ADVANCED SECONDARY

CURRICULUM

CHRISTIAN RELIGIOUS EDUCATION

SYLLABUS
 ADVANCED SECONDARY
CURRICULUM

CHRISTIAN RELIGIOUS EDUCATION

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: 978-9970-675-33- 3

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

Changes in the Curriculum ............................................................................................................................1
Classroom-Based Assessment ......................................................................................................................2
Learners with Special Educational Needs .............................................................................................2
Generic Skills ...........................................................................................................................................................3
Cross-cutting Issues ............................................................................................................................................4
Values...........................................................................................................................................................................4
ICT Integration .......................................................................................................................................................4
Projects .......................................................................................................................................................................5
The Aims of Secondary Education.............................................................................................................6
Aims of the Advanced Secondary Curriculum...................................................................................6
Rationale for Teaching Christian Religious Education (CRE) at A-Level ...............................7
Subject Overview .................................................................................................................................................7
Time Allocation......................................................................................................................................................9
Suggested Approaches to Teaching and Learning Christian Religious Education ......9
Programme Planner ............................................................................................................................................9
Note to users: ....................................................................................................................................................... 13

2.0 DETAILED SYLLABUS .......................................................................................................... 14

TOPIC 1: The Pentateuch ........................................................................................................................................... 14
TOPIC 2: Theocracy in Israel ..................................................................................................................................... 17
TOPIC 3: Monarchism in Israel ................................................................................................................................ 19
TOPIC 4: Prophetism in Israel .................................................................................................................................. 22
TOPIC 5: Wisdom Literature ..................................................................................................................................... 25
TOPIC 6: The Pre-Gospel Period ............................................................................................................................ 27
TOPIC 7: The Gospels ................................................................................................................................................... 29
TOPIC 8: The Epistles .................................................................................................................................................... 32
TOPIC 9: Sex and Sexuality ....................................................................................................................................... 36
TOPIC 10: Marriage ........................................................................................................................................................ 39
TOPIC 11: Family Life .................................................................................................................................................... 41
TOPIC 12: Work ................................................................................................................................................................ 43
TOPIC 13: Leisure ............................................................................................................................................................ 46
TOPIC 14: Money and Wealth ................................................................................................................................. 48
TOPIC 15: Law, Crime and Punishment ............................................................................................................ 50
TOPIC 16: The State and the Citizen ................................................................................................................... 52
TOPIC 17: International Order................................................................................................................................. 54
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3.0 ASSESSMENT ....................................................................................................................... 55

3.1 Assessing Christian Religious Education ............................................................................................. 55
3.2 Formative Assessment ................................................................................................................................... 55
3.3 Assessing Generic Skills ................................................................................................................................. 56
3.4 Assessing Values/Attitudes.......................................................................................................................... 56
3.5 Assessment of Project-based Learning ................................................................................................ 56
3.6 Examinations........................................................................................................................................................ 57
3.7 Record keeping .................................................................................................................................................. 57

Glossary of Key Terms .................................................................................................................. 58

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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 Christian Religious Education syllabus develops spiritual growth, compassion, and respect
for one another. It instils values like justice and integrity, fosters empathy and tolerance, and
promotes understanding of various beliefs. This holistic approach prepares individuals to
navigate life with wisdom, compassion, and ethical responsibility, rooted in biblical teachings. It
also promotes acquisition of Higher-order Thinking Skills (HOTS) such as inquiry, creativity and
innovation, decision-making and problem-solving. It calls for use of learner-centred pedagogies
with hands-on experience by the learners in real life situations, while acknowledging different
learner abilities and learning styles.

As the Minister responsible for Education, I endorse this syllabus as the official document for
teaching and learning Christian Religious Education 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
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
The National Curriculum Development Centre (NCDC) is indebted to the Government of
Education in Uganda.
Uganda for financing the alignment of the Advanced Level Curriculum to Lower Secondary
Education
Our in Uganda.
gratitude goes to t he 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
Our gratitude goes to t he Ministry of Education and Sports for overseeing the adaptation of the
role and making timely decisions whenever necessary, and members of the public who made
curriculum, the Curriculum Task Force of the Ministry of Education and Sports for the oversight
helpful contributions towards shaping this curriculum.
role and making timely decisions whenever necessary, and members of the public who made
helpful iscontributions
NCDC also gratefultowards shapingof
to Members thisParliament,
[Link], universities, and other tertiary
institutions, the writing panels, and professional bodies, for their input in the design and
NCDC is also grateful to Members of Parliament, schools, universities, and other tertiary
development of the A level curriculum. To all those who worked behind the scenes to finalise
institutions, the writing panels, and professional bodies, for their input in the design and
the adaptation process of this teaching syllabus, your efforts are invaluable.
development of the 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
NCDC takes responsibility for any shortcomings that might be identified in this publication and
suggestions may be communicated to NCDC through P. O Box 7002, Kampala, or Email:
welcomes suggestions for effectively addressing the inadequacies. Such comments and
admin@[Link] or on the Website: [Link]
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
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:
a. appropriate.
b. high-pitched or overloaded.
c. covered at lower secondary.
d. obsolete.
e. 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.

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 Christian Religious Education 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.

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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 Christian Religious Education 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. 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)

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 the
nation. By incorporating inclusive strategies, the curriculum ensures equitable access to high-
quality learning opportunities while maintaining high academic standards. It emphasises
creating an inclusive learning environment that supports the diverse needs of learners with SEN,
enabling them to succeed alongside their peers.

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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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Cross-cutting Issues
These are issues which young people need to learn about, and are not confined to a particular
subject but are studied across subjects. They help learners to develop an understanding of the
connections between the subjects and the complexities of life as a whole. They are:
i) Environmental awareness
ii) Health awareness
iii) Life skills
iv) Mixed abilities and involvement
v) Socio-economic challenges
vi) Citizenship and patriotism

These are a concern to all mankind irrespective of their areas of speciality. They are embedded
in the learning outcomes of the different subjects.

Values
The curriculum is based on a clear set of values. These values underpin the whole curriculum
and the work of schools. Learners need to embrace these values as citizens of Uganda. The
values are derived from the Uganda National Ethics and Values Policy of 2013. They are:

i) Respect for humanity and 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 are neither taught directly in lessons, nor assessed through pen and paper methods. They
are incorporated in learning outcomes and developed as learners progress.

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.

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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 Syllabus Suggested ICT Tool

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 meanings Use an online dictionary or search online

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 materials Download files from the Internet from academic
Databases

Writing equations and formulae Use equation editors like MathType

Carry out academic search/research Use the Internet, AI models, and other academic
applications like ‘‘Encarta’’, ‘‘Britannica’’, etc.

Collaborate with others across the world Form learning networks with blogs, social media,
emails, and videoconferencing tools like Zoom, MS
Teams, Webex, Google Meet or any other networking
application.

Projects
Project-based learning is an integral part of 21st century education. The syllabus incorporates
several projects across various topics, which serve as illustrative examples. You are encouraged
to develop more projects with your learners that can easily be linked to what is happening in
your local environment. While doing this, make an effort to keep aligned with the learning
outcomes of the topic you are teaching.

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The 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 cooperation
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-to-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 the socio-economic development of
Uganda
vi) enable individuals to develop basic scientific, technological, technical, agricultural and
commercial skills required for self-employment
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 are 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

Aims of the Advanced Secondary Curriculum

The aims of the A-Level Curriculum are to:
i) adopt a competency-based learning approach.
ii) develop holistic education for personal and national development based on clear
shared values.
iii) develop key skills which are essential to work and life and promote life-long learning.
iv) adopt an integrated approach to learning that develops the ability of learners to apply
what they have learned.
v) improve on assessments by incorporating school-based assessment into End of Cycle
Assessment.
vi) emphasise the learner’s participation through engagement with the community.
vii) prepare learners for further education

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Rationale for Teaching Christian Religious Education (CRE) at A-

Level
The Advanced Level CRE syllabus aims to enable learners to:
i) develop an awareness and knowledge of God’s presence and purpose in the world as
revealed through His creation, the Bible, the Christian community, the life and teaching of
Jesus Christ and the Holy Spirit living in the church today.
ii) cultivate Christian virtues and morals of love, joy, peace, service, honesty, empathy,
sharing, tolerance and justice.
iii) live a committed Christian life following in the footsteps of Jesus Christ.
iv) acquire knowledge of the teachings of the Bible and apply it in their lives or churches today.
v) appreciate the common elements in traditional religion, other religions and Christian
beliefs.

Subject Overview
The areas of study have been reorganised within the syllabus to come up with the adapted
version. The subject areas of study are:

i) The Old Testament

Learners are expected to:
i) acquire comprehensive knowledge of significant biblical events, characters, and
theological themes.
ii) understand the historical context and literary styles of different biblical books, which
help them to appreciate the depth and richness of these ancient texts.
iii) gain a foundational understanding of the origins and history of humanity, as well as the
establishment of laws and covenants that guide moral and ethical living.
iv) understand social justice, mercy, and the call to repentance.
v) develop the ability to analyse complex narratives and legal codes. Interpret and evaluate
various perspectives.
vi) develop a respect for religious traditions and their historical contexts.

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ii) The New Testament

Learners are expected to:
i) develop an appreciation for the oral traditions that preserved and transmitted the
teachings of Jesus and the early Christian faith. Learners will understand how the early
Christian community relied on the spoken word prior to the establishment of written
Gospels, and recognise the significance of these oral practices in maintaining and
disseminating their beliefs.
ii) develop critical reading skills and apply biblical teachings to address contemporary
issues and personal life experiences.
iii) develop a deeper understanding of the New Testament, enhancing their knowledge,
critical thinking skills, and appreciation for the Christian faith. They will gain valuable
insights into the early transmission of faith, the distinct narratives of the Gospels, and
the practical guidance offered in the epistles, all of which inform and enrich their
personal growth and ethical considerations.

iii) Christian approaches to social and ethical issues

Learners are expected to:
a) understand that marriage is a sacred institution that elevates the roles of men and
women and emphasises the responsibilities of bearing and nurturing children.
b) develop communication and conflict resolution skills and values such as commitment
and responsibility to build and maintain healthy, respectful relationships.
c) understand the relationship between work, leisure, and money across different contexts
through examining the current economic activities and ethical practices in earning and
spending. Religious teachings provide moral guidance on integrity and stewardship,
while African traditions offer insights into communal and sustainable practices.
d) develop skills such as financial management, enabling learners to make informed and
balanced decisions.
e) acquire values like diligence, moderation, and ethical behaviour which are emphasised
to promote a responsible approach to both work and leisure.
f) appreciate the spiritual, cultural, and practical aspects of labour and rest, guiding them
towards a balanced and fulfilling life.
g) gain a comprehensive understanding of law and order. They learn about the principles
that underpin legal systems and customary laws, recognising their importance in
maintaining societal harmony and justice.
h) gain knowledge about rights, responsibilities, and the roles of community leaders.
i) develop critical thinking and ethical reasoning skills through analysing real-life scenarios
and case studies.
j) acquire values such as justice, fairness, and respect for authority to foster a strong sense
of civic responsibility.
k) develop a respectful attitude towards formal laws and traditional norms, appreciating
their roles in protecting individual rights and promoting social order.

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Time Allocation
The learners shall be engaged for nine (9) periods of 40 minutes per week from Senior Five to
Senior Six.

Suggested Approaches to Teaching and Learning Christian

Religious Education
The suggested approaches enhance learning and empower teachers to support learners to
acquire planned competencies. This necessitates teachers to work alongside learners to guide,
facilitate, support and supervise them as they progress through the learning process. These
approaches include:

i) Inquiry-based learning: Learners are encouraged to investigate the Biblical, traditional

and contemporary ethical guidelines through research directed by their interest and
solve problems through a series of questions and scenarios. This approach enhances
critical thinking, communication and research skills.
ii) Experiential learning: Learners actively participate in hands-on experiences during
research and learn by reflecting on their activities. This approach leads to the
development of reflective skills.
iii) Problem and project-based learning: Learners find solutions to problems through
their experience in research and projects. This leads to the development of critical
thinking, social and research skills.
iv) Case-based learning: Learners discuss and analyse real world scenarios in reference to
Biblical and traditional African scenarios. This enables them to develop critical thinking,
analytical and research skills.
v) Discovery learning: Learners build their own knowledge through active participation,
exploration and inquiry. This approach encourages them to think critically, ask questions
and hypothesise through research.

Programme Planner
Class/Term Topic Sub-topic Periods

Senior Five Term The 1.1 The Creation of the Universe 9

One Pentateuch
1.2 Nature of God 6

1.3 Nature of Man 6

1.4 The Theme of Salvation 12

1.5 The Covenant and Election 12

1.6 Priesthood 6

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Theocracy in 2.1 Israel in the Time of Judges 6

Israel
2.2 Priest Eli 6

2.3 Samuel the Last Judge 9

Senior Five Term Monarchism in 3.1 Demand for Human Kingship in Israel 6
Two Israel
3.2 Leadership Under Human Kingship 27

3.3 The Division of the Kingdom 6

3.4 Reformist Kings in Israel 6

Prophetism in 4.1 The Social, Political and Economic 6

Israel Situation in Israel at the Time of Prophets

4.2 The Theme of the Broken Covenant 6

4.3 The Message of the Prophets 27

Wisdom 5.1 The Book of Psalms 12

Literature
5.2 The Book of Job and Teaching 12

Senior Five Term The Pre-Gospel 6.1 Linkage Between Old and New Testament 6
Three Period
6.2 The Apostolic Period 12

6.3 Canonisation of The New 6

Testament

The Gospels 7.1 The Ministry of John The Baptist 12

7.2 Jesus’ Teachings During the Public 18

Ministry in the Gospels

7.3 Manifestations of the Kingdom of God in 18

Jesus’ Ministry

7.4 Reactions to Jesus’ Public Ministry 18

7.5 The Passion, Death and Resurrection of 18

Jesus

Senior Six Term 1 The Epistles 8.1 The Holy Spirit 6

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8.2 Unethical Conduct in the Church 9

8.3 Charity 3

8.4 Faith 3

8.5 Prayer and Patience 6

8.6 Poverty and Wealth 6

8.7 Baptism 6

8.8 Suffering and Endurance 6

8.9 Relationships and Submission 6

Sex and 9.1 The African Traditional Perspective of Sex 6

Sexuality and Sexuality

9.2 Modern Perspective of Sex and Sexuality 6

9.3 Sex Deviations in the Modern Society 9

9.4 The Biblical Teachings About Sex and 9

Sexuality

Marriage 10.1 Traditional Perspective of Marriage 9

10.2 Modern Perspective of Marriage 9

10.3 The Biblical Teachings about Marriage 9

Senior Six Term 2 Family Life 11.1 The African Traditional Perspective to 6
Family Life

11.2 Modern Perspective of Family Life 6

11.3 Responsible Parenthood 6

11.4 The Biblical Teachings on Family Life 9

Work 11.1 The African Traditional Perspective to 6

Work

12.2 Modern Perspective of Work 6

12.3 Ideologies about Work 6

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12.4 Professional Ethics 6

12.5 The Biblical Teachings about Work 9

Leisure 13.1 The African Traditional Perspective to 6

Leisure

13.2 Modern Perspective of Leisure 9

13.3 The Biblical Teachings on Leisure 9

Money 14.1 The African Traditional Perspective to 6

Money and Wealth

14.2 Modern Perspective of Money and Wealth 9

14.3 Biblical Teachings on Money and Wealth 9

Senior Six Term 3 Law, Crime 15.1 Law and Morality 6

and
Punishment 15.2 Crime 6

15.3 Punishment 6

The State and 16.1 Duties of the State and the Citizen 6
the Citizen
16.2 The Church and the State 3

16.3 Prejudice and Discrimination 3

16.4 Ecumenism and Christian Unity 6

International 17.1 Peace and Armed Conflict 6

Order
17.2 Refugee Problems and Internally 6
Displaced Persons in Africa

17.3 Law, Order and International Relations 6

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a. Note to users:
Each topic has a competency, which is a broad statement that brings out what the learner is
expected to do at the end of the topic. The competency is broken down into learning outcomes,
for which suggested learning activities and sample assessment strategies are developed as
represented in the three columns below.

Learning outcomes Suggested learning activities Sample assessment

strategy

A statement of the knowledge, The sort of hands and minds on Opportunities for
understanding, skills, generic skills, engagements, which enable the assessment within
values, and attitudes expected to be learner to achieve the learning the learning process,
learned by the end of the topic. outcome including the generic skills that is, during and
Hence each learning outcome is and values. They are designed to after the lesson.
coded with some of these as k, u, s, enable learners to Discover, Explain,
gs and v/a for emphasis to the Apply and Analyse (DEAA) as they
teacher on what to consider during participate in knowledge
the lesson. construction.

The learning activities and assessment strategies in the syllabus are “suggested” and “samples”
respectively and not exhaustive. The teacher is encouraged to develop more learning activities
and assessment strategies that are based on the learning outcomes. In addition, the teacher is
free to customise the suggested learning activities to make them suitable for their respective
learning environments and for learners with Special Educational Needs (SEN).

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2.0 DETAILED
2.0 DETAILED SYLLABUS
SYLLABUS

SENIOR FIVE TERM 1

TOPIC 1: The Pentateuch DURATION: 51 Periods

Competency: The learner demonstrates an understanding of the Pentateuch by analysing the

centrality of God and mankind, divine election and salvation, the significance of covenants, and
the role of priests in order to guide spiritual, moral and ethical issues in modern times.
Learning Outcomes Suggested Learning Activities Sample Assessment
The learner should be able Strategies
to:

i) analyse the creation i) In pairs, learners read the two i) Listen to the learners
accounts in Genesis 1 creation stories in Genesis 1 and 2. reading the appropriate
and 2 to understand Biblical texts noting
ii) In groups, learners identify and list
the biblical perspective their fluency.
the key differences and similarities
on the origin of man
between the two creation accounts. ii) Listen to the learners
and the universe as
debate and assess the
desired by God. (u, v, s, iii) Learners debate on the different
accuracy and validity of
gs) interpretations of the creation
their views in
stories.
ii) demonstrate an comprehending the
appreciation for God’s iv) Learners work in groups to discuss creation stories.
creation by analysing the creation stories.
iii) Observe the level of
the place of man in v) The groups make presentations in cooperation and
creation to develop a class under the guidance of the respect of each other’s
personal and intimate teacher. views during the
relationship with God
vi) Learners brainstorm on the origin of debate and discussions.
through love and
mankind in Genesis 1 and 2. iv) Assess the learners’
worship. (u, v/a, gs)
vii) Learners discuss the place of man in products for accuracy of
the creation story. the views presented
focusing on the
viii) Learners write essays comparing the
creation stories.
creation stories in the Pentateuch,
discussing their cultural and
religious significance.

iii) demonstrate 1. In groups learners: i) Observe learners

appreciation for God reading and working in
i) read Genesis 1:1, Genesis 1:27,
by exploring His groups focusing on
Genesis 17:1, Exodus 3:14,
attributes as revealed how they interact
Exodus 20:2-3, Exodus 34:6-7,
effectively with each
through His works in Deuteronomy 6:4-5, and
other.
the Pentateuch, and Deuteronomy 7:9 to discover
develop a deeper the nature of God.

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reverence for Him. (u, ii) discuss the different ii) Listen to the quality of
v, gs) attributes of God in the given the discussion
scriptures. regarding the attributes
of God from different
iii) present their findings to the
Biblical texts and verses.
class and the teacher.
iii) Listen to the
iv) individually, learners write a
presentations by the
detailed description of God's
learners focusing on
attributes.
articulation, relevance
and accuracy of the
facts.
iv) Assess the products in
the form of a write-up
focusing on the
correctness of the facts
and coherence.
iv) analyse the nature of 1. In pairs, learners read Genesis 1:26- a) Listen to the learners as
man as presented in 28, 2:7, 3:1-24, 4:1-16, 5:12, 6:5, they read, focusing on
the Pentateuch by Exodus 19:5, Deuteronomy 8:11-14, the accuracy of
reading scriptures to Deuteronomy 9:4-6, Deuteronomy scriptures and fluency.
recognise the 31:27, Leviticus 20:22-23 to identify
b) Listen to the learners’
uniqueness, purpose, the purpose, uniqueness and
discussions and
and shortfalls of shortfalls of man.
presentations focusing
mankind. (u, v/a, gs)
2. In groups, learners discuss the on the articulation,
identified themes based on given comprehension and
verses. accuracy of the issues
presented.
3. Learners relate the discussed ideas
in themes to the modern context. c) Listen to the learners
discuss purpose,
4. Learners make group presentations
uniqueness and
under the guidance of their teacher.
shortfalls of man.
5. Learners make write ups which
d) Assess the learners’
include the verses on each of the
products for accuracy
following; uniqueness, purpose and
and coherence in
shortfalls of mankind relating them
presentation.
to daily living.
v) analyse the theme of a. In pairs, learners read Genesis 12, i) Observe the learners
divine election and 15, 17, 18, Exodus 16:1, 19:5-6, reading the given texts
salvation as presented Deuteronomy 7:6-8, 8:3 and 11-14, focusing on how they
through key 9:4-6; 31:27, Leviticus 20:22-23. interact effectively with
personalities and each other.
events in the
Pentateuch, providing a

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foundation for b. In groups, learners discuss the ii) Converse with the
evaluating modern concept of divine election and its learners and task them
ideas of deliverance responsibilities. to make simple
from sin. (u, v/a, gs) explanations on the key
c. In pairs, learners discuss the
personalities and events
significance and implications of
in the Pentateuch.
being chosen by God.
iii) Evaluate the learners’
d. In groups, learners discuss the
comprehension of the
Abrahamic and Mosaic covenants,
biblical texts and their
to establish their unique
ability to collaborate
characteristics.
and make individual
e. In groups, learners compare the contributions.
two covenants.
iv) Use a rubric to evaluate
f. Learners brainstorm the the essays based on
significance of God’s covenant criteria such as
/relationship with mankind. structure, use of
g. Learners make group examples, comparative
presentations with the teacher’s analysis and quality of
guidance. writing.

h. Individually, learners write down

their findings in notebooks.
vi) evaluate the concept of i) In pairs, learners read Leviticus i) Evaluate their
priesthood in Israel as 8:1-36, 21:1-24. comprehension of the
described in Leviticus, texts and ability to
ii) Learners discuss the ordination
examining the identify important
of Aaron and his sons.
responsibilities and themes.
significance of priests in iii) In groups, learners share
insights on the roles and ii) Assess each group's
religious and social
responsibilities of priests in the presentation of their
contexts, and reflecting
Old Testament. insights on the roles
on their influence on
iv) In pairs, learners identify and and responsibilities of
ancient Israelite society
write the rules of conduct and priests focusing on
and their enduring
purity for priests of the time. accuracy, clarity and
impact on society
v) In groups, learners compare the presentation skills.
today. (u, v/a, gs)
rules of biblical times to those iii) Assess written
of the priests today.
assignments where
vi) In groups, learners share their learners identify and
findings with the class under elaborate on the rules
the guidance of the teacher. of conduct and purity
vii) Individually, learners summarise for priests, focusing on
the major ideas about completeness and
priesthood in their notebooks. accuracy.

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 ADVANCED SECONDARY CURRICULUM

TOPIC 2: Theocracy in Israel DURATION: 21 Periods

Competency: The learner analyses the Israelites' transition from migrant to settled life by
focusing on the conquest, settlement and the role of judges in upholding the covenant faith
and theocratic rule, in order to relate to the judicial roles in contemporary society.

Learning Outcomes Suggested Learning Sample Assessment

Activities Strategies
The learner should be able to:

a. Investigate Canaanite a. In groups, learners analyse a) Observe and listen to

religion and the role of Joshua chapters 1-13 and learners to assess
judges in ancient Israel, 24 and Judges 1-12. understanding through
evaluating their impact on their participation and
b. Learners locate and discuss
the moral, social, and insights as they read and
the role of judges in
political development of the discuss noting how
ancient Israel.
Israelite community and its confidently they present
relevance to contemporary c. In pairs, learners construct their ideas.
society. (u, s, v/a gs) characteristics of Canaanite
b) Converse with the learners
religion.
as they work effectively in
d. In groups, learners discuss diverse teams noting
the rise of religious accuracy and
syncretism in Israel. completeness.
e. In groups, learners c) Watch, listen, and assess
dramatise the covenant the learners focusing on
renewal ceremony. their understanding of the
f. Individually, learners write covenant renewal
reflection essays on the ceremony, checking their
significance of the creativity and performance
ceremony. skills.
d) Assess the written product
focusing on accuracy and
coherence of the facts
presented in the essays.
b. evaluate the priestly a) In pairs, learners read 1 a. Observe the learners’
leadership of Eli and his Samuel chapters 1 to 4. conduct in the groups
family by using biblical b) In groups, learners discuss focusing on how they
scriptures to examine the the passages to identify interact effectively with
consequences of their key messages. others.
spiritual complacency and c) In groups, learners relate
b. Listen to the discussions
apply these insights to the identified messages
focusing on fluency and
develop the value of to contemporary society
accuracy on the priestly
accountability and discipline through discussion.
leadership of Eli and his
family.

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in church leadership today. d) The groups present their c. Assess the product by
(u, v, s, gs) findings, focusing on looking out for accuracy
accountability and and coherence of the ideas
discipline, and relate presented about
them to modern-day leadership in Israel and
leadership of the church. churches today.
e) Learners individually note
the important issues in
their books.

c. evaluate Samuel's leadership f) In groups, learners read a. Monitor participation and

by examining his roles as a the book of 1 Samuel engagement during
priest, prophet and judge to chapters 1 to 25. reading sessions to
relate and guide modern g) In groups, learners ascertain how the learners
leaders. (u, v/a, gs) identify and discuss take responsibility for their
Samuel's key actions, learning.
decisions, and qualities as b. Observe and note
a priest and judge. contributions to the
h) Learners relate Samuel’s discussion as well as the
role to those of the learners’ time
religious leaders today. management.
i) In groups, learners c. Observe and assess
present their insights, participation and
focusing on how Samuel's understanding focusing on
leadership principles can sorting and analysing
be applied to modern information.
church roles. d. Assess essays based on a
j) Individually, learners write rubric with criteria such as
an essay to compare depth of analysis, use of
Samuel’s leadership with evidence, clarity of
modern church leaders, arguments, and relevance
supported by specific to modern contexts.
examples from 1 Samuel
and real-life church
contexts.

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 ADVANCED SECONDARY CURRICULUM

SENIOR FIVE TERM 2

TOPIC 3: Monarchism in Israel DURATION: 45 Periods

Competency: The learner develops an understanding of monarchism in ancient Israel by

analysing the establishment, leadership, and impact of key monarchs, and assessing the socio-
political, religious, and cultural implications for ancient Israelite society, and relates it to modern
governance and leadership.

Learning Outcomes Suggested Learning Sample Assessment

Activities Strategies
The learner should be able to:

a. analyse the demand for a. Learners debate the motion a. Observe participation
human kingship in Israel by "Theocracy vs. Monarchy" to and engagement
exploring the societal, express the pros and cons of during the debate
political, and religious each leadership model. focusing on the
factors that drove this shift b. Learners engage in a Socratic learners’ levels of critical
from theocratic leadership, seminar to discuss key thinking, public
and evaluating its impact on questions about the shift from speaking skills and
Israelite governance and theocracy to monarchy and its respect for one another.
identity. (u, v, s, gs) implications. b. Listen to learners
c. In groups, learners read 1 during presentations,
Samuel 8: 1-21. focusing on the ability
d. In groups, learners discuss the to ask and respond to
social, political, and religious thought-provoking
reasons for the Israelite questions.
demand for a king. c. Observe the learners
e. In groups, learners present and look out for group
their findings, focusing on participation and
different aspects such as collaborative reading.
societal unrest, political d. Listen to and assess the
instability, and religious quality of discussions,
implications. including relevance,
f. In groups, learners discuss depth of analysis, and
God’s warnings through use of examples.
Samuel about kingship. e. Assess the learners’
g. Learners make presentations ability to interpret and
about factors for the rise of discuss biblical
kingship and God’s warnings warnings about human
on human kingship. kingship.
h. Individually, Learners write an f. Listen to the learners’
essay about human kingship discussions to assess
in Israel and the fears that the ability to derive
surrounded it. lessons from God’s

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warnings to Christians
today.
g. Use an essay rubric to
assess structure,
argument, evidence,
and writing quality.

b. analyse the leadership styles a. In groups: a. Observe learners as

and governance of human they read and look out
a. learners analyse 1 and 2
kings in Israel by exploring for group participation
Samuel and 1 Kings to identify
the political, social, and and collaborative
how Kings Saul, David and
religious impact of their rule reading and
Solomon rose to power.
on the development and comprehension.
identity of ancient Israelite b. learners discuss the b. Converse with learners,
society and lessons learnt achievements and failures of paying attention to the
from their leadership. (u, v/a, Kings Saul, David and quality of discussions
gs) Solomon. on the rise to power,
c. learners discuss and relate the achievements and
leadership styles of political failures of Israelite kings
leaders today. c. Listen to the
d. learners present their findings discussions as learners
to the class and the teacher. relate the leadership
b. Individually, learners write styles focusing on levels
down the major ideas on of analysis and quality
kingship. of arguments.
d. Assess the written ideas
presented by the
learners focusing on
accuracy and
coherence within the
presentation.

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 ADVANCED SECONDARY CURRICULUM

c. analyse the division of the a. In groups, learners read 2 a. Listen to the learners’
kingdom of Israel by Samuel and 1 Kings to responses to questions
examining biblical scriptures discuss the background to the about key players and
to assess the roles of key division of the kingdom. events to assess their
figures and consequences, understanding.
b. Learner identify key players in
in order to appreciate God's b. Observe learners to
the division of the kingdom.
power, sovereignty, and the assess their
importance of leadership c. Learners summarise the engagement and
accountability in modern impact of the division of the contributions during
society. (u, v/a, s, gs) kingdom to the people and discussions, focusing on
religion. the relevance and
d. In groups, learners relate the depth of their insights.
aspect of the division of the c. Listen to learners to
kingdom of Israel to analyse their
divisionism in modern society. understanding of the
historical and political
e. In groups, learners share their
context and their ability
findings with the class using
to articulate these
visual aids.
ideas.
f. Individually, learners write d. Read learners’ products
essays relating the division of to evaluate the ability
the kingdom of Israel to to analyse and
divisions in contemporary summarise the
society. consequences of the
division on society and
religion.
e. Read the learners’
essays to relate the
historical division to
modern examples of
political or religious
divisions.
f. Listen to the learners as
they draw parallels
between ancient
division and
contemporary events.

d. evaluate the reforms a. In groups, learners read 2 a. Listen to learners read 2

enacted by kings in Israel, Kings to discover the reformist Kings to assess their
examining the social, kings of Judah and their comprehension.
political, and religious significance. b. Listen to the
changes they implemented, discussions to assess
b. In pairs, learners discuss the
and assessing their impact the quality and
situation before the reforms.
on the development and

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preservation of Israelite c. In pairs, learners identify the accuracy of the

society. (u, v/a, s, gs) reforms made by kings Josiah presentations.
and Hezekiah. c. Read the learners’
products to assess their
d. In groups, learners relate the
accuracy and
reforms to areas that need
coherence.
reforms today.
d. Evaluate the learners’
e. In groups, the learners make discussions and
presentations to the rest of products as they
the class and teacher. compare the reforms of
f. Individually, learners the time with those of
summarise the key ideas in today.
their notebooks.

TOPIC 4: Prophetism in Israel DURATION: 45 Periods

Competency: Learners appreciate the significance of prophetic work in ancient Israel, by

examining the social, political, and economic contexts of the time, exploring the theme of the
broken covenant, and analysing the general messages delivered by the selected prophets in
order to build a contemporary understanding of justice, leadership, and community values.

Learning Outcomes Suggested Learning Sample Assessment

The learner should be able to: Activities Strategies

o analyse the social, political, a. In groups, learners use ICT a. Assess the learners’ digital
and economic contexts of to study the selected portfolio where they
the prophets' time, prophetic books of Amos, tabulate prophetic ideas,
assessing their relevance Isaiah, and Ezekiel. using spreadsheets or
and connections to databases focusing on
b. In groups, learners search
contemporary issues. (u, accuracy, organisation, and
for verses that address the
v/a, gs) completeness of the
social, political, and
classifications.
economic evils of their
b. Listen to learners as they
time.
read to establish their
c. In pairs, learners relate their comprehension of
findings to modern-day prophetic messages.
evils. c. Facilitate and observe
d. In pairs, learners suggest learner discussions to
solutions to address assess the depth, accuracy,
contemporary social and relevance of their
religious, economic and conversations.
political injustices. d. Listen to the learners as
they relate what happened
then to modern times.

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 ADVANCED SECONDARY CURRICULUM

e. In groups, learners present e. Read the learners’ products

to the rest of the class and focusing on the logical
teacher. coherence, depth of
analysis, and relevance of
f. Individually, learners write
their conclusions.
an essay on the key ideas in
their notebooks.

o analyse the themes of the i) In groups, a. Listen to and

broken covenant, call for converse with
repentance, judgement a. learners read the books of learners as they
and the day of the Lord, Amos and Isaiah to search read and interpret
hope and individual for evidence of the broken biblical texts
responsibility, as addressed covenant. focusing on their
by selected prophets, b. learners discuss the song of ability to explain
relating their messages to the vine yard (Isaiah 5) to their ideas clearly
contemporary social, portray the broken to establish
ethical, and spiritual issues. covenant. comprehension.
(u, s, v, gs) c. learners present their ideas b. Observe to
to the class. evaluate the
learners’ creativity
ii) Learners discuss and share and the accuracy
how people today have of their ideas as
broken their covenant with they make
God, and suggest ways in presentations.
which Christians can restore c. Assess the
their relationships with God. products
iii) Individually, learners presented by
summarise the key ideas in learners focusing
their notebooks. on the accuracy
and coherence of
the facts
presented.

c) synthesise the core i) In groups, learners read a. Observe learners as they

messages of Old Testament and analyse the locate verses on judgment,
prophets by analysing their prophetic books to hope, the Day of the Lord
books, identifying major identify the following and individual
themes, and exploring their selected themes: responsibility focusing on
relevance, to inform Judgement: their effective interaction
responses to modern a. Isaiah 1, 2, 5, 13 and 24 with others.
ethical, social, and spiritual b. Amos 1, 3, 5, 6, 7 and so b. Converse with learners as
issues. (u, v/a, gs) on they discuss the texts on
Hope:
judgement, hope, the Day
a. Isaiah 9 and 11

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b. Isaiah 40 of the Lord, and individual

Day of the Lord: responsibility.
a. Isaiah 2 and Amos 5 c. Assess the learners’ charts
or mind maps identifying
Individual responsibility for
different themes in the
sin:
b. Ezekiel 18, 33:10-20. prophetic books focusing
on accuracy,
a. Learners discuss and
completeness, and
share the main ideas
organisation skills.
with the class using
charts and mind maps. d. Listen intentionally to the
learners’ presentations to
b. individually, learners
evaluate their ability to
summarise the key ideas in
recognize and categorize
their notebooks.
themes in the prophetic
texts.
e. Use a participation rubric
to evaluate engagement
and contributions during
their discussion.
f. Listen to the learners’
discussion focusing on
comprehension of the
prophetic messages of
judgment and ability to
analyse biblical texts.

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 ADVANCED SECONDARY CURRICULUM

TOPIC 5: Wisdom Literature DURATION: 18 Periods

Competency: The learner demonstrates appreciation of perseverance and worship in ancient

Israel through applying the teachings of Job and Psalms; analysing the themes of suffering, faith,
and divine justice in Job; and exploring the expressions of worship, lament, and thanksgiving in
Psalms to enable people in the modern society connect these ancient insights to contemporary
issues.

Learning Outcomes Suggested Learning Sample Assessment

The learner should be able Activities Strategies
to:
o analyse the themes of a. In groups, learners read the a. Listen to learners read and
suffering, justice, and book of Job. comment on the message
patience in the book of of Job focusing on the
b. In groups, learners discuss
Job, relating them to accuracy of the comments
the theme of suffering as
contemporary challenges and discussions.
indicated in the Book of Job.
to explore resilience and b. Listen to learners’
meaning in adversity. (u, c. In pairs, learners trace the discussions on the key
v/a, s, gs) theme of justice in the book events and characters in
o evaluate the significance of Job. the book of Job to assess
of dialogue and reflection d. Learners brainstorm the their understanding.
in the Book of Job, aspects of patience in the c. Assess the learners’ essays
applying these insights to book of Job. where they relate the
modern discussions about themes of suffering, justice,
e. In groups, learners relate the
empathy, support, and and patience in the book
themes to modern day
understanding during of Job to modern day
challenges and suggest
crises. (u, v/a, gs) challenges and discuss
ways of overcoming them.
strategies for overcoming
f. In groups, learners dramatise them.
the dialogue between Job d. Observe the learners’
and his wife; and Job and his drama to evaluate them
friends. basing on criteria such as
accuracy, expression,
g. In pairs, learners discuss the
collaboration, and
relevance of the dialogues
adherence to the text.
to modern Christians.
e. Observe the learners to
h. Individually, learners write evaluate their participation
down the important in the discussion,
messages from the drama considering the relevance,
guided by the themes. depth of insights, and
ability to connect the
dialogue to contemporary
Christian living.
f. Read the learners’ written
summaries on the

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important messages
conveyed in the drama
focusing on
comprehensiveness, clarity,
and accuracy.

o appreciate the emotional a) In groups, learners use ICT • Converse with the learners
and spiritual expressions and other resources to as they read and discuss,
in Psalms 2, 20, 22, 47, and discover the rationale of focusing on accuracy and
147, and reflect on how using Psalms in ancient relevancy of the discussion.
these texts shape Israel. • Read the products
contemporary worship presented for accuracy.
b) In pairs, learners read all the
practices and personal • Listen to the presentations
Psalms to identify and
devotional life. (u, v/a, gs) focusing on their relevance
discuss the emotional and
spiritual expressions in and accuracy.
them.
c) In pairs, discuss the message
in each of the Psalms.
d) In pairs, relate each Psalm to
daily worship practices
today.
e) In groups, learners share
their findings with the rest of
the class with the teacher’s
guidance.
f) Individually, learners
summarise and tabulate the
emotional and spiritual
expressions in each Psalm.

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 ADVANCED SECONDARY CURRICULUM

SENIOR FIVE TERM 3

TOPIC 6: The Pre-Gospel Period DURATION: 24 Periods

Competency: The learner examines the historical, cultural, and religious context of the
apostolic period, by evaluating the New Testament canonisation process, and reflecting on its
significance and influence on modern Christian practice.

Learning Outcomes Suggested Learning Activities Sample Assessment

The learner should be able Strategies
to:

i) investigate the link i) In groups, learners read and a) Observe learners as they
between the Old and analyse Genesis chapters 1 to 3, read the Bible texts and
New Testaments, focusing 12:1-3, Exodus 20:1-17, Leviticus look out for group
on the theme of 8:1-36, 16:1-36, Deuteronomy participation and
Messiahship, to 27:26, 2 Samuel 7:12-13, Daniel collaborative reading and
understand how the Old 12:2-3, Isaiah 53:1-12, Zechariah comprehension.
Testament foreshadows 9:9, Mark 11, Luke 1:32-33,
and lays the groundwork John1:1, 3:16, 11:25-26, 12:15,
for the New Testament. (u, Romans 6:14-15, Galatians 3:6-9,
v/a, gs) 11, Hebrews 5:1-10, 9:11-14, b) Converse with the
learners to evaluate the
ii) Learners discuss the
quality and accuracy of the
interconnection between the Old
discussed ideas.
and New Testaments with
reference to the above Biblical
c) Assess the product in
texts.
form of a table checking for
iii) In groups, learners derive the accuracy of tabulated ideas.
relevance of the above texts to
Christians today. d) Read the products to
evaluate accuracy and
iv) In groups, learners present their
relevance.
findings to the rest of the class
with the teacher’s guidance.
v) Individually, learners summarise
the similarities and differences
between the Old and New
Testaments in their notebooks.
i) explore the features of a. In groups, learners: a. Converse with learners
the early church by i) use the internet, Bible, and as they carry out
analysing the message of any other resources to search research.
the original gospel and the contents of the Kerygma, b. Observe each individual
early worship practices to its advantages and demerits learner’s contribution to
gain insight into the birth the discussion.

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of Christianity and how it as well as the general c. Converse with the

shapes modern Christian features of the early Church. learners to ascertain
practices. (u, v/a, gs) their understanding of
ii) analyse the oral method of
the period of oral
preaching the Gospel.
gospel.
iii) discuss the main activities of d. Check each learner’s
the early Church citing their notebook for accuracy.
relevance for the
contemporary churches.
iv) share findings with the rest
of the class in a presentation.
b. Individually, learners write the
major points.
i) assess the origin, a. In groups, learners: a) Observe learners as they
development, and discuss to ascertain the
a. brainstorm the reasons for
criteria underlying the correctness and
writing the New Testament
compilation of the New authenticity of their ideas
canon.
Testament Canon, and look out for group
recognising its divine b. justify the selection of the New participation and
inspiration to deepen Testament canon. collaborative reading and
reverence of the New c. analyse the process of forming comprehension.
Testament as the the New Testament canon.
inspired Word of God d. examine the criteria used to b) Converse with the
that is relevant to the select the 27 books. learners to gauge each
contemporary church. e. Discuss the relevance of the individual learner’s
(u, v/a, s, gs) selected books to Christians contribution to the
today. discussion.
f. present ideas to the rest of the
class. c) Check each learner’s
b. Individually, learners summarise exercise books to assess the
the major points in their accuracy of the summarised
notebooks. ideas.

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TOPIC 7: The Gospels DURATION: 84 Periods

Competency: The learner demonstrates an understanding of the selected themes and

perspectives in the Gospels of John and Mark, recognising their unique contributions to the
development of Christian faith, and applies them to address contemporary issues.

Learning Outcomes Suggested Learning Activities Sample Assessment

The learner should be able Strategies
to:

a. analyse the preaching a. In groups, learners: i) Observe learners as they

of John the Baptist as read, discuss and compare
a. read the scriptures about the
depicted in the John the Baptist’s message
preaching of John the Baptist in
Gospels of Mark and and ministry in the gospels
the gospels according to Mark 1:1-
John, assessing his according to Mark and John
8 and John 1:19-28
messages of focusing on fluency,
repentance and b. discuss the key messages in the accuracy and individual
preparing the way for preaching of John the Baptist. participation.
Jesus, and reflecting c. discuss the relevance of John the ii) Converse with learners as
on the relevance of Baptist to Christians today. they interpret and draw the
these teachings to
d. present the discussed ideas to the relevance of John the
modern Christians. (u,
rest of the class and teacher. Baptist’s teachings to
v/a, s, gs)
Christians today.
b. Individually, learners summarise
the main points in their iii) Check each learner’s
notebooks. exercise books to assess the
accuracy and coherence of
the ideas noted down
about the ministry of John
the Baptist.

b) examine the different a. In groups, learners: a. Observe and listen to

methods used by learners as they read and
c. read Mark 4: 1-20 and 12:1-12 and
Jesus to convey his discuss to ensure they
discuss the message and
message about the interpret and comprehend
meanings of the parables.
kingdom of God in the message of parables in
John and Mark d. read John 3:1-21, 4:1-42, 8:1-11 Mark.
through analysing and derive the message of Jesus’ b. Converse with the learners
parables and teaching in the discourses. and probe them as they
discourses drawing e. discuss the relevance of Jesus’ read and discuss the
their relevance to parables and discourses to message of the selected
Christians today. (u, Christians today. discourses in John focusing
v/a, gs) on the insights to modern
f. make presentations to the class
Christians.
and the teacher.
c. Assess the accuracy of the
g. individually write the main ideas learners’ ideas regarding the
in their notebooks. meaning of the selected
parables and discourses in

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the gospels to ensure

proper interpretation.
d. check for the quality and
accuracy of the write-up
focusing on individuals
working independently.

b. evaluate the i) In groups, learners: a. Observe learners as they

significance of miracles read and discuss the divine
a. analyse the Biblical texts provided;
in the Gospel of Mark messages of the selected
Mark 2:1-12, 5:1-20, John 2:1-12,
and signs in John by miracles and signs in Mark
11:1-44.
analysing their and John focusing on
implications and b. discuss the messages of the teamwork, comprehension,
exploring how these selected miracles in Mark and ability to draw lessons and
events can inspire faith signs in John and their relevance correct interpretation of the
and hope in the to Christians today. biblical texts.
contemporary world. c. evaluate and form opinions about b. Converse with the learners
(u, v/a, s, gs) miracles in the contemporary as they form opinions and
world. draw lessons and relevance
d. present and share ideas with the from the selected miracles
rest of the class. and signs in Mark and John
laying emphasis on active
ii) Individually, learners write down
individual participation.
summarised notes on the key
ideas about the manifestation of c. Assess the accuracy of the
God’s kingdom in Mark and John. learners’ ideas in regard to
the selected miracles and
signs focusing on the
logical flow of ideas.
d. Check the learners’ books to
assess the accuracy of the
written summaries.

c. analyse the instances i) In groups, learners: a. Observe the learners as

of acceptance, they read and brainstorm
a. read the Gospel according to Mark
controversies, and the reactions of the
tracing the reactions of various
opposition that Jesus audience to Jesus’ ministry
categories of people to Jesus
encountered in the focusing on their ability to
Christ’s public ministry (that is, the
Gospel according to explain the key points of
Pharisees, Scribes, Sadducees,
Mark drawing the Jesus’ response to people’s
Priests and teachers of the law,
relevance of reactions.
women, Gentiles, the twelve
unwavering faith and
disciples and the people of b. Converse with the learners
commitment in the
Nazareth). as they draw out the
lessons and relevance of

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contemporary world. b. explain the reasons why Jesus the reactions of different
(u, v/a, s, gs) faced opposition and rejection in categories of people to
His public ministry. Jesus’ ministry.
c. investigate Jesus’ reaction in the c. Check learner’s exercise
face of opposition. books to assess the
accuracy and logical flow of
d. identify instances when Christians
ideas of the summarised
face opposition today.
write-ups.
e. explain the lessons Christians can
draw from people's responses and
Jesus’ reaction to opposition and
rejection.
f. present and share the discussed
ideas with the rest of the class.
ii) Individually, learners summarise
the key points in their notebooks.
d. analyse the passion, i) In groups: a. Observe learners as they
death, and resurrection read to inspire them to
a. learners analyse Mark 14, 15, and
of Jesus Christ by listen and comprehend the
16.
examining the biblical selected biblical texts.
texts in Mark reflecting b. learners use ICT to watch a movie
b. Converse with the learners
on how these events on the passion of Jesus or role-
as they dramatise or watch
can inspire resilience, play the arrest, death, and
a movie about the passion,
empathy and resurrection of Jesus according to
death and resurrection of
compassion in their the gospel of Mark.
Jesus focusing on the
own lives and c. learners discuss the significance of creativity and individual
communities. (u, v/a, s, the key events in the passion participation.
gs) narratives in the gospel according
c. Listen to the learners’ ideas
to Mark namely the, the
as they draw lessons from
anointment of Jesus; the Lord’s
Bible texts focusing on
Supper, prayer in Gethsemane,
critical thinking and
death and the resurrection.
generate positive insights.
d. learners examine the relevance of
d. Check the learners’ note
Jesus’ passion to modern
books to ensure accuracy
Christians following the selected
and coherence of the
events.
written ideas.
e. learners present their findings to
their classmates and the teacher.
b) Individually, learners summarise
the main ideas in their notebooks.

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SENIOR SIX TERM 1

TOPIC 8: The Epistles DURATION: 54 Periods

Competency: The learner develops an appreciation of key apostolic teachings through

examining the Letters of 1 Corinthians, 1 Peter, and James, following selected themes to explore
how these teachings can provide practical guidance and inspiration for addressing modern
issues.

Learning Suggested Teaching Sample Assessment Strategies

Outcomes Learning Activities
The learner should
be able to:
a. examine the role of i) In groups: a. Observe and listen to learners reading the
the Holy Spirit as scriptures focusing on fluency and accuracy
a. learners analyse 1
presented in the of selected biblical texts.
Corinthians 12, 13 and 14.
epistles through
b. Converse with learners during discussions
exploring themes b. learners relate the role of
on various aspects of the Holy Spirit in the
and reflecting on the Holy Spirit in the early
early church and the church today noting
the ways the Holy church and modern
their ability to listen attentively to each
Spirit influences churches.
other.
modern Christian c. learners make
practices and c. Listen to the presentations focusing on
presentations to the class
choices. (u, v/a, s, accuracy, fluency and the logical flow of
under the teacher’s
gs) ideas.
guidance.
d. Check the learners’ notebooks focusing on
ii) Individually, learners
the level of organisation and coherence of
summarise the major
the summarised ideas about the aspect of
ideas in their notebooks.
the Holy Spirit.
b. critique the i) In groups: a. Converse with the learners and use oral
unethical behaviour quizzes to assess the learners'
a. learners study 1
of the Christians in understanding of the passages.
Corinthians 1-4, 11:1-34.
the early church by
James 2:1-26; 3:1-12; 4:1- b. Observe and listen to evaluate the learners'
examining themes
17; 5:1-6. individual participation in discussions,
in the epistles to
focusing on the collaboration and relevance
guide Christian b. learners discuss the
of contributions.
behaviour today. (u, unethical behaviour of
v/a, s, gs) the early Christians and c. Listen to group presentations focusing on
the responses provided the lessons they have drawn from the
by Paul and James to scriptures, using visual aids to enhance their
address them. comprehension.

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c. learners point out lessons d. Check learners' notebooks to ensure the

Christians can learn from logical flow, accuracy and relevance of the
the scriptures. key points.
d. learners make
presentations to
classmates and the
teacher.
ii) Individually, learners
summarise the teachings
and lessons in their
notebooks.
c. appreciate the i) In groups, a. Observe learners’ interaction and
virtue of charity participation during the reading sessions.
i) learners read James
through analysing
1:27;2:1-26; and discuss b. Converse with the learners as they discuss
the message and
the virtue of Charity the teachings of charity focusing on the
principles in the
focusing on generosity, accuracy of the responses.
epistles to inform
kindness and love
and inspire c. Listen to the quality of their interpretation
contemporary ii) learners evaluate and comprehension of the Biblical
Christian practices modern attitudes towards teachings.
and attitudes charity.
d. Read and evaluate the relevance and
toward the needy. iii) Learners draw lessons coherence of the summarised points of each
(u, v/a, gs) that modern Christians learner.
can learn from the aspects
of charity.
Iv) learners make
presentations to
classmates under the
guidance of the teacher.
ii) Individually, learners
note down the key
points in their note
books
d. analyse the a. In groups, learners: i) Observe and listen to learners as they read
teachings on faith and intepret the scriptures focusing on their
i) read and analyse James
in the epistle of fluency and confidence.
1:2-8; 2:14-26; 5: 15 and
James exploring
discuss the teachings on ii) Converse with learners as they discuss the
themes of trust,
faith, trust and biblical teachings emphasising correct
perseverance, and
perseverance. interpretation of the texts focusing on the
belief in God's
insights drawn from the texts.
promises, and ii)brainstorm how James’
reflecting on how teachings strengthen

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they strengthen Christian faith in the iii) Assess the written products focusing on
contemporary contemporary world. accuracy, coherence and relevance of the
Christian faith and key points noted.
b. Learners present to the
practice. (u, v/a, s,
class and teacher.
gs)
c. Individually, learners write
the key points in their
notebooks.
e. analyse the themes a. In groups, learners: a. Listen to learners as they read to ensure
of prayer and [Link] the letter of James fluency and confidence.
patience and the 3:1-12 and 5:7-20 and
b. Listen to them during the brainstorming
use of the tongue in discuss the teachings on
session focusing on quality and accuracy of
the epistle of James patience, prayer and the
the presentations.
through evaluating proper use of speech.
these teachings and c. Evaluate the product in form of a summary
b.
how they can be focusing on relevance and accuracy.
iscuss ways in which
applied to address
James’ counsel on
contemporary
speech, patience and
issues. (u, v/a, s, gs)
prayer are relevant to
contemporary Christians.
b. Learners present to the rest
of the class.
iii) Individually, learners
write a summary of
the key ideas in their
notebooks.
f. appreciate the a. In groups, learners: i) Listen to the learners read, focusing on
teachings about accuracy and interpretation.
i) read James 1:9-11; 2:2-7,
wealth and poverty
2:14-17 and 5:1-6, and ii) Dialogue with learners as they discuss about
by analysing
discuss the teachings wealth, focusing on the quality of the
scriptures in the
about wealth and poverty. learners’ responses.
letter of James to
gain insights on ii) discuss the relevance of iii) Assess the summarised products checking
stewardship, James’ teaching to for accuracy and relevance.
contentment, modern Christians.
generosity, and b. Suggest ways the church
social justice in can help to fight poverty.
modern churches.
c. Individually, learners
(u, v/a, s, gs)
summarise the major ideas
in notebooks.

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 ADVANCED SECONDARY CURRICULUM

g. examine the theme a. In groups, learners: a. Observe the learners as they work in groups
of holy living a. read 1 Peter 1:13-25 and focusing on co-operation and respect for
through analysing 2:1-10 to identify and each other’s ideas.
texts in 1 Peter in discuss the teachings on b. Listen to their readings and interpretation of
order to encourage holy living. the message of holy living focusing on the
righteousness and b. discuss the relevance of ability to draw lessons for modern Christians.
positive living holy living to modern c. Check the learners’ summaries focusing on
among modern Christians. accuracy.
Christians. (u, v/a, s, c. make presentations to the
gs). rest of the class.
b. Individually, learners
summarise the main key
points in their notebooks.
h. examine the a. In groups, learners read 1 a. Observe learners as they read and discuss,
teachings of 1 Peter 2:11-25, 3:8-22, 4:1-6, focusing on respect to each other’s
Peter on the aspect and 4:12-19 to identify the opinions.
of suffering by teachings on suffering and
b. Listen to them to ascertain proper
exploring the endurance.
interpretation and comprehension of the
messages of hope,
b. In groups, learners discuss texts on suffering and endurance.
perseverance,
the teachings on suffering
endurance and faith c. Converse with learners about suffering and
and endurance relating
in adversity, endurance focusing on the quality and
them to the modern
reflecting on how accuracy of responses to modern Christians.
church.
these teachings can d. Assess the presentations focusing on the
provide strength c. Learners make
communication skills, accuracy, relevancy of
and inspiration to presentations to the class
the facts and logical flow of the ideas.
Christians during and the teacher.
e. Check on the learner’s notebooks focusing
the time of d. Individually, learners
on the quality and accuracy of the key ideas.
suffering. (u, v/a, s, summarise the major ideas
gs) in their notebooks.

i. analyse human a. In groups, learners: a. Observe learners as they read and work
relationships together as teams, focusing on how they
i. read 1 Peter 2:11-17,
addressed in 1 Peter interact effectively with others.
3:1-7 and 5:1-12 to
and how these
identify the b. Listen to the learners to evaluate
teachings influence
relationships addressed participation in the discussions, focusing on
Christian relations
in the passages. engagement and relevance of their
today. (u, v/a, s, gs)
contributions.
a. discuss 1 Peter’s
teachings about the c. Evaluate the product basing on the ability to
various relationships draw meaningful conclusions by use of
and derive their examples, and clarity of the key points.
relevance to the
contemporary world.

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 CHRISTIAN RELIGIOUS EDUCATION

b. Learners make
presentations to the rest
of the class.
c. Individually, learners write
an essay to summarise the
key points.

TOPIC 9: Sex and Sexuality DURATION: 27 Periods

Competency: The learner develops an appreciation for the purpose of sex and sexuality basing
on the traditional African, contemporary, and biblical dimensions in order to develop right
attitudes and proper decision-making skills.

Learning Outcomes Suggested Learning Sample Assessment

Activities Strategies
The learner should be able to:
a. analyse African traditional a. In groups or pairs, learners: a. Observe learners as they
perspectives on sex and i) use ICT and/ or cultural search and discuss about
sexuality by exploring their institutions to search about sex, sexuality and sex
cultural, social, and spiritual traditional African education in traditional
dimensions, and reflect on understanding of sex and African society focusing
their influence on modern sexuality. on values and accuracy.
attitudes and decision-
ii) discuss sexuality and sex b. Converse and guide the
making regarding sexuality.
education in traditional learners as they discuss
(u, v/a, s, gs)
African societies with the traditional African
particular emphasis on its values that need to be
content, context and adopted by modern
methods. society, focusing on team
work and respect of each
iii) make presentations to the
other’s views.
class and the teacher.
c. Listen to their
b. Individually, learners presentations to ensure
summarise the main points correctness and logical
in their notebooks. flow of ideas.
d. Read each learner’s
notebook to assess the
correctness of the
summarised ideas.
b. assess the modern a. In groups, learners: a. Observe learners as they
understanding of sex and search about sex, sexuality
a. use electronic and print
sexuality in order to develop and sex education in
media to discover the
respect and a positive modern society, focusing

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 ADVANCED SECONDARY CURRICULUM

attitude towards sex and modern understanding of on their ability to use ICT
sexuality. (u, v/a, s, gs) sex and sexuality. tools to generate
information.
b. compare the modern and
traditional understanding b. Converse with them as
of sex and sexuality. they compare the
traditional African views
c. identify the positive
with modern views about
traditional African sexual
sex and sexuality, focusing
values that can help youths
on individual participation
make informed decisions.
and ability to contrast.
d. analyse the positive
c. Collaborate with learners
traditional African values
as they exchange views
about sex and sexuality.
on STIs/Ds focusing on
e. make presentations to the accuracy.
class under the teacher’s
d. Listen to their
guidance.
presentations to ensure
b. Individually, learners note logical flow of ideas.
down the main points in
e. Check each learner’s
the notebooks.
notebook to assess the
accuracy of ideas.
c. analyse deviant sexual a. In groups, learners a. Observe and probe
practices in contemporary learners as they examine
a. use ICT tools and the mass
society to enhance an the forms, causes and
media to examine the
enriched understanding of dangers of sex deviation
forms, causes and dangers
the dangers of sex misuse focusing on their ability to
of sex deviations.
and promote informed generate ideas using ICT
decision making. (u, v/a, s, b. debate on the possible tools and real life
gs) measures that can curb sex experience.
deviations.
b. Converse with them as
c. make presentations to the they discuss the Christian
rest of the class and the teaching against sex
teacher. deviations focusing on the
b. Individually, learners accuracy of ideas.
summarise the major points in c. Observe learners as they
their notebooks. discuss possible measures
to curb sex deviations
checking for their
creativity to solve
problems.
d. Listen to their
presentations to ensure

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fluency and logical flow of

ideas.
e. Check each learner’s
notebook to assess the
accuracy of the
summarised points.
d. analyse the biblical teaching a. In groups, learners: a. Observe learners as they
about sex and sexuality in read the biblical texts
order to appreciate the i) read the biblical texts about sex as a divine gift
proper understanding of sex provided and discuss from God focusing on
as a divine gift to mankind. the biblical and their ability to locate the
(u, v/a, s, gs) Christian views about texts and work as a team.
sex in Genesis 1:27-28,
b. Converse with the learners
2:24, Exodus 20:14,
as they discuss the biblical
Deuteronomy 22:5,
views and ways modern
Leviticus 18, Matthew
churches are upholding
5:27-28, Romans 1:26-
them focusing on the
27, 1 Corinthians 6:9-10,
correct interpretation,
18-20, 7:3-5, 1
comprehension and
Thessalonians 4:3-7
relevance.
ii) discuss the relevance
c. Listen to their
of biblical teaching of
presentations to ensure
sex to modern
correctness and logical
Christians.
flow of ideas.
iii) make presentations to
d. Assess each learner’s
the class under the
write-up to check for the
teacher’s guidance.
accuracy of the ideas.
b. Individually, learners make
a write-up of the main
ideas in their notebooks.

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 ADVANCED SECONDARY CURRICULUM

TOPIC 10: Marriage DURATION: 27 Periods

Competency: The learner appreciates marriage as a sacred institution which elevates the roles
of both men and women based on the traditional, contemporary and Christian dimensions
thereby assigning them the vital responsibilities of bearing and nurturing children to become
responsible citizens.

Learning Suggested Learning Activities Sample Assessment Strategies

Outcomes
The learner
should be able
to:
a. analyse the a. In groups, learners: a. Observe and converse with
traditional African learners as they search about
i) use ICT or dialogue with any
and dating and courtship in traditional
community member or visit a
contemporary African society focusing on
cultural institution to find out
perspectives research skills.
the values and challenges of
about dating and
dating and courtship in b. Converse with the learners as they
courtship,
traditional African society. construct the values of courtship in
examining its
both traditional and modern
impact on ii) evaluate the values of dating
societies checking for co-operation
marriage. (u, v/a, and courtship in both
and individual participation in the
s, gs) traditional and modern
discussions.
societies.
c. Listen to the learners’ ideas about
iii) discuss aspects of traditional
the aspects of traditional African
African courtship that are in
courtship that are agreeable with
agreement with Christian
Christianity focusing on their ability
teachings.
to sort and analyse information.
iv) present the findings to the rest
d. Check each learners’ notebook to
of the class.
ensure clarity and correctness of
b. Individually, learners note down the summarised points.
the main points in their notebooks.
b. evaluate the i) In groups, learners: a. Observe the learners as they search
value of bride about bride wealth in modern and
a. use ICT or library resources to
wealth in the traditional African society, focusing
search for the significance
contemporary on their research skills.
and challenges associated
society. (u, v/a,
with bride wealth in modern b. Converse with the learners as they
s, gs)
African society. analyse the traditional aspects of
bride wealth that are agreeable in
b. analyse the aspects of bride
Christianity focusing on logical
wealth that are agreeable
analysis and team work.
with Christianity.
c. Listen to the learners’ views about
c. Learners make presentations
the ways in which bride wealth
to the class.
helps to preserve the African
ii) Individually, learners
personality.
summarise the main points in
their notebooks.

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d. Listen to the learners’

presentations to ensure fluency,
logical flow and accuracy of ideas.
e. Assess the learners’ product in
form of summarised notes noting
accuracy and coherence of the
product.
c. examine the a. In groups or pairs, learners: a. Observe and converse with
modern and learners as they search about
i) use ICT or any other library
the traditional marriage focusing on individual
sources to search about
African participation and team work.
marriage.
understanding b. Listen to the learners’ comparisons
of marriage in ii) compare the modern with the of marriage in modern and
order to traditional African perspectives traditional African societies
uphold the about marriage. focusing on consistency.
institution of iii) make presentations to the rest c. Check the table in each learner’s
marriage in the of the class and the teacher. notebook to ensure accuracy of
modern the tabulated ideas and give
society. (u, v/a, b. Individually, learners tabulate the feedback
s, gs) major ideas in their notebooks.

d. analyse the a. In groups, learners: a. Observe the learners as they read

biblical and interpret the Biblical texts
i) read and interpret
teaching about marriage.
Genesis 2:24, Proverbs
about b. Converse with the learners as they
31:10-31, Hosea 2 and
marriage construct the Christian teaching
3, Matthew 19:4-6,
through about marriage with focus on team
Romans 7:1-6, 1
reading work and quality of the responses.
Corinthians 7, 1 Peter
scriptures in c. Listen to the learners’ views about
3:1-7 and Hebrews
order to ways in which Christian teachings
13:4.
appreciate and may help to resolve modern
uphold ii) discuss and construct marriage-related challenges.
marriage as a the Christian teaching d. Check the learners’ summarised
divine about marriage. notes to ensure accuracy.
institution. (u, iii) suggest the ways in
v/a, s, gs) which today’s marriage
challenges can be
resolved using biblical
marriage virtues.
iv) make presentations to
the class and the
teacher.
b. Individually, learners summarise
the main ideas in their notebooks.

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 ADVANCED SECONDARY CURRICULUM

SENIOR SIX TERM 2

TOPIC 11: Family Life DURATION: 27 Periods

Competency: The learner appreciates family as a divine institution and a foundation of human
civilisation basing on traditional, contemporary and Christian dimensions to evaluate and guide
contemporary family trends.

Learning Outcomes Suggested Learning Activities Sample Assessment

The learner should be able to: Strategies
a. examine the traditional a. In groups: a. Observe and listen to the
African approaches to group presentations,
i) learners use the internet,
family life and use the focusing on the learners’
newspapers, local
positive aspects to understanding of the
proverbs, dialogue with
form a basic traditional African family
elders in the community
understanding of an approaches.
or visits to cultural
ideal family.
institutions to research b. Converse with the
(u, v/a, s, gs) and discover the learners as they make
meaning and values of their presentations to
the African traditional ensure active
family. participation and logical
flow of ideas.
ii) make presentations of
their findings to the class c. Check the learners’ notes
under the teacher’s to assess the accuracy of
guidance. information.
b. Individually, learners summarise
key ideas in their notebooks.
b. analyse the modern i) Individually, learners use the a. Observe the learners as
trends of family life to internet, newspapers, they discuss to check for
arrive at a clear dialogue with elders in the evidence of cooperation.
understanding of the community to research about
b. Converse with the
modern family the values of the family today.
learners as they make
challenges and how
ii) In groups, learners compare their presentations
they can be mitigated.
the understanding of family noting their fluency and
(u, v/a, s, gs)
life today with that of African ability to interpret ideas.
traditional society.
c. Assess the learners’
iii) In groups, learners discuss the product in form of notes
modern family challenges to check for accuracy.
and suggest possible
solutions.

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 CHRISTIAN RELIGIOUS EDUCATION

iv) Learners make presentations

to the class under the
teacher’s guidance.
v) Individually, learners take note
of all key points in their
notebooks.
c. evaluate modern a. In groups, learners: a. Observe the learners’
parenting styles to interaction and individual
i) brainstorm on the different
suggest practises that contribution in the group
types of parenting today.
can shape positive and activity.
responsible character ii) discuss the importance of
b. Listen to the learners’
traits among children responsible parenthood and
discussions about the
living in a highly the challenges of parenting.
different parenting styles
challenging iii) explain the causes of and responsible
technological and irresponsible parenthood parenthood focusing on
selfish environment. (u, today and the concerns for the ability to express
v/a, s, gs) responsible parenthood. themselves and articulate
iv) analyse the Christian view on ideas.
responsible parenthood. c. Evaluate the product in
v) learners make presentations form of an essay
to the class under the checking for accuracy of
teacher’s guidance. ideas.

b. Individually, learners write an

essay on the key ideas in their
notebooks.
d. analyse the biblical a. In groups, learners: a. Observe and listen to the
teachings about family learners’ readings,
i) research about the value of family
life in order to focusing on fluency and
in biblical scriptures such as
appreciate God’s will in team work.
Genesis 1:28, 2:24, Exodus 20:12,
contemporary
Proverbs 22:6, Psalms 127: 3-5; b. Check the quality and
Christian families. (u,
Acts 10:1-2, Ephesians 5:21-33, 6:1- accuracy of biblical texts
v/a, s, gs)
6, 1 Peter 3:7, 1 Timothy 3:1-4, 5:8 presented by the
and 1 Corinthians 11:3. learners.
ii) explain the Christian virtues of c. Analyse the written
family life. product about the
Christian teachings of
iii) present ideas to their classmates
family life for accuracy.
and teacher.
b. Individually, learners summarise
key points in their notebooks.

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TOPIC 12: Work DURATION: 33 Periods

Competency: The learner appreciates the divine origin of work, by examining its historical
significance, and humanity's creative ability basing on traditional, contemporary and biblical
teachings in order to foster a positive attitude towards work and develop the world.
Learning Outcomes Suggested Learning Activities Sample Assessment Strategies
The learner should be
able to:
a. explore the a. In groups, learners: a) Observe and converse with
traditional learners as they search about the
a. use the internet, mass media or concept of working traditional
African
consultation with elders to African society focusing on research
understanding of
research and discover the skills using various media.
work and draw
understanding of work in b) Converse with the learners as
ideals that can
traditional African society. they construct the values of work in
transform
b. make presentations to the class traditional African societies,
modern attitudes checking out for co-operation and
towards work. (u, and the teacher.
individual participation in the
v, gas) b. Individually, learners summarise discussions.
the key ideas in their notebooks. c) Listen to the learners’ ideas about
the aspects of traditional African
views on work,, focusing on their
accuracy in the presented ideas.
d) Check each learners’ book to
ensure clarity and correctness of the
summarised points.
b. examine the i) In groups, learners: a. Observe the learners’
complexities of discussion for evidence of
a. use the internet and mass
work and cooperation and individual
media to research and
vocation in the participation.
explore the meaning and
contemporary
understanding of work today. b. Converse with learners as they
society and
present, noting their ability to
develop b. discuss the value of work and
integrate similar ideas.
strategies to vocation.
improve work c. Assess the written products in
c. discuss the challenges in work
relations. (u, v, gs) the notebooks for evidence of
today with special emphasis on
accuracy about the
unemployment and suggested
complexities of work today.
solutions to challenges of work.
d. make presentations to the class
under the teacher’s guidance.
ii) Individually, learners
summarise the key ideas in
their notebooks.

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c. assess ideologies i) In groups, learners use the a. Observe the learners as

about work internet, print materials, and they search, discuss and
through consultations with different make presentations
analysing people to research and find focusing on research,
capitalism and out the ideologies about communication skills and
socialism in order work in the world today. accuracy of the facts.
to promote
ii) Individually, learners create b. Converse with learners to
fairness in the
research portfolios that evaluate their participation
field of work. (u,
include notes, sources, and in the discussion,
v, gs).
summaries of their findings. considering factors such as
engagement, relevance of
c. Learners discuss the importance
contributions, and depth of
of capitalism and socialism in the
insights.
field of work today.
c. Assess learners’ individual
d. Learners discuss the Christian
written summaries focusing
perception of capitalism and
on accuracy, relevance, and
socialism.
coherence of ideas.
e. Learners share their findings with
the class.
f. Individually, learners write a
summary of the findings and
discussions.
d. evaluate the a. Individually, learners engage in a. Assess written products based
standards of research using the internet, mass on the depth of the research,
behaviour and media, text books, newspapers diversity of sources, relevance
competences and resource people from and accuracy of information
expected in work different professions to learn about the different professional
by analysing the about professional ethics and ethics.
medical, legal make a report.
b. Observe the learners’
and teaching
b. Individually, learners create discussions for evidence of
ethics in order to
research portfolios that include cooperation.
foster
notes, sources, and summaries of
professional c. Listen to the learners sharing
their findings.
integrity and during the brainstorming
compliance with c. In groups, learners brainstorm session focusing on the
the laws, about the professional ethics of accuracy of the facts presented
regulations and teaching, medical and legal and the ability to speak fluently.
codes that professions.
d. Assess the learners’ written
govern d. In groups, learners discuss the summary papers that capture
professions challenges faced by professionals the main findings from their
today. (u, v/a, s, and possible solutions. research and discussions
gs) focusing on accuracy, relevance,
and coherence.

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e. In groups, learners share their

findings with the class and
teacher.
f. Learners individually write a
summary of the findings and
discussions.
e. appreciate i) In groups, learners: i) Listen to the learners focusing
biblical teachings on articulation and
a. analyse Genesis 1:28, 2:15, Exodus
about work to comprehension of scriptures.
20:9, 35:30-33, Jeremiah 22:13,
enhance their ii) Converse with learners to
Psalm 104:23, Proverbs 6:6-11,
understanding of assess the accuracy of the facts
Mark 6:3 Luke 19:11-27, Ephesians
God’s purpose presented during the
4:28, 2 Thessalonians 3:10 and
and plan for discussions and give feedback.
other relevant passages.
work, in order to
b. discuss the Christian teachings iii) Observe the learners’
apply principles
and virtues about work. interactions for evidence of
of ethics,
individual contribution in a
integrity, and c. present their findings to the class
group activity.
morality in and teacher.
modern iv) Listen to learners discuss about
ii) Individually, learners
workplace the Christian teachings of
summarise key ideas in their
environments. (u, work.
notebooks.
v/a, s, gs)
v) Analyse the accuracy of the
written product about the
Christian teachings of work to
ascertain correctness of ideas.

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TOPIC 13: Leisure DURATION: 24 Periods

Competency: The learner demonstrates an understanding of leisure in view of traditional,

contemporary and biblical teachings in order to promote a positive attitude towards the use of
leisure.
Learning Outcomes Suggested Learning Activities Sample Assessment
Strategies
The learner should be able to:
a. examine the a. In groups, learners: a. Assess written products
understanding based on the depth of the
a. engage in research using the
of leisure in research, diversity of
internet, mass media, and
traditional sources, and relevance and
consultations with resource
African society accuracy of information
people and cultural institutions
through about the leisure practices
to discover the concept and
analysing in the African traditional
virtues of leisure in traditional
traditional society.
African society.
beliefs in order
b. Listen to the learners
to uphold the b. create research portfolios that
sharing during the
expected include notes, sources, and
brainstorming session
morals summaries of their findings.
focusing on the accuracy of
regarding the c. discuss traditional norms the facts presented and the
use of leisure. related to leisure in various ability to speak fluently.
(u, s, v/a , gs) African cultures.
c. Observe the learners’
d. share their findings with the discussions for evidence of
teacher and the class. co-operation.
b. Individually, learners summarise d. Assess the learners’ written
the key points. summary papers that
capture the main findings
from their research and
discussions focusing on
accuracy, relevance, and
coherence.
b. explore the a. In groups, learners: a. Observe the learners’
contemporary discussions for evidence
a. research about various sectors
leisure industry of team work and fluency.
of the modern leisure industry
to develop
such as sports, tourism and b. Listen to the learners
informed
entertainment using online sharing during the
judgment
resources and print media. discussions, focusing on
about the
the accuracy of the facts
current trends b. write a report or make a
presented and the ability
of leisure. (u, presentation on their findings,
to speak fluently.
v/a, s, gs) highlighting key trends and

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developments in leisure c. Assess the learners’

industry. written summary papers
that capture the main
c. discuss current trends in leisure
findings from their
focusing on identifying popular
research and discussions,
activities and emerging trends.
focusing on accuracy,
d. brainstorm the challenges relevance, and coherence.
associated with leisure and the
leisure industry.
e. conduct a comparative analysis
between traditional African
leisure activities and modern
leisure practices to identify
traditional ideas that can be
adopted in the modern
settings.
f. make presentations of the
group findings to the class.
b. Individually, learners summarise
the key points in their notebooks.
c. analyse biblical i) In groups, learners: a. Observe and listen to the
teachings on learners to evaluate their
a. discuss biblical perspectives
leisure to understanding of the
on leisure through scriptures
develop Bible verses and the ability
such as Genesis 2:2, Exodus
insights into to identify and interpret
20:8, Numbers 28:9-11, Ezekiel
God's design key ideas from the verses
46:3-5, Ecclesiastes 3:1-8, Mark
for rest, related to leisure.
1:35, 2:27, 6:31, John 2:1-12,
relationships,
Luke 5:29 among others. b. Observe the learners'
and
participation in discussion
responsible b. discuss teachings about leisure
focusing on individual
leisure as presented in the biblical
contributions and the
practices. (u, texts.
accuracy of facts.
v/a, s, gs) c. make presentations to the
c. Assess the learners’ ability
class with the teacher’s
to draw lessons from the
guidance.
biblical texts.
ii) Individually, learners write a
d. Check the written
summary of the key points
summary about the
in their notebooks.
biblical teachings on
leisure for accuracy and
coherence.

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TOPIC 14: Money and Wealth DURATION: 24 Periods

Competency: The learner appreciates the acceptable means of acquiring and spending money
and wealth, its impact on society in relation to traditional, contemporary and biblical teachings,
in order to develop the rightful attitude towards money and wealth.

Learning Outcomes Suggested Learning Activities Sample Assessment Strategies

The learner should be able
to:
a. analyse the i) In groups, learners: i) Observe and listen to the
traditional African investigate traditional African learners as they discuss ideas
understanding of perspectives on money and of money and wealth focusing
acquisition and wealth, drawing from diverse on co-operation and quality of
utilisation of money sources. the arguments.
and wealth with brainstorm the sources and ii) Listen to the learners’
reference to African utilisation of money and wealth presentations focusing on the
societies in order to in traditional African societies. accuracy and coherence of
develop a proper debate the right ways of ideas.
attitude towards acquiring and spending wealth iii) Converse with the learners as
money and wealth in in traditional African societies. they make their presentations
the contemporary make presentations of their about wealth in traditional
world. (u, v/a, s, gs) findings to the class and teacher. African society.
ii) Individually, learners write an iv) Evaluate the learners’
essay reflecting the views of performance in the debate,
money and wealth in traditional focusing on the quality of
African society. arguments, use of evidence,
clarity, and respect for each
other’s views.
v) Assess the learners’ essays with
focus on accuracy, coherence
and clarity.
b. assess the sources a. In groups, learners: i) Observe the learners as they
and importance of a. discuss different economic discuss the modern ideas of
money through activities as a source of money money and wealth to ensure
analysing the current and wealth. co-operation and individual
economic activities b. brainstorm the sources and contribution to the discussion.
in society, in order to utilisation of money and wealth ii) Converse with the learners as
comply with the today. they brainstorm and make
honest means of c. discuss the expected values their presentations about
earning and regarding the acquisition and money and wealth in modern
spending money. (u, use of money and wealth. society.
v/a, s, gs) d. present their findings to the iii) Read the individual learners’
class with the teacher’s written summaries focusing on
guidance. the accuracy of the modern

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e. work individually to write the ideas about money and

summary of the key ideas on wealth.
money and wealth.
c. examine biblical a. In groups, learners: a. Observe the learners as they
teachings on money a. analyse the scriptures on wealth discuss and present biblical
and wealth, to gain such as Genesis 1:28, 9:1-3, 13:2, ideas about money and wealth
insights into Leviticus 26:3-13, Proverbs 10:4, to check for evidence of team
responsible earning 10:22, 11:28, 12:11, 15:16, 24:3-4, work and relevance of
and stewardship 30:8-9, Amos 9:13-15, Psalm 23:1, discussions.
practices. (u, v/a, s, 49:8 Matthew 19:27-30,21:12-13, b. Assess the learners’ written
gs) Luke 21:1-4, Acts 4:34-37, 11:29- notes on the biblical teaching
30, 18:3 and 20:34. about money and wealth and
b. discuss biblical teachings the comparisons to check the
regarding the acquisition and correctness of the presented
utilisation of money and wealth. ideas.
c. compare Christian perspectives
on money and wealth with
contemporary understandings
to suggest advice to address the
abuses related to money and
wealth.
d. present their findings to the
class.
b. Individually, learners write a
summary of the key points in
their notebooks.

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SENIOR SIX TERM 3

TOPIC 15: Law, Crime and Punishment DURATION: 24 Periods

Competency: The learner appreciates the importance of obedience to God’s law and state laws
by examining traditional African, contemporary and biblical teachings in order to cultivate
harmonious relationships between man and fellow man, man and God and man and the
environment.

Learning Outcomes Suggested Learning Sample Assessment

Activities Strategies
The learner should be able to:
i) appreciate the purpose a. In groups, learners: i) Observe the learners
of the law in promoting as they discuss ideas
a. use the internet, mass
moral uprightness by about law and morality
media, and consultations to
evaluating traditional and today focusing on
research and find out the
contemporary societal individual
purpose and determinants
conduct and its impact participation.
of making and passing
on maintaining social
laws. ii) Converse with the
order and harmony. (u,
learners as they
v/a, s, gs) b. discuss the various ways
brainstorm and make
and the value of ensuring
their presentations
order, harmony, and a
about law, order and
peaceful society.
morality in modern
c. analyse the traditional ways society, looking for
of administering justice. confidence and
d. present their findings to the respect for each
class and teacher. other’s views.

b. Individually, iii) Check the learners’

learners summarise written summaries for
the main ideas in accuracy.
their notebooks.

ii) analyse the causes and a. In groups, learners: i) Observe and

impact of crime in order converse with
a. brainstorm on the causes of
to deduce solutions to the learners as
crime today.
crime and promote they share and
observance of the laws. b. discuss the impact of present ideas
(u, v/a, s, gs) criminal acts and suggest on the causes,
solutions to curb crime and impact and
encourage adherence to solutions to
the law. crime focusing
on how they
work

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c. present to the class and effectively in

teacher. teams.
b. Individually, learners write ii) Assess the
main points in their learners’
notebooks. written
summaries for
accuracy.

iii) evaluate the forms, a. In groups, learners: a. Observe the learners as

purpose and they discuss ideas about
a. research using the internet
determinants of crime and punishment
and mass media to find out
punishment to create a focusing on individual
the forms and determinants
crime-free society to comprehension and
of punishment.
promote justice and participation.
harmony in society. (u, b. assess the role of
b. Converse with the
v/a, s, gs) punishment in modern
learners as they research,
society.
discuss and make their
c. present the findings to the presentations about
class. punishment checking for
b. Individually, learners write fluency and respect for
down key points in their one another’s opinion.
notebooks. c. Assess the accuracy of
ideas in the notes.

iv) analyse the biblical i) In groups, learners: a. Observe and listen to

teachings about law, learners as they read and
a. read the biblical scriptures
crime and punishment in clearly explain the
to understand the
order to gain insights into scriptures on law, crime and
teachings on law, crime
God’s justice. (u, v/a, s, gs) punishment.
and punishment so as to
promote justice and b. Converse with the learners
harmony in society. The as they share ideas,
scriptures include Exodus checking for fluency and
20:1-17, Deuteronomy 6:4- proper interpretation.
9, Deuteronomy 24, 2
c. Check the learners’ written
Samuel 12:9-13, Leviticus
summaries for accuracy.
19, Ezekiel 18, Acts 5:1-11,
Roman 6:23, 1 Peter 2:11-17
among others.
b. discuss and share the
findings with the class and
teacher.
ii) Individually, learners take
notes in their notebooks.

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TOPIC 16: The State and the Citizen DURATION: 24 Periods

Competency: The learner appreciates the duties and rights of the state and citizens, basing on
contemporary and biblical perspectives to create harmonious co-existence between the church
and the state.

Learning Outcomes Suggested Learning Activities Sample Assessment

The learner should be Strategies
able to:

o analyse the duties a. In groups, learners: i) Observe learners as they

and rights of the a. research through the use of the search for information
state and citizens internet, mass media and the about the rights and duties
in order to Uganda constitution to find out the of the state and the citizen
demonstrate the rights and duties of the state and focusing on research and
spirit of the citizen. analytical skills.
patriotism and b. discuss the rights and duties of the ii) Listen to the learners as
responsible living. citizen and the state. they debate focusing on
(u, v/a, s, gs) c. debate about how Christians have fluency, logical flow of
abandoned their duties to the state ideas and respect for rules
and vice versa. of debate.
d. discuss the abuse of human rights iii) Check the learners’
and suggest possible measures to summarised notes for
overcome human right abuses. accuracy.
e. present their group findings to the
rest of the class.
b. Individually, learners take note of
the main points in their notebooks.
o evaluate the In groups, learners: i) Listen and converse with
relationship a. research using the internet and learners as they search for
between the mass media to find out the role of information about the roles
church and the the church and state in of the church and the state
state through contemporary society. focusing on individual
analysing the b. discuss the relationship between contribution.
activities of each the roles of the church and the ii) Listen to the learners and
institution in state to promote a positive guide them as they present
order to defend relationship between the two. their findings to the rest of
and promote a c. present their main ideas to the the class focusing on
harmonious class. consistency of ideas.
relationship . Individually, learners write down iii) Check the learners’
between the two. the main ideas in their notebooks. summary notes for
(u, v/a, s, gs) accuracy.
o analyse the In groups, learners: a. Observe the learners’
concept of contributions during the
a) research using the internet, or other
prejudice and group discussions on
sources to discuss the forms, causes

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discrimination in and impact of prejudice and prejudice and

order to inspire discrimination on society discrimination, focusing on
and promote the evidence of team work and
b) analyse the biblical verses provided
spirit of active participation.
in Genesis 1: 26-27, Mark 12:30-31,
togetherness and
Luke 10:25-37, Acts 10:44-48, James b. Check the biblical
respect for one
2:1-13. scriptures to ensure
another. (u, v/a, s,
accuracy.
gs) c) discuss Christian teachings that can
inspire society to promote equality c. Check the learners’
and oneness of all citizens. summarised notes for
accuracy.
d) present ideas to the class.
. Individually, learners summarise
main ideas in their notebooks.
o appreciate the i) In groups, learners: a. Observe and guide learners
value of unity as they brain storm and
a. research and discuss the role of
among different present to ensure the
ecumenical movements with
Christian development of
reference to Uganda Joint Christian
denominations communication skills.
Council, and Inter-Religious Council
and churches in
of Uganda. b. Assess the learners’ product
East Africa in
in summarised notes to
order to develop b. discuss the strategies the church
check for accuracy of facts
unity and uses to promote unity and co-
on the roles of the Uganda
cooperation. (u, operation in diversity.
Joint Christian Council,
v/a, s, gs) c. make presentations to the class. Inter-religious Council of
d. Individually, learners summarise the Uganda, National Council
key ideas in their notebooks. of Churches of Kenya and
Tanzania Episcopal
Conference.

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TOPIC 17: International Order DURATION: 24 Periods

Competency: The learner appreciates the causes of armed conflict with their associated
problems through analysing the different international aims and objectives in order to promote
harmonious international relations.

Learning Outcomes Suggested Learning Activities Sample Assessment

The learner should be able Strategies
to:

o analyse the causes i) In groups, learners: a. Observe and converse

of armed conflict, use the internet and mass media to with learners as they
their impact, and research and find out the causes of search for information
modern ways of armed conflicts, just war and their about conflicts, peace
achieving effects on society. and harmony and check
international peace research about the role of dialogues for evidence of
in order to promote of different stakeholders in cooperation and self-
harmonious living. promoting peace. directed learning.
(u, v/a, s, gs) search biblical teachings that can b. Listen to the learners’
be used to resolve conflicts and ideas during the group
promote harmonious living. discussions focusing on
present their findings to the class. quality and accuracy.
ii) Individually, learners summarise the c. Check the learners’
main ideas in their notebooks. summarised notes for
accuracy.
o examine the In groups, learners: a. Observe learners as they
refugee problem use the internet and mass media to research and discuss
and internal search for the causes of the refugee ideas about the refugee
displacement in crisis and internal displacement in crisis focusing on
society in order to society. working as a team to
enable learners discuss the challenges and impact generate ideas.
have a wider of refugee crisis and internal b. Converse with learners
perspective of displacement in society. as they make class
handling propose solutions to the refugee presentations on the
challenges in life crisis and internal displacement. solutions to the refugee
and promoting present their findings to the class crisis checking their
peace, in and teacher. ability to sort
accordance with Individually, learners write essays information, identifying
international about the key ideas in their problems and
standards and notebooks. suggesting appropriate
God’s will. (u, v/a, s, measures to address
gs) challenges.
c. Assess the accuracy of
the learners’ write-ups in
form of essays.

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3.0 ASSESSMENT
ASSESSMENT
3.1 Assessing Christian Religious Education
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.
The formative assessment opportunities occur in three forms. They can be done through:
i) Observation – watching learners working (good for assessing skills, values and attitudes)
ii) Conversation – asking questions and talking to learners (good for assessing knowledge and
understanding)
iii) Product – appraising the learner’s work (writing, report, translation, calculation,
presentation, map, diagram, model, drawing, painting and so on). In this context, a “product”
is seen as something physical and permanent that the teacher can keep and look at.

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When all three are used, the information from any one can be checked against the other two
forms of assessment opportunity (for instance,. evidence from “observation” can be checked
against evidence from “conversation” and “product”). This is often referred to as “triangulation.

Observation
Product

Triangulation

Triangulation

Observation Conversation
Product Conversation
3.3 Assessing Generic Skills
The Generic Skills have been built into the syllabuses and are part of the Learning Outcomes. It
is therefore not necessary to assess them separately. It is the increasingly complex context of
the subject content that provides progression in the Generic Skills, and so they are assessed as
part of the subject Learning Outcomes. Assessing generic skills is done with the help of an
observation checklist and scoring rubric.

3.4 Assessing Values/Attitudes

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 attitudes are not important. It means that we must value things that we cannot
easily assess through tests and examination. However, values and attitudes can be assessed over
a long period of time through observing and interactions.

3.5 Assessment of Project-based Learning

Project-based learning is a teaching method in which learners or participants gain knowledge
and skills by engaging for an extended period of time to investigate and respond to an authentic
challenge. The task must have a driving question and it involves sustained inquiry.
Project-based learning is assessed using a rubric and an observation checklist.

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3.6 Examinations
There will be only one school-based summative assessment at the end of the year. There will no
longer be examinations or tests set at the beginning and end of every term. Instead, there will
be a summing up of on-going teacher assessments made in the context of learning through
end of topic scenario-based tasks (Activities of Integration). The learners will also be subjected
to the end of cycle assessment for certification.

3.7 Record keeping

In competency-based learning, accurate and comprehensive record keeping is crucial to track
the learners' progress and achievements. Therefore, the teacher and school must keep accurate
records about the learners’ achievement.
Various assessment tools and strategies are employed to capture learners' demonstration of
abilities and achievements, including observation checklists, rubrics, and scoring grids. These
tools provide a holistic picture of the learners' strengths, weaknesses, and areas for
improvement.
The collected data and evidence from these assessments are correctly recorded and maintained
in the learners' files, portfolios and anecdotal notes.

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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 Assessment The process of judging a learner’s performance, by interpreting the

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 student

to feel confident, respected and safe and equipped to learn at his or her
full potential.

Learning Outcome A statement which specifies what the learner should know, understand,
or 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

Learning Area; enables a learner to apply the knowledge and
understanding of the Learning Area.

Sample Assessment An activity that allows a learner to show the extent to which s/he has
Activity achieved the Learning Outcomes. This is usually part of the normal
teaching and learning process, and not something extra at the end of a
topic.

Suggested Learning An aspect of the normal teaching and learning process that will enable a
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]