not mean that attitudes are not important. It assessment.
means that we must value even things that we cannot

Knowledge The retention of information.

Understanding Putting knowledge into a framework of meaning – the development of a ‘concept’.
Skills The ability to perform a physical or mental act or operation.
Values The inherent or acquired behaviours or actions that form a character of an individual.
Attitudes A set of emotions, beliefs or behaviours toward a particular object, person, thing or event.

To assess knowledge, skills and understanding we need to look for different things. Knowledge can be assessed to some extent
through written tests, but the assessment of skills and deeper understanding requires different approaches. Because of this, the
role of the teacher in assessment becomes much more important.

Skills
Knowledge
Skills are the ability to perform a mental or physical
Knowledge is the easiest to assess because it is operation, so we have to observe the skill being
fairly straightforward to find out whether or not a performed or look at the product, or outcome, of the
learner has retained some information: a simple skill; for example a piece of writing, a picture or diagram.
question can usually find this out. We ask them Some skills, such as speaking or a physical education skill
to name something, or state something, or label a do not have a product so need to be observed.
diagram.

Values and Attitudes

Understanding
Values and Attitudes determine how we interact with
Assessing deeper understanding is much more others, working in a team, meeting deadlines, being
difficult, so we usually ask learners to explain, compare self-driven, holding democratic values, and having
or outline a process. This can be done orally (in respect for democracy, race, gender, disability, human
conversation) or in writing, and will give us some idea dignity, culture, nation, life and social justice.
of the extent of their understanding.

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GEOGRAPHY SYLLABUS

ASSESSMENT

Summative Assessment
There will be examinations or tests set at the end of every The final examination at the end of Senior 4 will be very
year. In addition, there will be a summing up of on-going different in nature, and will focus on the learners’ ability to
teacher assessments made in the context of learning. apply their learning in new situations, rather than on the ability
to recall information.
Formative Assessment
If assessment is to make a difference to teaching and It is the use of the assessment data within this cycle to
learning, then teachers must use the information they gain improve learning that is key to the success and impact of
from assessment to make some change to the teaching and formative assessment.
learning process. This is formative assessment. If teaching It is this cycle that enables formative assessment to impact on
and learning stay the same, there would have been no point learning:
in carrying out the assessment. The changes that can be • The syllabuses set out the learning outcomes
made include decisions about:
• The lessons seek to achieve these outcomes
• What needs to be learned next
• Assessment finds out whether or not the outcomes has
• Whether an element of the syllabus needs to be taught been achieved
again in a different way
• This information guides the next steps in learning and so
• Changing teaching approaches if necessary sets new learning outcomes
• Identifying learners who need more support, or who are The process of teaching, making formative assessments and
making exceptional progress then changing the teaching and learning in some way can be
• Enabling learners to understand what they have to do to seen as a cycle:
improve

What changes need to be Use of data to

made to plans for future improve student Find these listed in the “Learning
Establish learning
teaching and learning? learning Outcomes” column of the
outcomes
syllabuses.

Analyse, compare and Collect and Analyze

Look for examples of
evaluate learning against Assessment Data
Develop assessment opportunities
expected learning outcomes. assessment in the “Suggested
Learning Activities” and
the “Sample Assessment
Strategies” columns of the
Actual syllabuses.
learning and
Be ready to assess alongside educational
learners where possible. experience

FORMATIVE ASSESSMENT INVOLVES USING ALL PARTS OF THE CYCLE

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How do we find the opportunity to make formative assessments?

In this curriculum, the teacher’s assessment role is not to write These opportunities occur in three forms and are often called:
tests for learners, but to make professional judgements about
• Observation – watching learners working (good for assessing
learners’ learning in the course of the normal teaching and
skills)
learning process. The professional judgement is about how far
the learner meets the Learning Outcomes that are set out in • Conversation – asking questions and talking to learners
this syllabus. To make these judgements the teacher needs to (good for assessing knowledge and understanding)
look at how well the learners are performing in terms of each • Product – appraising the learner’s work (writing, report,
Learning Outcome. translation, calculation, presentation, map, diagram, model,
School-based formative assessment is a part of the normal drawing, painting etc.). In this context, a “product” is seen
teaching and learning process, and so the assessment as something physical and permanent that the teacher can
opportunities will also occur during this normal process. It is keep and look at, not something that the learner says.
not something that needs to be added on after learning; it is
When all three are used, the information from any one can
an integral part of it.
be checked against the other two forms of assessment
opportunity (e.g. evidence from “observation” can be
checked against evidence from “conversation” and
“product”). This is often referred to as “triangulation”.

Observation

Triangulation

Product Conversation

Triangulation of assessment opportunities

To find these opportunities, look at the syllabus topics. These set out the learning that is expected and give
‘Sample Assessment Strategy”, and in doing so they contain a range of opportunities for the three forms of
assessment.

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Generic Skills Attitudes

The Generic Skills have been built into the syllabuses and are It is not possible to assess attitudes in the same way as
part of the Learning Outcomes. It is therefore not necessary to knowledge, understanding and skills because they are more
assess them separately. It is the increasingly complex context personal and variable and are long-term aspirations. This does
of the subject content that provides progression in the Generic not mean that attitudes are not important. It means that we
Skills, and so they are assessed as part of the subject Learning must value things that we cannot easily assess.
Outcomes.

Record keeping
Keeping detailed records of learners’ individual progress is also unnecessary. It is much more useful to make an overall
always difficult with very large numbers of pupils. For the assessment about whether or not each learner met the
purposes of school-based formative assessment, it is not even Learning Outcomes for each Topic as a whole.
always necessary to keep such detailed records anyway. If
Each topic is made up of a number of Learning Outcomes.
feedback is given immediately and action is taken, then
Therefore, teachers need to consider all the Learning
learning is changed and the record would soon become out of
Outcomes when making an overall judgement about the topic
date and redundant.
as a whole. It is not always necessary for every individual
Most formative class-based assessments are dynamic in that Learning Outcome to be achieved for the Sib-Strand as a
they feed straight back into the teaching and learning process. whole to be achieved. This will vary with the subject and Topic.
Therefore, detailed records of these are not appropriate.
By looking at the Learning Outcomes within each Topic, it is
What is needed is record of assessments of learners’ learning possible to identify four broad groups of learners in terms of
made in terms of each Topic. This means recording the on- their achievements:
going summative assessments of each topic. There is no
need to make separate records of each of the Learning
Outcomes because this would be very time-consuming and

Descriptor

No Learning Outcome (LO) achieved

Some LOs achieved, but not sufficient for overall achievement

Most LOs achieved, enough for overall achievement

All LOs achieved – achievement with ease

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There is no need to set a test to find this out. each category for different subjects and topics. They will also
identify easily those learners who need extra support or who
These overall assessments should be made on the basis of
may not be ready to move on to the next grade at the end of
the many formative assessments that the teacher has made
a year.
during the course of teaching the topic. If teachers have
been An overall record should be made of the individual topic
working with the learners over the course of the topic, they assessments by subject in terms of the 4 descriptors. If
will be able to make a broad judgment about which learners numbers (0-3) are used as identifiers, then it will be possible
have achieved or have failed to achieve the topic’s overall to arrive at an overall number for a year by aggregating the
Learning Expectation. These “Authentic Assessments” will be identifiers for each topic.
more valid and valuable than a test set by the school.
Recording these overall assessments will be simple,
manageable and yet valuable, and can be recorded on a sheet
such as the one below in which the categories are indicated
with a number.
Although a very simple process, these four categories will give
rich data when a comparison is made between the learners in

Descriptor Identifier
No Learning outcome achieved 0
Some LOs achieved, but not sufficient for overall achievement 1
Most LOs achieved, enough for overall achievement 2
All LOs achieved – achievement with ease 3

In the example below, the table shows the end-of-unit assessment for six learners.

Geography
T1 T2 T3 T4 T5 T6 T7 T8 T9 T10
Learner A 3 3 2 3 3 3 3 2 3 3
Learner B 2 2 3 2 3 2 2 2 3 2
Learner C 1 1 2 1 1 2 2 3 2 3
Learner D 1 1 2 1 1 2 1 1 2 1
Learner E 0 1 2 1 0 1 0 1 1 1
Learner F 0 0 1 0 0 1 0 0 1 0

This method will give much more information than using a All of this is very valuable assessment information and can be
tick. For example, at a glance it can be seen that learners A & B used to improve learning.
are achieving much higher than learners E & F. It can be seen
This summative teacher assessment will contribute20% to
that Learner C has improved during the year. We can even see
the final grade of the School Leaving Certificate as
that more learners achieved success in Topic 9 than Topic 7.
elaborated in the assessment framework.

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Glossary of Key Terms

TERM DEFINITION
One in which learners develop the ability to apply their learning with confidence in a range
Competency Curriculum
of situations.
The design or adaptation of learning experiences to suit an individual learner’s needs,
Differentiation
strengths, preferences, and abilities.
The process of judging a learner’s performance, by interpreting the responses to tasks, in
Formative Assessment
order to gauge progress and inform subsequent learning steps.
Skills which are deployed in all subjects, and which enhance the learning of those subjects.
Generic skill
These skills also equip young people for work and for life.
An approach to planning learning experiences which allows each student to feel confident,
Inclusion
respected and safe and equipped to learn at his or her full potential.
A statement which specifies what the learner should know, under-stand, or be able to do
Learning Outcome
within a particular aspect of a subject.
A capability acquired by following the programme of study in a particular subject; enables
Process Skill
a learner to apply the knowledge and understanding of the subject.
An activity which gives a learner the opportunity to show the extent to which s/he has
Sample Assessment Activity achieved the Learning Outcomes. This is usually pat of the normal teaching and learning
process, and not something extra at the end of a topic.
An aspect of the normal teaching and learning process that will enable a formative
Suggested Learning Activity
assessment to be made.

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