Ugandan local languages (indigenous languages) are not only taught in Primary Schools but also in secondary schools at both Ordinary and Advanced levels. The Secondary Local Languages Curriculum is a continuation of Primary Curriculum. The secondary curricula at both O and A level are frameworks. A Local Language Framework is a type of syllabus designed to accommodate all local languages. It is designed to suit the teaching of all local languages with minor adaptations (where necessary).
About the Subject
The integrated approach to the teaching of English
The teaching of English in secondary schools dates as far back as 1925. The Cambridge English Language Teaching Syllabus was the basis for the teaching until 1992 when an attempt was made to review the syllabus. This review saw the coming in of the use of the integrated approach to the teaching of English.
Background to the concept of integration
The emphasis of Home Economics in Secondary Education in Uganda has been on imparting knowledge and skills. The subject is aimed at developing learner’s skills in the identification, selection, preparation and processing of various foods that is palatable and nutritious while offering healthy feeding guidelines. It also comprises of textile science and garment construction, equipping learners with skills in garment construction for all ages and for various environments. These skills will help learners to be self-reliant.
History subject contains cognitive skills, timeline of various historical events, case studies, diagrams, maps and figures of various personalities. The subject makes learners appreciate their history and heritage; makes learners able to analyse and make judgements of historical events; prepares learners for further education e.g. Liberal Arts courses like LLB, Social Sciences and Education among others. It teaches learners research and writing skills.