ADVANCED SECONDARY

CURRICULUM

GEOGRAPHY
SYLLABUS
ADVANCED SECONDARY
CURRICULUM

GEOGRAPHY
SYLLABUS
Copyright © National Curriculum Development Centre, Uganda 2025

A product of the National Curriculum Development Centre for the Ministry

of Education and Sports with support from the Government of Uganda

National Curriculum Development Centre

P.O. Box 7002,
Kampala- Uganda
[Link]

ISBN: 978-9970-675-52-8

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

in a retrieval system or transmitted in any form or by any means, electronic,
mechanical, photocopying, recording, or otherwise, without the prior
permission of the copyright holder
 ADVANCED SECONDARY CURRICULUM

CONTENTS
FOREWORD ....................................................................................................................................... v
ACKNOWLEDGEMENTS..................................................................................................................vi
1.0 INTRODUCTION ........................................................................................................................1
1.1 Changes in the Curriculum ................................................................................................................. 1
1.2 Classroom-based Assessment ............................................................................................................ 1
1.3 Learners with Special Educational Needs ....................................................................................... 2
1.4 Generic Skills ........................................................................................................................................... 3
1.5 Cross-Cutting Issues.............................................................................................................................. 3
1.6 Values ........................................................................................................................................................ 4
1.7 ICT integration........................................................................................................................................ 4
1.8 Projects ..................................................................................................................................................... 5
1.9 Aims of Secondary Education ............................................................................................................ 5
1.10 Aims of the Advanced Secondary Curriculum ............................................................................ 6
1.11 Rationale for Teaching Geography at Advanced Level.............................................................. 6
1.12 Subject Overview ................................................................................................................................ 7
1.13 Time Allocation .................................................................................................................................... 8
1.14 Suggested Approaches to Teaching and Learning Geography .............................................. 8
1.15 Programme Planner` .......................................................................................................................... 8
1.16 Note to users: ..................................................................................................................................... 10
2.0 DETAILED SYLLABUS.............................................................................................................. 11
Senior Five Term One ................................................................................................................... 11
TOPIC 1: The Structure of the Earth ............................................................................................................................. 11
TOPIC 2: The Origin of Continents and Ocean Basins ..................................................................................... 12
TOPIC 3: World Development ...................................................................................................................................... 14
Senior Five Term Two.................................................................................................................... 17
TOPIC 4: Agriculture and Development ................................................................................................................. 17
TOPIC 5: Soil Development and Management ................................................................................................. 24
TOPIC 6: Population and Development ............................................................................................................. 30
TOPIC 7: Drainage and the Role of Rivers in Shaping the Landscape .................................................. 34
TOPIC 8: Energy Production ......................................................................................................................................... 37
TOPIC 9: Climatology and Meteorology .................................................................................................................. 41
TOPIC 10: Settlement and Urban Growth ............................................................................................................. 51
TOPIC 11: Slope Development ..................................................................................................................................... 56
TOPIC 12: Problems of Food Supply ........................................................................................................................... 60
TOPIC 13: Lake and Sea Coasts ..................................................................................................................................... 63
Topic 14: Utilisation and Conservation of Natural Resources .................................................................... 66

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3.0 ASSESSMENT ........................................................................................................................... 72

3.1 Assessing Geography ......................................................................................................................... 72
3.2 Formative Assessment ....................................................................................................................... 72
3.3 Assessing Generic Skills...................................................................................................................... 73
3.4 Assessing Values/Attitudes ............................................................................................................... 73
3.5 Assessment of Project-based Learning .......................................................................................... 73
3.6 Examinations ........................................................................................................................................ 73
3.7 Record Keeping.................................................................................................................................... 74
Glossary of Key Terms .................................................................................................................. 74

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FOREWORD
The Ministry of Education and Sports, through the National Curriculum Development Centre
(NCDC), aligned the Advanced Level Curriculum with the competency-based Lower Secondary
Curriculum (LSC) to ensure a smooth learner transition from lower secondary to advanced level.
The two-year aligned Advanced Secondary Curriculum adopted learner-centered approaches,
inquiry-based, and discovery methods. The learning outcomes give the learner hands-on
experiences in real-life situations while being cognizant of different learner abilities and learning
styles. The syllabus focuses on assessment for learning with emphasis on criterion-referenced
assessment. It further provides learners with the opportunity to enhance the 21st-century skills
and values that were acquired at the lower secondary level.
This Geography syllabus fosters the practical application of knowledge in areas such as resource
utilisation, environmental conservation, disaster management, and crisis response. It promotes
Higher-order Thinking Skills (HOTS), including inquiry, creativity, innovation, decision-making,
critical thinking, and problem-solving. The syllabus advocates for learner-centred pedagogies
that emphasise hands-on experience in real-life situations while catering for diverse learning
abilities and styles.
As the Minister responsible for Education, I endorse this syllabus as the official document for
teaching and learning Geography at the Advanced Level of secondary education in Uganda.

Hon. Janet Kataaha Museveni

First Lady and Minister of Education & Sports

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ACKNOWLEDGEMENTS
The National Curriculum Development Centre (NCDC) is indebted to the Government of
Uganda for financing the alignment of the Advanced Level Curriculum to Lower Secondary
Education in Uganda.

Our gratitude goes to the Ministry of Education and Sports for overseeing the adaptation of the
curriculum, the Curriculum Task Force of the Ministry of Education and Sports for the oversight
role and making timely decisions whenever necessary, and members of the public who made
helpful contributions towards shaping this curriculum.

NCDC is also grateful to Members of Parliament, schools, universities, and other tertiary
institutions, the writing panels, and professional bodies, for their input in the design and
development of the Adapted A level curriculum. To all those who worked behind the scenes to
finalise the adaptation process of this teaching syllabus, your efforts are invaluable.

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 on the Website: [Link]

Dr Grace K. Baguma
Director
National Curriculum Development Centre

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1.0
1.0 INTRODUCTION
INTRODUCTION
The Advanced Secondary Curriculum has been aligned with the Lower Secondary competency-
based model for ease of progression of learners from the Lower to Advanced Secondary Level.
The alignment is a result of the analysis of the Advanced Level Curriculum published in 2013, to
determine whether the content is:
i) appropriate.
ii) high-pitched or overloaded.
iii) covered at lower secondary.
iv) obsolete.
v) repeated in different topics and redundant.

The results from the curriculum analysis revealed that there were overlaps of concepts with
what was covered at the Lower Secondary, as well as concepts within different topics of the
same subject. In addition, a number of syllabuses had content that is no longer necessary for
today’s contemporary society and the 21st century.

1.1 Changes in the Curriculum

The alignment of the A -level Curriculum to that of the Lower Secondary led to changes in the
pedagogies of learning from a knowledge- and objective-based, to an integrated and learner-
centred competency-based approach. The adapted syllabus, therefore, is a result of
rationalising, integrating, and merging content with overlaps and similar skills, dropping topics
that had been studied at Lower Secondary, or are no longer critical and relevant for the current
learning needs, while upgrading those that were of low competencies to match with the
advanced level. The programme planner details the learning progression derived from the
learning outcomes. The detailed syllabus section unfolds the learning experiences with
corresponding assessment strategies.
This Geography syllabus is part of the Advanced Secondary Curriculum. The teacher is
encouraged to read the whole syllabus before planning your teaching programme, since many
topics have been merged, upgraded, or removed. While aligning this syllabus, efforts were made
to ensure a smooth progression of concepts from the Lower Secondary Level, adapting topics
and content with familiar features that are of value to the learner and society. In addition, the
process of developing this syllabus document removed what was considered obsolete, high
pitched as well as content overlaps and overloads.

1.2 Classroom-based Assessment

This syllabus requires classroom learning to be experiential, through the suggested learning
activities for the acquisition of the learning outcomes. This is the gist of a learner-centred and
activity-based approach to learning, which emphasises the acquisition of required
competencies. Formative assessment in Geography will focus on the acquisition of knowledge
and skills, through performance of the learning activities. The learning activities sprout from the
learning outcomes, which are evidenced by acquiring and demonstrating the application of the
desired skills, to show that learning has taken place. The sample assessment strategies have
been provided to guide the teacher on classroom-based assessment.

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The teacher can develop more assessment strategies based on the same principles of
observation, conversation, and product, for the acquisition of the desired knowledge, skills,
values, and attitudes. (See detailed syllabus)

1.3 Learners with Special Educational Needs

The Advanced Secondary Curriculum is designed to empower all learners, including those with
Special Educational Needs (SEN), to reach their full potential and contribute meaningfully to
society. By incorporating inclusive strategies, the curriculum ensures equitable access to high-
quality learning opportunities while maintaining academic standards. It emphasises an inclusive
learning environment that supports the diverse needs of learners with SEN, enabling them to
succeed alongside their peers.
This subject promotes diversity, equity, and holistic development by providing necessary
support to learners with SEN throughout their educational journey. Geography exemplifies
these principles by ensuring that every learner has an opportunity to succeed academically and
socially.

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1.4 Generic Skills

Generic skills are embedded within all subjects and are essential for learning and workforce

prepare them for lifelong learning. These skills equip learners with the ability to adapt to change
and navigate life’s challenges in the 21st century.
The key generic skills include:

Critical thinking and problem-solving

i) Planning and carrying out investigations
ii) Sorting and analysing information
iii) Identifying problems and proposing solutions
iv) Predicting outcomes and making reasoned decisions
v) erent solutions

Co-operation and Self-Directed Learning

i) Wor
ii) Int
iii) Taking responsibility for own learning
iv) Working independently with persistence
v) Managing goals and time

Creativity and Innovation

i) Using imaginations to explore possibilities
ii) Working with others to generate ideas
iii) Suggesting and developing new solutions
iv) Experimenting with innovative alternatives
v) Looking for patterns and making generalisation

Communication
i) Listening attentively and with comprehension
ii) Talk
iii) Reading accurately and fluently
iv) Writing and presenting information coherently
v) Using a range of media to communicate ideas

Mathematical Computation
i) Using numbers and measurements accurately
ii) Interpreting and interrogating mathematical data
iii) Using mathematics to justify and support decisions

i) Using technology to create, manipulate and process information

ii) Using technology t

Diversity and Multicultural Skills

i) Appreciate cultural diversity
ii) Respectfully responding to people of all cultures
iii) Respecting positive cultural practices
iv) Appreciating ethnicity as a cradle for creativity and innovation

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1.5 Cross-Cutting Issues

Cross-cutting issues are integrated throughout the curriculum to provide learners with a
broader understanding of real-world challenges. These include:
i) Environmental awareness
ii) Health awareness
iii) Life skills development
iv) Inclusivity and mixed abilities
v) Socio-economic challenges
vi) Citizenship and patriotism
These issues are infused within different subjects to foster holistic learning and responsible
citizenship.

1.6 Values
The curriculum is guided by core values derived from Uganda’s National Ethical Values Policy
(2013). These include:
i) Respect for humanity and the environment
ii) Honesty; uphold and defend the truth at all times
iii) Justice and fairness in dealing with others
iv) Hard work for self-reliance
v) Integrity; moral uprightness and sound character
vi) Creativity and innovation
vii) Social responsibility
viii) Social harmony
ix) National unity
x) National consciousness and patriotism
These values are embedded in learning outcomes rather than directly taught, ensuring their
development throughout the education process.

1.7 ICT integration

The integration of ICTs into teaching and learning is strongly encouraged in this A-level adapted
curriculum. ICT enhances the implementation of competency-based learning by fostering
learner engagement, creativity, and lifelong learning. Teachers are encouraged to use
technology to create interactive content, such as digital simulations and videos, to illustrate
abstract or complex concepts effectively. Integrating ICT not only enhances the learning
experience but also equips learners with essential digital skills for the 21st century.
ICT teachers should endeavour to assist other subject teachers in making the ICT integration
process a reality. The table below shows a sample of suggested ICT tools that may be applied
to given tasks.
Sample Task in the Suggested ICT Tool
Syllabus
Fieldwork Use of cameras to take photos and record videos
Locate places on a map Use digital maps such as Google Maps or an equivalent application.
Presentation in class Use presentation applications or online presentation tools like Canva
Search for keywords and Use an online dictionary or search online
meanings

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Make drawing/graphics Use drawing tools like [Link] or publishing software/Word processor
Roleplay, narrations Use audio and video recordings
Demonstrations Use audio/video recordings, models, simulations, or virtual labs
Analyse and present data Use spreadsheet software or any other analytics tools
Group discussions Mind mapping software
Search for extra reading Download files from the Internet from academic Databases
materials
Writing equations and Use equation editors like MathType
formulae
Carry out academic Use the Internet, AI models, and other academic applications like
search/research “Encarta”, “Britannica”, etc.
Collaborate with others Form learning networks with blogs, social media, emails, and
across the world videoconferencing tools like Zoom, MS Teams, Webex, Google Meet or
any other networking application.

1.8 Projects
Project-based learning is a vital component of this curriculum, with integrated projects in
various topics. Teachers should guide learners in selecting relevant projects linked to their local
environment while ensuring alignment with learning outcomes. These projects provide hands-
on experiences that enhance understanding and application of geographical concepts.

1.9 Aims of Secondary Education

The aims of secondary education in Uganda are to:
i) instil and promote national unity, an understanding of the social and civic
responsibilities, strong love and care for others and respect for public property, as
well as an appreciation of international relations and beneficial international co-
operation.
ii) promote an appreciation and understanding of the cultural heritage of Uganda
including its languages.
iii) impart and promote a sense of self discipline, ethical and spiritual values, personal
and collective responsibility and initiative.
iv) enable individuals to acquire and develop knowledge and an understanding of
emerging needs of society and the economy.
v) provide up-date and comprehensive knowledge in theoretical and practical aspects
of innovative production, modern management methods in the field of commerce
and industry and their application in the context of socio-economic development of
Uganda.
vi) enable individuals to develop basic scientific, technological, technical, agricultural
and commercial skills required for self-employment.
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vii) enable individuals to develop personal skills of problem-solving, information-

gathering and interpretation, independent reading and writing, self-improvement
through learning and development of social, physical and leadership skills such as
those obtained through games, sports, societies and clubs.
viii) lay the foundation for further education.
ix) enable the individual to apply acquired skills in solving problems of community, and
to develop a strong sense of constructive and beneficial belonging to that
community.
x) instil positive attitudes towards productive work and strong respect for the dignity of
labour and those who engage in productive labour activities.
xi) develop a positive attitude towards learning as a lifelong process.

1.10 Aims of the Advanced Secondary Curriculum

i) To adopt a competency-based learning approach.
ii) To develop holistic education for both personal and national development guided by
clear, shared values.
iii) To develop key skills which are essential to work and life and promote lifelong learning.
iv) To adopt an integrated approach to learning that develops the ability of learners to
apply learning.
v) To improve assessments by incorporating school-based assessment into End of Cycle
Assessment.
vi) To foster learner participation and engagement with the community.
vii) To prepare the learner for further education.

1.11 Rationale for Teaching Geography at Advanced Level

The Advanced Level Geography syllabus aims to:
i) equip learners with skills necessary for harnessing natural resources sustainably.
ii) develop learners’ ability to think systemically, enabling them to appreciate the complex
relationships between human actions across different parts of the world and their
impact on local and global environments.
iii) foster learners’ critical thinking and the ability to present structured, coherent and
evidence-based arguments.
iv) enhance learners’ ability to interpret the world from a spatial perspective.
v) cultivate learners’ understanding of personal and collective responsibility in
addressing contemporary challenges, including environmental, health and socio-
economic crises.

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vi) build learners’ capacity to interpret and evaluate primary and secondary, qualitative and
quantitative data, enabling them to draw well-reasoned conclusions about
geographical phenomena.
vii) prepare learners for further studies and gainful employment in fields that require a
strong foundation in geography and geographic methods of analysis and reasoning.

1.12 Subject Overview

The areas of study in the syllabus have been reorganised to create an adapted version. The
subject areas include:
1. Physical Geography
Learners are expected to:
i) develop knowledge and understanding of the Earth, its relief and selected geomorphic
processes that are ever-modifying it.
ii) analyse atmospheric processes, weather patterns, and climate, and assess their impact
on life and development on Earth.
iii) demonstrate skills of collecting, analysing, communicating and using data about
geomorphic and atmospheric processes and their impact on physical and human
environments at different scales using a range of sources, geographic methods,
techniques and tools.
iv) appreciate the need for managing natural environments sustainably to benefit human
beings and the entire ecosystems to which they belong.
v) demonstrate an understanding of the sustainable methods for managing natural
environments to support human well-being and ecological balance.
2. Human Geography
Learners are expected to:
i) investigate the complex relationships between population change over space and time
and human capacity to exploit and mobilise resources in their environment for survival.
ii) develop knowledge and understanding of global development, including the natural,
social, political, and historical factors contributing to disparities, particularly between the
Global North and South.
iii) apply a range of geographical methods, techniques, and tools to collect, manage,
interpret, communicate, and utilise data related to various aspects of human geography.
iv) recognise the importance of sustainable management of production systems, such as
agriculture and energy, and the consequences of mismanagement of those systems on
human societies.

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1.13 Time Allocation

Learners shall have nine (9) periods per week from Senior Five to Senior Six.

1.14 Suggested Approaches to Teaching and Learning Geography

The suggested approaches enhance learning and empower teachers to support learners in
achieving the learning outcomes for each topic. This requires teachers to collaborate with
learners by guiding, supporting, and supervising them throughout the learning process. These
approaches include:
i) Inquiry-Based Learning: Learners investigate topics through research driven by their
interests and solve problems using a series of questions and scenarios, enhancing critical
thinking, communication, and research skills.
ii) Experiential Learning: Learners actively participate in hands-on experiences during
research and develop understanding through reflection on their actions.
iii) Problem and Project-Based Learning: Learners find solutions to real-world problems
through field investigations, research, and project work.
iv) Using and Creating Case Studies: Learners analyse and discuss real-world scenarios at
local, regional, and global levels to deepen their understanding of geographical
concepts.
v) Discovery Learning: Learners construct their own knowledge through active
participation, exploration, and inquiry.
vi) Integration of Geographic Skills: Learners acquire and apply key geographical skills,
including mapping and map interpretation, photograph analysis, and statistical
evaluation, as they engage with concepts across all topics.
1.15 Programme Planner`

Class/Term Topic Sub-topic Periods

Senior Five 1. The Structure of 1.1 The External Structure of the Earth 6
Term 1 the Earth
1.2 The Internal Structure of the Earth 6
2. The Origin of 2.1 The Continental Drift Theory 18
Continents and 2.2 Effect of Continental Drift on Relief and 16
Ocean Basins Landforms
3. World 3.1 What is Development? 2
Development 3.2 Indicators of Development 8
3.3 Causes of Inequalities in World 4
Development
3.4 Sustainable Development and How it can 6
be Achieved
Total 66
Senior Five 4. Agriculture and 4.1 The Role of Agriculture in Development 8
Term 2 Development 4.2 Subsistence Agriculture 18
4.3 Commercial Agriculture 16
4.4 Agricultural Modernisation 15

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5. Soil Development 5.1 Components and Properties of Soil 12

and Management 5.2 Soil Formation 8
5.3 Soil Profile and Soil Catena 12
5.4 Soil Productivity 9
5.5 Soil Degradation and Conservation 10
Total 108
6. Population and 6.1 Distribution and Density of Population 8
Senior Five Development 6.2 Population Growth and Size 6
Term 3
6.3 Population Structure 8
6.4 Population Migrations 16
7. Drainage and the 7.1 The Drainage System of Uganda 4
Role of Rivers in 7.2 Evolution of Uganda’s Drainage 8
Shaping the 7.3 The Role of Rivers in Shaping the 16
Landscape Landscape
7.4 Importance of Drainage in Development 4
8. Energy Production 8.1 Major Energy Resources 6
8.2 World Energy Production and 12
Consumption
8.3 Factors Affecting Development of Energy 6
Resources
8.4 Environmental Impact of Energy 8
Production
8.5 Sustainable Utilisation of Energy 6
Resources
Total 108
Senior Six 9. Climatology and 9.1 The Nature of the Atmosphere 6
Term 1 Meteorology 9.2 Solar Radiation and Atmospheric 16
Temperature
9.3 Atmospheric Humidity 9
9.4 Atmospheric Pressure & Wind Systems 14
9.5 Air Masses 9
9.6 Ocean Currents 9
9.7 Global climatic changes 12
10. Settlement and 10.1 Main Types and Distribution of Settlement 9
Urban Growth 10.2 Rural Settlement 9
10.3 Urban Settlement 9
10.4 Problems of Urban Growth 4
10.5 Land Use Planning and Control of Urban 2
Growth
Total 108
Senior Six 11. Slope 11.1 Theories of Slope Development 14
Term 2 Development 11.2 Mass Wasting; Types and Processes 16

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11.3 Effects of mass wasting 6

11.4 Measures to control mass wasting 6
12. Problems of Food 12.1 Trends in World Food Supply 8
Supply 12.2 Food Shortage in Developing Countries 10
12.3 Addressing Food Shortages 6
13. Lake and Sea 13.1 Waves and Their Nature 8
Coasts 13.2 Landforms Due to Wave Action Along the 18
Coast
13.3 Lake and Sea Level Changes 8
13.4 Influence of Coasts on Human Activities 8
Total 108
Senior Six 14. Utilisation and 14.1 Resource and their Nature 4
Term 3 Conservation of 14.4 Sustainable Utilisation of Wetlands 20
Natural Resources
14.3 Environmental Degradation and 24
Conservation
Total 48

1.16 Note to users:

Each topic has a competency - a broad statement outlining what the learner is expected to
achieve by the end of the topic. This competency is further broken down into learning
outcomes, with corresponding suggested learning activities and sample assessment strategies,
as presented in the three columns below.
Learning Outcomes Suggested Learning Activities Sample Assessment
Strategies
A statement describing the Engaging hands-on and minds- Opportunities for
knowledge, understanding, skills, on activities that help learners to assessment within the
generic skills, values, and attitudes achieve the intended learning learning process that is,
that learners are expected to outcomes, including the during and after the lesson.
acquire by the end of the topic. development of generic skills and
Each learning outcome is coded values. These activities are
as; k (knowledge), u designed to enable learners to
(understanding), s (skills), gs Discover, Explain, Apply and
(generic skills), & v/a (values Analyse (DEAA) as they actively
and attitudes) to guide the participate in knowledge
teacher on key areas of focus construction.
during the lesson.

The learning activities and assessment strategies in the syllabus are “suggested” and “sample” in
nature, and are not exhaustive. Teachers are encouraged to develop additional learning
activities and assessment strategies based on the learning outcomes. Furthermore, teachers are
free to adapt the suggested learning activities to suit their respective learning environments
and to accommodate learners with Special Educational Needs (SEN).

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2.0 DETAILED SYLLABUS

2.0 DETAILED SYLLABUS
Senior Five Term One
TOPIC 1: The Structure of the Earth Duration: 12 Periods
Competency: The learner demonstrates appreciation of the structure of the Earth and its
influence on geomorphic processes and formation of some natural resources by examining
the properties of each of its layers to better understand the geologic foundation of human
development.
Learning Outcomes Suggested Learning Activities Sample Assessment Strategies
The learner should be
able to:
a) analyse the Earth The External structure of the earth a) Observe learners as they work
by examining its in groups, focussing on
a) Through questioning, guide
nature, shape, and individual participation,
learners to revise the nature of the
external features as contribution to group ideas,
Earth which they learnt at Lower
a basis for and ability to work with
Secondary
exploring its persistence.
b) In groups, learners study the
internal structure b) Listen to learners’ submissions
globe or a drawn 3-D model of the
(u, gs). about the nature of the Earth
Earth from the Internet, and use
and evaluate their level of
the information gathered to
awareness and how logical
describe the external/outer
their ideas are in relation to
structure of the Earth
the four main external layers
c) Groups make presentations and
of the Earth.
their ideas feed into a whole class
c) During presentations, probe
discussion
groups to explain their ideas,
d) Guide learners to reach an
noting how well group
agreement on the composition of
members can work together
the external/outer structure of the
to defend the group position
Earth: Lithosphere, Hydrosphere,
using evidence from the
Biosphere, and Atmosphere
globe or 3-D model.
b) assess the The internal structure of the Earth a) Observe learners working in
significance of the groups, noting how effectively
a) Learners brainstorm how
internal properties they interact, sort, and analyse
scientists can find out about the
of the Earth in information.
interior of the Earth.
understanding the
b) In groups, learners analyse texts b) Ask learners to explain their
evolution of ideas about: using the pattern
and maps or watch videos about
tectonic landforms of shock waves produced by
earthquakes, faulting and volcanic
and some natural earthquakes, material erupted
eruptions to find clues about the
resources (k, u, gs, by volcanoes, meteorites, the
interior of the Earth. They make
v/a). Earth’s magnetic field and
write-ups and share their findings
through presentations. other clues to find out about
the interior of the Earth.

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c) Learners make a cross-section of Assess their ability to talk

an avocado, pear, or study a cross- confidently and explain ideas
section of the Earth. They draw clearly.
diagrams to show the internal c) Evaluate learners’ concept
structure of the Earth and write maps, focusing on how well
notes to describe it. and how logically they can
d) Learners discuss the properties of bring out the relationship
each layer and how those between the nature of the
properties influence the internal layers of the Earth and
occurrence of tectonic processes the formation of tectonic
(e.g. volcanicity, faulting, folding, landforms; and the natural
and warping) and resultant resources associated with the
landforms. landforms.
e) Learners investigate the
relationship between the internal
structure of the Earth and the
evolution of some of the natural
resources on Earth.
f) In groups, learners create a
concept map linking the
properties of the internal layers of
the Earth, geomorphic processes;
and their impact on humans.
Groups share their concept maps
for further discussion.

TOPIC 2: The Origin of Continents and Ocean Basins Duration: 34 Periods

Competency: The learner demonstrates an understanding of the role of theories in exploring
geomorphic concepts by critically evaluating the continental drift theory based on scientific
evidence to inform further geographical inquiry and to acquire problem-solving skills.
Learning Suggested Learning Activities Sample Assessment
Outcomes Strategies
The learner should
be able to:
a) evaluate the The Continental Drift theory a) Observe learners as
continental drift a) Learners study an atlas map/wall they discuss the
theory using map/textbook map of the world to find out meaning of continents
scientific what continents and ocean basins are. They and ocean basins.
evidence (u, discuss and reach an agreement on the Note their ability to
v/a). meaning of continents and ocean basins. construct meanings
b) Demonstrate the drifting of continents from investigations,
using jig-saw pieces of the world map or and how well they
any other method. respect divergent
views.

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c) Individually, learners write brief notes to b) Prompt learners to

describe their observations and explain explain their
their understanding of continental drift. submissions on the
d) Learners read printed or digital texts or forces responsible for
watch a video on continental drift to the drifting of
deepen their knowledge of the concept. continents, focusing
e) Learners brainstorm and suggest the forces on their ability to
responsible for the drifting of continents. relate forces to the
f) Prompt learners to elicit more responses, properties of the core,
fostering deeper reasoning and mantle and the crust.
understanding. c) Evaluate learners’
g) Provide a world map or maps that show findings about
evidence of continental drift and guide evidence of
learners in exploring the evidence. continental drift for
Individually, learners record their findings accuracy and
and share them in a whole-class discussion. coherence of
h) Use modelling techniques, sketch maps, information and ability
and diagrams to help learners understand to use relevant sketch
key evidence of continental drift, maps and diagrams to
emphasising concepts from natural illustrate their ideas.
sciences such as Geology, Geophysics,
Botany, and Palaeoclimatology.
i) Individually, learners form their own
opinions and conclusions about the
observable similarities and potential
connections between nearby continents
and their associated islands.
b) predict the Effects of Continental Drift on Relief and a) Evaluate group
future shapes, Landscape presentations about
sizes and a) In groups, learners analyse texts and the effects of
positions of photographs that illustrate the effects of continental drift on
world continental drift on relief and landforms. relief and landscape,
continents and b) Groups document how continental drift noting how well they
landforms contributed to the formation of these bring out the cause-
features, draw diagrams to illustrate their
basing on the effect relationships
formation, and describe their characteristics,
knowledge of citing examples from Uganda, East Africa, relevant to the
the continental and other parts of the world. context.
drift theory (u, s, c) Groups present their findings, which b) Ask learners to explain
v/a). contribute to a whole-class discussion. their predictions
d) Guide learners to understand the about the future
relationship between the movement of
shapes, sizes, and
c) demonstrate continents and the formation of structural
landforms through faulting, warping, positions of world
appreciation of continents. Evaluate
folding, and igneous activity.
the role of e) Using knowledge of continental movement how their predictions
scientific and evidence of continental drift, learners build on what has
inquiry in speculate about the future shapes, sizes, and been learnt.

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understanding positions of world’s continents. They write c) Assess learners’ maps

geomorphic down their ideas and draw maps to illustrate and diagrams
processes and them. illustrating future
f) In groups, learners create a concept map
their influence continents for
that links continental drift, geomorphic
on the way we processes, resultant landforms, and their creativity, originality
live on earth (u, potential impact on human activities. Group and understanding of
gs, v/a). concept maps contribute to a whole-class continental drift.
discussion.
g) Learners research two case studies of major
landforms related to continental drift and
their effects on human activities and
development (e.g., the Himalayas, Atlas
Ranges, the Great African Rift valley, the Mid-
Atlantic Oceanic Ridge). They write a report
and propose strategies for minimising
natural hazards to communities living on or
near the landforms.

TOPIC 3: World Development Duration: 20 Periods

Competency: The learner demonstrates an understanding of development by analysing
spatial development patterns, development priorities, and factors influencing development,
while proposing interventions to address disparities in development at the country or regional
level.
Learning Outcomes Suggested Learning Activities Sample Assessment
The learner should be Strategies
able to:
What is development? a) Listen to learners’
a) form opinions submissions, noting their
a) Learners brainstorm the meaning of
about world ability to use appropriate
development.
development terms in relation to
b) In groups, learners analyse the map
pattern through development.
showing the pattern of world
analysing statistics, b) Observe learners as they
development, write down their
maps, and other discuss in groups,
findings, and make presentations.
relevant focussing on teamwork
Group ideas contribute to a whole-
information (s, gs, and ability to express their
class discussion.
v/a). ideas logically and fluently.
c) Guide learners to agree on the
c) Prompt learners to explain
definitions of development and
their views about world
what constitutes development.
development, focussing
on their ability to look for
patterns and make
generalisations.
b) analyse the level of Indicators of Development a) Observe learners as they
development in the discuss why Uganda and
local area and home other African countries are

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country by applying a) In groups, learners discuss factors said to be developing

various indicators they use to describe development in countries. Note their
used to measure their community and country. ability to relate the ranking
development to b) Groups analyse texts, statistics, and to the UN development
appreciate graphs about development to indicators and to argue
community and validate their ideas regarding the out issues objectively.
government efforts indicators used to measure b) Observe learners as they
to improve the lives development. analyse statistics, maps
of the people (s, gs, c) Learners discuss why Uganda and and graphs, focusing on
v/a). other African countries are how well they interpret
c) predict the future considered developing countries. and interrogate
trend of d) Using statistics and maps, learners mathematical data to
development in critically evaluate the existing derive meanings and
Uganda and other measures of development, such as conclusions.
countries using Gross National Product per capita c) In conversation, ask
relevant (GNP) and the Human Development learners to defend their
information (gs, Index (HDI). submissions about
v/a). e) In a whole-class discussion, learners suitable development
suggest suitable development strategies, noting their
strategies for Uganda and/or Africa ability to use evidence to
to achieve fast, overall human support their arguments.
development. d) Assess learners’ write-ups
f) Learners speculate on Uganda’s or about the future level of
another country’s level of development for Uganda
development in 20 years, based on or another country for
current development indicators and logical flow of ideas and
policies. ability to make
generalisations following
an existing pattern.
d) analyse the Causes of Inequalities in World a) Observe learners as they
conditions which Development account for development
may slow down or disparities in their country
a) In groups, learners discuss why
totally affect holistic and between countries
development disparities exist in their
regional or national and regions. Pay attention
country and between countries and
development as a to how they relate the
regions, and share their ideas using a
basis for planning disparities to historical and
gallery walk.
proper current factors.
management and b) Through questioning, help learners b) As learners respond to oral
utilisation of to understand the economic, social, questions, assess their
resources (u, v/a). political and environmental factors ability to articulate ideas
that may, individually or collectively, logically, confidently, and
lead to inequalities in development. clearly.
Explain their ideas further for clarity.

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e) propose a suitable Sustainable development and How it a) Observe learners as they

development Can be Achieved present and critique each
strategy for Uganda other’s work, focusing on
a) Learners search using the Internet or
through applying their ability to accept
textbooks or other sources for
the knowledge of feedback and appreciate
information on sustainable
sustainable criticism.
development. They write their
development b) Evaluate learners’ research
findings, share reports, and critique
models (u, gs, v/a). reports on the use of
each other’s work. As a class, learners
credible sources and
agree on the meaning of sustainable
suitability of the chosen
development.
case studies.
b) Guide learners to explore how
c) Ask learners to explain the
sustainable development leads to
lessons their communities
improvement in people’s:
and Uganda can learn
i) standard of living for the
from the two case studies.
current and future generations.
Note their ability to sort
ii) quality of life, including a
and analyse information,
healthy environment.
while logically relating
c) They write down key points from the
case studies to local
discussions and explanations.
contexts.
d) Individually, learners research case
d) Assess learners’ project
studies—one from a developing
work at every stage of
country (e.g. Ladakh in India) and
development paying
another from a developed country—
special attention to their
to analyse successful sustainable
ability to:
development initiatives. Learners
i) suggest and develop
then share their findings in a whole-
solutions to
class discussion.
problems.
e) Learners simulate a sustainable
ii) try out innovative
development summit where they
alternatives.
take on roles as stakeholders, and
iii) evaluate different
discuss policies and trade-offs for
solutions.
achieving sustainable development
iv) use a range of media
goals (SDGs) in Africa.
to communicate
f) Learners carry out a project on
ideas.
assisting their home district or
v) take responsibility for
country to achieve sustainable
own learning.
development.

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Senior Five Term Two

TOPIC 4: Agriculture and Development Duration: 57 Periods
Competency: The learner gives written or oral advice to a certain community or country on
appropriate farming types and techniques to be adopted to promote development through
appraising the different types and methods of farming.
Learning Outcomes Suggested Learning Activities Sample Assessment
The learner should be able Strategies
to:
a) evaluate plans and The Role of Agriculture in a) Prompt learners to
strategies aimed at Development explain their ideas on
promoting agriculture the meaning and types
a) Through questioning, guide
in Uganda and other of agriculture. Note
learners to understand the
developing countries (s, how well they can work
meaning and broad types of
gs, v/a). as a team to generate
agriculture: arable and livestock
ideas.
farming.
b) Observe learners
b) In groups, learners identify local
during group
agricultural practices they are
presentations, focusing
familiar with. Groups discuss and
on clarity, confidence,
evaluate the contribution of
and ability to respond
agriculture to the development of
to questions.
Uganda, presenting both the
c) Assess learners’ reports
advantages and disadvantages.
about case studies for
c) Groups make presentations, and
accuracy of
their ideas contribute to a whole-
information, coherence
class discussion.
of ideas and maturity of
d) Learners search textbooks,
analysis.
magazines, newspaper articles, or
d) Observe learners
the Internet to analyse two case
during the debate,
studies—one from a developing
noting their ability to
country and another from a
defend their points of
developed country—comparing
view and respect for
the importance of agriculture in
views at variance.
their economies. Learners write and
present reports.
e) Learners debate whether African
countries should invest more or less
in agriculture to achieve faster
economic development and
improved human welfare.

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b) demonstrate an Subsistence Agriculture a) Observe learners as

understanding of they present their
a) Through questioning, guide
subsistence farming by responses, focusing on
learners to explore the types of
articulating its types, their ability to talk
crops and animals raised by farmers
characteristics and confidently and explain
in their community and other parts
challenges affecting it ideas clearly.
of Uganda, as well as the main
(u, s, gs).
reasons for raising each of them. b) Observe learners as
Ask: Do most farmers in Uganda they engage with texts,
grow crops and keep animals for photographs and
home use or for sale? Probe learners videos, focusing on
to provide reasons for their their ability to sort and
responses. analyse information.
b) In groups, learners analyse texts, c) Assess learners’
printed, or digital photographs, statistical drawings for
and, if possible, videos about ability to use numbers
subsistence farming. They explore and measurements
the main types and characteristics accurately.
of subsistence farming and make
d) Listen to learners’
presentations to share their
description of farming
findings.
activities in the
c) Learners examine climate statistics
subsistence farming
and other information about typical
community. Note how
farmers’ annual activities in a
well they can relate
subsistence farming community,
farm activities to the
and draw a circular graph or
weather pattern.
farmer’s calendar to represent it.
d) Learners interpret the farmers’
calendar they have drawn, pointing
out the salient features of farming in
the area.
e) Through questioning and
discussion, guide learners to reach
an agreement on the meaning and
general characteristics of
subsistence farming.
f) Individually, learners summarise key
ideas about subsistence farming in
their notebooks.

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ADVANCED SECONDARY CURRICULUM

Challenges facing subsistence a) Observe learners as

agriculture they collect data during
a) Learners conduct a fieldwork study the fieldwork study.
to investigate subsistence farming Note their ability to
in the local area. They use a Problem apply data collection
Tree Analysis to identify key techniques and to work
challenges faced by subsistence independently with
farmers in the area and compile a persistence.
report. Learners present their b) In a conversation, ask
individual reports which contribute learners to explain
to a whole-class discussion. challenges faced by
b) In groups, learners analyse textbook subsistence farmers in
extracts, printed or digital the area. Note how
photographs, newspaper articles deep their
and other sources to deepen their understanding is and
understanding of the challenges how logical their
affecting subsistence farming. They explanations are.
write up their findings.
c) Through discussion, guide learners c) Evaluate learners’
to harmonise their findings from Problem Tree analyses
the primary and secondary sources for accuracy and
to concretise their understanding of connection to local
the challenges faced by subsistence realities.
farmers. d) Assess learners’
fieldwork reports for
the accuracy and
completeness of data
analysis, ensuring they
clearly present findings,
interpret trends, and
establish cause-and-
effect relationships.
Evaluate the
coherence, depth of
explanation, and
connection to real-
world agricultural
challenges.

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a) evaluate policies and Improving Subsistence Agriculture a) Observe learners in

strategies aimed at groups as they analyse
a) In groups, learners analyse digital or
improving subsistence policies and strategies
printed extracts of policies and
agriculture in Uganda aimed at improving
strategies that have been put in
and other countries in subsistence agriculture
place to improve subsistence
order to select the most in Uganda and other
agriculture in Uganda such as
feasible options for countries. Note their
National Agricultural Advisory
addressing the ability to interrogate
Services Programme (NAADS),
challenges faced by and appraise
Operation Wealth Creation (OWC),
farmers (u, s, gs, v/a). government policies
National Agriculture Policy, Agro
and interventions.
Industrialisation Policy, The 4-Acre
Development Model. b) In a conversation, ask
b) Individually, learners carry out learners to explain the
library or online research to analyse lessons Uganda can
two case studies of countries or learn from the case
regions with successful study areas, noting how
interventions to improve well they relate lessons
subsistence farming and compare to challenges facing
their findings with efforts so far Uganda subsistence
made in Uganda. farmers.
c) Learners summarise lessons which c) Evaluate learners’ plan
Uganda can learn from the case or manifesto for
study areas and share their idea. addressing the
d) Learners design a clean sheet plan problems and
or manifesto for addressing the challenges faced by
problems and challenges faced by farmers for ability to
farmers in the local community or identify problems and
other parts of Uganda. ways forward,
originality and
feasibility of the
suggested
interventions.

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 ADVANCED SECONDARY CURRICULUM

a) propose a suitable type Commercial Agriculture a) Assess research reports

of commercial for comprehensiveness
a) Learners brainstorm the crops,
agriculture to be and the relevance of
animals, and animal products in
adopted in a given suggested commercial
Uganda produced both for local
locality based on the agriculture types.
and external markets.
prevailing conditions to b) Observe planning and
b) In pairs, learners draw a table to
promote societal presentation sessions,
divide the crops and crop products
transformation (u, gs, focusing on the depth
into traditional and non-traditional
v/a). of analysis and clarity of
cash crops.
arguments.
c) Collaboratively, learners find an c) Evaluate maps and
answer to the question, “Whose
written proposals for
traditional cash crops are they?” alignment with the
d) Through explanation, guide prevailing conditions of
learners to understand the origin of the selected locality.
the idea of traditional cash crops.
e) Learners study statistics of Uganda’s
agricultural exports for the past 10
years and draw graphs to analyse
the trends and relative importance
of the export items.
f) Through questioning, guide
learners to understand and agree
on the meaning of commercial
agriculture.
g) Learners analyse texts, printed or
digital photographs,
documentaries, and topographical
maps of selected commercial
farming areas to identify the types,
characteristics, and factors
influencing commercial agriculture.
h) Through guided discussion,
learners differentiate between
intensive and extensive commercial
agriculture, including their
respective sub-types.
i) Learners research and identify
examples of each type of
commercial agriculture in Uganda
and other parts of the world.

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Advantages and Disadvantages of a) Observe learners

Commercial Agriculture during discussions and
presentations, noting
a) In pairs, learners conduct library or
their ability to:
online research on the advantages
and disadvantages of commercial b) communicate ideas
agriculture. They compile a report confidently and clearly.
and present their findings to the
c) listen actively and
rest of the class, contributing to a
demonstrate
whole-class discussion.
comprehension.
b) Through guided questioning and
explanation, help learners to reach d) accept and respond
an agreement on the advantages constructively to
and disadvantages of commercial criticism.
agriculture. Pairs refine their reports
e) Evaluate pair reports for
based on the discussion.
accuracy of geographic
c) Learners carry out a project on
facts, depth of
promoting commercial farming in a
understanding, and
selected area to improve the
logical flow of ideas.
welfare of the local community.
f) Assess learners’ project
work at every stage,
focusing on their ability
to:
i) identify challenges
and propose viable
solutions.
ii) critically evaluate
different
approaches to
problems-solving.
g) Use a range of media to
effectively
communicate ideas.
a) evaluate programmes Agricultural Modernisation a) Observe learners as
and policies aimed at they engage with the
a) In groups, learners analyse
modernising agriculture different sources of
photographs, text extracts,
in Uganda and other information about
newspaper articles, and other
countries to make modern agriculture.
sources of information about
informed decisions Focus on how well they
modern agriculture to identify its
about transforming interpret photographs,
salient features. Groups share their
farming communities sort, and analyse
ideas using the jigsaw technique.
(v/a). secondary information.
b) In a whole-class discussion, learners
b) form opinions about the b) Probe learners as they
explain what they understand by
adoption of western- explain the meaning of
modern agriculture. They cite

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 ADVANCED SECONDARY CURRICULUM

type farming examples of modern agricultural modern agriculture,

techniques to improve enterprises in Uganda. noting how well they
agricultural productivity c) In groups, learners analyse some can link their
in Uganda and other policies and programmes aimed at explanation to the
developing countries modernising agriculture in Uganda, farming methods used
(v/a). such as Plan for the Modernisation and the salient
of Agriculture (PMA), The characteristics of that
Agriculture Sector Strategic Plan type of agriculture.
(ASSP) c) Observe learners
d) They summarise the steps, during class
resources, and stakeholders needed discussions, focusing
to modernise agriculture and on accuracy and logical
evaluate the success realised by flow of ideas.
each policy or programme. d) Evaluate learners’
Groups share their ideas in a whole reports about the green
class discussion. revolution for depth of
e) Individually, learners carry out analysis, accuracy of
library or online research to analyse facts, and ability to
the Green Revolution as a relate experiences of
scientific and technological the countries
intervention in agriculture. They participating in the
summarise lessons which Uganda green revolution to
can learn from the countries local context.
participating in this revolution. They
present their reports and critique
each other’s work.

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TOPIC 5: Soil Development and Management Duration: 51 Periods

Competency: The learner proposes feasible ways of using and managing soil through
gathering and analysing information about soil properties, formation, and quality to promote
sustainable development.
Learning Outcomes Suggested Learning Activities Sample Assessment
The learner should be Strategies
able to:
a) analyse the Components and Properties of Soil a) Probe learners as they make
significance of the a) Using materials such as soil their submissions about the
composition and samples, magnifying glass, meaning and components
properties of soil to textbooks and reference materials, of soil. Evaluate their level of
digital resources, and videos
land use and environmental awareness
&documentaries, guide learners to
development (u, brainstorm the meaning of soil and and ability to support their
v/a). its components. Summarise their ideas with appropriate facts
ideas and guide them to reach an and examples.
agreement on the meaning and b) Observe learners as they
components of soil. analyse soil samples
b) In groups, learners analyse different focusing on how well they
soil samples to find out the follow the recommended
components of soil. Groups draw a procedure of carrying out
table to record their observations. scientific investigation and
Groups display and share their pay attention to details.
findings in a gallery walk. c) Assess learners’ fieldwork
c) Learners examine soil samples to findings for accuracy of
find out the properties of soil information, and ability to
including: structure, texture, colour, establish and illustrate
water retention (drainage), cause-and-effect
porosity, and potential hydrogen relationship in the real-
ion levels (pH). They record their world.
findings and make presentations.
d) Learners carry out a fieldwork study
of the local area to investigate the
types and properties of soil. They
draw transects and other diagrams
to illustrate the influence of soil on
land use in the area.
e) Individually, learners carry out
library or online research about soil,
its components and properties.
They use diagrams and notes to
illustrate their findings.

24
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 ADVANCED SECONDARY CURRICULUM

b) analyse soil Soil Formation a) Probe learners as they

formation in a respond to questions about
a) Through questioning, guide
selected locality by rock weathering, noting
learners to revise rock weathering
examining soil their ability to relate the
as one of the soil forming
forming processes, types and processes of
processes.
factors influencing weathering to the types
b) In groups, learners analyse texts
soil formation, and and properties of the soil.
about the processes of soil
their relative b) Observe learners as they
formation, make notes with
significance (s, gs, present and discuss their
illustrations, and present their ideas
v/a). findings about the
in a whole-class discussion. Groups
critique each other’s work and processes of soil formation.
make refinement. Note their ability to follow
the thread of a discussion
c) Guide learners to understand the
and make appropriate
processes of soil formation
contribution.
through explaining further where
necessary, using videos or other
illustrations, and pointing out key
facts for emphasis.
Factors influencing Soil Formation a) Observe learners as they
a) Learners analyse soil samples such analyse soil samples and
as clay, sand, loam and red earth, suggest possible reasons
identify their differences, and for the differences
suggest possible reasons for the
observed. Pay special
differences observed.
b) In groups or pairs, learners analyse attention to their ability to
textbook content, extracts, and recognise the value of
other sources of information about others’ ideas and transform
factors influencing soil formation. disagreements into shared
Groups write brief notes and make solutions.
presentations. Group ideas b) Evaluate learners’ notes
contribute to a class discussion. about factors influencing
c) Learners conduct a fieldwork study soil formation for
of a local area to investigate soil correctness of information,
types, properties, factors depth of reasoning and
influencing soil formation, and soil ability to find appropriate
forming processes taking place in points in a text for
the area. They make reports and summarisation or
share their findings through whole paraphrasing.
class presentations. c) During presentations,
d) Challenge learners to summarise prompt learners to
the main soil types and their elaborate their ideas. Assess
respective properties and how their ability to speak
these reflect the soil forming confidently and explain
processes and factors influencing their opinions clearly and
soil formation. logically.

25
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c) deduce the The Soil Profile a) Observe learners as they

arrangement of soil investigate a soil profile and
a) Learners visit a roadside cutting or
layers in a selected a graded construction site, or a draw diagrams to illustrate
area using quarry or study a photograph to it, noting their ability to sort
information from investigate a soil profile. They draw and analyse information
secondary sources a diagram to illustrate what they and look for patterns, and
and field observe. Challenge them to make generalisations.
suggest possible names for the
observations in
different layers shown on the b) Assess learners’ diagrams of
order to determine diagram. Learners display their the soil profile for richness
possible diagrams and critique each other’s of information, accuracy in
developments that work. representing soil layers, and
can be carried out in b) Collaboratively, learners explain logical arrangement of the
the area (u, s, gs, v/a). what they understand by a soil layers.
d) infer suitable land profile. c) In a conversation, ask
use options for c) Learners study texts /extracts learners to explain in detail
certain areas using /photographs /a chalkboard why soil profiles differ with
the knowledge of diagram or watch a video about a climatic regions. Pay special
soil profile and soil fully developed idealised soil attention to the depth of
catena (u, gs v/a). profile. They draw and annotate a their reasoning and ability
diagram of the profile and to relate soil formation and
compare it with the field sketch development to rainfall,
they drew. temperature, and
d) Guide learners to understand that movement of water.
the three-layer soil profile seen in d) Assess learners’ project
the field is oversimplified and may work throughout the
vary with locations and time. process paying special
e) In groups, learners carry out library attention to their ability to:
or online research to compare soil i) plan and conduct
profiles of two contrasting climatic investigations.
regions. They look for reasons ii) write and present
accounting for the differences in information coherently.
the soil profiles. iii) use a range of media to
f) Through questioning and communicate ideas.
discussion, guide learners to iv) work together to
explore the influence of the soil generate ideas.
profile on land use and v) analyse and interpret
development. maps, photographs
g) Learners carry out a project to and primary data.
determine the soil profile of
selected area(s) using information
on topographic survey maps,
photographs, line transects, or field
observations and how such a
profile can influence land use and
development.

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The Soil Catena a) Observe learners as they

draw the diagrams for
a) Learners study a suitable textbook
accuracy, and clarity of
or a teacher-drawn diagram of a
representation of the
soil catena, copy it into their
arrangement of soil types
notebooks, and analyse the
along the slope (top
arrangement of soils. They discuss
sequence).
possible reasons for variations in
soil types across a small area and
b) Evaluate learners’ reasons
for differences in soil types
along the same slope.
along the same slope,
b) Using a Geography or the English
noting how logical their
language dictionary, learners find
reasoning is and their
the meaning of “catena” and relate
ability to relate soil
it to the soils. They then explain
development to relief,
their understanding of a soil
drainage, movement, and
catena.
deposition of surface
a) Learners conduct a field study on a
materials and possibly
slope, from the valley to the hilltop.
differences in parent rocks.
They dig pits or holes at different
c) Observe learners as they
elevations along the slope, collect
investigate the soil catena
soil samples, and examine soil
during field study. Note
variations. They draw a line transect
their ability to apply
and annotate it to illustrate the
appropriate sampling and
relationship between slope, soil
data collection technique
types, and land use.
in order to get reliable
b) Learners display their field findings
findings.
and diagrams in the classroom.
They conduct a gallery walk to
review and critique each other’s
work, providing constructive
feedback.
e) analyse factors Soil Productivity a) Listen to learners’
affecting soil contribution to the
a) Using the English language
productivity to meaning and usage of the
dictionary or other reference
propose sustainable terms productivity and soil
books, learners look up the
practices to enhance productivity. Evaluate their
meaning and usage of the word
soil quality for long- ability to construct new
‘productivity’. Using the
term agricultural knowledge by transferring
information, they have got,
success and exiting knowledge.
learners discuss the meaning of soil
environmental b) Prompt learners to explain
productivity.
health (k, u, s, v). in detail the factors
b) Through questioning, guide
affecting soil productivity.
learners to understand the concept
Evaluate the depth of their
of soil productivity in relation to
knowledge and ability to
plant growth, especially crop
relate soil composition,
production and forestry.
properties, and land use

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c) Learners brainstorm the difference, practices to soil

and relationship, between soil productivity.
fertility and soil productivity. They c) Observe learners during
create a mind map to explain the discussions and
relationship. presentations, noting how
d) Learners conduct a library or online well they use appropriate
research the importance of soil gestures and expression to
productivity to farmers, foresters, make their presentation
and environmentalists, and write more engaging.
brief notes. d) Assess learners’ reports on
e) Through guided discovery, write measures to improve soil
the following factors and challenge productivity for:
learners to work in groups to i) relevance of
explain and illustrate how each of information.
them can affect soli productivity: ii) respect for
i) physical properties of soil environment.
ii) chemical properties iii) ability to use a range of
including nutrients and pH media to
iii) biological characteristics communicate ideas.
such as soil organisms
iv) agricultural management
practices
v) soil erosion
vi) land pollution
f) Groups make write-ups of their
explanation and make
presentations to the whole class for
discussion.
g) Individually, learners examine
textbooks, magazines, research
reports, or online materials to find
out measures to improve soil
productivity and write reports.
h) Learners carry out a project to help
a local farming community
improve and maintain soil
productivity.

f) propose feasible soil Soil Degradation and Conservation a) Observe learners as they
conservation present and discuss their
a) In groups, learners brainstorm the
strategies for a ideas about the meaning of
types and causes of soil
selected area to soil degradation. Note how
degradation. They define soil
promote sustainable broad their perspectives
degradation in their own words,
development are and how well they can
summarise their ideas, and share
through analysing draw some ideas from the
them with the class using the
the causes and

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 ADVANCED SECONDARY CURRICULUM

effects of soil jigsaw technique. Group findings factors affecting soil

degradation (v/a). contribute to a whole-class productivity.
discussion. b) In a conversation,
b) Learners watch a video on soil challenge learners to
degradation or analyse textbooks explain how their own
and photographs to explore its activities can contribute to
types, causes, and effects. They soil degradation. Assess
create an illustrated write-up and their level of awareness and
present their findings to the class respect for the
for discussion. environment.
c) Learners conduct a field study in c) Evaluate learners’ case
the local area to investigate soil study analyses for details,
degradation. They write reports accuracy, and ability to sort
outlining their observations and and analyse information.
highlight the challenges of
addressing soil degradation in the
area.
d) Learners analyse two case studies
of areas affected by soil
degradation—one from a
developed and another from a
developing country. They examine
the nature, causes, effects and
control measures, then document
key lessons Uganda can learn from
these case studies.

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TOPIC 6: Population and Development Duration: 38 Periods

Competency: The learner proposes strategies for managing population as a key resource in
development through analysing its dynamics and their implications for development at
different scales.

Learning Outcomes Suggested Learning Activities Sample Assessment

The learner should be Strategies
able to:
a) investigate the Distribution and Density of a) Observe learners as they
distribution and Population analyse topographic survey
density of maps, focusing on their
a) Learners study topographic survey
population using ability to use the key and
maps from different regions of
topographic maps, contour lines to identify
Uganda to analyse the distribution
statistical data, and features and establish
and density of population. Using
maps to guide geographical relationships.
information from the maps and
decision-making. (s) b) Assess learners’ statistical
their background information,
maps for accuracy, clarity,
learners discuss the factors
and effectiveness of
influencing population distribution
communication,
and density in those areas.
particularly regarding the
b) Individually, learners research the
concentration and spatial
recent national population census
layout of the population.
data for Uganda using the internet
c) In a conversation, prompt
or textbooks. They plot the data on
learners to explain how the
base maps to create a dot map and
factors influencing
a choropleth map, representing
population distribution and
population distribution and density,
density in their parish and
respectively. Learners write
areas shown on survey
explanatory notes analysing the
maps can be used to
pattern displayed and factors
explain spatial population
influencing them.
patterns in other areas. Pay
c) In groups, learners conduct a field
attention to their ability to
study within their school’s parish to
make generalisations using
investigate population distribution
the information about a
and density. They count
small area and evaluate
households, estimate population
how well they support their
density, and draw both a density
arguments using
map and a dot map to visualise their
appropriate facts and
findings. Groups compare local
examples.
patterns with national trends.
d) Groups present their findings to the
class, followed by group discussions
to refine their understanding.
e) In a whole-class discussion, learners
examine the implications of
population distribution and density

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for resource utilisation and

development in Uganda.
f) Learners analyse two case studies of
population distribution and density
in regions or countries with
contrasting geographical settings.
They investigate the effects on the
environment and national
development, drawing
comparisons and lessons applicable
to Uganda.
a) propose ways of Population Growth and Size a) Observe learners working
regulating in groups to analyse
a) In groups, learners analyse reports
population growth reports and statistics about
and statistics about Uganda’s
in developed and Uganda’s population and
population and housing censuses
developing housing censuses, paying
since 1980 to investigate the
countries based on attention to how
changing size of the country’s
statistics and other effectively they encourage
population. They draw line or bar
relevant knowledge others to contribute and
graphs to represent the statistics,
(u, s, gs). share ideas.
examine trends, and patterns, of
population growth and factors
b) Prompt learners during the
discussions, presentations,
accountable for them. Groups share
and debates. Assess their
their graphs and explanation for
ability to identify different
discussion.
perspectives and
b) In groups, learners research
incorporate information
population control measures in a
shared by others into their
developed country and a
analysis.
developing country, and discuss the
success realised by each country
g) Evaluate learners’
suggestions for population
and challenges it faced.
control methods applicable
c) Learners present their findings and
to Uganda. Focus on their
suggest which methods are
ability to evaluate different
applicable or adaptable to Uganda.
solutions and assess their
d) Learners debate whether
feasibility in addressing the
population control policies are
issue.
more effective in developed or
c) Evaluate community
developing countries, citing
survey reports, focusing on
statistics and real-world examples to
how well they reflect the
support their arguments.
beliefs and attitudes of the
e) In pairs, learners conduct a
local community, as well as
community survey on attitudes
the practicality and
towards family size, family planning,
effectiveness of the
and population control. They use
proposed strategies for
questionnaires to gather data and
identify factors influencing

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population growth, and write regulating population

reports proposing locally relevant growth.
strategies for regulating population
growth.
f) Pairs present their findings to the
whole class for discussion.

a) infer the likely Population Structure a) Observe learners as they

impact of work in groups to analyse
a) In groups, learners analyse
population population pyramids,
population pyramids of countries or
structure of a focusing on how effectively
regions with contrasting levels of
town/country or they interact with others
economic development, including
region on resource and their ability to identify
Uganda. They examine the age and
utilisation and patterns and make
sex composition of each
people’s wellbeing generalisations based on
geographical unit, and deduce how
to suggest ways of the data.
its population structure impacts
managing the b) Converse with learners
resource use and wellbeing. They
population. (v/a) during discussions and
summarise their findings and make
presentations, focusing on
presentations.
their ability to sort and
b) Individually, learners use data on
analyse information,
age and sex/gender composition in
identify problems caused
a given region or country to
by specific population
construct a population pyramid and
structures, and suggest
analyse its implications for resources
practical solutions.
and wellbeing.
c) Assess learners’ population
c) In groups, learners conduct a simple
pyramids, focusing on their
survey of the local community to
ability to accurately use
identify the population structure,
numbers and
challenges and benefits associated
measurements in
with it. They write a report or make
constructing and
presentations for discussion.
interpreting the pyramids.

a) predict occurrence Population Migrations a) Observe learners as they

and impact of engage with the different
a) Learners conduct a survey in the
population sources of information
local community to determine
migration in about population
when the inhabitants settled in the
Uganda and other migrations, noting their
area, where they or their ancestors
places based on the ability to sort and analyse
migrated from, and the reasons
knowledge of information and to interact
behind the migration. They write
migrations (c). effectively with others.
reports and share their findings
through presentations.
b) Prompt learners to explain
b) develop a their concept maps in
b) In groups, learners analyse texts,
plan/manifesto for detail. Note how effectively
newspaper articles, statistical data,
regulating or their maps communicate
and flow-line maps to explore past

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 ADVANCED SECONDARY CURRICULUM

promoting a certain and current population migrations the linkages and

type of population in Uganda. They identify the relationship between the
migration by migration types and patterns, ideas being explored.
applying relevant causes, and effects. c) Assess learners’ plans and
information (c). c) Challenge groups to create concept presentations, focusing on
maps or infographics that illustrate clarity of ideas, feasibility of
the relationship between the proposals, and ability to
population migrations, their causes, evaluate different solutions.
and effects, and present their
findings to the class.
d) In a whole-class discussion, learners
explore measures that have been
implemented or can be taken to
manage or reduce different types of
migration.
e) Through questioning and
discussion, guide learners to predict
future trends and patterns of
population migrations in Uganda.
f) Learners conduct library or the
internet research to investigate case
studies of population migrations in
Africa and other parts of the world,
marking areas of high emigration
and immigration, and discussing
reasons behind these trends.
g) Learners explore how other
countries and regions manage
population migrations, make notes,
and identify lessons Uganda can
learn from their policies and efforts.
h) Individually, learners select a type of
migration in Uganda and draft a
plan to regulate or promote it,
providing reasons for their plan and
discussing the expected impacts.

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TOPIC 7: Drainage and the Role of Rivers in Shaping the Landscape

Duration: 32 Periods
Competency: The learner devises sustainable ways of harnessing drainage features and related
resources for development through analysing their nature and impact on landscape,
ecosystems, and human activities.

Learning Suggested Learning Activities Sample Assessment

Outcomes Strategies
The learner should
be able to:
a) demonstrate an The drainage System of Uganda a) Observe learners as
understanding they analyse the
a) In groups or pairs, learners study a
of Uganda’s topographic survey
topographic map of a local or other area in
drainage system map. Note how
Uganda to identify the drainage features in
by using effectively they use the
the area. Groups share their findings.
relevant maps key to identify the
b) Learners analyse a wall /textbook/atlas map
and diagrams to geography of the area
showing the drainage system in Uganda.
illustrate its represented by the
They copy the map into their notebooks
aspects (u, s). map, and how broad
and label the major drainage features in the
their knowledge of
country.
drainage is.
c) Learners make brief notes to describe the
b) Engage learners in a
drainage system of Uganda.
conversation about
d) Learners exchange their notebooks and
their understanding of
critique each other’s map and notes.
drainage, focusing on
e) In groups, learners study a map showing their ability to speak
the drainage basins in Uganda, copy the
confidently and clearly
map into their notebooks, and draw a table as they explain their
to show the main drainage features found opinions and ideas.
in each basin.
c) Assess learners’ maps
f) Learners discuss as a whole class and agree
for accuracy, clarity, and
on the meaning of drainage and drainage
the richness of
system.
information (details).
Also, evaluate their
ability to incorporate
the key qualities of a
good map.

b) assess the role Evolution of Uganda’s Drainage a) Observe learners as

of Pleistocene they analyse the two
a) Using a map of ancient drainage in East
Earth maps, noting their
Africa (before Pleistocene period) and the
movements in ability to read and use a
map of present drainage, leaners explore
the evolution of map to identify the
the evolution of Uganda’s drainage system.
Uganda’s geography of an area.
b) Learners compare the map of ancient
b) Ask learners to explain
drainage (before Pleistocene period) and
how proto-rivers like

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 ADVANCED SECONDARY CURRICULUM

drainage and the map of present drainage system of Kagera and Katonga
resources (v/a). Uganda and write down their findings. could continue flowing
c) Through questioning, challenge learners to eastwards after reversal.
suggest possible causes of the observed Note their ability to
differences between the two drainage relate the formation of
systems. Mountain Rwenzori
d) Learners revise the processes of uplifting and the hills in Central
and down warping covered at Lower Uganda to improved
secondary and how they affect landscape. rainfall and creation of
e. Using the map of ancient drainage of tributaries.
Uganda and a diagram or demonstration, c) Assess learners’ maps
guide learners to explore how uplifting, and notes for accuracy,
down warping, and the reversal of proto clarity, and
rivers led to formation of Lake Victoria, Lake effectiveness of their
Kyoga, and others, River Nile and the comparison between
associated waterfalls. drainage patterns
f. Learners draw the maps and diagrams in before and after stream
their notebooks and summarise the reversal.
processes of down warping and stream
reversal.
c) infer, from The Role of Rivers in Shaping the a) Observe learners as
photographs, Landscape they investigate
topographic channel processes in
a) Learners analyse photographs and
survey maps the field study. Note
topographic survey maps or watch a
and field how effectively they
simulation of a river channel and identify
observations apply methods and
the river channel processes taking place in
the river techniques of data
the areas shown and their effects on
channel collection.
landscape. They write notes and draw
processes b) Observe learners as
diagrams to illustrate their findings.
taking place in they engage with
b) Learners visit a local stream or river to
an area (s). photographs and
investigate channel processes and how
topographic survey
they affect relief and landscape. They write
maps, focusing on their
a report and illustrate it with a concept map
ability to read, analyse
linking river channel processes to their
and interpret
effects on landscape.
secondary sources of
c) In a whole class discussion, learners
geographic
compare their field study findings with
information.
information gathered from photographs,
c) Evaluate learners’ field
topographic survey maps, or the
study reports and notes
simulations, and update their notes
for relevance, accuracy,
accordingly.
and logical flow of
d) Individually, learner research textbooks or
information, and their
the internet for diagrams of river channel
ability to use a range of
processes and their effects on landscape.
They then copy the diagrams and write

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brief notes to explaining each process and media to communicate

its impact on landscape. ideas.

d) develops a plan Importance of Drainage in Development a) Observe learners as

for exploiting they present and
a) Drawing on the knowledge gained during
the resource discuss their field study
the field study of a local stream or river and
potential findings. Assess their
their own experiences, learners discuss the
presented by a ability to actively listen
environmental, cultural, and economic
drainage feature with comprehension
importance of drainage features.
or features to and ask insightful
b) Learners analyse photographs of human
improve questions to evaluate
activities at drainage features or conduct
peoples’ lives by different perspectives.
internet/library research to explore the
applying b) Evaluate learners’ notes
resources associated with drainage features
relevant on photographs,
and their role in development. They take
knowledge and focusing on how
notes and compare their findings with ideas
skills (u, s, gs, effectively they analyse
raised during the earlier discussion.
v/a). and interpret
c) Individually, learners conduct library or
photographs to draw
internet research to analyse two case
conclusions about the
studies of important drainage features in
geography of the area
Africa and other parts of the world. They
shown.
examine the influence of these drainage
c) In a conversation, ask
features on the development of the
learners to compare
countries or regions where they are found
and contrast the
and challenges associated with harnessing
importance of the
them for development. Learners write
drainage features in the
reports and present their findings to the
case studies with that
class.
of the local drainage
d) Learners design and implement a project
feature nearest to their
focused on promoting the sustainable
home or school. Focus
utilisation of a drainage feature in their local
on their ability to
area.
support their ideas with
appropriate facts and
examples.

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TOPIC 8: Energy Production Duration: 38 Periods

Competency: The learner devises innovative ways of developing and using energy through
analysing the production, consumption and sustainability of the various sources of energy to
balance energy use and environmental stewardship.

Learning Outcomes Suggested Learning Activities Sample Assessment

The learner should be Strategies
able to:
a) Demonstrate an Major Energy Resources a) Observe learners as
understanding of they work in pairs or
a) Through brainstorming, learners identify
energy resources and groups, noting how
energy sources used in their homes and
their spatial well they recognise
communities. They summarise the
distribution to the value of other’s
contributions of these energy sources on
appreciate variations ideas and respect
the chalkboard.
in energy production divergent views.
b) Through questioning, guide learners to
(u, s, gs). b) In a conversation, ask
explore less familiar energy sources like
pairs to justify their
geothermal energy, wind energy, ocean
placement of each
energy, and hydrogen energy.
energy source under
c) In pairs, learners discuss and categorise
renewable and non-
all energy sources identified as
renewable categories.
renewable or non-renewable.
Note their ability to
d) In groups, learners use atlas or hand-
relate renewability to
drawn or digital maps to locate major
the formation,
energy sources in Uganda and other East
abundance, and
African countries. They copy the maps
sustainability of the
into their notebooks and describe the
energy source.
spatial distribution of energy sources.
c) Evaluate learners’
Groups present their findings for
presentations on
discussion.
energy sources and
e) Learners use atlas or hand-drawn or
their advantages and
digital maps to locate major energy
disadvantages,
sources in Africa and other parts of the
focusing on their
world and write notes to describe the
ability to:
distribution. They examine the
i) write and present
advantages and disadvantages of each
information
energy source.
coherently.
f) Individually, learners research textbooks, ii) base advantages
magazines, journals, research reports, or
and
online resources for factors influencing
disadvantages on
the distribution of energy resources in
critical
Uganda and globally. They write a report
parameters such
and present to the whole class.
as eco-
friendliness,

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renewability,
efficiency, cost,
storage, and
safety.

b) compare energy World energy Production and a) Observe learners as

production and Consumption they analyse statistics
consumption in and statistical
a) Learners analyse statistical data and
countries at different drawings, noting their
graphs, charts, or map infographics on
levels of ability to interpret and
energy production and consumption in
development to interrogate
Uganda. They describe the trends and
understand the need mathematical data
suggest reasons behind these trends.
for wise use of energy and to use numbers
resources (v/a). b) Individually or in groups, learners and measurements
research information from sources such accurately.
as “The State of the Environment Reports b) In a conversation, ask
for Uganda” by NEMA (2004/2005, 2010, learners to apportion
etc.), the internet, or other relevant responsibility for
materials. They gather insights on challenges facing
energy resources, production, and energy development
consumption, and challenges in in Uganda. Note their
Uganda’s energy sector, then write ability to present
reports and share their findings in balanced arguments
presentations. supported by relevant
facts and examples.
c) Learners examine case studies of energy
production in both developed and c) Evaluate learners’
developing countries and regions of the reports on case
world. They analyse relevant statistics, studies for details,
create graphs and charts to visualise the accuracy of
data, describe the trends, compare information and
energy production and consumption, ability to use a range
and draw conclusions based on their of media to
findings. communicate
information.

c) analyse the influence Factors Affecting Development of a) Observe learners

of economic, Energy Resources during the
environmental, and discussions, noting
a) Through questioning and guided
social factors on their ability to follow
discussions, learners explore factors
energy resource prompts and
affecting the development of energy
development to form investigate issues to
resources in Uganda. They examine
opinions about create meaningful
relevant examples such as petroleum in
challenges facing the knowledge
the Albertine region, hydro energy, and
energy sector (u, v/a). supported with
hydro-geothermal energy in
appropriate
Bundibugyo, Kasese and Kibiro.
examples.

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 ADVANCED SECONDARY CURRICULUM

b) Learners conduct library/internet b) In a conversation,

research on factors affecting the prompt learners to
development of energy resources in explain their
different parts of the world. They assessment of the
compare these factors with those in significance of
Uganda and then write reports and economic,
present their findings. Each learner’s environmental, and
findings contribute to a whole-class social factors in the
discussion. development of
energy resources.
c) Learners classify the factors affecting
Note their ability to
energy resource development into
defend their opinions
economic, environmental, and social
and use relevant facts
categories. They discuss, with reasons,
to support their
which category they believe is most
arguments.
important for the development of
c) Assess research
energy resources.
presentations for
d) Learners analyse case studies of energy depth of content,
development in both a developing and clarity of arguments,
developed country. They explore factors and relevance of
affecting energy resource development, examples.
such as oil in Saudi Arabia, German
investment in solar energy, or
hydroelectric power production in
China.

d) assess the impact of Environmental Impacts of Energy a) Observe learners

energy development Production during the field study,
on the environment focusing on how
a) Learners conduct a field study in the
to appreciate the effectively they apply
local area to investigate the extraction of
benefits and the methods and
energy sources or an energy project.
problems associated techniques of
b) Learners assess the impact of energy
with harnessing collecting primary
extraction or production on both the
energy resources (u, data.
natural and human environments. They
v/a). b) During the follow-up
suggest mitigation strategies to address
session of the field
the negative impacts. After writing their
study, probe learners
reports, learners display them in the
on the negative
classroom and critique each other’s
environmental
findings.
impact of power
c) Learners analyse case studies on the
production identified
environmental impacts of energy
in the field and the
production in Africa and around the
mitigation measures
world (e.g. construction of a power dam,
suggested. Evaluate
establishment of a nuclear power
their ability to identify
station, oil mining). They review texts,
problems and
maps, photographs, newspaper articles,

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and/or documentaries detailing the suggest feasible

impacts, and then write reports solutions.
summarising their findings.

e) evaluate policies and Sustainable Utilisation of Energy a) Observe learners as

strategies aimed at Resources they present their
ensuring access to assessment of the
a) Learners research departmental reports
sustainable sources of effectiveness of
or the internet for energy policies and
energy to understand Uganda’s efforts to
strategies implemented by Uganda such
ways of reducing ensure sustainable
as Energy Policy for Uganda (2002),
energy poverty (v/a). energy use. Focus on
Renewable Energy Policy for Uganda
their ability to sort
f) argue out the case for (2007), Renewable Energy Investment
and analyse
sustainable utilisation Plan for Uganda (2008), and the National
information, and how
of energy resources at Biomass Energy Demand Strategy for
well their proposals
local, regional, and Uganda 2001-2010.
align with the local
global scales to b) They assess the effectiveness of these
context.
promote energy efforts and challenges in their
b) Probe learners to
security (v/a). implementation. They then propose
identify lessons
more effective measures to increase
Uganda can learn
access to sustainable energy sources.
from the case studies
c) Learners conduct a textbook or internet
and assess their ability
research to analyse case studies of
to transfer knowledge
energy policies in other African countries
and apply it in new
and developed nations (e.g. Zimbabwe
situations.
and Canada).
c) Evaluate learners’
d) Through guided discussions, learners
submissions during
assess the effectiveness of energy
the debate, focusing
policies in ensuring sustainable energy
on clarity, logical flow
use in the case study countries. They
of ideas, maturity of
compare the policies with Uganda’s
reasoning, and their
policies and identify lessons Uganda can
ability to defend their
learn from these countries.
opinions effectively.
e) Learners engage in a debate on whether
developing countries should prioritise
renewable or non-renewable energy
sources to ensure long-term energy
security.

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 ADVANCED SECONDARY CURRICULUM

TOPIC 9: Climatology and Meteorology Duration: 75 Periods

Competency: The learner demonstrates understanding of climate and weather through
analysing atmospheric dynamics, climate data, and predicting weather patterns and their
effects to propose evidence-based strategies for adapting human activities to climate.
Learning Suggested Learning Activities Sample Assessment
Outcomes Strategies
The learner should
be able to:
a) analyse the The Nature of the Atmosphere a. Ask learners to explain
atmosphere a) Learners observe the sky and the the sources of solid
and its surroundings from a window or outside particles found in the
influence on the classroom, then describe their atmosphere. Assess their
weather, observations of the atmosphere. ability to relate these
climate and life b) Through guide discussions, learners particles to pollution,
on earth explore the concept of the atmosphere, its resulting from their own
through main components, and the role of each activities.
examining its component in influencing weather and b. Evaluate learners’
layers and climate. diagrams and notes for
composition (u, c) Learners study a diagram illustrating the accuracy, and
s, gs). vertical structure (layers) of the effectiveness in
atmosphere, reproduce it in their communicating the
notebooks, and write brief notes to intended information.
explaining the characteristics and
influence of each layer on weather and life
on Earth.

b) demonstrate an Solar Radiation and Atmospheric a) Observe learners as they

understanding temperature describe their
of solar observations about the
a) Learners step outside the classroom, stand
radiation by atmosphere. Note their
under the sun for 3-5 minutes, and
analysing its level of environmental
describe what they observe in the air
nature, awareness and ability to
around them and what they feel on their
interaction with disaggregate solar
bodies.
the radiation into light and
b) Through questioning and explanation,
atmosphere, suntan/heat energy.
guide learners to understand that the light
and effects on
they see and the heat they feel are part of b) Engage learners in a
weather, discussion on what life
the electromagnetic energy from the sun,
climate, and life on Earth would be like if
known as solar radiation.
on Earth (u, gs, all the radiation emitted
c) Learners study a diagram showing the
v/a). by the Sun reached the
journey of solar energy (solar cascade) and
analyse the processes solar radiation Earth’s surface. Assess
the level of maturity of
undergoes as it passes through the
their reasoning and the
atmosphere. They reproduce the diagram
in their notebooks, annotate it, and write

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explanatory notes on the interaction ability to argue using

between solar radiation, the atmosphere, scientific evidence.
and the Earth’s surface. c) Evaluate learners’
d) In groups, learners analyse extracts, diagrams for accuracy,
textbooks, or the internet sources to readability and
examine the nature and characteristics of effectiveness in
solar radiation, summarise their findings, communicating the
and present to the whole class. relationship between
e) Challenge learners to explain the solar radiation, the
difference between incoming solar atmosphere and the
radiation (insolation) and terrestrial Earth’s surface
radiation.
f) Through questioning and discussion,
guide learners to explore how solar
radiation regulates Earth’s temperature
through the greenhouse effect, making
the planet habitable for life.
g) Learners engage in a class discussion on
the significance of solar radiation for
weather, climate, and life on Earth.
c) discuss factors a) In groups, learners model the Earth-Sun a) Observe each group and
influencing the relationship by placing a globe or football assess, the modelling
amount of solar in a darkened room and shining a flashlight skills, and how accurately
radiation or torch on it to simulate the Sun’s rays. they manipulate the
received at They rotate the globe to demonstrate how globe/ball and flashlight
given place and sunlight falls on different parts of the Earth to represent the Earth-
appreciate at varying angles. They then discuss why Sun relationship.
temperature different regions receive different amount b) Probe learners as they
variations and of solar radiation. discuss the effects of
their effects on b) Learners analyse textbook chapters, variations in insolation
life (u, v/a) extracts or conduct internet research to on human activities and
identify factors influencing the amount of ecosystems. Note how
solar radiation (insolation) received at any effectively they support
location. They summarise key ideas and their ideas with
illustrate them with diagrams where appropriate facts and
applicable. real-world examples.
c) In a whole-class discussion, learners c) Assess learners’
explore how variations in insolation affect summaries for use of
human activities and ecosystems in their relevant illustrations and
communities, and in the different parts of logical flow of
the world. information.
a) analyse the Vertical temperature variation a) In a conversation,
causes, effects challenge learners to
a) Through questioning, guide learners to
and explain why
revise temperature as one of the elements
implications of temperature decreases
temperature

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 ADVANCED SECONDARY CURRICULUM

inversion on of weather studied at the Lower Secondary as we rise towards the

local weather level. Sun. Note their ability to
patterns, air b) Learners analyse a textbook, teacher- explain the concept
quality, and drawn or digital diagram showing vertical using knowledge from
climate systems variations in temperature, especially in the other sciences.
(u, v/a). troposphere and stratosphere. They draw b) Listen to learners’
the diagram, write a summary of their submissions on
analysis and share with the rest of the class. temperature inversion,
c) Learners analyse scenarios where factors taking note of their
like atmospheric pressure, humidity, and ability to relate it to local
solar radiation influence vertical contexts such as
temperature variations and make formation of fog and
presentations. mist in valleys.
c) Evaluate learners’ reports
Temperature Inversion
for depth and richness of
a) Through questioning and discussion, information, and their
guide learners to explore circumstances ability to sort and
under which temperature may not analyse information.
decrease with height/attitude but may be
low at lower altitude and high at higher
altitude. Challenge learners to cite
examples of such scenarios based on their
own experiences.
b) As a whole class, learners collaboratively
explain what they understand by
temperature inversion.
c) Individually, learners conduct library or
internet research on temperature
inversion, focusing on types, causes, and
effects on weather, air quality, and human
activities. They write detailed reports,
which Are later used to enrich a whole-
class discussion.

a) demonstrate an Atmospheric Humidity a) In a conversation, ask

understanding learners to explain how
a) Through questioning, guide learners to
of the various life processes
revise humidity as one of the elements of
relationship and everyday human
weather studied at the Lower Secondary
between activities contribute to
level.
humidity and indoor and outdoor
b) Through brainstorming, learners explore
other weather humidity levels. Note
the sources of water vapour and how it
conditions to their ability to relate their
enters the atmosphere. Summarise their
appreciate the explanations to
contributions and guide them to
role of humidity concepts from science
understand the main source of
in regulating subjects such as Biology
atmospheric humidity: evaporation of
temperature and Chemistry.

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and water from oceans, seas, lakes, rivers, a) In a conversation, ask

maintaining life streams; and vegetation. learners to determine
on Earth (u, v/a). which of the three types
Types of Humidity
b) predict the of humidity has the most
occurrence and a) Through questioning, guide learners to practical value. Assess
intensity of revise the types of humidity which they their ability to analyse
precipitation learnt at the Lower Secondary level. situations, form
using the b) Learners analyse extracts, textbooks, or reasoned opinions, and
knowledge of digital sources to explore the three types defend their viewpoints.
humidity (s, gs, (indexes) of humidity and their b) Observe learners during
v/a). interrelationship: absolute, relative and the demonstration,
specific humidity. They write note to focusing on their ability
summarise key ideas. to recognise the role of
c) Demonstrate using inflated balloons, questioning in
transparent bottles or drinking glasses of developing ideas, and to
equal volume (to represent a parcel of air identify key points in an
at the same temperature) how to calculate explanation for
relative humidity based on saturation summarisation.
content and absolute humidity. c) Evaluate learners’
d) Using real or hypothetical figures, learners comparison tables or
individually practise calculating relative infographics for clarity
humidity. and effectiveness in
e) In pairs, learners role-play meteorologists communicating ideas.
explaining the three types of humidity to d) Listen to learners as they
an audience, using graphs or other visual explain how each factor
aids. The audience asks questions which affects humidity,
lead to a whole-class discussion. assessing their ability to
f) Learners create tables or infographics to explain their ideas clearly
compare absolute, relative, and specific and confidently.
humidity, including their definitions, e) Observe learners during
formulas for determining them, and real- discussions, focusing on
life examples. how well they respect
Factors influencing Humidity of Place each other’s differing
viewpoints and engage
a) Write a list of factors affecting atmospheric constructively.
humidity on the chalkboard and challenge f) Observe learners as they
learners to explain how each factor analyse sources to
influences humidity. explore the practical
b) Individually, learners research textbooks or effects of humidity,
the internet, or watch videos to learn more noting their ability to
about factors affecting atmospheric turn disagreements into
humidity. They write notes and illustrating shared solutions.
their findings with figures and diagrams. g) Assess learners’
c) Learners present their reports or notes, calculation of relative
contributing to a whole-class discussion. humidity, temperature,
and precipitation

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The significance of humidity predictions. Focus on

their ability to plan and
a) Through brainstorming, learners explore
conduct investigations,
the effects of atmospheric humidity on
interpret mathematical
their daily lives, the community and
data, and use
livelihoods. Summarise their contributions
mathematics to justify
on the chalkboard and use probing
conclusions.
questions to elicit more ideas.
a. Evaluate learners’
b) In groups, learners study extracts, textbook
participation in the
chapters, photographs, or research the
debate, assessing their
internet to examine the effects of
clarity, logical flow, and
atmospheric humidity on weather and
coherence of their
climate patterns, plant and animal life,
arguments.
navigation and aviation, industry, and
other sectors. They write and present their
reports.
c) As a whole class or in groups, learners visit
a nearby weather station to collect data or
use a hygrometer and a thermometer to
measure and record humidity and
temperature at their school’s location. They
determine relative humidity and use their
findings to predict whether it will rain or
not in the next 24 hours, providing
justification for their prediction.
d) Learners engage in a debate on the
benefits and problems associated with
humidity such as "Humidity is more
detrimental than beneficial for humans
and the environment."

c) analyse the Atmospheric Pressure and Wind Systems a) Observe learners during
relationship the brainstorming
a) In a brainstorming session, learners recall
between session. Evaluate how
and discuss the concept of atmospheric
temperature, well they can recall and
pressure from their Lower Secondary
atmospheric use prior learning, and
studies. Summarise their contributions and
pressure, and the depth of their
guide them to understand atmospheric
wind knowledge.
pressure, its cause, and key characteristics.
movement b) Observe learners as they
b) In groups, learners explore textbooks,
using engage with textbooks,
extracts, or watch videos to investigate the
appropriate extracts or videos, and
types, causes, and effects of local winds
illustrations (u, diagrams. Focus on
(anabatic and katabatic). They record key
a/v). ability to turn divergent
points, support their explanations with
viewpoints into shared
diagrams, and present their findings to the
solutions.
class for critiquing. Conclude the
presentations by reinforcing the effects of

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local winds on weather conditions and c) In a conversation,

human activities. prompt learners to
c) In groups, learners analyse diagrams of expound their ideas
atmospheric pressure belts (equatorial low, about the relationship
subtropical high, polar high) to understand between temperature,
their distribution and relationship with pressure, and winds.
wind systems. They create these diagrams, Note how well they
label high- and low-pressure zones, and articulate the linkages
discuss the influence of temperature on and how logical their
pressure belts and wind system formation. ideas are.
Summarise key insights. d) Evaluate learners
d) Groups present their summaries for class writeups and diagrams
discussion, encouraging peer feedback for clarity, accuracy, and
and refinement of key concepts. effectiveness in spelling
out the intended
relationships.

d) demonstrate a) In groups learners conduct library or a) Observe learners as they

an internet research to analyse an assigned engage with each
understanding wind system, examining its path, group’s work, assessing
of winds at characteristics, and effects on weather and their ability to provide
different scales climate. They create maps to illustrate the fair and constructive
by examining location of their assigned wind system and feedback, demonstrate
their types, summarise their findings in concise notes. respect for diverse
causes, and b) Groups display their findings for a gallery viewpoints, and accept
effects on walk, during which they observe, evaluate, criticism positively.
weather, and provide constructive feedback on b) Engage each group in a
climate, and each other’s work. discussion to elaborate
people’s ways c) Using questioning and guide discussion, on the characteristics
of life (u). facilitate learners’ deeper understanding of and effects of their
each wind system, its impact on weather assigned wind system on
and climate, and its influence on human weather and climate.
activities and ways of life. Assess their depth of
reasoning, clarity of
explanation, and
teamwork in defending
their ideas.

e) predict weather a) In groups, learners analyse a weather map a) Observe learners as they
conditions and and satellite image of a specific region, analyse weather maps,
their effect at a using isobars to identify areas experiencing assessing the accuracy of
given place rainfall, storms or other weather their interpretations and
through conditions. They interpret data to predict the reliability of their
interpreting possible weather patterns over the next weather predictions.
weather maps 24–48 hours. b) Evaluate learners’
and satellite b) In groups, learners role-play as weather weather report
images (u, s). forecasters for different regions. They presentations, focusing

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 ADVANCED SECONDARY CURRICULUM

present a weather report to the class, on clarity, creativity, and

describing current conditions, predicting the application of
weather conditions for the next 48 hours, scientific reasoning in
and explaining its potential impact on their role-play.
people’s daily activities and livelihoods. c) Facilitate peer
assessment of weather
prediction write-ups,
with learners evaluating
how effectively their
peers incorporated
pressure and wind
patterns in their
forecasts.
Air Masses a) Observe learners as they
analyse the map of air
a) In groups, learners analyse a map showing
masses, assessing their
source regions of air masses. They identify
ability to read, interpret,
specific air masses, trace their movement
and make informed
from the source to their destination, and
inferences based on the
predict their effects on weather conditions
information presented.
using appropriate meteorological terms.
b) Evaluate learners’
b) In pairs, learners role-play Air Mass
submissions on air
Narrators, presenting their scenario as if
masses and associated
narrating the journey of an air mass. Each
weather, focusing on
pair describes the air mass type, its source
their ability to use
region, its movement, and impact on
technical terminology,
weather condition at the destination.
factual accuracy, and the
c) In groups, learners examine a weather map
reliability of their
and satellite image of a specific region,
weather predictions.
identifying air masses and their associated
weather patterns. They locate and describe
any weather fronts or boundaries (e.g. cold
front or warm front) and predict short-term
weather conditions for the region.
Ocean Currents
f) articulate the a) In groups, learners analyse a world map of
a) Observe learners as they
role of ocean ocean currents. They replicate the map in
analyse the ocean
currents in their notebooks, marking and labelling
currents map in groups,
distributing warm and cold currents. Each group writes
assessing their ability to
heat across low brief notes explaining the pattern of flow
read and interpret map
and high patterns of ocean currents and presents
information accurately
latitudes using their drawings for class discussion.
and their effectiveness in
relevant b) Groups conduct a hands-on simulation of
encouraging group
knowledge ocean currents using two clear containers
participation.
(v/a). (representing oceans), warm- and cold-

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coloured water (e.g., red and blue food b) Assess learners as they
dye), salt, and a small fan or straw to mimic simulate ocean currents,
g) form opinions
wind. In the first container, they create focusing on their ability
about the
surface currents by using the fan/straw to to follow logical steps in
effects of ocean
move the water, observing how wind conducting a scientific
currents on the
influences surface movement. In the demonstration and
climate of
second container, they add salt to one side investigation.
coastal areas,
and cold-coloured water to the other, c) Engage individual
adjacent
mixing slowly to observe how dense, salty, learners in discussions to
landmasses and
or cold water sinks while less dense water explain their
human
rises. They record their observations and understanding of ocean
activities. (v/a)
relate them to the characteristics of surface currents, evaluating the
and deep-water currents. depth and accuracy of
c) Individually, learners write at least two their knowledge, as well
paragraphs explaining their understanding as their ability to present
by ocean currents. They present their ideas ideas logically.
to the class, followed by a whole-class d) Review learners’ research
discussion. work for depth and
d) Through guided explanation, help learners accuracy of information,
understand the general patterns of ocean assessing how well they
currents, such as warm currents flowing use evidence, maps, and
away from the equator and cold currents illustrations to support
flowing toward the equator. their ideas or arguments.
e) Individually, learners use textbooks, the
internet, or other credible sources to
research specific cold and warm ocean
currents. They investigate their origin,
causes, movement, characteristics, and
effects on weather, climate, ecosystems,
and human activities. Each learner
prepares a detailed report, including
relevant maps and diagrams, and presents
their findings to the class.
h) analyse climatic Global Climatic Changes a) Observe learners as they
changes revise climate change
a) Use questioning and discussion to help
through time concepts, assessing their
learners review their prior knowledge of
and at different level of environmental
climate change in Uganda and other parts
scales to awareness and depth of
of the world, as covered in Lower
appreciate the their knowledge.
Secondary Curriculum.
origin and b) Monitor learners during
b) Through guided explanation, help learners
nature of the discussions and assess
understand that while they are familiar
ongoing their ability to listen
with recent climate change over the past
climate change actively, comprehend
millennium, the Earth’s climate has been
(v/a). the information, and
changing throughout history.
summarise key points
effectively.

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 ADVANCED SECONDARY CURRICULUM

c) In groups, learners analyse textbooks, c) Evaluate learners’

extracts, videos, or online sources to summaries on evidence
investigate evidence of past climatic of past climatic changes
changes and their causes. They summarise and their causes,
key points and present their findings in a focusing on accuracy,
whole-class discussion. depth, and richness of
information provided.

i) assess the Causes and Effects of Climate Change a) Observe learners as they
contribution of revise climate change
a) Learners brainstorm evidence of climate
natural concepts, assessing their
change in their communities, Uganda, and
processes and level of environmental
globally, sharing observations and
human awareness and depth of
discussing potential indicators.
activities to their understanding.
b) Learners engage in a discussion on the
climate change b) Observe learners during
causes of current (ongoing) climatic
by analysing discussions and assess
changes, comparing them with those of
statistics and their ability to listen
past climatic changes to identify
other relevant attentively, comprehend
similarities and differences.
information (u, the material, and
c) Individually, learners analyse data on the
v/a). summarise key points
causes of ongoing climate change,
appropriately.
creating graphs, pie charts, or divided
j) demonstrate
semi-circles to illustrate the contributions c) Evaluate learners’
understanding summaries on evidence
of various sectors and activities (e.g.,
of the effects of of past climatic changes
agriculture, manufacturing, mining,
climate change and their causes,
transportation, military warfare).
by examining focusing on the
d) Drawing on their own experiences,
its impact on accuracy, detail, and
learners discuss the impacts of climate
certain sectors richness of the
change in Uganda, analysing various
and ecosystems information presented.
sectors to determine which are most
(k, u, v/a)
vulnerable to its effects.
e) Individually, learners conduct library or
internet research on the global effects of
climate change, writing a report that
includes real-world examples to illustrate
their findings.

k) develop an Addressing Climate Change

action plan or a) Write clues outlining measures to mitigate
manifesto to climate change and its effects, based on
a) Observe learners as they
address climate what learners studied at the Lower
work in groups to revise
change and its Secondary level, on the chalkboard or
the measures to mitigate
effects in a pieces of chart paper. Using the Carousel
climate change. Focus
certain locality brainstorming technique, guide learners,
on the depth of their
(u, s, gs, v/a). working in groups, to revisit and discuss
knowledge, their ability
these measures.
to work with others to

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b) Conclude the brainstorming session by generate ideas, and

leading a class discussion about the interact effectively.
measures written on each piece of chart b) During presentation of
paper, reading what each group reports, probe learners
contributed, and answering questions as to expound key points in
they arise. their findings. Evaluate
c) Learners use relevant departmental their ability to sort and
reports, newspaper articles, field studies or analyse information, and
online databases, or virtual tours to to support their ideas
research specific climate change issues using relevant facts and
affecting a particular locality (e.g., rising sea examples.
levels, flooding, mud flows, wildfires, c) Assess learners’ action
prolonged drought, invasive species). They plan focusing on how
write a report based on their findings and well it spells out specific
present them to the class. goals, actions, and
d) In groups, learners prioritise and identify a timelines in line with the
key climate change issue in their locality local context.
(e.g., energy use, waste management,
education, conservation efforts, and policy
advocacy). They develop an action plan or
manifesto to address the issue.
e) Learners design and implement a physical
or digital campaign to raise awareness
about the climate change issue
highlighted in the action plan/manifesto,
along with the proposed solutions.

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 ADVANCED SECONDARY CURRICULUM

TOPIC 10: Settlement and Urban Growth Duration: 33 Periods

Competency: The learner proposes plans for developing and re-developing settlements and
their environments through collecting, processing, and analysing information about them to
promote the welfare and sustainable development of their inhabitants.
Learning Outcomes Suggested Learning Activities Sample Assessment
The learner should be Strategies
able to:
a) demonstrate an Main types and Distribution of a) Observe how learners
understanding of Settlement listen attentively and
settlements by demonstrate
a) Through brainstorming, ask learners
examining their comprehension while
to describe where they live, focusing
types, watching the video, noting
on characteristics of their local
characteristics, and their engagement and
settlement and its surroundings.
patterns (u, s, v/a). understanding of the
b) Learners study photographs, texts
content.
extracts, or watch a video clip
b) Engage learners in a
showing various settlement types
conversation to assess
(rural, urban, and peri-urban). They
their deeper
take notes on their findings and
understanding of the key
present r=their observations to the
concepts, probing for
class Group ideas contribute to a
clarity and depth in their
whole-class discussion.
responses.
c) Learners brainstorm the meaning of
c) Observe individual
the term “settlement”. Guide them
learners within groups,
toward a shared understanding of
evaluating their ability to
the concept and its various
speak confidently, explain
interpretations.
ideas clearly, and
d) In groups, learners analyse three
accurately analyse
different topographic maps and
settlement patterns.
describe the various settlement
d) Have a conversation with
patterns (linear, nucleated, dispersed
learners about the
etc.). They then relate these patterns
functions of settlements,
to the types of settlements they are
using probing questions to
familiar with.
assess the coherence,
depth, and accuracy of
their responses.

b) analyse the a) Divide learners into groups and a) Observe learners as they
relationship assign each group two case studies of research how human
between contrasting environments (e.g., settlements are influenced
settlement and the desert vs. tropical rainforest, by physical factors,
environment in mountainous vs. coastal region). focusing on their ability to
regions with b) In their groups, learners research how take responsibility for own
contrasting human settlements in these learning and demonstrate
physical environments are influenced by initiative in the process.

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environments (u, physical factors. They should b) During presentation, ask

v/a). compare aspects such as population learners to explain clearly
density, housing styles, economic how the physical
activities, and infrastructure environment influences
development. settlement patterns.
c) Groups present their findings using Assess their ability to
charts, maps, or digital presentations, demonstrate a deeper
demonstrating how settlements understanding of the topic
adapt to the challenges of different through their
environments. explanations.
d) Learners analyse statistics showing c) Evaluate learner’s dot
the number of settlements in a maps for accuracy,
specific area in Uganda. Individually, coherence, and clarity of
they draw a dot map to represent the the information presented,
distribution of settlement in that area. ensuring that the data is
e) Organise learners to debate on the represented effectively.
motion: "Settlements are more d) Observe learners during
influenced by environmental factors the debate to assess their
than human ingenuity." ability to defend their ideas
f) Individually, learners write post- with relevant context,
debate essays reflecting on how both speak confidently, express
environmental factors and human opinions clearly, and listen
innovation influence settlement attentively to others while
patterns. respecting different
viewpoints.

c) analyse the Rural Settlement a) Observe learners as they

changing types, analyse photographs,
a) In groups, learners analyse
patterns and texts, or videos, focusing
photographs, diagrams, and videos
functions of rural on how well they sort,
of different rural settlements to
settlements in interpret, and analyse the
identify their layout and
Uganda and other information presented.
characteristics. They classify the
countries and the b) Observe learners as they
settlements into types, note down
impacts these have classify rural settlement
their findings, and present their
on the surrounding into types, paying
analysis to the class for further
areas (v/a). attention to their ability to
discussion.
identify patterns and make
Site and Location appropriate
a) In groups, learners analyse generalisations based on
topographic survey maps from the data.
Uganda and other areas to c) Probe learners to explain
investigate the siting and location of and justify the
rural settlements (e.g., near rivers, on classification of rural
fertile land, or along transport routes). settlements they have
b) Learners discuss why certain developed. Assess how
locations are more favourable for effectively they collaborate

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 ADVANCED SECONDARY CURRICULUM

rural settlement than others. They with peers to generate

note their findings and display their ideas and defend their
work on the classroom walls for reasoning or opinions.
review.
d) Ask learners to explain
c) Through a gallery walk, groups
critique each other’s work, offering their views on the
necessary corrections. Through functions of rural
questioning and explanation, guide settlement, focusing on
learners to understand the difference their ability to identify
between site and location. patterns and draw general
d) In groups, learners discuss the conclusions from the
functions of rural settlements and
evidence.
present their findings to the class for
further discussions. e) Evaluate learners’ field
e) Learners conduct a field study in a reports by assessing the
nearby rural settlement to investigate clarity, accuracy, and
its impact on both the natural and logical flow of the
human environments. information presented.
f) In groups, learners observe and Also, evaluate the
record the environmental, economic, feasibility and practicality
and social impact of the settlement.
of the recommendations
They then write a group report with
recommendations on how to they proposed for
mitigate negative impacts while mitigating the negative
enhancing positive contributions. impacts of settlement.
g) Learners role-play as members of a
rural settlement planning committee
tasked with improving living
conditions in a hypothetical or real
settlement. They propose solutions
to the challenges identified during
their study.
d) analyse the types, Urban Settlement a) Observe learners during
patterns and group discussions and as
a) In groups, learners analyse
functions of urban they make classifications,
photographs, texts, or watch videos
settlements in focus on how effectively
depicting different urban
Uganda and other they identify the features
settlements, and guide them to
countries, and the of different types of urban
explore key characteristics for each
impact these have settlements. Pay attention
type.
on the surrounding to their ability to listen
b) In groups, learners explore case
areas to make attentively and
studies to analyse urban settlements
informed decisions comprehend their peers’
and their main functions. Each group
on managing contributions.
notes down their findings and
settlements (s, v/a). b) Engage in conversations
presents their analysis to the class for
with learners during the
further discussion and exploration.
discussions, probing them
c) In groups, learners use outline maps
to justify their
of a city to label key zones such as
classifications of urban
CBD, industrial areas, residential
settlements. Assess their
zones. They explore the internal
ability to defend their

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structure of urban settlements and reasoning and the depth

discuss how the identified zones are of their understanding.
arranged and examine their c) Evaluate the labelled maps
interrelationships. for clarity and accuracy in
d) Leaners conduct a field visit to a local identifying and labelling
city or take a virtual tour of a city zones like the CBD,
using Google Maps to identify and industrial areas, and
observe the internal structure of the residential zones. Assess
urban area, take notes, draw field how well learners reflect
sketches, and write field reports to the true internal structure
share their findings with the class. of urban settlements.
e) In groups, leaners analyse case d) Observe learners during
studies of planned and unplanned group discussions and as
cities. They sketch the internal they sketch the internal
structure of both planned city and an structure of cities, note
unplanned city, compare the how effectively they
differences, and present their identify and compare
findings to the class to foster a features of planned and
discussion on the characteristics of unplanned cities. Pay
each type. attention to their ability to
f) Learners locate the Central Business think critically and explore
District (CBD), Inner city and (inner innovative ideas.
and outer) suburbs of the cities or
towns they are familiar with. They
justify their choices based on
characteristics and share their
findings in a whole-class discussion.
e) propose innovative Problems of Urban Growth a) Observe learners as they
solutions for collaborate to analyse
a) Provide learners with printed case
addressing articles. Pay attention to
studies or newspaper articles on
settlement-related how they identify and
urban growth challenges in cities like
challenges explain urban growth
Kampala or Nairobi, highlighting key
through collecting problems during group
issues such as housing, transport,
and analysing data discussions. Focus on their
pollution, and infrastructure.
and information ability to extract key issues
b) In groups, learners analyse the
about them (u, from the text and propose
articles to identify specific problems
v/a). actionable solutions.
resulting from urban growth. They
b) Ask learners probing
then discuss potential solutions to
questions about the
these problems and present their
challenges they identify
findings to the class through a
during the field study,
structured presentation.
assessing their ability to
presentations.
recognise real-life urban
c) Organise a field trip to a local urban
growth problems and
area where learners can observe the
provide thoughtful
challenges of urban growth first
observations.

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 ADVANCED SECONDARY CURRICULUM

hand. Learners should write detailed c) Assess learners’ field

reports or create diagrams that reports, focusing on the
highlight the problems they observe accuracy, clarity,
and propose possible solutions. coherence of information,
Encourage them to take and the feasibility of the
photographs during the trip, which solutions they propose to
can be printed and used for address urban growth
discussion in class. challenges.

f) propose a feasible Land use Planning and Control of a) Observe groups or

land use plan to Urban Growth individual learners as they
manage urban work on their designs,
a) Learners design a project for a small
growth in a way focusing on how
sustainable urban area, incorporating
that balances effectively they apply
effective land use planning principles
economic creativity and critical
and strategies for controlling urban
development, thinking in exploring
growth. They should consider factors
social equity, and possibilities or sustainable
such as zoning, green spaces,
environmental urban development.
transportation, and environmental
conservation (u, b) Ask learners to explain
impact.
v/a). their ideas for sustainable
land use and growth
control measures,
assessing their
understanding of
sustainability principles
and how they incorporate
them into their designs.
c) Evaluate the final design (a
detailed and labelled map
or drawing of the urban
area), focusing on the
feasibility, practicality, and
logical flow of the ideas
presented, ensuring that
sustainability and growth
control measures are
appropriately addressed.

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TOPIC 11: Slope Development Duration: 42 Periods

Competency: The learner analyses spatial and temporal variations of slope processes by
examining their nature, factors influencing their occurrence and impact to devise strategies for
managing slope-related hazards.
Learning Outcomes Suggested Learning Activities Sample Assessment
The learner should be able Strategies
to:
a) assess the influence of Theories of Slope Development a) Assess learners’
slope development on research reports for
a) Use diagrams, animations, or models
the physical accuracy, clarity, and
to illustrate the theories of slope
environment and the effective use of
development (e.g., Davis’s cycle of
human activities (u). illustrations to
erosion, Penck’s theory, and King’s
explain landform
slope replacement model). These
evolution. Focus on
resources will help learners visualise
how well learners
and better understand complex
integrate visual aids
theoretical concepts through
to support their
multimedia presentations or
explanations and
interactive whiteboard illustrations.
understanding of the
b) Learners analyse examples of
concepts.
landscapes shaped by different slope
b) During presentations,
development theories. They explore
assess the logical
how each theory applies to observed
progression of
features using resources such as
learners’ reasoning
photos, maps, and scholarly articles to
and the clarity of their
enhance their understanding.
explanations.
c) Learners visit a local slope or landform
c) Evaluate learners’
to observe, document its features,
findings on the local
and hypothesise the slope processes
slope, assessing the
at work. They then relate their findings
accuracy of the
to the theories of slope development
information
they have learned.
presented. Focus on
d) Working in groups, learners research
the evidence they
different theories of slope
use to relate
development, summarise key
observed slope
concepts, and create diagrams to
processes to the
illustrate each theory. They present
relevant theory of
their findings to the class,
slope development,
contributing to a broader
ensuring that their
understanding of slope development.
connections are well-
e) Learners examine unlabelled
supported and
diagrams or cross-sections of slopes
sound.
to identify the processes depicted.
They match the features with the
relevant theories of slope

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development, deepening their

analytical skills.
f) Learners engage in a debate about
the applicability of various slope
development theories in different
environments (e.g., humid vs. arid).
Through a guided discussion, help
learners critically assess the strengths
and limitations of each theory in real-
world contexts.
g) Present learners with a problem
scenario, such as predicting slope
evolution in an area prone to erosion.
Learners propose solutions based on
their understanding of slope
development theories, encourage
them to apply theoretical knowledge
to practical situations.
b) appraise programs and Types and Processes of Mass Wasting a) Assess learners’
actions aimed at fieldwork reports for
a) Use documentaries, YouTube
mitigating and the correct use of
channels, or Geographic Information
responding to geographic
System (GIS) visualizations of mass
occurrence of mass terminology, clarity in
wasting events to illustrate various
wasting in the highland diagrammatic
types of mass wasting processes. This
areas of Uganda and the illustrations, and the
will help learners visualise the
rest of East Africa (u, v/a). ability to effectively
processes and understand their
link their
distinguishing features in real-life
observations to types
contexts.
and processes of
b) Organise a field visit to a site with
mass wasting.
visible evidence of mass wasting (e.g.,
b) Observe learners
scars from landslides or talus slopes).
during the role play,
Learners document the features and
focusing on their
processes through sketches, notes,
ability to identify
and photographs, linking
mass wasting risks,
observations to the types of mass
propose realistic
wasting thy have learned.
solutions, and
c) In groups, learners research a specific
communicate their
type of mass wasting (e.g., soil creep,
ideas effectively.
slumping, debris flow). Each group
c) Ask learners to
writes a detailed report with relevant
explain whether the
diagrams and presents their findings
area where their
to the class, explaining the causes,
school is located is
effects, and environmental
prone to mass
implications.
wasting. Assess their
d) Learners role-play as geologists or
environmental managers tasked with level of

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assessing mass wasting risks in a environmental

hypothetical area. They propose awareness and
mitigation strategies based on the evaluate how
identified risks and make
logically they link
recommendations for preventing
future events. their explanation to
e) Present case studies of significant climatic, relief, and
mass wasting events (e.g. the Oso human factors that
landslide in the USA or mudslides in can trigger mass
Sierra Leone). Learners analyse the movement.
causes, effects, and response
measures taken, critically evaluating
the effectiveness of each response.
f) Learners simulate mass wasting using
sand, soil, water, and inclined trays to
demonstrate how factors like slope
angle and moisture content influence
mass wasting.
c) predict the occurrence Effects of Mass Wasting a) Observe learners
of mass wasting in during presentations,
a) Provide case studies of mass wasting
highland areas by focusing on the
events from both humid and arid
analysing and applying content,
regions. Learners analyse the causes,
the relevant organisation, clarity
effects, and responses to these events,
geographical of communication,
comparing the differences between
information (v/a). and their ability to
regions.
use appropriate
b) Use software or online tools to create
gestures to engage
interactive models of slope failure and
the audience.
mass wasting events. Allow learners
b) Engage in a
to manipulate variables in simulations
conversation with
to observe how changes impact
learners during the
slope stability and mass wasting.
fieldwork activities,
c) Learners conduct a field study of
assessing the clarity,
highland areas or slopes where signs
accuracy, and depth
of mass wasting are visible.
of their explanations
Guide them in making detailed
as they actively
observations, taking measurements,
participate in hands-
and recording data on slope stability
on tasks.
and mass wasting indicators.
c) Continuously assess
d) Assign group projects where learners
learners’ project work,
predict and analyse potential mass
paying particular
wasting events by gathering and
attention to their
synthesising information from various
ability to collaborate
sources, such as topographic maps,
within teams, plan
photographs, and field data. Groups
effectively, conduct
present their findings and propose
investigations,
sustainable management strategies
handle feedback
for mitigating risks.
constructively, and

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e) Learners participate in a debate on maintain a positive

the impact of mass wasting on attitude throughout
landscapes, ecosystems and human the process.
activities. Present different viewpoints
and real-life scenarios for learners to
explore during the debate.
d) propose strategies for Measures to Control Mass Wasting a) Observe learners as
preventing mass they design their
a) In groups, learners research case
wasting in the highland models using low-
studies of successful mass wasting
areas of Uganda by cost materials.
control measures using the internet
applying relevant Engage them in
or textbooks. They analyse the
information (v/a). discussions about
effectiveness of the different
their design choices
strategies and discuss their strengths
and encourage peer
and limitations.
assessment to
b) Use diagrams and models to illustrate
promote
various mass wasting control
collaborative
techniques. Demonstrate how
learning and critical
different measures, such as terracing,
feedback.
retaining walls, and vegetation cover,
b) Hold discussions with
help stabilise slopes. Learners design
learners during the
their own models or diagrams using
field study. Use
low-cost, accessible materials.
rubrics to assess the
c) Organise a field trip to a local area
accuracy, clarity, and
where mass wasting control
depth of their
measures are in place. Learners
observations and
observe, document, and critically
documentation.
evaluate the effectiveness of these
c) Evaluate learners’
measures, discussing possible
diagrams and
improvements.
models, focusing on
d) Provide learners with maps and data
their effectiveness in
of a highland area prone to mass
illustrating real-world
wasting. Task them with proposing
situations and
sustainable control measures,
processes. Assess
considering cost-benefit analysis and
their ability to use
environmental impact assessments.
creativity and
Learners present their proposals
problem-solving
through reports, charts, or
skills in exploring
presentations.
possible solutions.

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TOPIC 12: Problems of Food Supply Duration: 24 Periods

Competency: The learner analyses local and global food supply problems as well as strategies
adopted to address them using relevant information and geographic tools, and proposes
innovative solutions to ensure food security for all.
Learning Outcomes Suggested Learning Activities Sample Assessment
The learner should Strategies
be able to:
a) examine the Trends in World Food Supply a) Observe learners as they
relationship analyse texts, graphs,
a) In groups, learners analyse texts, graphs,
between the and statistics, focusing
and statistical data on global and regional
level of economic on their ability to
trends in food production and supply.
development identify global trends
They identify regions with high food
and food supply and patterns in food
surpluses and deficits and present their
in a country or supply. Look for
findings, using charts, maps, or digital
region by using evidence of of critical
presentations.
statistics and thinking and data
b) Group findings contribute to a whole-
other information interpretation skills.
class discussion, where learners compare
(s, gs, v/a).
trends, debate causes of disparities, and b) Engage learners in
explore possible solutions to food discussions, prompting
distributions challenges. them to explain their
c) In groups, learners categorise countries findings clearly and
and regions based on food surplus or justify their conclusions
deficit and their levels of economic with relevant evidence
development. They organise their findings from the data.
in a well-structured table and justify their c) Assess learners’
classifications with relevant data. categorisation of
countries based on food
production and
economic
development, assessing
the accuracy of
information, logical
reasoning, and ability to
make meaningful
connections between
food supply and
economic status.
b) demonstrate an Food Shortages in Developing Countries a) Assess learners’
understanding of evaluation of the food
a) Use guided questioning to help learners
food shortages in supply situation, paying
assess the food supply situation in their
Sub-Saharan attention to their level of
community, district, and Uganda as a
Africa and other awareness and ability to
whole.
developing analyse conditions in
countries by their local community.

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using relevant b) In a discussion, learners account for the b) Engage learners in a

information (u). level of food supply situation in their own discussion about food
community, district and Uganda. supply in Uganda. Ask
c) In groups or pairs, learners research books, them to justify their
magazines, and newspaper, or credible stance on whether
online sources to gather information on Uganda experiences
food shortages in Sub-Saharan Africa. famine, evaluating their
They identify affected countries and ability to provide logical
analyse the underlying causes of food arguments and
shortages in the region. supporting evidence.
d) Guide learners in brainstorming the c) Observe learners during
challenges linked to declining food supply their presentations and
in Sub-Saharan Africa, encouraging them discussions, focusing on
to consider social, economic, and their organisation, and
environmental factors. analytical skills, ability to
e) Learners conduct library or internet sort and interpret
research to analyse two case studies of information, and respect
countries outside Africa experiencing food for diverse viewpoints.
shortages. They write reports and present
their findings in a whole-class discussion.
f) In groups, learners identify and classify
different forms of food shortages affecting
Africa and other developing regions,
discussing appropriate terminology to
describe these conditions.
c) evaluate policies Addressing Food Shortages a) Observe learners as
and programmes they discuss strategies
a) Learners brainstorm practical strategies to
aimed at for addressing food
ensure adequate food supply at the family
increasing food shortages in Sub-
and community level, considering local
supplies in Saharan Africa, assessing
resources and challenges.
Uganda and their ability to propose
b) In groups, learners discuss and propose
other developing realistic amd sustainable
measures to address food shortages in
countries (v/a). solutions to real-world
Sub-Saharan Africa, evaluating their
challenges.
feasibility and sustainability.
b) Engage learners in
c) Learners conduct library or internet
discussions, prompting
research on initiatives aimed at ending
them to elaborate on
food shortages in Sub-Saharan Africa and
their ideas and
other developing countries. They assess
evaluating their clarity,
the effectiveness of these efforts and
depth of reasoning, and
compile their findings into reports, which
ability to justify their
are later shared in a whole-class
viewpoints.
discussion.
c) Assess learners’ written
reports, focusing on the
relevance, accuracy, and

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coherence of the
information presented.
d) develop an a) Learners participate in a project on a) Assess learners’ project
action plan or strengthening /consolidating food work throughout the
manifesto for security in a specified local area. process, paying special
addressing food attention to their ability
shortages in to:
Africa or any i) work independently
other area based with persistence.
on the causes ii) manage goals and
and effects of the time.
situation. (gs, v/a) iii) use a range of media
to communicate
ideas.
iv) collaborate to
generate ideas.
v) identify problems
and proposed
actionable solutions.
vi) evaluate different
solutions.

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TOPIC 13: Lake and Sea Coasts Duration: 42 Periods

Competency: The learner demonstrates appreciation of coasts as dynamic physical
environments through examining their nature, geomorphic processes modifying them, and
resultant features, as well as benefits and challenges of living in coastal areas to inform
decisions aimed at developing such areas.
Learning Suggested Learning Activities Sample Assessment
Outcomes Strategies
The learner
should be able
to:
a) analyse the Waves and Their Nature a) Observe learners during the
formation and jigsaw activity, assessing
a) Guide learners in a brainstorming
characteristics their ability to collaborate
session to revise the nature and
of coastal and synthesise findings on
characteristics of coasts as changing
landforms and wave action, tidal influence,
landscapes affected by wave action,
evaluate their sediment transport, and
tidal influence, sediment transport and
significance in human impact.
human activities.
shaping b) Engage learners in
b) Using the jigsaw method, learners
coastal discussions during group
collaboratively investigate wave action,
landscapes presentations, probing their
tidal influence, sediment transport, and
over time (u). understanding of how these
human activities shaping coasts, and
factors interact to shape
then integrate their findings to build a
coastal landscapes.
comprehensive understanding of
c) Evaluate learners’ concept
coastal dynamics.
maps and group summaries
c) In groups, learners conduct online or
for clarity, accuracy, and
library research on other factors
depth of analysis.
affecting the development of coastal
landforms and features, compile a
report, and present them to the class.

Landforms Due to Wave Action Along a) Observe learners as they

the Coast create and annotate
a) Through questioning, guide learners to concept maps, focusing on
revise the coastal landforms they their ability to link processes
studied in the Lower Secondary level.
like hydraulic action and
b) Provide them with photographs and
abrasion to specific
maps of a coastal area (real or
landforms.
hypothetical, such as Lake Victoria's
b) Engage learners during
shores or oceanic coasts).
discussions on the
c) Learners create a concept map linking
significance of coastal
wave processes (e.g., hydraulic action,
landforms for development,
abrasion) to specific landforms and their
probing their
features. They annotate it with
understanding of the
examples and significance.
connection between

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d) Learners then develop a detailed physical processes and

resource map that highlights human use.
opportunities for development, such as c) Assess resource maps and
ecotourism or aquaculture. presentations for accuracy,
creativity, and application of
geographic knowledge.
b) predict the Lake and Sea Level Changes (Eustatic a) Observe learners during the
future Adjustment) discussion and debate,
relationship focusing on their ability to
a) In groups, learners read and analyse
between land listen attentively with
articles (in print, digital form) on sea level
and sea or comprehension, think and
changes, including their types, causes,
lake coast, reason objectively, and how
effects, and importance. Each group
using well they can defend their
summarises the key points and creates a
knowledge of opinions.
fact sheet or infographic to present to
current crustal b) Evaluate learners’ reports on
the class.
stability and the effects of sea/lake level
b) As a whole class, learners discuss and
ongoing changes on named regions
categorise the causes into natural and
climate for accuracy of geographical
human-induced factors, exploring these
change, to facts, depth of analysis, and
relate to climate change.
raise ability to use illustrations to
c) In groups, learners search textbooks, the
awareness clarify written information.
internet, or videos to analyse case
about natural c) Ask learners to explain their
studies of effects of sea/lake level
hazards reflective essay on how
changes on specific regions (e.g., deltas,
affecting sea/lake level changes affect
island nations). They write a report on
coastal areas their region or country. Note
their findings and share it with the class
(v/a). their ability to express their
for discussion.
ideas clearly and logically
b. Guide learners to conduct a debate on
and how well they can sort
the importance of understanding sea
the pros and cons of
level changes, using evidence from the
natural geomorphic
articles to argue whether mitigation or
events.
adaptation should take priority in
addressing the issue.
c. Learners write a reflective essay on how
sea/lake level changes affect their region
or country, proposing strategies to
address related challenges and
opportunities.
c) analyse the Influence of Coasts on Human Activities a) Observe group research
resource activities, focusing on their
a) In groups, learners create a presentation
potential use of resources (e.g., maps,
or an infographic that highlights the key
associated case studies) and
resources, their uses and sustainable
with coastal collaboration.
management practices.
landforms and b) Observe group
b) In groups, learners share their findings
how this can presentations, focusing on
and explore how different coastal
be tapped for their ability to justify their

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development landforms support development in proposed strategies for

(v/a). various regions. sustainable development
c) In groups, learners critically assess the and how to address
d) propose a economic, environmental, and social challenges related to
plan for benefits and challenges of utilising these resource use.
developing a resources. c) Assess each group
coast based d) Individually, learners write a report or presentation, infographics,
on its actual essay on how one specific coastal and individual essays on:
and potential landform and its resources can be
i) depth of resource
resources and sustainably developed to benefit a local
analysis.
challenges as or national economy.
a way of ii) feasibility and
facilitating sustainability of
resource proposed strategies.
utilisation and iii) creativity.
community
iv) clarity of
development
communication.
(s, gs).

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Topic 14: Utilisation and Conservation of Natural Resources

Duration: 48 Periods
Competency: The learner evaluates efforts aimed at conserving natural resources by
examining their effectiveness as a basis for recommending alternative strategies to ensure
wise and sustainable use of resources.
Learning Outcomes Suggested Learning Activities Sample Assessment
The learner should Strategies
be able to:
a) demonstrate an Resources and their Nature a) Observe learners as they
understanding of engage with maps,
a) Through questioning and discussion,
natural resources focusing on their ability
learners identify and generate a list of
by explaining to read and use maps to
resources around the school and in their
their nature and construct the
home areas. They describe the
their geography of an area.
characteristics of each resource and give
characteristics to b) In a conversation, ask
reasons why they think it is a resource.
devise ways of learners to explain their
b) Through probing and explanation, guide
using them categorisation of
learners to understand the meaning of
wisely (s, gs, v/a). resources and note their
resources and how the status of a resource
ability to account for
varies in space and time.
and justify their actions.
c) Learners categorise the resources listed as
c) Assess learners’ tables
natural or human and give reasons to
and maps for the
justify their categorisation of each
drawing skills, accuracy
resource.
of facts, richness and
d) Guide learners to use their background
coherence of
knowledge to identify other natural
information.
resources in Uganda other than those
d) Observe learners as they
identified above.
discuss and make notes,
e) Using topographic survey maps from
focusing on their ability
different areas or atlas, textbook, maps, or
to follow the thread of a
digital maps, learners locate Uganda’s
discussion to make
natural resources. They draw a map
appropriate
showing the distribution of natural
contribution.
resources in the country and annotate it.
f) Drawing on their experiences and
knowledge acquired in other topics,
learners discuss the various ways the
people of Uganda make use of each
resource. Then, they identify the
challenges facing effective utilisation of
some of the natural resources.
g) Individually, learners summarise the main
issues raised in the discussion.
b) assess the stock a) In pairs or groups, learners analyse texts, a) Observe learners as they
of resources in an photographs, maps or documentaries work in groups to

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 ADVANCED SECONDARY CURRICULUM

area or country about countries or regions in contrasting analyse the various

through applying geographical settings and at different sources of information.
relevant levels of development (e.g. Japan and the Note their ability to
information and Congo Basin; Switzerland, and the encourage each other
geographical Amazon Basin). They explore the natural to contribute effectively
tools (k, u, s, gs). resources available in these areas. and to turn diverse
b) Learners investigate how the case study viewpoints into shared
areas are using their natural resources for solutions to the problem
development, factors affecting resource at hand.
utilisation, and challenges being faced. b) In a conversation, probe
They write down their findings and share learners to categorise
their write-ups with the rest of the class. the factors and
c) In a whole-class discussion, learners challenges affecting the
explore lessons Uganda can learn from the utilisation of natural
case studies to promote effective and resources and to assess
sustainable utilisation of her resources. the significance of each
d) Learners conduct a debate on the category. Focus on their
relationship between the stock of natural ability to sort and
resources at a nation’s or region’s exposure analyse information, and
and the level of economic development. to try out innovative
alternatives.
c) Evaluate learners’
submissions during the
debate, paying special
attention to the depth
and maturity of their
reasoning and ability to
recognise the role of
questioning in
developing ideas.

c) demonstrate Sustainable Utilisation of Wetlands a) Observe learners as they

appreciation of collect data in the field.
a) Learners visit a nearby wetland (swamp,
wetlands as a Note how well they
marsh or bog) to investigate its location,
critical resource respect the
factors influencing its existence,
by examining environment and their
characteristics, and importance to the
their nature, ability to plan and
people, and environment. They take
environmental conduct an
pictures, draw a panorama and other field
and socio- investigation.
sketches, write reports and share their
economic roles, b) Probe learners as they
findings during the follow-up session.
and challenges of contribute to the
b) Using their field findings and other
conserving them meaning and
relevant knowledge, learners
to argue out a description of a wetland.
collaboratively explain what is meant by a
case for using Focus on their ability to
wetland. Through discussions and
derive meanings from
explanations, guide learners to come up

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them sustainably with a broad meaning and description by local contexts and view
(u, gs, v/a). spelling out the drainage conditions, concepts in a broader
location, and the nature of plant and perspective.
animal life that characterise wetlands. c) Assess learners’ field
sketches and write-ups
for details, drawing skill,
and ability to use a
range of media to
communicate the
geography of an area.

Types and Status of Wetlands in Uganda a) Observe learners as they

analyse the atlas, texts,
a) Learners research a general atlas, and topographic survey
textbooks, topographic survey maps, or maps, noting their
the Uganda Wetland Atlas to investigate ability find appropriate
the kind of places in which wetlands points in a text or
commonly occur. They draw a map to graphic material to
show the distribution and types of summarise.
b) Ask learners to clarify
wetlands in Uganda.
their classification of
b) Learners analyse texts explaining the wetlands. Note how well
types of wetlands and make detailed they relate types to the
notes. location and
c) Learners research textbooks, atlas, characteristics of the
ministerial reports, newspaper articles, or wetlands.
c) Evaluate learners’
the internet for statistics about wetlands
statistical drawings and
for the past four decades. notes that explain
d) Individually, learners draw charts, graphs, trends and the current
and other statistical drawings to represent status of wetland
the statistical data. coverage in Uganda.
e) Learners analyse the trends in wetland Focus on their accuracy
coverage, and suggest possible reasons in using numbers and
measurements and their
for the pattern displayed.
ability to interpret and
f) Using the same statistics, and other critically analyse
relevant information, learners describe the mathematical data.
current status of wetlands in Uganda. d) Listen to learners’ as they
g) Based on the trends and current status, project the status of
learners discuss and project the status of wetlands in Uganda
wetland in Uganda over the next 50 years over the next 50 years
and discuss its
and its implications to the environment.
implications for the
environment. Assess
their ability to use
mathematical reasoning
and evidence to support
and justify their
projections.

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The value of Wetlands a) Listen to learners’

contributions during the
a) Drawing on their fieldwork findings,
brainstorming session,
personal experiences, and other relevant
noting their level of
knowledge, learners brainstorm the
environmental
environmental, social, and economic
awareness and ability to
value of wetlands. They summarise the
recognise wetlands as a
contributions of wetlands.
resource.
b) Learners research textbooks, magazines,
b) Observe learners during
newspaper, or digital sources for the
presentations and
importance/value and disadvantages of
discussions. Note how
wetlands in Uganda. They write reports
well they can analyse
and make presentations that would
the importance of
contribute to a whole-class discussion.
wetlands by pointing
c) Learners compare their findings with the
out pros and cons.
ideas they raised during the brainstorming
session.

d) evaluate policies Destruction of Wetlands a) Listen to learners’

and efforts put in contributions to the
a) In groups, learners discuss the various
place to protect causes and drivers of
ways in which wetlands in their
wetlands by wetland destruction in
community and district are being
examining the their locality. Evaluate
destroyed. They discuss the main drivers
causes and their ability to cite local
and causes of wetland destruction. They
effects of wetland example to support
then write their views and share them
destruction, and their ideas.
using a jigsaw.
the effectiveness b) Ask learners to expound
b) Individually or in pairs, learners analyse
of measures on the relative
photographs, texts, or videos on land use
aimed at contribution of the
in wetlands and destruction of wetlands.
addressing human activities to
They summarise the drivers and cause of
wetland loss to wetland destruction.
wetland loss in Uganda, and share their
devise more Evaluate their ability to
findings in a whole-class discussion.
effective apportion responsibility
solutions (u, s, gs,
c) Learners compare their findings with the
for the wrongs
v/a). ideas they raised during group and whole
committed, and the
class discussion and finetune their notes.
fairness with which they
d) Learners analyse statistics showing
judge others.
wetland loss by region, drainage basin, or
c) Assess learners’ report
land use. They draw comparative graphs,
on the effects of
pie-charts and choropleth maps to
wetland destruction.
analyse the data. They write notes to
Note their ability to look
compare and explain wetland
at issues in a broader
degradation as displayed by the statistics
perspective, such as
and drawings.
effects on ecosystems,
e) In a discussion, learners assess the relative
climate and humans.
contribution of the various human

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activities to wetland destruction and

derive conclusions.
f) Individually, learners carry out library or
internet research on the effects of wetland
destruction. They write a report and
illustrate it with relevant examples.
Measures to Promote Sustainable Use of a) Observe learners as they
Wetlands analyse the different
sources for information
a) In groups, learners read newspaper
about measures taken
articles, magazines and state of the
to protect wetlands.
environment reports for Uganda (NEMA),
Note how effectively
or research the Internet for policies, laws,
they interact and
treaties and programmes being
recognise the value of
implemented to promote sustainable
others’ ideas.
utilisation and management of wetlands
b) Ask learners to explain
in Uganda. They examine the
the extent to which the
achievements so far realised and the
legal framework for
challenges faced.
managing wetlands
b) Individually, learners conduct research to
resources has been
analyse two case studies on sustainable
successful. Focus on
utilisation and management of wetland
their ability to evaluate
resources in other countries (e.g., India,
policies by forming and
USA, Canada). They write reports and
defending their own
share their findings through class
opinions.
presentations and discussions.
c) Evaluate learners’
c) In a whole-class discussion, learners
reports about case
compare the measures implemented by
studies, paying
the case study countries with those used
attention to their ability
in Uganda. They identify lessons Uganda
to write and present
can learn from the case study countries.
information coherently
d) Learners participate in a project to restore
and to use a range of
a degraded wetland or to protect a normal
media to communicate
wetland against degradation.
ideas.
d) Assess learners’ project
work at every stage,
focusing on their ability
to:
i) Plan and carry out
investigations,
ii) Identify problems
and ways forward,
iii) Try out innovative
alternative,

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iv) Work
independently
with persistence,
v) Respect the
environment.

e) devise ways of Environmental Degradation and a) Observe learners during

addressing Conservation the brainstorming
environmental a) Drawing on their own knowledge and life session. Note their level
degradation and experiences, learners brainstorm the of environmental
its effects by different forms of environmental awareness and ability to
analysing its degradation and their causes. present their ideas
types and causes b) In groups, learners analyse extracts, clearly and logically.
to promote textbooks, newspaper articles, or videos b) Evaluate learners’
sustainable on environmental degradation in Uganda. suggestions to address
socio-economic They summarise the main types, causes environmental
development (u, and effects of environmental degradation degradation, focusing
gs, v/a). and share as whole class for discussion. on their ability to
c) Individually, learners analyse statistics suggest and develop
about the different forms of new solutions, and the
environmental degradation. They draw feasibility of their
pie charts and graphs to represent the solutions.
data, analyse the trends, and predict future c) Ask learners to explain
trends. their prediction of future
d) Learners analyse case studies of trends of environmental
environmental degradation in developed degradation, noting
and developing countries. They compare how well they can
the types, causes, effects, and measures interpret and
put in place to address environmental interrogate
degradation in the case study areas. mathematical data; as
e) Through group discussions, learners well as, look for patterns
suggest measures which can be taken to and make
address environmental degradation and generalisations.
its effects in their communities and the
rest of Uganda. Groups share their findings
using the jigsaw technique.

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3.0ASSESSMENT
3.0 ASSESSMENT

3.1 Assessing Geography

This Advanced Secondary Curriculum sets new expectations for learning, with a shift from
Objectives to Learning Outcomes that focus mainly on the application of knowledge and
deeper learning that leads to the acquisition of skills. These Learning Outcomes require a
different approach to assessment. The “Learning Outcomes” in the syllabi are set out in terms of
Knowledge, Understanding, Skills, Values and Attitudes. This is what is referred to by the letters
k, u, s v & a.
It is not possible to assess values and attitudes in the same way as knowledge, understanding,
and skills because they are more personal and variable, and are long-term aspirations. This does
not mean that values and attitudes are not important or cannot be assessed. They too can be
assessed but not easily done through tests and examinations. Values and attitudes can be
assessed over a period of time through observing and having interactions with the learner.
To assess knowledge and its application, understanding, and skills, we need to look for different
things. Knowledge can be assessed to some extent through written tests, but the assessment
of skills, application of what is learnt, and deeper understanding requires different approaches.
Because of this, the role of the teacher in assessment becomes much more important. This
section focuses on knowledge, understanding, and skills.

3.2 Formative Assessment

In this curriculum, the teacher’s role in assessment is not only to write tests for the learner but
also to make a professional judgment about the learner’s learning during the teaching and
learning process. The professional judgment is about how far the learner achieves the Learning
Outcomes that are set out in this syllabus. To make these judgments the teacher needs to look
at how well the learner is performing in terms of each Learning Outcome
Formative assessment opportunities occur in three forms:
1. Observation – Watching learners as they work, which is effective for assessing skills,
values, and attitudes.
2. Conversation – Engaging in dialogue with learners through questioning and
discussion, which is ideal for assessing knowledge and understanding.
3. Product – Reviewing the learner’s work (e.g., writing, reports, calculations,
presentations, maps, diagrams, models, drawings, paintings), which serves as a tangible,
lasting piece of evidence of learning.

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When all the three forms are used, the information gathered can be cross-checked to ensure
reliability. For example, evidence from observation can be validated by comparing it with
evidence from conversation and product. This process is commonly known as
triangulation.
Observation

Produc

Triangulation

Triangulatio
n

Observati Product Conversat

Conversation

3.3 Assessing Generic Skills

Generic Skills are integrated into the syllabuses and are part of the Learning Outcomes.
Therefore, there is no need to assess them separately. The increasing complexity of subject
content fosters the progression of these skills, and they are assessed as part of the subject-
specific Learning Outcomes. The assessment of generic skills is supported through observation
checklists and scoring rubrics.

3.4 Assessing Values/Attitudes

Assessing values and attitudes differs from evaluating knowledge, understanding, and skills, as
they are personal, variable, and long-term aspirations. This does not diminish their importance;
rather, it highlights that they cannot easily be assessed through tests and examinations. Values
and attitudes can be assessed over time through ongoing observation and interaction with
learners.

3.5 Assessment of Project-based Learning

Project-based learning is a teaching method where learners gain knowledge and skills by
engaging in extended inquiry to address an authentic challenge. The task must be driven by a
central question, and it involves sustained investigation.
Project-based learning is assessed using rubrics and observation checklists to evaluate how well
learners engage with the project, their problem-solving abilities, and the final outcomes.

3.6 Examinations
There will be one school-based summative assessment at the end of the year. Traditional end of
term examinations and tests will no longer be administered. Instead, assessments will focus on
ongoing teacher evaluations based on the Activities of Integration. Learners will also undergo
the End of Cycle Assessment for certification, with further details provided in the assessment
guidelines document.

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3.7 Record Keeping

In competency-based learning, maintaining accurate and comprehensive records is essential
for tracking learners’ progress and achievements. Teachers and schools are responsible for
keeping precise records of learners' performance. Various assessment tools, such as observation
checklists, rubrics, and scoring grids, are employed to capture learners’ abilities and
achievements, providing a comprehensive picture of their strengths, weaknesses, and areas for
improvement.
The data and evidence gathered from these assessments should be correctly recorded and
maintained in learners' files, portfolios, and anecdotal notes to support their ongoing
development.

Glossary of Key Terms

Term Definition

competency One in which learners develop the ability to apply their learning with
curriculum confidence in a range of situations.

differentiation The design or adaptation of learning experiences to suit an individual

learner’s needs, strengths, preferences, and abilities.
formative The process of judging a learner’s performance, by interpreting the
assessment responses to tasks, in order to gauge progress and inform subsequent
learning steps.
generic skills Skills which are deployed in all subjects, and which enhance the learning of
those subjects. These skills also equip young people for work and for life.

inclusion An approach to planning learning experiences which allows each learner to

feel confident, respected and safe and equipped to learn at his or her full
potential.
learning A statement which specifies what the learner should know, under-stand, or
outcome be able to do within a particular aspect of a subject.

process skill A capability acquired by following the programme of study in a particular

subject; enables a learner to apply the knowledge and understanding of the
Learning Area.
sample An activity which gives a learner the opportunity to show the extent to
assessment which s/he has achieved the Learning Outcomes. This is usually part of the
activity normal teaching and learning process, and not something extra at the end
of a topic.
suggested An aspect of the normal teaching and learning process that will enable a
learning activity formative assessment to be made.

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CONTACT US:
National Curriculum Development Centre
Plot M838, Kyambogo.
[Link] 7002 Kampala, Uganda
+256-393-112-088
[Link]