ONE DAY TRAINING OF
LEARNERS IN THE CBC
KING SOLOMON’S COLLEGE,
KYATEGA
SESSION OUTCOMES
Participants should be able to;
• Understand the major stakeholders in curriculum implementation.
• Know how to manage change
• Understand the forms of assessment under competency based
teaching and learning.
• D.I.T assessment
• Understand the after class co-curricular activities.
• Understand the importance of career guidance and development.
KEY STAKEHOLDERS IN THE
CURRICULUM
IMPLEMENTATION PROCESS
THE KEY STAKEHOLDERS IN THE CURRICULUM
IMPLEMENTATION
Activity 1
1. Who are the key stakeholders in the curriculum implementation
process?
2. What roles do the stakeholders play in the implementation process
Key stakeholders in curriculum implementation
• Foundation Bodies
• Solicit funding
• Oversee proper implementation in line with the school Vision and
Mission
• Provide space (buildings) and infrastructure
School Board of Governors
• Plans, supervises and monitors the implementation of school
activities
Local government authority
• Support supervision
NCDC
• Guides and oversees the curriculum implementation process
National assessment bodies (UNEB), D.I.T and UBTEB
• Organizes and conducts end of cycle assessment of learners
Ministry of Education and Sports
• Coordinates, monitors, oversees and supports the curriculum process
Learners.
• Adapts knowledge and skill learnt and attempts to put them in use-
• Provides feedback on the teaching /learning process
Teacher
• Plans, organizes, facilitates and asses learning.
Headteacher
• Provides school leadership in the implementation process
• Oversees the welfare of the teachers and the learners
• Ensures a balanced admission of learners (Inclusivity)
• Mobilizes resources for teaching and learning
Tertiary institutions and universities
Influences implementation of curriculum
Produces manpower
Conducts research and knowledge generation
Parent/Guardian
• Parental and Psycho-Social support to the learner
• Financial and moral support for learning to their learners
Community
• Provides security
• Mobilizes parents/guardian
DIRECTORATE OF EDUCATIONAL STANDARDS
• Sets, defines and monitors educational standards
PARLIAMENT
• Makes laws and policies that guide Education sector.
PUBLISHERS
• Produce relevant learning material in support of the curriculum
EDUCATION DEVELOPMENT PARTNERS
• Provide resources and guidance
MANAGING CHANGE
Activity 1: Understanding the impact of
the knowledge based curriculum on
Uganda’s economy
1. What impact has this curriculum had on this
country over time?
2. Compare the unemployment levels of the 1960s
with the current times and give reasons for the
differences.
4-Phases of Change: At which
phase are we?
1-Denial
4-Commitment 2-Resistance
3-Acceptance
11/21/2025 [Link] 11
Competency Based Education
(KUSVA)
It is a kind of education in which the learner acquires the
following in more or less the same measure:
a)Knowledge (The Head)(facts, concepts and principles)
b)Understanding (How is it applicable in real life experience?)
c)Skills (The Hand)(Doing: Of what good is it to know it if you
can’t do it?)
d)Values- (The Heart) (relating with self and others.)
e)Attitudes (how we perceive things.)
JUSTFICATION OF CURRICULUM
CHANGE
• To produce citizens with employable skills, who are
competitive in the job market.
THE NEW CURRICULUM SUJECT MENU
S1-2 S3-4
Compulsory English English
Mathematics Mathematics
History & Political Education History & Political Education
Geography Geography
Physics Physics
Biology General Science Biology General Science
Chemistry Chemistry
Physical Education
Religious Education
Entrepreneurship
Kiswahili
Electives Agriculture Practical (Pre-vocational) Entrepreneurship
Information and Communication Art and Design
Technology Agriculture
Foreign Languages (French/German/ Nutrition and Food Technology
Latin/ Arabic/ Chinese) Physical Education
Local Languages ICT
Literature in English Performing Arts
Art and Design
Performing Arts Languages Foreign Languages
Technology and Design Kiswahili
Nutrition and Food Technology Local Languages
Ugandan Sign Language Literature in English
Religious Education Christian/Islamic Religious Edn.
Assessment in
Revised Lower
Secondary
Curriculum
[Link] 15
Session Outcomes
1. To understand the different categories of
assessment and their implementation;
2. Record Keeping
[Link] 16
Categories of Assessment
1. School Based Assessment
2. End of Cycle Assessment
[Link] 17
School Based Assessment
• Learner • Teacher/Facilitator
Class Activities in the LB
ve
• Discovery
ati
m
• Explanatory
r
• Analysis
Fo
ve
• Application
ati
m
m
Projects
Su
Activity of Integration Administration
[Link] 18
Observing techniques in a large class size.
Let’s
What do I will do the
listen to
you sharing of our
one
person
mean? findings Teacher!!!! I purposively
observe a few learners
(5) each time iam in
class, on how they think
about the task given,
take note of their
abilities and additionally
I have not
understoo
look at their generic
d skills and values
If my class has 80 learners, and in each week I have 4 lessons
1. then how many learners will I be able to observe in one week?
2. How about a month?
3. And a term?
4. Isn't this qualitative data gathered good enough to give feedback to the learners?
5. What else do I need to have in place to in order to record findings for each learner?
TRIANGULATION AS A WAY OF FORMATIVE
ASSESSMENT
ACTIVITY OF INTEGRATION/SCHOOL BASED
SUMMATIVE ASSESSMENT
• Last activity to evaluate the learner’s ability to solve a
problem through integration of the knowledge, skills
and behaviors acquired in the chapter.
• Contributes 10% of SBA.
• Who sets the Activity of Integration?
21/11/2025 21
Activity of Integration
Learner does an
AOI if He or She
has attended all
lessons
Components of the activity
of Integration
• Problem/Scenario
• Support/Resources/materials
• Instruction/Expected output
[Link] 23
AoI Example explained
East African countries are marked by long-standing and
emerging security threats. These security threats are found
in North Sudan, South Sudan, Somalia, Ethiopia, Uganda, etc.
All these countries are members of an interstate organisation
called IGAD which is seen as a failure.
TASK: Advise this organisation on what to be done to
promote security in the region.
11/21/2025 [Link] 24
End of Cycle Assessment
1. 80% Contribution
2. Subject not exceeding 2 papers (practical/theory).
[Link] 25
Session 3: Learner
Assessment Records and Reporting
11/21/2025 [Link] 26
Session Outcomes
By the end of this session, participants should be
able to:
1. identify what to record about learner achievement and when to
record it.
2. Compute learner’s assessment scores.
3. Interpret learner’s assessment records
4. Report learner achievement
11/21/2025 [Link] 27
What to record about learner
achievement and when?
• In every topic, assess the AoI
• AoI = Check point for measuring level of learner achievement in
a chapter in line with the competency.
11/21/2025 [Link] 28
Recording Assessment Scores
• Assuming Learner B has scores: C1: 18/19 (2.8), C2: 2.2, C3: 20/28
(2.1). Record accordingly as shown below.
11/21/2025 [Link] 29
Recording Assessment Scores…
• Record sheet for all learners.
11/21/2025 [Link] 30
Determining level of achievement from the
scores of the AOI
Example
A learner scores 7/10 in an activity of integration
Note: There are three levels of achievement (1-Basic, 2-
Moderate, 3-Accomplished)
In order to determine the level of achievement,
Step I; Scale down the learner’s score from the AOI by multiplying
it by 3. (Because the highest level is 3)
7/10 * 3 = 2.1 (2.1 will be the figure recorded for this learner
in his/her record sheet)
Step II; Use the table below to determine identifier for the learner.
Identifier Score range Descriptor
3 2.5- 3.0 Outstanding: Most or all LOs achieved for
overall achievement
2 1.5 -2.4 Moderate: Many LOs achieved, enough for
overall achievement
1 0.9-1.4 Basic: Few LOs achieved, but not sufficient for
overall achievement
The identifier for 2.1 is 2
Step III Identify the level of achievement. In this example, the
learner’s level of achievement is moderate
HOW TO COME UP WITH AN END OF
YEAR EXAM
• Know how to teach a competency based lesson of your subject.
• Understand the topics of your subject from S.1 up to S.4
• Know how to draw a content frame work table
• Know how to link classroom activities to contemporary world.
• Understand how to design scenario based items.
HOW TO DEVELOP END OF YEAR
ASSESSMENT ITEMS
• All subject assessment items will be scenario/contextualized/situational in
nature.
• They are related to usual Activities of Integration that we are conducting in
class.
• They are accompanied with extended response tasks.
• The tasks can be one or two depending on the item writer.
• The scenarios/contexts/situations are designed basing on the constructs in a
particular subject.
ELEMENT OF CONSTRUCT
• It is a body of knowledge, skills, values and attitudes merged
up together to be exhibited by the learner at end of cycle.
• The quantity of items or questions in a subject is established
by the number of elements within constructs.
• Typically, only one item is expected to be formed from each
element in most instances.
NAME OF TEACHER: -------------------------------------------------------- CLASS: SENIOR ONE.
SUBJECT: ART AND DESIGN TERM: ONE
THEME: ART THEORY
TOPIC 1.1: APPRECIATION OF ART AND DESIGN
COMPETENCY: The learner appreciates the value of Art and Design
WEE PERI LEARNING LEARNING TEACHING AND EVIDENCE OF REFEREN REMARK
K ODS OUTCOME LEARNING ACHIEVEMENT CES S
OUTCOMES
FOCUS
RESOURCES The learner is able
The learner should
be able to: to:
1 2 a) Understand the a) Knowledge of Internet explain the
concept of Art Art and Design The natural effects of art
and Design (k, as concepts. environment. production on
u) b) Understanding Sketch pad the natural
the different art Art Pens and environment.
forms from the pencils Interact with,
surroundings. Paint and and work with
brushes peers.