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Integrated English

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

Home Economics

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

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.

Fine Art

The Fine Art curriculum at Ordinary Level builds on the Art and Technology Syllabus, a component of Creative Arts and Physical Education (CAPE 3) curriculum in Primary level education.  As a subject in the Senior Secondary Curriculum, Fine Art is designed to further develop students’ aesthetic and artistic potential, and their values and attitudes, thus empowering them to be better prepared for their own future and for contributing to the development of the country.

Entrepreneurship Education

Entrepreneurship Education has continued to gain popularity in many secondary schools throughout the country since its introduction in 2000 with the support of United Nations Industrial Development Organisation (UNIDO) and Uganda Manufacturers Association (UMA).

The Teaching Syllabus for O level (Senior 1 - 4) was introduced as one of the measures to reduce the unemployment problem in the country by transforming the education system from producing job seekers to producing job makers.

Computer Studies

The subject of Computer Studies introduces the learner to the use of computers and other ICTs in their daily work. Students learn about the history of different innovations in the ICT world and how the current systems evolved over the years.  The syllabus promotes acquisition of computer skills such as programing, networking, information manipulation in addition to knowledge and attitudes needed for development in the 21st Century. The syllabus enables the learner to use computer systems to create, store, share and analyse information.

Commerce

Commerce is a popular subject taught in almost all schools throughout the country. It is one of the subjects that empower learners with knowledge and skills as a basis for Business Education in future. However, for many decades, Commerce has been taught without a standardised teaching syllabus. Each school has been designing its own syllabus based on the UNEB Examination Syllabus. Consequently, the noble objective of teaching Commerce in schools is obscured by the desire to excel in the Uganda National Examinations Board Examinations.

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