THE REPUBLIC OF UGANDA
Ministry of Education and Sports
PRIMARY SCHOOL
ABRIDGED CURRICULUM
FOR UGANDA
ENGLISH
MATHEMATICS
INTEGRATED SCIENCE
SOCIAL STUDIES
CHRISTIAN RELIGIOUS EDUCATION
ISLAMIC RELIGIOUS EDUCATION
PRIMARY 7
PRIMARY SCHOOL
ABRIDGED CURRICULUM
FOR UGANDA
ENGLISH
MATHEMATICS
INTEGRATED SCIENCE
SOCIAL STUDIES
CHRISTIAN RELIGIOUS EDUCATION
ISLAMIC RELIGIOUS EDUCATION
PRIMARY 7
THE NATIONAL PRIMARY SCHOOL
ABRIDGED CURRICULUM FOR UGANDA
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
www.ncdc.go.ug
ISBN: 978-9970-898-24-4
All rights reserve: 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.
ii
ABRIDGED CURRICULUM
PRIMARY 7
Content
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ENGLISH ........................................................................................... 1
ѐУююююююююююююююююююююююююююююююююююююююююююююююююююююююююююююююююююююююююююююююююююююююююююююЦ
ѐФююююююююююююююююююююююююююююююююююююююююююююююююююююююююююююююююююююююююююююююююююююююююююУХ
ѐХююююююююююююююююююююююююююююююююююююююююююююююююююююююююююююююююююююююююююююююююююююююююююФТ
MATHEMATICS ................................................................................ 27
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ѐ ююююююююююююююююююююююююююююююююююююююююююююююююююююююююююююююююююююююююююююююююХЧ
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INTEGRATED SCIENCE ABRIDGED SYLLABUS ...................................... 49
ѐююююююююююююююююююююююююююююююююююююююююююююююююююююююююююююююююююююююююююююююююююююЧТ
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SOCIAL STUDIES.............................................................................. 79
ѐУюююююююююююююююююююююююююююююююююююююююююююююююююююююююююююююююююююююююююююююЪТ
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CHRISTIAN RELIGIOUS EDUCATION .................................................. 109
ююѐююююююююююююююююююююююююююююююююююююююююююююююююююююююююююююююююююююююююююююююююююююююююУУТ
ююѐююююююююююююююююююююююююююююююююююююююююююююююююююююююююююююююююююююююююююююююююююююююююУУШ
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ISLAMIC RELIGIOUS EDUCATION ...................................................... 129
iii
THE NATIONAL PRIMARY SCHOOL
ABRIDGED CURRICULUM FOR UGANDA
iv
ABRIDGED CURRICULUM
PRIMARY 7
Foreword
# ѣУЫ +) ($ 0. $.-0+/$*) $) *0- 0/$*) .4./ ( )
( ' -) -. ($.. .#**'$)" !*- '(*./ УЪ (*)/#. *! /# ФТФТѣФТФУ
.#**'$)"+ -$*ю#$.#.- / ) /*- ѣ/#$)&2#/)#*2' -) -.
2$''' -)2# ).#**'.- ѣ*+ )ю
# $)$./-4 *! 0/$*) ) +*-/. /#-*0"# /$*)' 0--$0'0(
1 '*+( )/ )/- Ѱѱя #. 1 '*+ /#$. -$" 0--$0'0( !*-
-$(-4 ) *)-4 .#**'. $) /# *0)/-4ю #$. 0--$0'0( +- . )/. . ' /$*) *! +-$*-$/4 ' -)$)" *(+ / ) . ) *) +/.я '*)" 2$/#
+.4#*.*$' .0++*-/я 2#$# .#*0' /# !*0. *! $)./-0/$*) $) /# ФТФФ
.#**'4 -$)*- -/*#$ 1 ' -)$)"- *1 -4ю
#$.0--$0'0($.)*/ +-/0- !-*(/# 3$./$)"0--$0'!*-/# $!! - )/
'.. .0/-/# -я(*$!$/$*)*!/# .( 2$/#+0-+*. *!- *1 -$)"/# '*./ ' -)$)" /$( 2$/# ($)$(0( ' -)$)" '*..ю / #. ) +&" !*- ''
-$(-4 ) *)-4 '.. . 2$/# 3 +/$*) *! -$(-4 ) я )$*- ) ) )$*-$1 /#/2$''0. /# ./)-0--$0'0(ю
/# - !*- я- *(( )/#$.-$" 0--$0'0().&''./& #*' -./*
.0++*-/$/.$(+' ( )//$*)../-/ "$$)/ -1 )/$*)/*2-./# ($/$"/$*)
*! /# !! /. *! ѣУЫ +) ($ *) *0- 0/$*) .4./ (ю # !! /$1 $(+' ( )//$*) *! /#$. 0--$0'0( 4 /# $(+' ( )/ -. 2$'' "- /
($' ./*) /*2-. /# - *1 -4 *! '*./ ' -)$)" /$( ) "$1$)" #*+ )
*)!$ ) /*' -) -.)/ # -.ю
HON. Janet K. Museveni
$-./ 4)$)$./ -!*-0/$*))+*-/.
v
THE NATIONAL PRIMARY SCHOOL
ABRIDGED CURRICULUM FOR UGANDA
Acknowledgement
/$*)' 0--$0'0( 1 '*+( )/ )/- Ѱѱ 2*0' '$& /* 3+- .. $/.
(*./ .$) - ++- $/$*) /* '' /#*. 2#* 2*-& /$- ' ..'4 /*2-. /# 1 '*+( )/*!/# -$" 0--$0'0(!*--$(-4) *)-4' 1 '.*!
0/$*)ю
# )/- $. $) / /* /# *1 -)$)" *0)$' ) /# ($
/ -$)" *- 2#*. "0$) ) $)+0/ # '+ /* 1 '*+ ,0'$/4
0--$0'0((/ -$'.ю
- //#)&."*/*/# + $'$./.я+) '( ( -.я/# 0'$/4..0-) )
$/*-$' *(($// . /#/ $)1 ./ # 1$'4 $) /# *) +/0'$./$*)я
1 '*+( )/),0'$/4 ..0-) +-* .. ./#/ *'' /$1 '4 '$1 - /# (/ -$'. /#/ 2 #1 # - ю # $- !!*-/.я 3/- ) -"4 ) +-*! ..$*)'$.(
#. )0)(/# ю
#$.-$" 0--$0'0(2. 1 '*+ 2$/#.0++*-/!-*(# *1 -)( )/
*! /# +0'$ *! ")я 1 /# #$'- )я я ") /$*)'
3($)/$*). *- Ѱѱя $- /*-/ *! 0/$*) /)-. Ѱѱя
)$1 -.$/$ .я /$*)' # -. *'' " . Ѱ.ѱ ) -$(-4 # -.
*'' " .Ѱ.ѱю
/& .- .+*).$$'$/4!*-)4.#*-/*($)"./#/($"#/ $ )/$!$ $)/#$.
+0'$/$*) ) 2 '*( . .0"" ./$*). !*- - ..$)" /# "+.ю 0#
*(( )/.).0"" ./$*).(4 *((0)$/ /*/#-*0"#юю*3
ЩТТФ (+'*- ($'($)Җ)ю"*ю0"*-www.ncdc.go.ugю
-ю- ю"0(
DIRECTOR,
NATIONAL CURRICULUM DEVELOPMENT CENTRE
vi
ENGLISH
PRIMARY 7
ENGLISH
1
THE NATIONAL PRIMARY SCHOOL
ABRIDGED CURRICULUM FOR UGANDA
General Background
'*( /* /# -$" )"'$.# )"0" 4''0.ю # .4''0. #. )
-$" /* # '+ 4*0 *1 - '' /# *)/ )/ . 4*0 +- +- ' -) -. !*- /# $-
-$(-4 1$)"3($)/$*)ю# )$/ .!*-/#$.4 -($.. '(*./ ''
/# -$(-4$3*)/ )/0 /*/# ѣУЫ+) ($ю
*0.#*0'*1 -/ ). ./0"#/$)-$(-4$3/*# '+/# ' -) -+- +- !*-
-$(-4 1 ) *)/ )/ю #/ *)/ )/ #. ) ( -" 2$/# /#/ *! -$(-4
1 )*+$Уѐ *'$4').ю
0-$)" /# / #$)"Ѷ' -)$)" +-* ..я (+'*4 ( /#*. *! / #$)" .0# .
(*)./-/$*)я $.*1 -4я -*' +'4я "-*0+ 2*-& ) -(/$./$*)я (*)"
*/# -.ю# . ( /#*.2$''"$1 ' -) -. ,0/ *++*-/0)$/4/*+-/$ /# 1*0'-4)./-0/0- ./# 4#1 ' -)/ю
!/ - !! /$1 '4#)'$)"''/# /*+$.$)-$(-4 1 )я"0$ 4*0-' -) -.
$)- 1$.$)"2#//# 42 - /0"#/$)/# +- 1$*0.'.. .ю#$.я#*2 1 -я* .
)*/ ( ) /#/ 4*0 #1 /* "$1 /# ( ()4 + ) ) ++ - 3($)/$*).ю
1$. */# -./-/ "$ .*!- 1$.$)"/# +- 1$*0.2*-&2$/#/# (ю
CRITICAL CHANGES
JUSTIFICATION
P6 Topic 4A.Capentry
#$.$./*# '+/# ' -) -
+- +- !*--$(-4 1 )
*)/ )/яю
Grammar
# 0. *!+- . )// ). я+- . )/*)/$)0*0.
/ ). )+- . )/ -! // ). #$.*)/ )/#. )$)'0 0) -*+$
У#**' *'$4яю *'$4').
Topic 2: Letter Writing
Sub topic A: Informal letters: #$..0/*+$
#. )-*++ ю
2
#$.2.+- 1$*0.'4*1 - $)
Чю
ENGLISH
PRIMARY 7
Topic 4:Electronic Media
A:Radio/Television
Grammar
# . 2 - +- 1$*0.'4
*1 - $)Ш -(У.2 ''.
$)Ч -(Ую
• !У*)$/$*)'
• !Ф*)$/$*)'
# . #1 )-*++ ю
3
THE NATIONAL PRIMARY SCHOOL
ABRIDGED CURRICULUM FOR UGANDA
ENGLISH: TERM 1
TOPIC 1: SCHOOL HOLIDAYS
Overview:
0-$)" .#**' #*'$4.я #$'- ) ( / $!! - )/ + *+' 2#*( /# 4 $)/ -/
2$/# / 1-4$)" ' 1 '.ю # 4 '.* --4 *0/ 1-$*0. /$1$/$ .ю #$. /*+$ 2$''
,0$+ ' -) -. 2$/# .&$''. ) 1'0 . /* )' /# ( /* $)/ -/ 2$/# */# -.
!! /$1 '4ю
!*- 4*0/ #*0'-4я "$)4/ #$)"/# / ). ./#/- *1 - $)
-$(-4$3ю# *)/ )/$.$)'0 0) --((-ю
SUB-TOPIC 1 A: Holiday Plans
Competences
Content
The learner:
•0. ./# 1*0'-4$)
. )/ ) .ю
• uses appropriate
')"0" /*
.-$ #*'$4
+').ю
• / ''../*-$ .
- '/ /*#*'$4
+').ю
• reads/ signs texts
- '/ /*#*'$4
+').ю
Vocabulary
*'$4.я/-1 'я+')я
- &0+я+- +- !*-я+$&я
- ( $''.. .я1/$*)я
- '/$1 .я+ )+'.я/*2)я
0-)я-0-'я0+ѣ*0)/-4я
*(( ) я )я*-я
$-/#4.я+-*"-(( ю
4
Suggested teaching and
learning activities
ѣ"0$$)"' -) -./*
+-*)*0) Ѷ.$")2*-.
ѣ*)./-0/$)". )/ ) .
0.$)"/# "$1 )
1*0'-4)./-0/0- ѣ- $)"/ 3/.
Ѱ+.." .Ѷ+* (.Ѷ
$'*"0 .Ѷ)*/$ .ѱ
Language Structures
ѣ- $/$)"Ѷ.$")$)"+* (.
• ... going to ... (near future)
ѣ/$)"$'*"0 .
– ("*$)"/*1$.$/(4
+- )/.) 3/#*'$4ю
ѣ).2 -$)",0 ./$*).
ENGLISH
PRIMARY 7
•- 2-$/ .Ѷ.$").
/ 3/.Ѷ./*-$ .
- '/ /*#*'$4
+').ю
• answers oral and
2-$// ),0 ./$*).ю
• The use of question tags: ѣ+'4$)".+ ''$)""( .
*02$''"*/*/# 1$''" next week, won’t you?
ѣ*(+' /$)". )/ ) .
• Fo-(/$*)*!- +*-/ .+ #
Grammar
ѣ2-$/$)"*(+*.$/$*).
ѣ- 2-$/$)"./*-$ .
# 0. *!ѐ
- . )// ). - . )/*)/$)0*0./ ). - . )/ -! // ). ●
●
-/$$+' / ). /$1 1*$ Suggested Activities for Assessment
- *)./-0/$)" */# *-' ) 2-$// ) . )/ ) . 0.$)" /# 1*0'-4 )
./-0/0- .' -)/
- ).2 -$)"*(+- # ).$*),0 ./$*).
- /$)"$'*"0 .
- $/$)"Ѷ.$")$)"+* (.Ѷ.*)".Ѷ#)/.
- *(+' /$)"./*-$ .Ѷ$'*"0 .
- -$/$)""0$ )!- *(+*.$/$*).
5
THE NATIONAL PRIMARY SCHOOL
ABRIDGED CURRICULUM FOR UGANDA
SUB-TOPIC 1B: Holiday Activities
Competences
Content
The learner:
•*)./-0/.
. )/ ) .0.$)"/# 1*0'-4' -)/ю
• uses appropriate
')"0" /*
.-$ /$1$/$ .
)/$*).- '/ /*/# /*+$ю
• narrates stories
!'0 )/'4)
$)/ ''$" )/'4ю
Vocabulary
/04я!-(я/*0-я
(+я1$.$/я "$)я
*) -/я.#*2я
**&я- 1$. я
#*0. 2*-&я/-$+я
/*0-я )%*4я)$ я
$)/ - ./$)"я 3$/$)"я
- +*-/я1/$*)я
#*- .я-*0/$) я
.#я!- • retells the story.
• reads texts related
/*#*'$4/$1$/$ .ю
• answe-.
*(+- # ).$*)
,0 ./$*).ю
• constructs sentences
0.$)"*)$/$*)'.ю
6
Language
Structures
•If3 conditional
! #. )#$($)
/# #*'$4я# 2*0'#1 "$1 )
( .*( (*) 4ю
Suggested teaching and
learning activities
ѣ"0$$)"' -) -./*
+-*)*0) Ѷ.$")2*-.
ѣ*)./-0/$)". )/ ) .
0.$)"/# "$1 )1*0'-4
)./-0/0- ѣ-*' +'4$)"
ѣ- $)"/ 3/.Ѱ+.." .Ѷ
$'*"0 .Ѷ+* (.Ѷ)*/$ .ѱ
ѣ- $/$)"Ѷ.$")$)"+* (.
ѣ/$)"$'*"0 .
ѣ).2 -$)",0 ./$*).
ѣ+'4$)".+ ''$)""( .
ѣ*(+' /$)". )/ ) .
ѣ2-$/$)"*(+*.$/$*).
ѣ- 2-$/$)"./*-$ .
ѣ-(/$.$)"
ENGLISH
PRIMARY 7
Suggested Activities for Assessment
- *)./-0/$)" */# *-' ) 2-$// ) . )/ ) . 0.$)" /# 1*0'-4 )
./-0/0- .' -)/
- ).2 -$)"*(+- # ).$*),0 ./$*).
- $)"Ѷ.$")$)"./*-$ .
- /$)"$'*"0 .
- $/$)"+* (.Ѷ.*)".Ѷ#)/.
- *(+' /$)"./*-$ .Ѷ$'*"0 .
- -$/$)""0$ )!- *(+*.$/$*).
TOPIC 2: LETTER WRITING (Formal Letters)
Overview:
// - 2-$/$)" $. ) $(+*-/)/ !0)/$*)' 0. *! ')"0" ю ' -) - $) юЩ $.
3+ / /**((0)$/ /#-*0"#2-$/$)"'$& 2# )++'4$)"!*-%*.я(&$)"
!-$ ).)"$1$)"$)!*-(/$*)ю#$./*+$2$'' ,0$+' -) -.2$/#/# .&$''.*!
2-$/$)"!*-('' // -.ю *2 1 -я4*02$'' "$)/# /*+$4- 1$.$)"/# 2-$/$)"
*!$)!*-('' // -.2#$#2.*1 - $)-$(-4$1 ю
Competences
Content
The learner:
Vocabulary
0-)( я($ ))( я
- ..я$)/-*0/$*)я
*)'0.$*)я $/я
.'0//$*)я!*-('я
!$/#!0''4я.$) - '4я.$")я
.$")/0- я- +'4я
1 -/$. ( )/я
• construct.*-')
2-$// ). )/ ) .
0.$)"/# 1*0'-4
)./-0/0- .ю
•$ )/$!$ ./# *(+*) )/.*!
Suggested teaching
and learning activities
ѣ"0$$)"' -) -./*
+-*)*0) Ѷ.$")2*-.
ѣ*)./-0/$)". )/ ) .
0.$)"/# "$1 )
1*0'-4)
./-0/0- .
ѣ- $)"/ 3/.
7
THE NATIONAL PRIMARY SCHOOL
ABRIDGED CURRICULUM FOR UGANDA
!*-('' // -ю
• identifies the
$!! - ) /2 )
!*-('))
$)!*-('' // -ю
•/ ''.2# )!*-('
' // -.- 2-$// )ю
•2-$/ .Ѷ-$'' .
!*-('' // -.ю
• interprets given
!*-('' // -.ю
++'$/$*)я1)4я+*./я
++Ѱ+ -.*)+- . )/ѱя-!/я
!*-яююѰ-*)*+4ѱя
- ! - я- я$-я(я-юя
-.юя.юя *)я-юя 1юя
$..я.$./ -я+-*! ..*-я*./
!!$ я ѣ($'я )/ -) /я
/ я -я!*-('я.$")$)я
.$")*0/ю
ѣ+'4$)".+ ''$)""( .
Language Structures
ѣ*(+' /$)". )/ ) .
• ... is likely toююю
–))$.'$& '4/*2-$/ /*
( ю
– ('$& '4/*!*-" /4*0-
- ..ю
•...hardlyююю
–# - $.#-'4)4*) 2#*#.*/# - /*- +'4ю
• Barely …
- '4ХТ‫!*ڔ‬/# + *+' ++'$ !*-/# +*.$/$*)
1 -/$. ю
• … barely …
# ' // -2.- '4
' "$' ю
Grammar
• Abbreviations '$& я++юя
ююя-юя-ю
• Formation of adverbs
8
Ѱ+.." .Ѷ
$'*"0 .Ѷ+* (.Ѷ
)*/$ .ѱ
ѣ- $/$)"Ѷ.$")$)"+* (.
ѣ/$)"$'*"0 .
ѣ).2 -$)",0 ./$*).
ѣ2-$/$)"*(+*.$/$*).
ѣ- 2-$/$)"./*-$ .
ENGLISH
PRIMARY 7
Suggested Activities for Assessment
- *)./-0/$)" */# *-' ) 2-$// ) . )/ ) . 0.$)" /# 1*0'-4 )
./-0/0- .' -)/
- ).2 -$)"*(+- # ).$*),0 ./$*).
- /$)"Ѷ.$")$)"$'*"0 .
- *-($)"1 -.
- $/$)"Ѷ.$")$)"+* (.Ѷ.*)".Ѷ#)/.
- *(+' /$)"./*-$ .Ѷ$'*"0 .
- -$/$)"Ѷ-$'$)"!*-('' // -' // -.
- -$/$)""0$ )!- *(+*.$/$*).
TOPIC 3: EXAMINATIONS
Overview:
/ -$(-4 1 )я' -) -.- +- +-$)"!*- /# $- !$-./)/$*)' 3($)/$*)я
2# - /# 4 2$'' - ,0$- /* - .+*) /* .+ $!$ $)./-0/$*).ю #$. /*+$ $.
$)/ ) /* ,0$+' -) -.2$/#')"0" ).&$''.0. 0-$)" 3($)/$*).ю
SUB-TOPIC 3A: Preparation for Examinations
Competences
Content
The learner:
Vocabulary
• uses /# ' -)/
1*0'-4/*
*)./-0/
. )/ ) .ю
$( /' я$)./-0/$*).я
.$")/0- я$) 3
)0( -я)$/ я
revision candidate’s
)( я.#**')( я
/$( ''*2 я 3($) -я
•- ./ 3/.
Suggested teaching and
learning activities
ѣ"0$$)"' -) -./*
+-*)*0) Ѷ.$")2*-.
ѣ*)./-0/$)". )/ ) .
0.$)"/# "$1 )
1*0'-4)./-0/0- .
ѣ- $)"/ 3/.Ѱ+.." .Ѷ
9
THE NATIONAL PRIMARY SCHOOL
ABRIDGED CURRICULUM FOR UGANDA
- '/ /*
+- +-/$*)!*-
3($)/$*).ю
• writes/brailles
/ 3/.- '/ /*
+- +-/$*)!*-
3($)/$*).ю
• follows oral and
2-$// )
$)./-0/$*).*)
+- +-/$*)!*-
3($)/$*).ю
• constructs
. )/ ) .0.$)"
/# "$1 )
./-0/0- .ю
3($)/$*)-**(я
).2 -.# /я
3($)/$*) )/- я
-$ !$)"я,0 ./$*).я
- "$./-/$*)ю
Language Structures
• … or else …
*0(0./- 1$. 4*0-
)*/ .*- '. 4*02$''
!$'/# 3($)/$*).ю
$'*"0 .Ѷ+* (.Ѷ)*/$ .ѱ
ѣ- $/$)"Ѷ.$")$)"+* (.
ѣ/$)"$'*"0 .
ѣ).2 -$)",0 ./$*).
ѣ+'4$)".+ ''$)""( .
ѣ*(+' /$)". )/ ) .
ѣ2-$/$)"*(+*.$/$*).
ѣ- 2-$/$)"./*-$ .
• … look forward to …
'**&!*-2-/*
.$//$)"*0-!$)'
3($)/$*).ю
Grammar
1 -.ѐ,0$/ я-/# -
Suggested Activities for Assessment
- *)./-0/$)" */# *-' ) 2-$// ) . )/ ) . 0.$)" /# 1*0'-4 )
./-0/0- .' -)/
- ).2 -$)"*(+- # ).$*),0 ./$*).
- /$)"Ѷ.$")$)"$'*"0 .
- $/$)"Ѷ.$")$)"+* (.Ѷ.*)".Ѷ#)/.
- *(+' /$)"./*-$ .Ѷ$'*"0 .
- -$/$)""0$ )!- *(+*.$/$*).
10
ENGLISH
PRIMARY 7
SUB-TOPIC 3B: Sitting Examinations
Competences
Content
The learner:
Vocabulary
• construct.
*-')
2-$// )
. )/ ) .
0.$)"/# ' -)/
1*0'-4
)./-0/0- ю
..(-&я,0'$/4я/$( /' я
$)1$"$'/*-я.0+ -1$.*-я+..я
$)./-0/$*).я$)&я).2 -.я
(-&$)"я- .0'/.я"- .я
""- "/ я0-/ я+ - )/я
# /я('+-/$ я.*- я
0-/$*)я' &" я2*-&я
$.,0'$!4я!$'я+...'$+я.0 ..я
-/$!$/ я$1$.$*)ю
• follows oral
)2-$// )
$)./-0/$*).
- '/ /*
.$//$)"
3($)/$*).ю
Language Structures
• Whereas …
# - .()4)$/ .+.. /# 3($)/$*)я& ''*!$' $/ю
Suggested teaching
and learning
activities
ѣ"0$$)"' -) -./*
+-*)*0) Ѷ.$")
2*-.
ѣ*)./-0/$)"
. )/ ) .0.$)"/# "$1 )1*0'-4)
./-0/0- .
ѣ- $)"/ 3/.
Ѱ+.." .Ѷ
$'*"0 .Ѷ+* (.Ѷ)*/
$ .ѱ
ѣ- $/$)"Ѷ.$")$)"
+* (.
ѣ/$)"$'*"0 .
• reads and
• … could …
ѣ).2 -$)"
$)/ -+- /.
,0 ./$*).
# /$)"*0'' /*/# '*.0- / 3/.- '/ /*.$//$)"
*!/# 3($)/$*) )/- ю
ѣ+'4$)".+ ''$)"
3($)/$*).ю
"( .
• … in spite of …
• answers
ѣ*(+' /$)"
*(+- # ).$* *& ( !*-/# 3($)/$*)
. )/ ) .
$).+$/ *!# - $)".$&ю
),0 ./$*).ю
11
THE NATIONAL PRIMARY SCHOOL
ABRIDGED CURRICULUM FOR UGANDA
• In spite …
).+$/ *!# - $)".$&я*& ( !*-/# 3($)/$*)ю
ѣ2-$/$)"
*(+*.$/$*).
ѣ- 2-$/$)"./*-$ .
• Despite …
.+$/ /# !//#/5$22.
'/ я.# *(+' / # -
3($)/$*)*)/$( ю
Grammar
*.. ..$1 .ѐ/# $-я(4я# -я#$.я
($) я)*0-.
Suggested Activities for Assessment
- *)./-0/$)" */# *-' ) 2-$// ) . )/ ) . 0.$)" /# 1*0'-4 )
./-0/0- .' -)/
- ).2 -$)"*(+- # ).$*),0 ./$*).ю
- /$)"Ѷ.$")$)"$'*"0 .
- $/$)"Ѷ.$")$)"+* (.Ѷ.*)".Ѷ#)/.
- *(+' /$)"./*-$ .Ѷ$'*"0 .
- -$/$)""0$ )!- *(+*.$/$*).
12
ENGLISH
PRIMARY 7
ENGLISH: TERM 2
TOPIC 4: ELECTRONIC MEDIA
Overview:
$/#/# 1) ( )/*!(* -)/ #)*'*"4я' -) -.) /* ,0$++ 2$/#/# ')"0" - '/ /* ' /-*)$( $ю#$./*+$2$'' )' ' -) -.
/* ++- $/ /# ' /-*)$ ( $ $) *- - /* 0. $/ /* .$'4 ..
$)!*-(/$*)ю )/#$.. я ' /-*)$( $$)'0 .-$*я/ ' 1$.$*)я) /# )/ -) /ю # /*+$ 2$'' 0$' *) 2#/ 2. *1 - $) -$(-4 $1 я *+$ Ф
*0/-$)/ $ю
SUB-TOPIC 4A: Radio and Television.
Competences
Content
The learner:
Vocabulary
• uses vocabulary
- '/ /*-$*)
/ ' 1$.$*)ю
-*"-(( я(0.$я
#)) 'я
))*0) ( )/.я
&)*я1*'0( я
.+ & -я -$'я
"0$ я.//$*)я
+- . )/ -я./0$*я
1 -/я) 2.я
)/ -/$)( )/я
-*./я"*.+ 'я
+*+я/'&.#*2я'$) ѣ
•- .Ѷ.$").)
$)/ -+- /.$)!*-(/$*)
*0/-$*)
/ ' 1$.$*)ю
• writes information
*0/-$*)
/ ' 1$.$*)ю
Suggested teaching and
learning activities
ѣ"0$$)"' -) -./*
+-*)*0) Ѷ.$")2*-.
ѣ*)./-0/$)". )/ ) .
0.$)"/# "$1 )
1*0'-4)./-0/0- .
ѣ- $)"/ 3/.Ѱ+.." .Ѷ
$'*"0 .Ѷ+* (.Ѷ)*/$ .ѱ
ѣ- $/$)"Ѷ.$")$)"+* (.
ѣ/$)"$'*"0 .
ѣ).2 -$)",0 ./$*).
13
THE NATIONAL PRIMARY SCHOOL
ABRIDGED CURRICULUM FOR UGANDA
• answers oral and
2-$// )
*(+- # ).$*)
,0 ./$*).ю
0+я!*- ./я/0) ю
ѣ+'4$)".+ ''$)""( .
ѣ*(+' /$)". )/ ) .
ѣ2-$/$)"*(+*.$/$*).
•*)./-0/.. )/ ) .
0.$)"/# "$1 )
./-0/0- .ю
Language
Structures
ѣ- 2-$/$)"./*-$ .
• … and so …
*)$."**
+- . )/ -).*$.
($)ю
ѣ2-$/$)") 2.-/$' .я
1 -/.)
))*0) ( )/.
• I like ….
'$& '$./ )$)"/*
"*.+ '(0.$ю
• I don’t like …
I don’t like the new
+-*"-(( ю
Suggested Activities for Assessment
- *)./-0/$)"*/#*-')2-$// ). )/ ) .0.$)"/# ' -)/1*0'-4
)./-0/0- .
- ).2 -$)"*(+- # ).$*),0 ./$*).
- /$)"$'*"0 .
- $/$)"+* (.Ѷ.*)".Ѷ#)/.
- *(+' /$)"./*-$ .Ѷ$'*"0 .
- -$/$)""0$ )!- *(+*.$/$*).
14
ENGLISH
PRIMARY 7
SUB-TOPIC 4B: Other Electronic Media.
Competences
Content
The learner:
Vocabulary
•0. .1*0'-4
- '/ /**/# -
' /-*)$
( $ю
% /я*)я*!!я -$'яя
+'4 -я/+ я- *- -я$.я
я )/ -) /я1$ *я/0) я
+- ..я- *-я*)) /я
3/ ).$*)' я*(+/яѣ
• uses other
' /-*)$( $
/* ..
$)!*-(/$*)ю
Language Structures
• reads/signs and
• If + past simple +
$)/ -+- /.
2*0'Ѷ*0'1 -
$)!*-(/$*)
*0/*/# -
– ! #'*/*!(*) 4я ' /-*)$
2*0'- *-''/# "*.+ '
( $ю
(0.$*)*) ю
• writes
$)!*-(/$*)
*0/*/# -
' /-*)$
( $ю
Suggested teaching and
learning activities
ѣ"0$$)"' -) -./*
+-*)*0) Ѷ.$")2*-.
ѣ*)./-0/$)". )/ ) .
0.$)"/# "$1 )
1*0'-4)./-0/0- .
ѣ- $)"/ 3/.Ѱ+.." .Ѷ
$'*"0 .Ѷ+* (.Ѷ)*/$ .ѱ
ѣ- $/$)"Ѷ.$")$)"+* (.ю
ѣ/$)"$'*"0 .
ѣ).2 -$)"*-')
2-$// ),0 ./$*).
ѣ+'4$)".+ ''$)""( .
ѣ*(+' /$)". )/ ) .
• … needn’t …
ѣ2-$/$)"*(+*.$/$*).
–You needn’t have switched
*!!/# 0. 2.
2/#$)")$ (*1$ ю
ѣ- 2-$/$)"./*-$ .
15
THE NATIONAL PRIMARY SCHOOL
ABRIDGED CURRICULUM FOR UGANDA
Suggested Activities for Assessment
- *)./-0/$)" */# *-' ) 2-$// ) . )/ ) . 0.$)" /# 1*0'-4 )
./-0/0- .' -)/
- .&$)")).2 -$)"*(+- # ).$*),0 ./$*).
- /$)"Ѷ.$")$)"$'*"0 .
- $/$)"Ѷ.$")$)"+* (.Ѷ.*)".Ѷ#)/.
- *(+' /$)"./*-$ .Ѷ$'*"0 .
- -$/$)""0$ )!- *(+*.$/$*).
TOPIC 5: RIGHTS, RESPONSIBILITIES AND FREEDOM
Overviewѐ
#$'0. $.-(+)/$)*0-*((0)$/$ .ю /$.я/# - !*- я$(+*-/)//#/
' -) - $. 2- *! #$.Ѷ# - -$"#/. ) - .+*).$$'$/$ . $) *- - /* '$1 #-(*)$*0.'42$/#*/# -.ю#$..0ѣ/*+$2$'' ,0$+/# ' -) -2$/#')"0" - '/ /o children’s-$"#/.)- .+*).$$'$/$ .ю
SUB-TOPIC 5A: Children’s Rights and Responsibilities
Competences
Content
The learner:
Vocabulary
• uses /# ')"0" - '/ /*-$"#/.)
- .+*).$$'$/$ .ю
*- я!- *(я-$"#/.я
!**я.# '/ -я 0/$*)я
- я'*/#$)"я
( $/$*)я'$! я# '+я
+-*+ -'4я2*-&я
+-*/ /$*)я// )я
#*( 2*-&я* $ )/я
- .+ /я- !0. я- +*-/я
• identifies rights and
- .+*).$$'$/$ .*!
#$'- )ю
16
Suggested teaching
and learning activities
ѣ"0$$)"' -) -./*
+-*)*0) Ѷ.$")2*-.
ѣ*)./-0/$)". )/ ) .
0.$)"/# "$1 )
1*0'-4)
./-0/0- .
ѣ- $)"/ 3/.
Ѱ+.." .Ѷ
ENGLISH
PRIMARY 7
• talks about
children’s -$"#/.)
- .+*).$$'$/$ .ю
• reads and interprets
$)!*-(/$*)*)
children’s -$"#/.)
- .+*).$$'$/$ .ю
• writes texts related
/*-$"#/.)
- .+*).$$'$/$ .ю
+ я"-*2я' )я/$4я
- .+*).$' я0. я
($./- /( )/я -'4
(--$" я*)1$/я
$(+-$.*)я$))* )/я.0"-
4я.0"-(0((4я
-*+*0/я'*0-я
*-/$*)я/*0# .я
#*- .ю
Language Structures
• … more interested in …
than…
$'*"0 .Ѷ+* (.Ѷ)*/$
.ѱ
ѣ- $/$)"Ѷ.$")$)"+* (.
ѣ/$)"$'*"0 .
ѣ).2 -$)",0 ./$*).
ѣ+'4$)".+ ''$)""( .
ѣ*(+' /$)". )/ ) .
ѣ2-$/$)"*(+*.$/$*).
ѣ- 2-$/$)"./*-$ .
#$'- )- (*- $)/ - ./ $)+'4$)"/#)
$)**&$)"ю
• . … ought to …
''#$'- )*0"#//*"*/*
.#**'ю
• … either … or …
*0 $/# -+-*1$ !**/*
4*0-#$'- )*-4*0-$.&
"*$)"/*+-$.*)ю
Grammar
• The Future Continuous
/ ). 17
THE NATIONAL PRIMARY SCHOOL
ABRIDGED CURRICULUM FOR UGANDA
Suggested Activities for Assessment
- *)./-0/$)" */# *-' ) 2-$// ) . )/ ) . 0.$)" /# 1*0'-4 )
./-0/0- .' -)/
- ).2 -$)"*(+- # ).$*),0 ./$*).
- /$)"Ѷ.$")$)"$'*"0 .
- $/$)"Ѷ.$")$)"+* (.Ѷ.*)".Ѷ#)/.
- *(+' /$)"./*-$ .Ѷ$'*"0 .
- -$/$)""0$ )!- *(+*.$/$*).
Sub-Topic 5B: Animal Needs and Freedoms
Overview:
)$(' !- *( #. ) $)/-*0 /* )' /# ' -) - /* (& *(+-$.*). /2 )/# $--$"#/.)/#*. *!/# )$('.ю /$. 3+ / /#/
/#-*0"# /#$. .0ѣ/*+$я ' -) - 2$'' 1 '*+ 2- ) .. !*- /# ) /*
+-*/ /)$('..$) /# 4'.*#1 !- *(.Ѱ-$"#/.ѱ'$& #$'- )*ю
Competences
Content
The learner:
Vocabulary
• identifies
)$(') .
)!- *(.ю
+/0- я+*#я+-*/ /я
+/$1$/4я!- *(я) .я
- +-*0/$*)я
- .+*).$$'$/$ .я$./- ..я
$). ($)/$*)я$.*(!*-/я
$)%0-4я. 0- я/#$-./я#0)" -я
#$)-) я)/0-'я!-$"#/ )я
+*# -я.)/0-4
• constructs
. )/ ) .
*0/)$('
) .)
!- *(.ю
18
Suggested teaching and
learning activities
ѣ"0$$)"' -) -./*
+-*)*0) Ѷ.$")2*-.
ѣ*)./-0/$)". )/ ) .
0.$)"/# "$1 )
1*0'-4)./-0/0- .
ѣ- $)"/ 3/.Ѱ+.." .Ѷ
$'*"0 .Ѷ+* (.Ѷ)*/$ .ѱ
ѣ- $/$)"Ѷ.$")$)"+* (.
ENGLISH
PRIMARY 7
•- .)
$)/ -+- /.
$)!*-(/$*)*)
)$(') .
)!- *(.ю
• writes
$)!*-(/$*)
- '/ /*
)$(') .
)!- *(.ю
Language Structures
ѣ/$)"$'*"0 .
• …much as …
ѣ).2 -$)",0 ./$*).
.(0#.*2$.)
)$('я$/'.*) .
+-*/ /$*)ю
ѣ+'4$)".+ ''$)""( .
• … need not have …
*) )*/#1 /$ #$.
"*/*)/# (*/*-4' --$ -ю
ѣ*(+' /$)". )/ ) .
ѣ2-$/$)"*(+*.$/$*).
ѣ- 2-$/$)"./*-$ .
Grammar
• Formation of nouns from
1 -.
• Abbreviations and
-*)4(.- '/ /*)$('
2 '!- • The Past Perfect tense
Suggested Activities for Assessment
- *)./-0/$)" */# *-' ) 2-$// ) . )/ ) . 0.$)" /# 1*0'-4 )
./-0/0- .' -)/
- $)"Ѷ.$")$)"./*-4
- ).2 -$)"*(+- # ).$*),0 ./$*).
- *-($)")*0).!-*(1 -.
- /$)"Ѷ.$")$)"$'*"0 .
- $/$)"Ѷ.$")$)"+* (.Ѷ.*)".Ѷ#)/.
- *(+' /$)"./*-$ .Ѷ$'*"0 .
- -$/$)""0$ )!- *(+*.$/$*).
19
THE NATIONAL PRIMARY SCHOOL
ABRIDGED CURRICULUM FOR UGANDA
ENGLISH: TERM 3
TOPIC 6: ENVIRONMENTAL PROTECTION
Overview:
# )1$-*)( )/2 '$1 $)#.!- ,0 )/'4 )0. ю# - !*- я/#$./*+$
$)/ ). /* -$)" *0/ /# $(+*-/) *! *0- )1$-*)( )/ ) /* - / 2- ) ..*)#*2/*+-*/ /$/$)*- -/*'$1 $)#-(*)42$/#)/0- ю#$.
/*+$2$'''.*+-*1$ ' -) -.2$/#/# ')"0" - '/ /*/# +-*/ /$*)*!
/# )1$-*)( )/ 2#$' ,0$++$)" /# ( 2$/# &)*2' " ) /# .&$''. /*
++- $/ ) +-*/ / $/ю / 0$'. *) 2#/ 2. *1 - $) Уя Ф ) Х
Thematic Curriculum and P5 Integrated Science in the theme “Our
Environment”.
SUB-TOPIC 6A: Importance of Environmental Protection
Competences
Content
The learner:
Vocabulary
• identifies activities
/#/!! //# )1$-*)( )/ю
*''0/$*)я"-" я
- !0. я -*.$*)я-*0"#/я
!'**.я./*-(.я.*0- я
-2(/ -$'.я#$//я
!'*-я!0)я()0- я
-$)" я*). -1 я
*). -1/$*)я.(*&$)"я
0-)$)"я*1 -"-5$)"ю
•*)./-0/.
. )/ ) .0.$)"/# "$1 )1*0'-4ю
• 3+'$)./# $(+*-/) *!
+-*/ /$)"/# 20
Language Structures
Suggested teaching and
learning activities
ѣ"0$$)"' -) -./*
+-*)*0) Ѷ.$")2*-.
ѣ*)./-0/$)". )/ ) .
0.$)"/# "$1 )
1*0'-4)./-0/0- .
ѣ- $)"/ 3/.Ѱ+.." .Ѷ
$'*"0 .Ѷ+* (.Ѷ)*/$ .ѱ
ѣ- $/$)"Ѷ.$")$)"+* (.
ѣ/$)"$'*"0 .
ENGLISH
PRIMARY 7
)1$-*)( )/ю
• reads and interprets
$)!*-(/$*)*)/# $(+*-/) *!
)1$-*)( )/'
+-*/ /$*)ю
• writes texts related
/* )1$-*)( )/'
+-*/ /$*)ю
• We must … to …
ѣ).2 -$)",0 ./$*).
(0./+-*/ /*0-
)1$-*)( )//* ).0- 2 '24.#1 -$)ю
ѣ+'4$)".+ ''$)""( .
• … so …
0-2 ''2.+*''0/ .*
2 *)*/#1 ' )
2/ -ю
ѣ*(+' /$)". )/ ) .
ѣ2-$/$)"*(+*.$/$*).
ѣ- 2-$/$)"./*-$ .
• Since …
•answers
*(+- # ).$*)
,0 ./$*).ю
$) /# /- .$)/# !*- ./.#1 )0/я
2 .#'')*/#1 -$)ю
• … since …
.#'')*/#1 -$)
.$) /# /- .$)/# !*- ./.#1 )0/ю
Grammar
./-/)*0).
Suggested Activities for Assessment
- *)./-0/$)" */# *-' ) 2-$// ) . )/ ) . 0.$)" /# 1*0'-4 )
./-0/0- .' -)/
- ).2 -$)"*(+- # ).$*),0 ./$*).ю
- /$)"Ѷ.$")$)"$'*"0 .
- $/$)"Ѷ.$")$)"+* (.Ѷ.*)".Ѷ#)/.
- *(+' /$)"./*-$ .Ѷ$'*"0 .
- !$)$)")./-/)*0)
- -$/$)""0$ )!- *(+*.$/$*).
21
THE NATIONAL PRIMARY SCHOOL
ABRIDGED CURRICULUM FOR UGANDA
SUB-TOPIC 6B: Ways of Protecting the Environment
Competences
Content
The learnerѐ
• uses the words
' -)//*
*)./-0/
. )/ ) .ю
Vocabulary
•$ )/$!$ .
/$1$/$ ./#/
*). -1 /# )1$-*)( )/ю
-*.$*)я/ -- .я-*+
-*//$*)я(0'#$)"я
0(+$)"я+*''0/ я
*). -1 я -* я- . -1 я
"- я0./$)я$.+*. я
$)$) -/*-я2./ .& /ю
Language Structures
• If we don’t …
• reads/signs
./*-$ .- '/ /* If we don’t build terraces,
/# /*+$ю
/# .*$'2$'' -* ю
• answers oral
)2-$// )
,0 ./$*).ю
• reads
$)!*-(/$*)*)
)1$-*)( )/'
+-*/ /$*)ю
• writes texts
- '/ /*
)1$-*)( )/'
22
• If …
!2 #)*/0/*2)''
/# /- .я2 2*0'#1 #(*- -$)ю
• … as well as …
0.#0-)$)"я.2 ''.
*1 -"-5$)"я0. .
)1$-*)( )/'
"-/$*)ю
Suggested teaching and
learning activities
ѣ"0$$)"' -) -./*
+-*)*0) Ѷ.$")2*-.
ѣ*)./-0/$)". )/ ) .
0.$)"/# "$1 )
1*0'-4)./-0/0- ѣ- $)"/ 3/.Ѱ+.." .Ѷ
$'*"0 .Ѷ+* (.Ѷ)*/$ .ѱ
ѣ- $/$)"Ѷ.$")$)"+* (.
ѣ/$)"$'*"0 .
ѣ).2 -$)",0 ./$*).
ѣ+'4$)".+ ''$)""( .
ѣ*(+' /$)". )/ ) .
ѣ2-$/$)"*(+*.$/$*).
ѣ- 2-$/$)"./*-$ .
ENGLISH
PRIMARY 7
+-*/ /$*)ю
• … had to …
#/*0$'/ -- .$)
*- -/*+-*/ /*0-.*$'ю
Grammar
./-/)*0).Ѱ 0/4я
*). -1/$*)я+-*/ /$*)я
+*''0/$*)ѱ
Suggested Activities for Assessment
- *)./-0/$)" */# *-' ) 2-$// ) . )/ ) . 0.$)" /# 1*0'-4 )
./-0/0- .' -)/
- ).2 -$)"*(+- # ).$*),0 ./$*).
- /$)"Ѷ.$")$)"$'*"0 .
- $/$)"Ѷ.$")$)"+* (.Ѷ.*)".Ѷ#)/.
- *(+' /$)"./*-$ .Ѷ$'*"0 .
- -$/$)""0$ )!- *(+*.$/$*).
TOPIC 7: CEREMONIES
Overview:
0'/0- $. ) ' ( )/ *! .*$' $ )/$/4я .* /# ' -) -. ) /* ++- $/ /# $-0'/0- .ю#$./*+$$.$1$ $)/*/2*.0ѣ/*+$.2#$#2$'' )' /# ' -) - /* 1 '*+ ) 0. ++-*+-$/ ')"0" - '/ /* .*( 0'/0-'
- (*)$ .ю /0$'.*)2#/2.*1 - $)Ч0) -/# /*+$Cultureю
23
THE NATIONAL PRIMARY SCHOOL
ABRIDGED CURRICULUM FOR UGANDA
Sub-Topic 7A: Marriage
Competences
Content
The learner:
Vocabulary
• uses the newly
' -)/1*0'-4
/**)./-0/
. )/ ) .ю
--$" я- '$"$*0.
(--$" я0'/0-'
(--$" я.// (--$" я
+/$.(я*)!$-(/$*)я
$)/-*0/$*)я2 $)"я
• describes a given
)"" ( )/я!0)/$*)я
- (*)4ю
*0+' я.+*0. я-$ я
-$ "-**(я($я
• listens and
- .+*)./*"$1 ) (/-*)я ./()я!$)ĝя
-$)"я*0,0 /я -/$!$/ я
3/-/.*)
.'*)я-$'"*2)я
- (*)$ .ю
-$ .($.я(--4я
•0. .')"0" -$'я- !- .#( )/.я
++-*+-$/ /*
-$ +-$ я*2-4ю
.+ $!$
Language structure
- (*)$ .ю
• writes plays on
$!! - )/0'/0-'
. //$)".ю
ѣ. *!- '/$1 +-*)*0).
# -$ $.(40)/ю
Grammar
•# 0/0- -! // ). 24
Suggested teaching and
learning activities
ѣ"0$$)"' -) -./*
+-*)*0) Ѷ.$")2*-.
ѣ0. *!*-'')"0" ѣ*)./-0/$)". )/ ) .
0.$)"/# "$1 )1*0'-4
)./-0/0- ѣ0.$)"-(
ѣ- $)"/ 3/.Ѱ+.." .Ѷ
$'*"0 .Ѷ+* (.Ѷ)*/$ .ѱ
ѣ- $/$)"Ѷ.$")$)"+* (.
ѣ/$)"$'*"0 .
ѣ).2 -$)",0 ./$*).
ѣ+'4$)".+ ''$)""( .
ѣ*(+' /$)". )/ ) .
ѣ2-$/$)"*(+*.$/$*).
ѣ- 2-$/$)"./*-$ .
ENGLISH
PRIMARY 7
Suggested Activities for Assessment
- *)./-0/$)"*/#*-')2-$// ). )/ ) .0.$)"/# ' -)/1*0'-4
)./-0/0- .
- ).2 -$)"*(+- # ).$*),0 ./$*).
- /$)"$'*"0 .
- $/$)"+* (.Ѷ.*)".Ѷ#)/.
- *(+' /$)"./*-$ .Ѷ$'*"0 .
- -$/$)""0$ )!- *(+*.$/$*).
- -(/$./$*)
- .$)"- '/$1 +-*)*0).$). )/ ) .
SUB-TOPIC 7B: Funeral
Competences
Content
The learner:
Vocabulary
0-$'я!0) -'-$/ .я2$*2я
2$*2 -я*-+#)я(*0-) -я
2$''Ѱ)ѱя*)*' ) .я+4
- .+ /.я*!!$)я-&'*/#я
•'$./ ).)
!0) -'. -1$ .я(*0-)я.#-*0я
- .+*)./*
.// !0) -'я# $-я# $- ..я
"$1 ) 3/-/.ю
) ./-'"-*0).я- (/ я
• uses language "-1 ю
++-*+-$/ /*
!0) -'.ю
Language Structures
• writes a play
*)
• Despite the fact that…
• describes
0-$'
- (*)$ .ю
!0) -'
Suggested teaching and
learning activities
ѣ"0$$)"' -) -./*
+-*)*0) Ѷ.$")2*-.
ѣ*)./-0/$)". )/ ) .
0.$)"/# "$1 )
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25
THE NATIONAL PRIMARY SCHOOL
ABRIDGED CURRICULUM FOR UGANDA
- (*)$ .ю
• -(/$. .
0-$'
.$/0/$*)ю
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26
MATHEMATICS
PRIMARY 7
MATHEMATICS
27
THE NATIONAL PRIMARY SCHOOL
ABRIDGED CURRICULUM FOR UGANDA
MATHEMATICS: TERM I
Topic 1: Set Concepts
0-/$*)ѐЪ -$*.
INTRODUCTION
#$.$.*)/$)0/$*)*!2*-&*). /../0$ $)/# +- 1$*0.'.. .ю # -.
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#$./*+$#. ).#$!/ !-*(+-$(-4Ш/*+-$(-4Щю
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28
JUSTIFICATION
$) -/$*.)+-*+*-/$*).++ -$)*/#
'.. .я/# / # -.#*0'/ #/# *) +/
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MATHEMATICS
PRIMARY 7
# *)/ )/!*-'$) .я)"' .
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Content
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29
THE NATIONAL PRIMARY SCHOOL
ABRIDGED CURRICULUM FOR UGANDA
●
$ )/$!$ .Ѷ.$").!$)$/ )$)!$)$/ . /.ю
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30
MATHEMATICS
PRIMARY 7
Topic 2: Whole Numbers
0-/$*)ѐЪ -$*.
INTRODUCTION
#$. /*+$'$)&.1-$*0.- .*!/# (/$.)- '/ ./# (/*- '2*-'
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Content
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31
THE NATIONAL PRIMARY SCHOOL
ABRIDGED CURRICULUM FOR UGANDA
Topic 3: Operations on Whole Numbers
0-/$*)ѐЩ -$*.
INTRODUCTION
/ $. 1 -4 $(+*-/)/ /#/ ' -) -. . /# (/$. /# 4 + -!*-(я . +-/ *!
/# $- $'4 '$! ю -*1$$)" *++*-/0)$/$ . /* ++'4 .$ *) +/. )
operations in daily activities will reinforce learners’ skills and motivate them
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Content
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32
Suggested Activities
MATHEMATICS
PRIMARY 7
●
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$)1*'1$)"++'$/$*)*!
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$ ++'$ ./# .$*+ -/$*).$)/ "-/ 2$/#*((0//$1 я..*$/$1 )$./-$0/$1 +-*+ -/$ .ю
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0-/$*)ѐЩ -$*.
INTRODUCTION
// -). $) )/0- "0$ 0. $) '**&$)" !*- ) 0) -'4$)" -0' *- 0. ю . ,0 ) *- +// -) "$1 . '0 ю 0( - +// -). - '' *0/ +- $/$*)ю
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33
THE NATIONAL PRIMARY SCHOOL
ABRIDGED CURRICULUM FOR UGANDA
# *) +/. *! (0'/$+' . ) !/*-. .#*0' - 1$. ю #$. 2$'' )*/ *)'4
# '+ ' -) -. /* 0) -./) / ./. *! $1$.$$'$/4 0/ '.* 1 '*+ $) /# ( 2$ -0) -./)$)"*!+// -).). ,0 ) .ю
/' -) -. 3+ -$ ) 2$/#1-$ /4*!+// -).). ,0 ) .ю#$.$)/0-)
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Content
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$1$.$$'$/4/ ./.*! ● / -($)$)"
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34
MATHEMATICS
PRIMARY 7
MATHEMATICS: TERM II
Topic 5: Fractions
0-/$*)ѐУЪ -$*.
INTRODUCTION
#$. $. )*/ ) 2 /*+$ . $/ 2. '- 4 $)/-*0 -$"#/ !-*( -$(-4 Ую
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Content
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35
THE NATIONAL PRIMARY SCHOOL
ABRIDGED CURRICULUM FOR UGANDA
- '/$*).#$+ /2 )
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36
-$/ .Ѷ-$'' !-/$*).. $('.) $('..!-/$*).ю
MATHEMATICS
PRIMARY 7
Topic 6: Integers
0-/$*)ѐЩ -$*.
INTRODUCTION
)$)/ " -$. 2#*' )0( -Ѱ)*/!-/$*)ѱ/#/ ) +*.$/$1 я) "/$1 *-
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Competences
Content
Suggested Activities
# ' -) -ѐ
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$)1*'1$)"
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37
THE NATIONAL PRIMARY SCHOOL
ABRIDGED CURRICULUM FOR UGANDA
Suggested Assessment Strategies
//# ' -) -
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$$ ).0/-/.$)/ " -.ю
$$$ .*'1 +-*' (.$)1*'1$)"++'$/$*)*!$)/ " -.ю
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0-/$*)ѐУЦ -$*.
INTRODUCTION
*( +-*' (. - ,0$- /# ' -) -. /* (& *)'0.$*). . *) /# - '/$*).#$+.$)/# !/.*!/# +-*' (ю) *!/# 24./**/#$.$./#-*0"#
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38
Content
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PRIMARY 7
+-*$'$/$ .*!
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0-/$*)ѐШ -$*.
INTRODUCTION
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39
THE NATIONAL PRIMARY SCHOOL
ABRIDGED CURRICULUM FOR UGANDA
Competences
Content
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Suggested Assessment Strategies
//# ' -) -ѐ
$ - 3#)" -/ .ю
$$ *)1 -/"))0-- )4/*)*/# -0-- )4)1$ 1 -.ю
$$$ 3+'$)2#40-- )4*)1 -.$*)$.*) ю
●
40
MATHEMATICS
PRIMARY 7
Topic 9: Lines, Angles and Geometric Figures
0-/$*)ѐУЦ -$*.
INTRODUCTION
) /#$. '..я /#$. /*+$ 2#$# $. 0) - /# /# ( Geometry $. )( .
Geometric Constructions,#*2 1 -я$)''/# */# -'.. .$/$. Lines, Angles
and Geometric Figures. *( /-4 $. '' *0/ .#+ . ) /# $- +-*+ -/$ .
2#$# )' /# ' -) -/*(& +- $/$*).*0//# +#4.$'2*-'ю
1 -4/#$)"#..#+ )/# ./04*!" *( /-$.#+ .$.1 -4$(+*-/)/
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/* 3+'*- /# $!! - )/ .+ /. *! " *( /-4ю / /# ( $ )/$!4 $!! - )/
" *( /-$.#+ .)/# $-+-*+ -/$ .ю
Competences
Content
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$/.++'$/$*)
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$ )/$!$ .Ѷ.$").ѐ
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+-*+ -/$ .)
●
41
THE NATIONAL PRIMARY SCHOOL
ABRIDGED CURRICULUM FOR UGANDA
–
1 -/$''4
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Suggested Assessment Strategies
//# ' -) -ѐ
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42
*)./-0/$)"
+-'' ''$) .
MATHEMATICS
PRIMARY 7
$$ 2*-&.*0/+-*' (.$)1*'1$)")"' .ю
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3$ ++'$ ./# !*-(0' !*- 3/ -$*-)$)/ -$*-)"' .0(*!+*'4"*).ю
3$$
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Topic 10: Time
0-/$*)ѐЩ -$*.
INTRODUCTION
#$. /*+$ ++'$ . $) *0- 1 -44 '$! .$/0/$*). '*''4 ) $)/ -)/$*)''4ю
#$.я /# - !*- я ( ). /#/ /# / # - .#*0' (& '$ -/ !!*-/ /*
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#. ).#$!/ /*Primary 7ю$1 ' -) -./$1$/$ .2#$#2$''# '+/# (/*
$.*1 -#*2.+ я$./) )/$( - *)) / ю
43
THE NATIONAL PRIMARY SCHOOL
ABRIDGED CURRICULUM FOR UGANDA
Competences
Content
●
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●
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$)1*'1$)"/$( я.+ ● $./) )$./) ю
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//# ' -) -ѐ
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$1 - .Ѷ.$")./$( /' .)!$).0-/$*).ю
44
MATHEMATICS
PRIMARY 7
MATHEMATICS: TERM III
Topic 11: Length, Mass and Capacity
0-/$*)ѐУЧ -$*.
INTRODUCTION
#$./*+$2$''# '+' -) -./* .-$ /# 2*-'/# 4- '$1$)"$)0.$)"/# $ . *! ' )"/#я (.. ) +$/4 /* ()$+0'/ /# 2*-' ) ()" $/ю
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.+ $''42# )$/$.*) +-/$''4ю
Competences
Content
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45
THE NATIONAL PRIMARY SCHOOL
ABRIDGED CURRICULUM FOR UGANDA
'0'/ .1*'0( *!.*'$!$"0- .
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)4'$) -.ѱ
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//# ' -) -
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'$! .$/0/$*).ю
$$ .*'1 +-*' (.$)1*'1$)"$-0(! - ) я- я+$/4)1*'0( ю
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Topic 12: Algebra
0-/$*)ѐУЧ -$*.
46
MATHEMATICS
PRIMARY 7
INTRODUCTION
/ /#$. ' 1 'я /# ' -) -. ) .*'1 ,0/$*). ) $) ,0'$/$ . $)1*'1$)"
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++'$ ю''*2/# (/*.*'1 '" -$+-*' (.*)/# $-*2)ю
Competences
Content
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//# ' -) -
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47
THE NATIONAL PRIMARY SCHOOL
ABRIDGED CURRICULUM FOR UGANDA
48
SCIENCE
PRIMARY 7
●
INTEGRATED
SCIENCE
ABRIDGED
SYLLABUS
49
THE NATIONAL PRIMARY SCHOOL
ABRIDGED CURRICULUM FOR UGANDA
SCIENCE: TERM ONE
THEME: HUMAN HEALTH
Уѐ ѰУЧ ѱ
Overview
#$.*+$$.( )/!*-юШя -(Х$)/# ./)-0--$0'0(я#*2 1 -я$/#. )
3/ ) /*юЩя) -(У"$1 )/# юШ0--$0'0(2.)*/4 /*(+' / !*- /# ѣУЫ'*&*2). /$)ю# *+$+-*1$ .' -) -.2$/#)0) -./)$)"*!
/# 2#*' *) +/*!.)$//$*)2$/#)$)/ )/$*)/* ,0$+' -) -.2$/#.&$''./*/& - *!/# $- )1$-*)( )/я)($)/$)$/.' )'$) ../*1 -/+*..$' $. . *0/- &..0#.#*' -я$--#* я4. )/ -4)()4*/# -.ю
COMPETENCES
CONTENT
SUGGESTED ACTIVITIES
● The learner:
●
Identifies toilets,
latrines and potty.
●
Names types of
latrines.
●
Describes the
importance of using
a latrine /toilet
correctly.
●
●
●
50
Demonstrates
proper use of
latrines and toilets.
Draws the different
types of latrines.
Uses local resources
to make tools for
*$' /.) ● )"-*0+.*!!*0-( ( -.я
/-$) .ѐ
' -) -.$ )/$!4)
3+'$)$!! - )//*$' /.)
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'/-$) .ю
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$(+*-/) *!0.$)"/*$' /
*.)
*-'/-$) ю
●
●
●
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*)1 )/$*
)'
Ѱ*-$)-4ѱ
/-$) )*//4
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(*)./-/ +-*+ -0. *!
'/-$) .)/*$' /.ю
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/ 3/**&я/# ' -) --2.
/# $!! - )//4+ .*!/*$' /.ю
#-/ -$.
/$.)
$!! - ) . ●
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)+$-.я' -) -.0. '*''4
1$'' - .*0- ./*(& ' )$)"/**'..0#.
-**(.я.-0$)"-0.# .я
SCIENCE
PRIMARY 7
cleaning latrines and
toilets.
●
Ѷ*-) /*$' /.
Participates in
maintaining the
cleanliness of
latrines and toilets
*2 - (*1 -)
*/# -.ю
●
)/0-).я #' -) -" /.
)*++*-/0)$/4/*' )/# /*$' /$)/# *0-. *!/# / -(ю
Assessment guidelines
Уѱ Assess each learner’s competence in identifying toilets and latrines
) .-$$)"/# $-+-*+ -0. ю
Фѱ Assess each learner’s ability to maintain the toilet/latrine clean. Хѱ Assess each learner’s practical ability to make cleaning tools.
THEME: HUMAN HEALTH
TOPIC 2: ACCIDENTS AND FIRST AID (14 PERIODS)
Overview
The Topic on Accidents is in Term 3 of P.6 standard curriculum, however, due to the
abrupt COVID-19 pandemic lockdown, this topic had not been covered. Therefore, it
should be covered in P.7, Term 1 and it is intended to create awareness of the
accidents that happen in day today situations and their respective first aid. The topic
aims at promoting safety in schools, homes, on the roads and other means of transport
and generally everywhere. It promotes vigilance and ensures health.
COMPETENCES
The learner:
Describes burns
and scalds.
● Describes neardrowning.
● Describes causes of
fainting, and how
to give first aid.
●
CONTENT
SUGGESTED ACTIVITIES
0-).)
● )"-*0+*!!*0-( ( -.я
.'
' -) -. .-$ 2#/
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0-).).'.- ю
*)10'.$*).ѐ
● .$)". . )-$*.Ѷ
● ѣ2#//# 4- ./*-4/ ''$)"я/# / # -
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"0$ ' -) -$)/*/ ''$)"
+- 1 )/$*))
/# $-*2)./*-$ .*0/) -
!$-./$
-*2)$)"я!$)/$)"я)#*2
●
51
THE NATIONAL PRIMARY SCHOOL
ABRIDGED CURRICULUM FOR UGANDA
Mentions causes,
prevention and
first aid for neardrowning.
● Identifies foreign
bodies in the
passage.
● Participates in
activities which
prevent accidents.
● Gives effective first
aid to burns,
fevers, fainting and
removal of foreign
body
●
●
●
●
●
●
●
●
●
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ѣ2#/$/$.
ѣ0. .я
+- 1 )/$*))
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$)+.." .
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4 .я/#-*/
)1"$)ѱѐ
$-./$
●
●
●
●
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$/# -.$/0/$*)ю
.$)"-$)./*-($)"я/# ' -) -..// /# 0. .я
+- 1 )/$*))!$-./$!*-
) --*2)$)")!$)/$)"ю
.$)"+$/*-$'Ѷ$(" $)/ -+- //$*)я/# ' -) -.
$)"-*0+.*!!*0-( ( -.
$ )/$!4!*- $")*$ .$)
1-$*0.+.." .ю
-) -.-(/$5 #*2/*
+- 1 )/$ )/.ю
.$)" (*)./-/$*)я
' -) -.+$-0+2$/#
( ( -.*!/# .( . 3/*
"$1 !! /$1 !$-./$/*
0-).я! 1 -.я!$)/$)")
- (*1'*!!*- $")*4
Assessment guidelines
●
Assess each learner’s ability to describe different forms of accidents, and
/# $-0. .ю
●
.. ..)- *-.' -) -. (*)./-/ 24.*!+- 1 )/$)". .*!
$ )/./#*( ●
Assess each learner’.*(+ / ) /**!! - !! /$1 !$-./$$). *!
!$)/$)"*-) -ѣ-*2)$)"ю
52
SCIENCE
PRIMARY 7
THEME: SCIENCE IN HUMAN ACTIVITIES AND
OCCUPATIONS
TOPIC 3: SCIENCE AT HOME AND IN OUR COMMUNITY (14 PERIODS)
Overview
This Topic on Science at Home and in Our Community is meant for P.6, Term 3 in the
standard curriculum; however, it has been extended to P.7, Term 1 given the P.6
curriculum was not yet complete before the COVID-19 lockdown set in. The Topic is
critical in developing insights in biotic and abiotic components of the environment.
With such knowledge, learners are expected to respect nature, to be innovative and
utilize available resources sustainably.
COMPETENCES
●
●
●
● The learner:
CONTENT
●
Describes
ways of
preparing
clean and
safe water for
drinking and
washing.
Discusses
ways of
cleaning
clothes in a
home.
Participates
in preparing
clean and
safe water for
cleaning and
washing.
- +-/$*)*!
' )).! 2/ -!*--$)&$)"
)2.#$)"
-
ѣ*$'$)"
ѣ!$'/ -$)"
ѣ/- /$)"
ѣ$./$''$)")
)/$)"ю
SUGGESTED ACTIVITIES
●
.$)" 3+ -$( )//$*)
( /#*я/# / # -
!$'$// .' -) -./*
+- +- ' )).! 2/ -!*--$)&$)")
2.#$)"ю
●
)"-*0+.*!!*0-
( ( -.я' -) -.
$.0..24.*!
' )$)"'*/# .$)
#*( ю
●
*''*2$)"+-* 0- +-*1$ 4/# / # -я' -) -.$)
"-*0+.*!!*0-
( ( -.я*)./-0/
.$(+' 2/ -
+0-$!$/$*).4./ (ю
Water impurities
-human wastes
-animal wastes
-pollutants from farm
chemical
-silt from erosion
●
' )$)"'*/# .$)
#*( ю
53
THE NATIONAL PRIMARY SCHOOL
ABRIDGED CURRICULUM FOR UGANDA
●
●
● Constructs a
simple water
purifying
system
Assessment guidelines
ѣ.*-/$)"
Ǧ
ѣ.*&$)"
Ǧ
ѣ-$).$)"ю
Ǧ
ѣ-4$)"
Ǧ
ѣ2.#$)"
Ǧ
ѣ2-$)"$)"
Ǧ
ѣ$-*)$)"
Уѱ Assess each learner’s ability to +- +- ' )).! 2/ -!*-
-$)&$)")2.#$)"ю
Фѱ Assess each learner’.*(+ / ) /* .-$ 24.*!' )$)"
'*/# .ю
Хѱ Assess each learner’s competence to construct a.$(+' 2/ -
+0-$!$/$*).4./ (ю
● THEME: THE HUMAN BODY
TOPIC 4: MUSCULAR AND SKELETAL SYSTEMS (17
PERIODS)
Overview
This Topic is for Term 1, P.7 in the standard curriculum. The Topic on Muscular and
Skeletal Systems provides an understanding of different types of muscles, the skeletal
system, their functions to the human beings, disorders and their prevention. Such
knowledge is critical to learners to appreciate the role these systems play in their lives,
be able to identify the disorders in case they or their neighbours suffer from them and
to be able to take necessary precaution to prevent such disorders.
54
SCIENCE
PRIMARY 7
COMPETENCES
CONTENT
SUGGESTED ACTIVITIES
The learner:
Muscular and skeletal
systems
●
)"-*0+.я' -) -.
- "0$ /*
$ )/$!4/# $!! - )/
*) .)(0.' .
*!/# #0()*4я
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%*$)/.!*0)$)/# #0()*4)
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.4./ (ю
●
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!-*(/ 3/**&.*-
!-*(- .*0- + -.*).$)/# $-
*((0)$/$ .*0/
$. . .)
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24.*!+- 1 )/$)"
/#*. $. . .)
$.*- -.)
/# - !/ -.0($/
- +*-/ю
●
# -
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*-- /*4
+*./0- .я2#$#
.#*0' 3+ -$( )/ 4
#' -) -ю
▪
▪
▪
▪
▪
▪
▪
Identifies
different bones
and muscles of
the human body.
Identifies
different joints
found in the
human body.
Discusses
functions of the
muscular system
and the skeletal
system.
States disease
and disorders of
the bones,
muscles and the
system.
Explains ways of
preventing
skeletal and
muscular
diseases.
Demonstrates
correct body
postures.
Describes good
health habits for
the system.
●
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●
0)/$*).*!/# .& ' /'.4./ (
●
( .*!$!! - )/
*) .ё/4+ .*!
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*$)/.
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ѣ )1*'0)/-4
(0.' ●
Ѱ- ! -'..$!$/$*)
. *)./-$/$*)я
'*/$*)/*#$"# -
55
THE NATIONAL PRIMARY SCHOOL
ABRIDGED CURRICULUM FOR UGANDA
' 1 '.ѱ
$. . .)
$.*- -.*!*) .я
(0.' .)/# .& ' /'.4./ (ю
● - 1 )/$*)*!/# $. . .)
$.*- -.*!*) .я
(0.' .)/# .4./ (
●
)+$-.я' -) -.
.-$ "**
# '/##$/.!*-/# .& ' /')
(0.0'-.4./ (.ю
●
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/*/# #-//*-2
)' '/# .& ' /*))
1*'0)/-4(0.' ю
●
▪
●
(+*-/) *!
*-- /+*./0- ю
●
'/##$/./#/
# '+/*& +/# .4./ ($)# '/#4
2*-&$)"*)$/$*)
Assessment guidelines
Уѱ Assess each learner’s competence to $ )/$!4$!! - )/*) .я%*$)/.
)(0.' .*!/# #0()*4ю
Фѱ Assess each learner’s competence to di.0../# !0)/$*).*!/# (0.0'-.& ' /'.4./ (ю
Хѱ Assess each learner’s competence to (*)./-/ /# *-- /*4
+*./0- .)
Цѱ .-$ "**# '/##$/.!*-/# .4./ (ю
Чѱ Assess each learner’s ability to draw and label the skeleton and
1*'0)/-4(0.' .ю
56
SCIENCE
PRIMARY 7
THEME: THE HUMAN BODY
TOPIC 5: RESPIRATORY SYSTEM (10 PERIODS)
Overview
This Topic on Respiratory System would be for P.6, Term 2 in the standard curriculum;
however, it has been extended to P.7, Term 1 given the P.6 curriculum was not yet
complete before the COVID-19 lockdown set in. The content under this topic gives an
understanding of respiratory system, diseases and disorders of the system and the
learner’s role in preventing such disorders. It is significant for them to have such
knowledge to appreciate the role of the respiratory system in their bodies, be able to
avoid risky behaviour that compromise the health of the respiratory system and take
part in the campaigns to promote awareness on such risky behaviour hence prevent
diseases and promote health.
COMPETENCES
The learner:
●
●
●
●
)/$!$ .
- .+$-/*-4
*-").ю
.-$ .
'0)".)
- /#$)"ю
CONTENT
Respiration
●
)"-*0+.*!!*0-
( ( -.я' -) -.
$ )/$!4/# +-/.*!
/# - .+$-/*-4
.4./ () .-$ '0)".)- /#$)"ю
●
0$ 4/# / # -я' -) -.
(*)./-/ )
3+ -$( )/*)
#0()- .+$-/$*)ю
●
.$)"-$)./*-($)"я
' -) -.$ )/$!4
$. . .)
$.*- -.*!/# - .+$-/*-4.4./ (ю
●
.$)"( "+#*) .я
#/$.$/
● .+$-/*-4*-").
-
●
●
0)".)- /#$)"
.+$-/$*)$)- '/$*)/*
!**)*34" )
(*)./-/ . ● $. . .)$.*- -.*!
/# .4./ (
)
3+ -$( )/
●
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*)#0()
# '/#42*-&$)"*)$/$*)
- .+$-/$*)ю
)/$!$ .
$. . .)
$.*- -.*!
/# - .+$-/*-4
SUGGESTED ACTIVITIES
57
THE NATIONAL PRIMARY SCHOOL
ABRIDGED CURRICULUM FOR UGANDA
' -) -.+-/$$+/ $)(+$")./*& +
/# .4./ ($)
# '/#42*-&$)"
*)$/$*)ю
.4./ (ю
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•
-/$$+/ .
$)(+$").
/*& +/# .4./ ($)
# '/#4
2*-&$)"
*)$/$*)ю
●
! --$)"/*#-/я
' -) -.-2/# - .+$-/*-4*-").
-2./# - .+$-/*-4
*-").
Assessment guidelines
Уѱ Assess each learner’s competence to $ )/$!4/# - .+$-/*-4*-").)
.-$ /# '0)".)/# - /#$)"+-* ..ю
Фѱ Assess each learner’s competence to (*)./-/ ) 3+ -$( )/*)
#0()- .+$-/$*)ю
Уѱ Assess each learner’s competence to $ )/$!4$. . .)$.*- -.*!/# - .+$-/*-4.4./ ()/$1 '4 )"" $)/# (+$")/*- / 2- ) ..ю
Фѱ .. .. #' arner’s ability to draw and label the respiratory organs.
THEME: HUMAN BODY
TOPIC 6: REPRODUCTIVE SYSTEM (23 PERIODS)
Overview
This Topic on the Reproductive System would be for P.6, Term 3 in the standard
curriculum; however, it has been extended to P.7, Term 1 given the P.6 curriculum was
not yet complete before the COVID-19 lockdown set in. Content under this Topic
provides an understanding of the reproductive system, reproduction, primary and
secondary sexual characteristics, and issues of teenage pregnancy and how they can be
prevented. This Topic is critical as it addresses the process of procreation, growth and
development, and socio-cultural challenges such as teenage pregnancy. It provides
58
SCIENCE
PRIMARY 7
awareness of sexuality, respect for one another, reproductive health rights and
promotes freedom from sexual violence.
COMPETENCES
• The learner:
● Describes growth
and development
in human beings
CONTENT
●
-*2/#)
1 '*+( )/$)
#0() $)".
●
0 -/4)
*' . ) Identifies primary
and secondary
● ѣ2#//# 4- sex
characteristics
● -$(-4)
. *)-4. 3
● Describes social
#-/ -$./$.
and emotional
●
changes
●
●
●
●
Describes
reproductive
organs and cells
in human males
and females
Discusses
fertilisation,
conception and
pregnancy in
humans
Prepares
effective
messages on
reproductive
health
Mentions
●
*$')
(*/$*)'
#)" .
●
+-*0/$1 *-").) ''.
Ѱ(' )! (' ѱ
●
-/$'$./$*)я
*) +/$*))
+- "))4
●
+-*0/$1 # '/#
●
ѣ+-*' (.$)
+- "))4
●
ѣ/ )" +- "))4ѐ
( )$)")
SUGGESTED ACTIVITIES
●
)"-*0+.я' -) -.
.-$ /# +-* ..*!
"-*2/#)
1 '*+( )/$)#0()я
$ )/$!4+-$(-4)
. *)-4. 30'
#-/ -$./$.)
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(*/$*)'#)" .$)
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''.$)#0()(' .
)! (' .я!/ -
2/#$)"я' -) -.$)
"-*0+.*!!*0-я
●
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! -/$'$./$*)я*) +/$*)
)+- "))4$)
#0().ю
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- +-*0/$1 # '/#ё
/# 4$.0../# #'' )" .*!/ )" +- "))4.2 ''./# *). ,0 ) .ю
59
THE NATIONAL PRIMARY SCHOOL
ABRIDGED CURRICULUM FOR UGANDA
problems in
pregnancy
●
Discusses
consequences of
teenage
pregnancy
●
Demonstrates
proper and
mentions ways of
caring for
reproductive
organs
●
Identifies
diseases and
disorders of the
system
●
Describes the
importance of
family planning,
uses, methods
and family
spacing
●
Discusses myths
and
misconceptions
about family
planning
●
60
Draws the
reproductive
organs
*). ,0 ) .ю
●
●
- !*-
- +-*0/$1 *-").
# -2*-&.2$/#/# .#**')0-. Ѷ. )$*-
2*()). )$*-()
/* (*)./-/ +-*+ -
24.*!-$)"!*-
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*((*)$. . .
)$.*- -.*!
● #-*0"#-$)./*-($)"я
system (STI’s)
' -) -.$ )/$!4
$. . .)$.*- -.
●
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*!/# .4./ (я .-$ .
.+- я !! /.я
/# $(+*-/) *!!($'4
+- 1 )/$*)
+'))$)"я0. .я( /#*.
)!($'4.+$)"я
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( /#*.Ѱ)/0-'
)-/$!$$'ѱя
(4/#.)
($.*) +/$*).
*0/!($'4
+'))$)"
●
ѣ#$'.+$)"
●
●
-2./# - +-*0/$1 .4./ (.!*-*/#(' .
)! (' .
SCIENCE
PRIMARY 7
Assessment guidelines
Уѱ Assess each learner’s competence to .-$ /# +-* ..*!"-*2/#
) 1 '*+( )/$)#0()я$ )/$!4+-$(-4). *)-4. 30'
#-/ -$./$.) .-$ .*$') (*/$*)'#)" .$)- '/$*)
. 30'$/4ю
Фѱ .. ../# $'$/4*! #' -) -/* .-$ /# - +-*0/$1 *-").
) ''.$)#0()(' .)! (' .ю
Хѱ .. ../# $'$/4*! #' -) -/* .-$ /# +-* ..*!
! -/$'$5/$*)я*) +/$*))+- "))4$)#0().ю
Цѱ .. ../# $'$/4*! #' -) -/*+- +- ) !! /$1 ( .." *)
- +-*0/$1 # '/#
Чѱ .. ../# $'$/4*! #' -) - 3+'$)/# #'' )" .*!/ )" +- "))4.2 ''./# *). ,0 ) .ю
Шѱ .. ../# $'$/4*! #' -) - (*)./-/ +-*+ -24.*!-$)"
!*-- +-*0/$1 *-").ю
61
THE NATIONAL PRIMARY SCHOOL
ABRIDGED CURRICULUM FOR UGANDA
SCIENCE: TERM TWO
THEME: THE HUMAN BODY
TOPIC 7: THE EXCRETORY SYSTEM (20 PERIODS)
Overview
This Topic on the Excretory System is for P.7, Term 2 in the standard curriculum. It
provides an understanding of the excretory system, disorders, and practices to keep it
healthy. This content is critical to appreciate the function of this system in human life,
be able to prevent diseases that affect it, and be part of the team that advocates for
behaviour change.
COMPETENCES
The learner;
●
Describes excretion
●
Names different
excretory organs in
the human body
●
Describes the
function of the
excretory organs in
the human body
●
●
62
Names diseases
and disorders of
the excretory
organs in the
human body
Practices correct
ways of keeping
the excretory
system healthy
CONTENT
SUGGESTED ACTIVITIES
3- /$*)
● )"-*0+.*!!*0-
#/$/$.
( ( -.я' -) -.
3- /*-4*-").
.-$ 3- /$*)я
)( $!! - )/
● # #0().&$)
3- /*-4*-").$)
/# #0()*4)
● $. . .)
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.&$)
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*4ю
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●
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!0)/$*))
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# 0-$)-4
.4./ (Ѱ&$) 4.я
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/# ' -) -.)( $. . .)
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/# #0()*4)
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+-/$ .*!& +$)"
/# 3- /*-4.4./ (
# '/#4ю
SCIENCE
PRIMARY 7
●
$. . .)
$.*- -.*!/# &$) 4)/# 0-$)-4.4./ (
Assessment guidelines
1) Assess each learner’s competence to .-$ 3- /$*)я$/.!0)/$*).
/*/# #0()*4я)( $!! - )/ 3- /*-4*-").ю
Фѱ .. ../# $'$/4*! #' -) -/*)( $. . .)$.*- -.*!/# 3- /*-4*-").$)/# #0()*4)( )/$*) ./+-/$ .*!
& +$)"/# 3- /*-4.4./ (# '/#4ю
3) .. ../# $'$/4*! #' -) -/*(& *(+-$.*) /2 )/# 3- /*-4.4./ ()/# */# -)/0-' )1$-*)( )/*-()ѣ( .4./ (.
THEME: MATTER AND ENERGY
TOPIC 8: LIGHT ENERGY (25 PERIODS)
Overview
The Topic on Light Energy is for P.7, Term 2 in the standard curriculum. It provides an
understanding of the light energy, its sources, how it travels, and formation of
shadows, reflection and refraction. The Topic is critical in appreciating the effect of
light on sight, various uses of light in nature, and its conservation for future generation.
COMPETENCES
CONTENT
# ' -) -ѐ
●
●
●
( ..*0- .
*!'$"#/
●
$"#/
#/$/$.ё
●
$"#/.!*-(*! ) -"4ѐ
3+ -$( )/./*
$)1 ./$"/ #*2 ● /0-')-/$!$$'
SUGGESTED ACTIVITIES
●
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*!!*0-( ( -.я
)( /# .*0- .*!
'$"#/)--4*0/
3+ -$( )/./*
$)1 ./$"/ #*2
'$"#//-1 '.)0. 3+ -$( )/- .0'/.
63
THE NATIONAL PRIMARY SCHOOL
ABRIDGED CURRICULUM FOR UGANDA
'$"#//-1 '.ю
●
. .
3+ -$( )/
- .0'/./*
.-$ !! /.
*!$!! - )/
(/ -$'.*)
'$"#/
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4.*! (.*!'$"#/
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)1 ./$"/ ./# #1$*-*!/# ● -).+- )/
'$"#/2# )$/
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64
.-$ .
$(" .!*-( 4+') ($--*-.
3+'$).#*2
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/# "0$) *!/# SCIENCE
PRIMARY 7
-$)*2.- !*-( ●
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)*+/$'
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!! /.*!' ). .
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(& (* '.*!+$)ѣ
#*' ( -я
+ -$.*+ я' ).
( -)/# 4 65
THE NATIONAL PRIMARY SCHOOL
ABRIDGED CURRICULUM FOR UGANDA
●
#-/ -$./$.*!$(" .
!*-( 4/# 4 ●
*(+-$.*)*!/# 4 )/# ' ).( -
●
4 ! /.)/# $-
*-- /$*)
●
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/# #0() 4 ѐ
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●
Assess each learner’s competence to )( /# .*0- .*!'$"#/)--4
*0/ 3+ -$( )/./*$)1 ./$"/ #*2'$"#//-1 '.)0. 3+ -$( )/
- .0'/./* .-$ !! /.*!$!! - )/(/ -$'.*)'$"#/ю
●
Assess each learner’s competence to practically $)1 ./$"/ /# #1$*0-
*!/# '$"#/2# )$/$)/ -/.2$/#$!! - )/.0-! .)*% /.)
.-$ #*2$!! - )/.#*2.- !*-( ю
●
Assess each learner’s competence /*.// /# '2.*!- !' /$*))/*
'0'/ .$(+' +-*' (.*)- !' /$*)ю
●
Assess each learner’s ability to explai)#*2-$)*2.- !*-( ю
●
Assess each learner’s competence to )( +-/.*!' ).( -ю
●
Assess each learner’s competence/* .-$ /# 2*-&$)"*!/# #0()
4 .)*+/$'*-")я .-$ $!! - )/#0() 4 ! /.)#*2
/# 4) *-- / ю
66
SCIENCE
PRIMARY 7
THEME: MATTER AND ENERGY
TOPIC 9: ELECTRICITY AND MAGNETISM (21 PERIODS)
INTRODUCTION
This Topic is for P.7, Term 1 in the standard curriculum. It provides an understanding of
electricity and magnetism, their importance in day-to-day lives, the electric circuit,
dangers of electricity and safety precautions. The Topic is critical in enhancing the
knowledge of electricity as an alternative source of energy, and conservation of its
sources for the future generation. It provides insights into the knowledge of magnets,
magnetisation and demagnetisation with intention to promote innovation, and
effectively and efficiently use them.
COMPETENCES
The learner:
●
Identifies sources
and types of
electricity
CONTENT
●
' /-$$/4
●
#/$/$.
●
ѣ ' /-$$/4.!*-(*!
) -"4
●
Experiments with
static electricity
●
●
Draws and labels
parts of electric
circuit
ѣ/4+ .*! ' /-$$/4
Ѱ0-- )/я.//$ѱ
●
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●
ѣ-4 ''
●
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$).0'/*-.
●
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.2$/#я0'ѱ
●
#*-/$-0$/.я0. .
)#*2/*1*$/# (
●
(+*-/) *!
●
●
Discusses the
importance of
electricity in
solving day to
day problems
Discusses the
dangers and
safety
precautions in
handling
SUGGESTED ACTIVITIES
●
0$ 4/# / # -я' -) -.
-$)./*-(*)/# .*0- .)/4+ .
*! ' /-$$/4)
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3+ -$( )/.*)
.//$ ' /-$$/4ю
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$-0$/ю
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$.0../# $(+*-/) *!
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+-*' (.я$.0..
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(") /$.($)
67
THE NATIONAL PRIMARY SCHOOL
ABRIDGED CURRICULUM FOR UGANDA
electricity and
electrical
appliances.
●
●
●
●
Identifies natural
and artificial
magnets
Demonstrates
ways of keeping
temporally
magnets
Discusses
electricity and
magnetism in
modern world of
work.
Discusses the
process involved
in generation of
electricity using a
dynamo.
' /-$$/4$).*'1$)"
1 -44+-*' (.
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68
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/#/0. ' /-$$/4я
(") /$.(*-*/#ю
SCIENCE
PRIMARY 7
Assessment guidelines
Уѱ Assess each learner’s competence to identify the .*0- .)/4+ .*!
' /-$$/4)--4*0/ 3+ -$( )/.*).//$ ' /-$$/4ю
Фѱ Assess each learner’s competence to -2)' '+-/.*!)
' /-$$-0$/ю
Хѱ Assess each learner’s competence to state the $(+*-/) *! ' /-$$/4
$).*'1$)"4/*4+-*' (.я)/# )" -.).! /4
+- 0/$*).$)#)'$)" ' /-$$/4) ' /-$'++'$) .ю
Цѱ Assess each learner’s $'$/4/*$ )/$!4/# )/0-')-/$!$$'
(") /.)/# $'$/4/* (*)./-/ 24.*!(&$)"/ (+*-''4
(") /.ю
Чѱ Using the project method, assess learners’ ability to develop working
(* './#/0. ' /-$$/4я(") /$.(*-*/#
THEME: MATTER AND ENERGY
TOPIC 10: SIMPLE MACHINES AND FRICTION (20 PERIODS)
introduction
This Topic is for P.7, Term 2 in the standard curriculum. It provides an understanding of
machines, how they perform work and friction in the process of performing work. This
knowledge is necessary for the learners to be able to identify which machine to solve a
given task with the highest level of efficiency, and their effective maintenance.
The learner:
●
-$/$*)
States the
meaning of
friction
●
#/$/$.
●
-$/$*).0. !0'!*- States the
importance of
friction
●
*2/*$)- . !-$/$*)
●
●
●
Investigates
●
-$/$*).)0$.) !*- ●
ѣ#-*0"#"0$ $.*1 -4я' -) -..// /# ( )$)"*!!-$/$*)я
/# $(+*-/) *!
!-$/$*))+*..$' !! /.*!!-$/$*)*)
(// -ю
●
ѣ#-*0"#()$+0'/$*)
*!1-$*0.(#$) .я
69
THE NATIONAL PRIMARY SCHOOL
ABRIDGED CURRICULUM FOR UGANDA
effects of
friction on
matter
●
Describes
simple
machines
●
Observes how
different
simple
machines work
●
Describes
different
classes of
levers
●
*2!-$/$*)) - 0 ●
# (*( )/*!!*- ●
# +-$)$+' *!
(*( )/.
●
я) !!$$ )4.
++'$ /*(#$) .
●
#)$'1)/" *!
(#$) .
●
●
𝐸𝐸𝐸𝐸𝐸𝐸𝐸𝐸𝐸𝐸𝐸𝐸 𝑑𝑑𝑑𝑑𝑑𝑑𝑑𝑑𝑑𝑑𝑑𝑑𝑑𝑑𝑑𝑑
●
!!$$ )4
●
Carries out
experiments
with different
simple
machines
●
●
Describes the
effect of force
on a lever
𝐿𝐿𝐿𝐿𝐿𝐿𝐿𝐿 𝐷𝐷𝐷𝐷𝐷𝐷𝐷𝐷𝐷𝐷𝐷𝐷𝐷𝐷𝐷𝐷
𝑊𝑊𝑊𝑊𝑊𝑊𝑊𝑊 𝑜𝑜𝑜𝑜𝑜𝑜𝑝𝑝𝑢𝑢𝑢𝑢
ѣ0$ 4/# / # -.я
' -) -.'0'/ ( #)$'1)/" Ѱѱ*!(#$) .ю
Ѱ‫ × 𝐼𝐼𝐼𝐼𝐼𝐼𝐼𝐼𝐼𝐼 𝑊𝑊𝑊𝑊𝑊𝑊𝑊𝑊 ڮ‬100% ● ѣ#-*0"#*+ )**&
- . -#я' -) -.$)
● $(+' (#$) .
"-*0+. .-$ #*2
.- 2.- )#*2/# 4
● #//# 4- 2*-&).#- 2$/#/# Ѱ !$)$/$*)ѱ
- ./*!/# '..ю
●
●
3(+' .
1 -.
Demonstrates
how an inclined ● #//# 4- plane
● -/.*!' 1 -
● Carries out
● '.. .*!' 1 -.
practical uses
70
●
'*$/4-/$*
‫ڮ‬
ѣ#' -) -$./.& /*
(* '.$(+' (#$) 0.$)"'*''41$'' (/ -$'.ю
ю‫𝐸𝐸𝐸𝐸𝐸𝐸𝐸𝐸𝐸𝐸𝐸𝐸ڮ‬
●
●
●
𝐿𝐿𝐿𝐿𝐿𝐿𝐿𝐿
Models’ simple
machines using
local materials
●
' -) -.$)"-*0+.я
.-$ .$(+' (#$) я
*. -1 #*2$!! - )/
.$(+' (#$) .2*-&я
.-$ $!! - )/'.. .
*!' 1 -.я .-$ /# !! /*!!*- *)' 1 -я
(*)./-/ #*2+0'' 4.
))$)'$) +') 2*-&я)--4*0/
+-/$'0. .*!2 " .ю
SCIENCE
PRIMARY 7
of wedges
●
●
●
Calculates
mechanical
advantage (MA)
of machines
Describes how
screws are and
how they work
●
# $)'$) +') Ѱ.'*+ Ѷ-(+ѱ
●
" .Ѱ*0' )
$)'$) +') .ѱ
●
- 2.
●
/0- *!.- 2.
●
. .*!.- 2.
Experiments
● 0'' 4.
with different
types of pulleys ● $)"' !$3 ●
$)"' (*1' ●
) !$3 )*) (*1' 2*-&$)"
/*" /# -
●
# '.)3' .
●
3(+' .*!#*2/# 4
2*-&
Assessment guidelines
Уѱ Assess each learner’s competence to .// /# ( )$)"*!!-$/$*)я/# $(+*-/) *!!-$/$*))+*..$' !! /.*!!-$/$*)*)(// -ю
Фѱ Assess each learner’s competence /*()$+0'/ 1-$*0.(#$) .я
.-$ .$(+' (#$) я)$!! - )/'.. .*!' 1 -.ю
Хѱ Assess each learner’s competence/*'0'/ ( #)$'1)/" Ѱѱ*!(#$) .я)1 '*$/4-/$*ю
71
THE NATIONAL PRIMARY SCHOOL
ABRIDGED CURRICULUM FOR UGANDA
THEME: THE ENVIRONMENT
TOPIC 11: INTERDEPENDENCE OF THINGS IN THE ENVIRONMENT (20 PERIODS)
Overview
This Topic is for P.7, Term 3 in the standard curriculum. It provides an understanding of
the interdependence of things in the environment. This is intended to create
awareness of the interrelationships so that the learners are able to appreciate nature
and use it sustainably.
COMPETENCES
CONTENT
●
The learner:
●
Names the
components of
the environment ●
●
Describes how
the components
of the
environment
benefit from
each other
Describes ways
of caring for
animals
●
Discusses the
importance of
agro-forestry
●
Starts and
manages a
school/home
woodlot project
●
72
●
●
●
●
●
●
●
●
●
SUGGESTED ACTIVITIES
*(+*) )/.*!/# ● #-*0"#)/0- )1$-*)( )/Ѱ+')/.я)$('.я
2'&я' -) -.
2/ -*$ .я$-я.*$'.ѱ
)( /# *(+*) )/.*!
)/ - + ) ) *!+')/.
/# ))$('.ѐ
)1$-*)( )/я
.-$ #*2
)$('. + )*)+')/.
/# *(+*) )/.
*!/# )$('. + )*)*/# -
)1$-*)( )/
)$('.
) !$/!-*(
#*/# -
')/. + )*))$('.
')/. + )*)*/# -+')/. ● ) .-$ 24.*!-$)"
)/ - + ) ) *!'$1$)"
!*-)$('.ю
/#$)".))*)ѣ'$1$)"/#$)".
● )"-*0+.я
)$('. + )*))*)ѣ'$1$)"
' -) -.$.0..
/#$)".Ѱ$-я2/ -я.*$'ѱ
/# $(+*-/) *!"-*ѣ!*- ./-4
')/. + )*))*)ѣ'$1$)"
)./-/)
/#$)".Ѱ$-я2/ -я.*$'ѱ
()" .#**'Ѷ#*( *)ѣ'$1$)"/#$)".- !! / 2**'*/+-*% /ю
SCIENCE
PRIMARY 7
Demonstrates
correct record
keeping
●
4'$1$)"/#$)".
●
"-*ѣ!*- ./-4ѐ
● #/"-*ѣ!*- ./-4$.
Initiates
experiment to
● -*2$)"-*+.)/- .
illustrate
/*" /# -
interdependenc
e of the different ● -$)")$('.)"-*2$)"
things in the
-*+.*)/# .( ')
environment
● -$)")-$)"!*-
●
)$('.я"-*2$)"-*+.)
/- .*)/# .( !-(
●
●
(+*-/) *!"-*!*- ./-4
●
- !*-/-
●
-*+ -#-1 ./$)"*!/- .$)
"-*ѣ!*- ./-4Ѱ+*''-$)"я
*++$$)")'*++$)"ѱ
●
/-/$)")()"$)"
.#**'Ѷ#*( 2**'*/+-*% /
●
*-& +$)"
●
#-*0"#-/$./$
3+- ..$*)я
' -) -.
$''0./-/ $)/ - + ) )
*!/# $!! - )/
/#$)".$)/# )1$-*)( )/ю
.$)"-*!*- ./-4
Assessment guidelines
Уѱ Assess each learner’s ability to)( /# *(+*) )/.*!/# )1$-*)( )/) .-$ #*2/# *(+*) )/.*!/# )1$-*)( )/ ) !$/!-*( #*/# -ю
Фѱ Assess each learner’s ability to.// /# $(+*-/) *!"-*ѣ
!*- ./-4ю
Хѱ Assess each learner’s ability to./-/)()" .#**'Ѷ#*( 2**'*/+-*% /) ' /*& +- *-ю
73
THE NATIONAL PRIMARY SCHOOL
ABRIDGED CURRICULUM FOR UGANDA
SCIENCE: TERM THREE
THEME: THE ENVIRONMENT
TOPIC 12: RESOURCES IN THE ENVIRONMENT-(10
PERIODS)
Overview
This Topic is for P.6, Term 2 in the standard curriculum. However, it has been brought
to P.7 and merged with ‘Energy resources in the environment’ which should be
covered in Term 1 of P.7. The Topic provides an understanding of the resources in the
environment. This is intended to create awareness of how valuable these resources are
to living things so that the learners are able to appreciate them, take care of them, and
use them sparingly for future generations to benefit as well.
COMPETENCES
CONTENT
SUGGESTED ACTIVITIES
●
The learner:
●
●
●
Identifies
resources from
living and nonliving things
*)ѣ $1$)"/#$)"..
.*0- . ю"ю.*$'я
($) -'.я!0 'я.0)я
2/ -)$-ю
#-*0"#!$ '/*0-я
' -) -.$ )/$!4
- .*0- .!-*('$1$)"
))*)ѣ'$1$)"/#$)".
●
$1$)"/#$)"..
- .*0- . ю"ю
●
●
ѣ+')/.ѐ!$- .я2**я
!**)( $$) ю
●
ѣ)$('.ѐ( /я
.&$).Ѷ#$ .я#*-).я
($'&я#*) 4)
( $$) ю
)"-*0+.*!!*0-
( ( -.я' -) -.
.// 3(+' .*!
- .*0- .0) -'$1$)"
)(**)'$1$)"
/#$)".я .-$ 24.
*!#-1 ./$)"
- .*0- .ю
●
.$)"(0.$я) )-(я' -) -.
+-/$$+/ $)
(+$")!*-
.0./$)' 0. *!
1$'' - .*0- .$)
●
●
●
74
Groups
examples of
resources
under living
and moon
living things.
Describes ways
of harvesting
resources.
Participates in
campaigns for
●
-1 ./$)"- .*0- .ю
●
*2+ *+' (& 0. *!1$'' - .*0- .ю
SCIENCE
PRIMARY 7
sustainable use ● ) 2' - .*0- .
of available
ю"ю2$)я2/ -я
resources in
.0).#$) ))*)ѣ
the
- ) 2' environment.
- .*0- .Ѱ($) -'.ѱ
●
Describes
renewable and
non-renewable
resources.
●
Participates in
different ways
of conserving
resources.
●
Explains ways
of caring for
animals as
resources.
●
The learner:
●
Names
different
energy
resources and
their sources
●
●
Discusses the
importance of
different
energy
resources to
people and the
environment
Carries out
●
/# )1$-*)( )/ю
●
.$)"-$)./*-($)"я
' -) -. .-$ - ) 2' ))*)ѣ
- ) 2' - .*0- .
) 3+'$)24.*!
-$)"!*-)$('..
- .*0- .ю
●
-/$''4я' -) -.
+-/$$+/ $)
$!! - )/24.*!
*). -1$)"- .*0- .ю
●
#-*0"#
-$)./*-($)"я
' -) -.)( $!! - )/ ) -"4
- .*0- .)/# $-
.*0- .) 3+'$)
/# $(+*-/) *!
$!! - )/ ) -"4
- .*0- ./*+ *+' )/# )1$-*)( )/ю
-$)"!*-)
*). -1$)"*!)$('
- .*0- .
●
) -"4- .*0- .)
/# $-.*0- .
●
# .0).(%*-
.*0- *! ) -"4$)/# )1$-*)( )/Ѱ.*'-
) -"4ѱ
●
) -"4- .*0- .!-*(
2/ -Ѱ#4-*я./ (
)"$) .)/$'
) -"4ѱ
●
●
) -"4- .*0- .!-*(
!*..$'!0 '.Ѱ*')
+ /-*' 0(ѱ
)"-*0+.*!!*0-
( ( -.я' -) -.
--4*0/.$(+' 3+ -$( )/.0.$)"
) -"4!-*(2$)*-
75
THE NATIONAL PRIMARY SCHOOL
ABRIDGED CURRICULUM FOR UGANDA
simple
experiments
using energy
from wind or
steam
●
Describes how
to make a:
●
biogas digester
●
solar
equipment
●
Initiates
activities
which cause
safe and
sustainable
way of using
energy
) -"4- .*0- .!-*(
./ (ю
+')/.Ѱ$*!0 'я2**
● # / # -
!0 'я!**)$*".
(*)./-/ .#*2/*
!-*(+')/- .$0 .ѱ
(& $*".
● ) -"4- .*0- .!-*(
$" ./ -)*'-
)$('.Ѱ)$('
,0$+( )/
) -"4)$*".
●
) -.*0'1$.$/
!-*()$('2./ .ѱ
/# ) -4$*".)
.*'-.4./ (/*. ● ) -"4- .*0- .!-*(
#*2/# 42*-&ю
2$)Ѱ2$) ) -"4ѱ
●
●
(+*-/) *! ) -"4
- .*0- .
●
# / # -"0$ .
' -) -./*$)$/$/ /$1$/$ .2#$#0. .! ).0./$)' 24*!0.$)" ) -"4ю
Assessment guidelines
Уѱ Assess each learner’s ability to$ )/$!4- .*0- .!-*('$1$)"))*)ѣ
'$1$)"/#$)".ю
Фѱ Assess each learner’s ability to .-$ - ) 2' ))*)ѣ- ) 2' - .*0- .) 3+'$)24.*!-$)"!*-)$('..- .*0- .ю
Хѱ Assess each learner’s ability to participate in the campaign of
*). -1/$*)*!- .*0- .ю
Цѱ Assess each learner’s ability to)( $!! - )/ ) -"4- .*0- .я/# $-
.*0- .)/# $(+*-/) *!$!! - )/ ) -"4- .*0- ./*+ *+' )/# )1$-*)( )/ю
Чѱ Assess each learner’s ability to--4*0/.$(+' 3+ -$( )/.0.$)"
) -"4!-*(2$)*-./ (ю
Шѱ Assess each learner’s ability to start up an activityя2#$#+-*(*/ .! ).0./$)' 24*!0.$)" ) -"4ю
76
SCIENCE
PRIMARY 7
THEME: THE COMMUNITY, POPULATION AND FAMILY
LIFE
TOPIC 13: POPULATION AND HEALTH (19 PERIODS)
INTRODUCTION
This topic is for P.7, Term 3 in the standard curriculum. It provides an understanding of
population and health. It is necessary to cover this topic to create awareness of
population dynamics and its relationship with health with participate in activities that
promote a productive and healthy population.
COMPETENCES
CONTENT
SUGGESTED ACTIVITIES
*((0)$/4# '/# ● )"-*0+.*!!*0-
).*$'+-*' (.
( ( -.я' -) -.
● Names types of
)( /4+ .*!
common
● 4+ .*!*((*)
*((*).$&) .. .$)
sicknesses in a
.$&) ..$)#*( #*( )
home and
)/# $-0. .
*((0)$/4)/# 4
community
.-$ 0. .*!
● *)/-*''$)"
.0#.$&) .. .ю
● Describes causes of
*((*).$&) .. .
common
$)#*( )
● .$)"-$)./*-($)"я
sicknesses in a
*((0)$/4Ѱ( -" .// 3(+' .*!
home and
/#$.2$/#/4+ .*!
)/$ѣ.*$' #1$*0-
community
.$&) .. .ѱ
). 30' 1$/$*).ю
●
The learner:
●
●
Lists activities to
address health
concerns
●
●
Demonstrates
some of the
activities to
address health
concerns
*((0)$/4# '/# ●
-) -.$)"-*0+.я
).*$'+-*' (.
$.0../# )" -.*!
(*)"4*0)"
)/$ѣ.*$' #1$*0-
+ *+' ). 30' 1$/$*).
)/# 4 .-$ ● )/$ѣ.*$'
24.*!1*$$)"
#1$*0-
. 30' 1$/$*).ю
●
/$1$/$ ./*- ..
● #-*0"#/#$)&+$-
# '/#*) -).
).#- я' -) -.
77
THE NATIONAL PRIMARY SCHOOL
ABRIDGED CURRICULUM FOR UGANDA
●
●
Collects
information/data
on a human
population and
health in a home
and community
Carries out
demography
(simple surveys)
on housing
information
●
'/#.0-1 4.
●
'/# 0/$*)
●
*'' /$)"
$)!*-(/$*)Ѷ/
*)#0()
+*+0'/$*)
●
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#*0.$)"
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1$'' # '/#
. -1$ .
'$.//$1$/$ ./*
- ..# '/#
*) -).
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)$1$0''4я #
' -) -*'' /.1$/'
.//$./$.Ѷ
$)!*-(/$*)Ѷ/*)
#0()+*+0'/$*)
)# '/#$)/# $-
#*( .)
) $"#*-#**ю
●
●
1*$$)"# '/#) ● .*$'+-*' (.
●
/$1$/$ .*!
'0.
'/#
Assessment guidelines
ѱ Assess each learner’s ability to .-$ /4+ .*!*((*).$&) .. .$)
#*( )*((0)$/4)/* .-$ 0. .*!.0#.$&) .. .ю
ѱ Assess each learner’s ability to.// *((*) 3(+' .*!)/$ѣ.*$'
#1$*0-). 30' 1$/$*).ю
ѱ Assess each learner’s ability to *'' /.1$/'$)!*-(/$*)Ѷ/*)
#0()+*+0'/$*))# '/#$)/# $-#*( .)) $"#*0-#**ю
78
SOCIAL STUDIES
PRIMARY 7
SOCIAL STUDIES
79
THE NATIONAL PRIMARY SCHOOL
ABRIDGED CURRICULUM FOR UGANDA
Social studies: TERM 1
General background
# *0/- &*! ѣУЫя-0+/'4.#0/*2).#**'.-*../# *0)/-4)
0. $.-0+/$*).*!.#**'$)"ю1 )/#*0"#"*1 -)( )/ +'*4 $./) 0/$*) +-*"-(. /* ).0- *)/$)0$/4 $) ' -)$)" ./$'' /# $(+/ 2.
'$($/ /# - !*- я . ($/$"/$*) ( .0- /* - *1 - '*.. *! ' -)$)"я /# 0--$0'0(#. )+/ )- *-")$. /*''*2!*-!' 3$' +-*(*/$*)
*! ' -) -. 2#* ($.. .#**' 0. *! /# *1$ѣУЫ +) ($ *- $'') ..ю
# 0--$0'0( *)/ )/ #. ) - *-")$. 4 / .$)" *0/ /# -$/$'
*) +/. ) *(+ / ) . /#/ .#*0' )*/ ' !/ *0/ / "$1 ) ' 1 'ю #$.
#. )*) 4$ )/$!4$)"& 4*) +/.0) - #/# ( Ѷ/*+$/#/) /* *1 - . .. )/$'!*-+-*"- ..$*)/*/# ) 3/'..ю# +//$*)*!
/# *)/ )/#. ). *)*).$ -/$*)*!2#/$.-$/$'/* *1 - //# 0-- )/' 1 '.!*0)/$*)!*-0$'$)"*)//# .0. ,0 )/' 1 '.ю
The curriculum and teaching methods have been adapted to suit learners’
$'$/4)- !' /." ) -)$)'0.$1 + -.+ /$1 .
-)$)".. ..( )/.) 3($)/$*).. -1 $!! - )/0/-$/$'!0)/$*).ю
-)$)" .. ..( )/. $( /* "/# - $)!*-(/$*) *) 2#/ ' -) -. &)*2я
0) -./)я ) ) *я 2# - . 3($)/$*). - 0. /* -/$!4 *- . ' /
' -) -. $) "$1 ) "- *- " !*- !0-/# - .#**'$)"я /-$)$)" *- 2*-&ю )
particular, national examinations can determine learners’ ability to progress
!0-/# - $) /# $- 0/$*) ) $)!*-( $.$*). *) /-&$)" ' -) -.ю
# - !*- я 3($)/$*). - )*/ - *(( ) 0-$)" /#$. + -$* *!
.#**'$)"ю .#''!*0.*)!*-(/$1 .. ..( )/*)'4ю
Remediation:
•
80
.- .0'/*!'*2 -' 1 '.*!' -)$)"0-$)".#**''*.0- .я()4
#$'- )- /-$.&*!- /0-)$)"/*.#**'2$/#*0/#1$)"+-*+ -'4
..$($'/ /# *0-. *)/ )/- ,0$- *!/# $-"- ю )/# . . .я
SOCIAL STUDIES
PRIMARY 7
- ( $'$)./-0/$*)2$'' - ,0$- /*" /#$'- )&*)/-&ю0-$)"
/# !$-.//2*2 &.*!.#**'*+ )$)"я- ( $'' ..*).2$'' *)0/ ю
)- ( $/$*)я/ # -.2$''/-4/**-- / !$$/-/# -/#)/ #
' -) -./**+ 2$/#/# !$$/ю#-*0"#- ( $/$*)/$1$/$ .*-
' ..*).я/ # -.2$''# '+' -) -.$(+-*1 /# $-.&$''./#-*0"#$- /
$)./-0/$*)ю ( $'$)./-0/$*)2$'' !*0. *)/# .+ $!$*) +/.
2#$#2 - *1 - //# /$( 2# )' -) -.2 - /.#**'ю
( $/$*)./-/ "$ .$)'0 - / #$)"я0.$)"'/ -)/$1 $)./-0/$*)'./-/ "$ .я/.&)'4.$.я$/$*)'+-/$ )*) ѣ*)ѣ
*) /0/*-$)"ю#$.2$'' /# .+-$)"*-/*+- +- ' -) -.!*-) 2
*)/ )/)2& )/# $-( (*-$ .2#$#*1$ѣУЫ#."- /'4$.-0+/ ю
# !*''*2$)"*)/ )/2$'' *).$ - !*-- ( $/$*)ё)1$-*)( )/'
+-*/ /$*)
- 0./$)' 0. *!/# )1$-*)( )/ ю"юя!!*- .//$*)я+-*+ -
( /#*.*!!-($)"я'/ -)/$1 ) -"40. я*). -1/$*)*!/# )1$-*)( )/ю
- ./ ()" ( )/ ю"юя+-*+ -$.+*.'.я- 4'$)"*!2./ я. 2" ю
• '$(/ #)" - *). ,0 ) .*!$-- .+*).$' '$1$)"$)/# )1$-*)( )/ѐ!'**.ё(0Ѷ
').'$ .ё . -/$!$/$*)ё+*''0/$*)*!')я2/ -)$-ё$. . .ё
- .*0- +' /$*)я*1 -+-*0/$*)*!#$'- )ю
*'0/$*)./* )1$-*)( )/'+-*' (.
TOPIC 1: LOCATION OF AFRICA ON THE MAP OF THE
WORLD
INTRODUCTION
)Шя/# ' -) -./0$ *0//# '*/$*)*!./!-$ю )Щя/# ' -) -
2$'' *1 - /# '*/$*) *! !-$ *) /# (+ *! /# 2*-'ю # ' -) - $.
3+ / /* &)*2 /# *)/$) )/я *0)/-$ .я '*/$*) ) .$5 *! !-$ю # ' -) -$.'.* 3+ / /*&)*2#$.Ѷ# -*)/$) )/$)- '/$*).#$+/*/# )/$- 2*-'ю # ' -) - 2$'' 0. /# *(+.. $- /$*)Ѷ-*. я (%*- '$) . *!
'/$/0 .)'*)"$/0 ./*'*/ !-$ю Ѷ.# 2$'''.*'*/ /# +*.$/$*).
*!*/# -*)/$) )/.)* ).*)/# (+*!/# 2*-')/# $-- '/$*).#$+
81
THE NATIONAL PRIMARY SCHOOL
ABRIDGED CURRICULUM FOR UGANDA
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83
THE NATIONAL PRIMARY SCHOOL
ABRIDGED CURRICULUM FOR UGANDA
TOPIC: 2 PHYSICAL FEATURES OF AFRICA
INTRODUCTION
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85
THE NATIONAL PRIMARY SCHOOL
ABRIDGED CURRICULUM FOR UGANDA
TOPIC 3: CLIMATE OF AFRICA
Overview
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87
THE NATIONAL PRIMARY SCHOOL
ABRIDGED CURRICULUM FOR UGANDA
TOPIC 4: VEGETATION OF AFRICA
INTRODUCTION
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89
THE NATIONAL PRIMARY SCHOOL
ABRIDGED CURRICULUM FOR UGANDA
Social studies: TERM II
TOPIC1: THE PEOPLE OF AFRICA
INTRODUCTION
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91
THE NATIONAL PRIMARY SCHOOL
ABRIDGED CURRICULUM FOR UGANDA
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TOPIC 2: FOREIGN INFLUENCE IN AFRICA
Overview
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93
THE NATIONAL PRIMARY SCHOOL
ABRIDGED CURRICULUM FOR UGANDA
94
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INDEPENDENCE OF AFRICA
Overview
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95
THE NATIONAL PRIMARY SCHOOL
ABRIDGED CURRICULUM FOR UGANDA
Africanism” and “nationalism”. Panѣ!-$)$.( $. ! '$)" *! 0)$/$)" )
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deep love and pride for one’s country. These movements spearheaded the
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THE NATIONAL PRIMARY SCHOOL
ABRIDGED CURRICULUM FOR UGANDA
Competences for Assessment
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THE NATIONAL PRIMARY SCHOOL
ABRIDGED CURRICULUM FOR UGANDA
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100
SOCIAL STUDIES
PRIMARY 7
SOCIAL STUDIES: TERM III
TOPIC 1: ECONOMIC DEVELOPMENTS IN AFRICA
INTRODUCTION
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THE NATIONAL PRIMARY SCHOOL
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THE NATIONAL PRIMARY SCHOOL
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SOCIAL STUDIES
PRIMARY 7
Competences for Assessment
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107
THE NATIONAL PRIMARY SCHOOL
ABRIDGED CURRICULUM FOR UGANDA
108
C.R.E
PRIMARY 7
Christian
Religious
Education
109
THE NATIONAL PRIMARY SCHOOL
ABRIDGED CURRICULUM FOR UGANDA
C.R.E: TERM ONE
Preamble
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without the teacher’s struggle in the class because topics are sequenced
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What was changed /merged and the justification
CRITICAL CHANGES
JUSTIFICATION
юЩ “Friends on the way” was
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of primary six and “Happiness
on the way to arrival” though
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“Friends on the way” and “Happiness
*)/# way to arrival” are used as the
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from known to unknown and “ # . /2*/*+$.- !-*(/# .( 0--$0'0(*!+-$(-4. 1 )0/2$/#
related concept of “ Serving others”
110
Topics: 1 “Enriched by other
nations and religions” and 4
“service” were merged.
C.R.E
PRIMARY 7
*+$ѐЫ)УТ$)/# 0--$0'0(*!+-$(-4. 1 )
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Topic 1: Friends on the way.
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Introduction:
#$./*+$2. 3/-/ !-*(-$(-4$32*-&!*-/#$-/ -(2#$## '+./# ' -) -./* "$)!-*(&)*2)/*0)&)*2)ю /# '+./# ' -) -/*$.*1 -2#/
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Friendship.
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Jesus’s example of
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Importance of
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111
THE NATIONAL PRIMARY SCHOOL
ABRIDGED CURRICULUM FOR UGANDA
-
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Assessment guidelines.
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Topic 2: Christian Involvement in the World.
Introduction:
#$. /*+$ $. 3/-/ !-*( -$(-4 .$3 2*-&ю # ' -) - 2$'' # '+ /*
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112
C.R.E
PRIMARY 7
Competences
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113
THE NATIONAL PRIMARY SCHOOL
ABRIDGED CURRICULUM FOR UGANDA
Assessment guidelines:
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Topic 3: Happiness on the way to arrival.
Introductionѐ
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114
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C.R.E
PRIMARY 7
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● .'(УУФѐЦѣЩю
● Life and death.
● John 11:1-44
● The biblical
teachings about
death
1Corinthians
15:55-57.
Suffering: causes and
how to endure
Matthew 26:39-42
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Explain the Jesus’ teaching about death.
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115
THE NATIONAL PRIMARY SCHOOL
ABRIDGED CURRICULUM FOR UGANDA
C.R.E: TERM TWO
Topic 4: Ancestors, Ourselves and the Spirit.
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Introduction:
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C.R.E
PRIMARY 7
Assessment guide lines:
Let the learner;
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Topic 5: Enriched by other Nations and religions.
Introduction:
#$./*+$$.$) -(У0/$/#. )( -" 2$/#/*+$Ц$) -(Ф 0. /# 4 '' - .. /# *) +/ *! . -1$)" */# -.ю -1$ $. 0/4 /#/ $. 1 -4
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0'/0- я/- я 1 '*+( )/)- '$ !ю
117
THE NATIONAL PRIMARY SCHOOL
ABRIDGED CURRICULUM FOR UGANDA
Competences
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Assessment guidelines:
The learner;
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118
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C.R.E
PRIMARY 7
Topic 6: Living in the Spirit of Love.
● Introduction:
● #$./*+$-$)".*0//# *) +/*!'*1 .*) *!/# #-$./$)1$-/0 .)/# "$!/*!/# *'4+$-$/ю /$./# ()$! ./ +- . ) *!/# "'*-4*!*ю) *!
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The spirit of love (
Romans
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Marriage.
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119
THE NATIONAL PRIMARY SCHOOL
ABRIDGED CURRICULUM FOR UGANDA
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Assessment guidelines:
Let the learner;
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120
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C.R.E
PRIMARY 7
Topic 7: The spirit makes us free.
Introduction:
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respect other people’s rights. This topic will expose to the learners/# *) +/*!/# ' /*-'+-* ..2#$#.#*0' !- )!$-)/# + *+' 2#*- '$"$' !*-1*/$)"ю# ' -) -2$'' # '+ /*0) -./)/#/
1*/$)"$./# $--$"#/)/# 4.#*0'- .+ /$/ю
Competences
-
-
-
3+'$)./# ( )$)"*!
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)
0/#*-$/4ю
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/# /4+ .*!
0/#*-$/4
)
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)
0/#*-$/4ю
3+'$)./# Content
-
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Freedom and
authority.
!$)$/$*)*!
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0/#*-$/4ю
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$'$'/ #$)"
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УТѐЦФѣЦЧя
//# 2ФФѐУЧѣ
ФФя*().УХѐУѣ
Щя - ($#
УТѐФХѱю
Proper use of
Suggested Activities.
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-
-
$'$'
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3+'$).
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2 ''ю
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freedom and
authority
Ѱ *#)УХѐЧѱ
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*)#ЦѐУѱю
4.*!($.0.$)"
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0/#*-$/4ю
0()-$"#/.ю
People’s rights
)
- .+*).$$'$/$ .
National laws
which protect
people’s rightsю
# -$"#//*
1*/ Ѷ/* 1*/ !*-) '$"$' 1*/ -ю
#-/ -$./$.*!
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people’s rights.
-
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' /$*).ю
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Assessment guidelines:
Let the learner;
●
122
.-$ /# *) +/*!!- *()0/#*-$/4ю
$1 3(+' .*!+ *+' 2$/#0/#*-$/4ю
3+'$)#*2+ *+' ($.0. !- *()0/#*-$/4ю
/# $'$'/ #$)"*)!- *()0/#*-$/4ю
.-$ /# *) +/*!#0()-$"#/.ю
)/$*)/# #-/ -$./$.*!!- )!$- ' /$*).ю
C.R.E
PRIMARY 7
C.R.E: TERM THREE
Topic 8: The Spirit Helps us to use His Gifts.
Ъ+ -$*.
Introduction:
# "$!/. - "$1 ) /* 0. .* /#/ 2 ) *(+'$.# /# 2$'' *! *ю .0.
+-*($. /#/ /# *'4 +$-$/ 2*0' '$1 ) $ $) 0. !*- 1 -ю #$. /*+$
"0$ . /# ' -) - *) #*2 /# *'4 +$-$/ 2*-&. $) #0() $)". ) # '+.
/# (++- $/ $)$1$0'/' )/..2 ''.0) -./)2#4)#*2#0()
$)"..#*0'0. /# $-/' )/.- .+*).$'4ю' )/.- *0- ./$'$/$ ./#/
2 #1 )0-/0- /#-*0"# +-/$ я + -.*)'$/4я " ) /$.я 0/$*) )
$)/ - ./ю#*) *!0.#.0)$,0 "$!/2#$#2 #1 /*)0-/0- ю
●
Competences
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+ *+' ю
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Content
-
-
Talents.
*( *!/# /' )/- ё
-.#$+я
0.$) ..я
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)/ -/$)( )/ю
Using our
talents.
- /$1$/4$)0. *!*0-/' )/.ю
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ФЧѱ
)$)"*!/# *).$ ) ю
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'&$)"Ѷ.$")$)"*0/
/# "$!/.)!-0$/.*!
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$' 1 -. .*)"$!/.
)!-0$/.*!/# *'4
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*' ѣ+'4$)"0.$)"
/# /' )/.ю
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-
-
/# "$!/.
)!-0$/.*!
/# *'4
+$-$/ю
3+'$).
#*2/# *'4+$-$/
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УЧяУ*-$)/#$).
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# "$!/.)
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Assessment guidelines:
Let the learner;
●
3+'*- #$.Ѷ# -/' )/.ю
3+'$)/# ./24.*!0.$)"/' )/.ю
)/$!4/# "$!/.)!-0$/.*!/# *'4+$-$/ю
*' ѣ+'4#*2/*0. /# "$!/.)!-0$/.*!/# *'4+$-$/$)$'4'$! .
Topic 9: Strengthened by the Spirit we Accept the
Events of Life.
Introduction:
● *+$Ъ- ($) .$/2.ю )/#$./*+$я#$')
.&)*2' " )./- )"/#
/*#)' $!! - )/ 1 )/.$)'$! ю# *'4+$-$/"$1 .0./# .+$-$/*!./- )"/#
)2# )2 *).$./ )/'42*-&$)/# +$-$/я2 -!-0$/.ю#$./*+$-$)"./*
/# ' -) -/# $ .*!.0 ..я!$'0- я! -)*0-" ю /"0$ ./# ' -) -.
*)2#/-$)".*0/.0 ..)!$'0- $)'$! ю# ' -) -.2$'' ,0$++ 2$/#.&$''.*!*+$)"2$/# (*/$*).ю
124
C.R.E
PRIMARY 7
Competences
Content
- 3+'$)./# - Success and failureю
( )$)"*!
- !$) .0 ..)!$'0- ю
.0 ..)
- Ѱ *УѐУѣФФя *.#0ЩѐУѣШя
!$'0- ю
ЪѐУѣФХѱю
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!$'0- ю
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) "/$1 3+ -$ ) .Ѱ 0& *# '+.
ЦѐУѣУХя//# 2УЦѐФХѣХУя
+ *+' /*
*().УФѐХѣУХѱю
*+ 2$/#
- Fear
+*.$/$1 )
- 0. .*!! -$)#0()
) "/$1 $)".
3+ -$ ) .ю - 0. .*!! -$))$('.ю
- 3+'$)./# - # 1'0 *!! -ю
0. .)
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1'0 *!! -ю
*0-" Ѱ )юУЧѐУя *.#0
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- .$#ЦУѐУТяУХя - ($#
./- )"/# )
УѐШѣЪя
4/# *'4 - У / -ЧѐЩя-&УЦѐХФѣХШѱ
+$-$/ю
- Emotions
- )"$)"
- *")$5$)"*0- (*/$*).ю
#$.Ѷ# -*2) - Gods’ help in managing
(*/$*).ю
*0- (*/$*).юѰ ) .$.ЦЧя
*#)УШѐХХѱю
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-
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#-$)"Ѷ.$")$)"
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(*-$5$)"& 4
1 -. .*).0 ..
)!$'0- ю
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Assessment guide lines:
Let the learner;
- ''2#/# Ѷ.# 0) -./).4.0 ..)!$'0- ю
- #- 3+ -$ ) .*!!$'0- .).0 ..ю
- *' ѣ+'4.0 ..я! -)*0-" ю
- ) .$.ЦЧ)( )/$*)/# (*/$*).! '/4 *. +#)#$.
-*/# -ю
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Topic 10: Praying in the Spirit.
Introduction:
*+$Ы)УТ$)/# 0--$0'0(- ( -" )2# )4*0'**&//# *)/ )/
*!*+$Ы)УТя4*0!$)/#/.*( .0/*+$.- - (*1 )- ($) 2$/#/# & 4.0/*+$.ю - $)*+$Ыя4*0!$)/#/$/./-/ 2$/#
*((0)$/$*).)$(+*-/)/.+ /*!#0()'$! ю /$./# 24/#-*0"#
2#$#+ *+' 3#)" */#1 -'))*)ѣ1 -'( .." .!*-+0-+*. .*!
- /$)"#0()! ''*2.#$+ю#$./*+$-$)"./*/# ' -) -&)*2' " )
.&$''.*! !! /$1 '4*((0)$/$)"/**я# ) )' /# (- / "**
- '/$*).#$+2$/#*ю
-
# - .*+$УТ+$&.*0//# ' ( )/*!.-( )/.2#$#$.( -" $)/*/#*. /2*/*+$.ю
.4*0/ #я4*02$''!$)/#/4*0#1 /*'**&$)/*/# *)/ )/.*!
/# . /2*/*+$.)*( 0+2$/#' -*)/ )/!*-/# ' -) -ю )
*+$УТя$/!0-/# -# '+./# ' -) -- '/ /# */-$) *!.-( )//*
/# (* -)
#-$./$)'$! ю
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Competences
-
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*((0)$/$*)ю
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-
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126
content
Suggested Activities.
-
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Communication.
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4.*!*((0)$/$)"/*
*/#-*0"#+-4 -ю
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Types of prayer.
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C.R.E
PRIMARY 7
./( )/ю
)$ )/.*!
3+'$).$!! - )/
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ЪяФ(0 'УФѐУХѱ
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ШѐУѣФя.'(ЧУѐУѣ
Jesus’ teaching
ЪяУ $)".ХѐЦѣУЧѱ
*)+-4 -ю
.0.’/ #$)")
3+'$)./# 3(+' .*!+-4 -
( )$)")
Ѱ//# 2УЦѐФХя-&УѐХЧѱю
$(+*-/) *!
- Sacraments in the life of a
-( )/./*
Christian.
/# #0-#ю
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128
I.R.E
PRIMARY 7
ISLAMIC
RELIGIOUS
EDUCATION
129
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ABRIDGED CURRICULUM FOR UGANDA
PRIMARY SEVEN ABRIDGED CURRICULUM OF ISLAMIC
RELIGIOUS EDUCATION
General background
Islamic Religious Education is designed to enable you guide the learners to develop
moral, ethical and spiritual values. You are expected to teach IRE as provided for on the
timetable to enable learners develop moral, ethical and spiritual values. This shall
enable the learners develop a high level of discipline, hence improve their academic
performance and live peacefully in society.
There are many instructional strategies used in teaching and learning process. The
following are suggested; recitation, explanation, interpretation, Identification,
Relationship to real life experience but you are free to use any other Strategy of your
choice which you find practical and appropriate to deliver the content.
Islamic Religious Education Assessment strategy
In Religious Education, learners’ reflection on what they have learnt is very important.
It enables them to learn from religion and not merely about religion.
Learning from religion involves evaluating religious beliefs and values that learners
have studied and reflecting on one’s own belief in light of what he/she has learnt. All
assessment strategies must be designed to assess attitude development. Emphasis
should not be put on cognitive competences. Values should be attached to the way of
life.
Islamic Religious Education is an essential subject that learners cannot do without.
Therefore, leaving a topic without teaching it, may cause loss to the learner.
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I.R.E
PRIMARY 7
Due to the time lost during Covid period, the IRE curriculum has been abridged by
merging topics and considering the most essential competences.
SN
CRITICAL CHANGES
JUSTIFICATION
1
Topics; qualities of an upright person P6
Term3 and hypocrites are merged and taught
together in P7 Term1.
The topics have relationship and
can be easily taught together.
2
Topics: worship in P6 Term3 and rights of
Hajj, Qur’an Extract regarding Hajj P7
term1and Hajj, Umra , Importance of Hajj P7
Term2 are merged to be taught together in
P7 Term I
Topics are related and can be
taught together in a lesson.
4
Topic: Islam and other religions P7 term1 is
not merged.
Can be taught alone in a lesson
because it is wide.
9
Topics: upright person P6 Term3 and a
hypocrite P7 Term1 can be taught together
through reviewing the first topic from P6.
These topics are related and
then can be taught together.
Topic: Qur’an teaching on Women P7 Term 3
can be merged with Marriage and the Status
of Women in one lesson in P7 Term2
There is a relationship between
the two topics in the
class.Threfore they can be
taught together.
Topic: Obedience and social security P7
Term3 can be taught alone .
Can be taught alone in a lesson
because of its importance to the
young generation.
Topics: Muslim communities in Uganda. P7
Term1 and Muslim Organizations in Uganda
P7 term3 can be taught together in a lesson.
These can be taught together in
a lesson. They are related
because their custodians are
Muslims and having duties that
resemble.
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TOPIC: DAY OF JUDGMENT
Introduction
The topic Introduces the learner to a number of events that will take place on the day
of judgment like giving out to people books containing records of their deeds, weighing
people’s deeds on the scale and fixing a narrow bridge. This will assist a learner to
know that this article of faith is significant in developing and strengthening one’s faith
if he/she understands it. The teacher is expected to teach each sub-topic in a lesson as
stipulated in competences (each 40 minutes). Note that the first competence previews
lessons in P.6 and should be handled in the first lesson of the week.
Competences
Content
• 3+'$).Ѷ.$").2#4
''#- 1 ' 0-/
'ѣ !$-0)ю
• $/ .Ѷ.$").
. ' / 1 -. .
- "-$)"/# 4*!
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• )/ -+- /./# . ' / 1 -. .ю
• 3+'$).Ѷ.$")./# .$")$!$) *!
1 )/.*!/# 4*!
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• ' / 1 -. .
•
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0"( )/ю
•
• )/ -+- //$*)*!/# . ' / 1 -. .
• $")$!$) *!/# •
1 )/.*!/# 4*!
%0"( )/
• '/$*).#$+*!/# •
. ' / 1 -. .*)/# $'4'$! ю
•
132
Suggested Activities
$/$)"Ѷ.$")$)". ' / 1 -. .$)$1$0''4ю
$)"Ѷ.$")$)")
$)/ -+- //$)"/# . ' / 1 -. .
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./*-($)"
I.R.E
PRIMARY 7
Guidance on Assessment
• Listen and assess the learner’s logical reasoning as he/she explains/ signs
2#4''#- 1 ' 0-/'ѣ !$-0)ю
• Assess the learner’s articulation as he/she recites/ signs selected verses
- "-$)"/# 4*! 0"( )/ю
• Assess the learner’s critical thinking as he/she interprets/ signs selected
1 -. .- "-$)"/# 4*! 0"( )/ю
• Listen and assess the learner’s appreciation as he/she explains/ signs the
.$")$!$) *! 1 )/.*!/# 4*! 0"( )/ю
Topic: Hypocrites
Introduction
The topic introduces the concept of Hypocrisy and its dangers to the learners. Here a
teacher has to clearly show the stand of Islam on Hypocrisy. This is the false
assumption of goodness. A hypocrite is a pretender. This topic will enable a learner
reflect on our daily life, our behavior, our manners, our faith in Allah and his teaching.
The teacher is expected to teach each sub-topic in a lesson (40 minutes). Note that the
first competence previews lessons in P.6 and should be handled in the first lesson of
the week.
Competences
Content
Suggested Activities
• .-$ .Ѷ.$")./# • ,0'$/$ .*!)0+-$"#/ • .-$$)"Ѷ.$")$)"/# ,0'$/$ .*!)
+ -.*)
,0'$/$ .*!)0+-$"#/
0+-$"#/+ -.*)
+ -.*)
• # #-/ -$./$.*!
• 3+'$).Ѷ.$")./# • 3+'$)$)"Ѷ.$")$)"/# #4+*-$/ ю
#-/ -$./$.*! • 4.*!1*$$)"
#-/ -$./$.*!
#4+*-$/ ю
#4+*-$/ ю
#4+*-$/ .$)/# 133
THE NATIONAL PRIMARY SCHOOL
ABRIDGED CURRICULUM FOR UGANDA
.*$ /4/*4ю
• )/$!$ .24.*!
1*$$)"#4+*-$/ .
$)/# .*$ /4/*4ю
• '/$*).#$+*!/# • '/ ./# /*+$/*
/*+$/*/# $'4'$! ю
/# $'4'$! ю
• )/$!4$)"Ѷ.$")$)"24.
*!1*$$)"#4+*-$/ .$)
/# .*$ /4/*4
• '/$)"/# /*+$/*/# $'4'$! Guidance on Assessment
• Listen and assess the learner’s appreciation as he/she brainstorms on the
,0'$/$ .*!)0+-$"#/+ -.*)ю
• Assess the learner’s articulation as he/she presents/ signs the characteristics
*!#4+*-$/ ю
• Assess the learner’s initiation of new ideas as h Ѷ.# $ )/$!$ .Ѷ.$").24.*!
1*$$)"#4+*-$/ .$)/# .*$ /4/*4ю
Topic: Rites of Hajj
Introduction
Hajj is a pilgrimage to Makkah. It is the fifth pillar of Islam and is performed by only
those who can afford the expenses. There are rituals that are performed during Hajj.
Hajj is prescribed in the Qur’an and Hadith. A man and a woman who go to Hajj are
called Hajj and Hajjat respectively. This topic is important to learners because he/ she
learns the rites that are performed during this period. The topic is divided into subtopics; - forms of worship, rites of Hajj and Umra Identifies the religious sites of
Makkah and Madinah. The teacher is expected to teach each sub-topic in a lesson (40
minutes).
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I.R.E
PRIMARY 7
Note that the first competence previews lessons in P.6 and should be handled in the
first lesson of the week.
Competences
Content
• 3+'$).Ѷ.$"). • # +$'"-$(+0/.*)
!*-(.*!
#-(Ѱ)$)/ )/$*)я
2*-.#$+
' )$)"/# *4я.#1$)"я
/-$(($)")$'.)+0//$)"
• ''.Ѷ.$")./# *)/# +- .-$ "-( )/ѱ
-$/ .*! %%)
(-
• # +$'"-$(* .2!
Ѱ"* .-*0)/# &ѣ#
• )/$!$ ./# . 1 )/$( .ѱ
- '$"$*0..$/ .
*!&&#) • -!*-(.ї4Ѱ(*1 .
$)#
/2 )/2*#$''.*!2!!
)-2ѱ
• ($).$) #-(0)/$'/# )*!#%%
• ' +$)"/05$'$!2# - /# 4+$&/# . 1 )+ ' .
• .. ('$)"/-!/
• #*0'.-$!$ ))$('
• $.$/$)"/# 1'' 4*!$))
• $/ .*!(-
• )'0 .''-$/ .*! %%
3 +/.. ('$)"/-!/
).-$!$$)"))$('ю
• (+*-/)/- '$"$*0..$/ .
1$.$/ /&&#)
$)#ю
• # ѣ#
Suggested
Activities
• 3+'$)$)"Ѷ.$")$)"
!*-(.*!2*-.#$+ю
• #-$)" 3+ -$ ) *0/)4 %%/# 4
#1 1 -( /ю
• *' ѣ+'4$)"#*2 %%$.
+ -!*-( ю
• )/$!4$)"- '$"$*0.
.4(*'.ю
• )/$!4$)"/# - '$"$*0.
.$/ .*!&&#)
$)#
135
THE NATIONAL PRIMARY SCHOOL
ABRIDGED CURRICULUM FOR UGANDA
• #$.$./# !$-./)*' ./
#*0. *!''#юѰ$1 )
$''0./-/$*)ѱ
• /2.0$'/4-*+# /
-#$()#$..*) .($'
!*-2*-.#$++$)"''#ю
• .%$ -($)&&#
• # 2*-.#$++' $)'0$)"
/# &ѣ#юѰ$1 )
$''0./-/$*)ѱ
• .%$$'ѣ$'/4$)
• #$.$./# (*.,0 $)
&&#2#$##./2*
!$)"$- /$*).Ѱ$'.ѱ
• $/0'ѣ0,$.$)
-0.' ()'/ -''#
*- - -*+# /
0#((
• Ѱююю ѱ/*#)" /# $- /$*)/*&&#ю
• 1 *! $-ѐ#$.$./# 1 2# - -*+# /0#((
Ѱююю ѱ- $1 /# !$-./
revelation of the Qur’an.
• 1 *!#0-ѐ#$.$./# 1 2# - -*+# /
0#((Ѱююю ѱ#$
2$/##$.*(+)$*)0-$)"
#$.($"-/$*)/*$)ю
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• .%$'ѣ)2$ѐ#$.$.
/# (*.,0 *!/# -*+# /
$)$)#ю
• ,$ ѐ#$.$./# !$-./"-1 4-$)$)#2# - .*( *!/# *(+)$*).я.*).)
2$1 .*!/# -*+# /2 - 0-$ ю
• .%$0ѣѐ/# !$-./
*.,0 0$'/$)$)#4
/# -*+# /ю
Guidance to Assessment
• Listen and assess the learner’. '*"$' - .*)$)" . # Ѷ.# 3+'$).Ѷ .$").
!*-(.*!2*-.#$+ю
• Assess the learner’s appreciation as he/she tells/ signs how the rites of Hajj
)(-- $(+*-/)//*0.'$(ю
• Assess the learner’s choice making as he/she identifies the religious si/ .*!
&&#)$)#ю
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Topic: Upholding Good Health.
Introduction
The topic states the importance of visiting the sick, pray for him/ her for quick recovery
and comfort him/her. Visiting the sick has been a tradition to Muslim since the time of
the Prophet. The topic also further help the learner Identify Islamic prescribed
medicine to supplement those sold in pharmacies and drug shops for sick.
Competences
Content
• $/ .Ѷ.$").
• # -*+# / .$ѐ
#$/#- "-$)"
“A Muslim owes another
1$.$/$)"/# .$&
.$3/#$)".ё2# )4*0
)/- /( )/
( /"$1 *) )*/# -
'(я2# )0.'$(
• $/ .Ѷ.$").
''.4*0я"*). 2#4
#$/#- "-$)"
# Ѷ.# $.''$)"4*0я
( $$) )
2# )# Ѷ.# .&.!*-
• $1 .Ѷ.$").24.
1$ !-*(4*0я1$. *!1*$$)"/# . #$(Ѷ# -я2# )# Ѷ.# $. . .
.) 5 .я.# Ѷ# #./*
• - /.0.$)"
+-$. ''#)4*0
0.'$(( $$) - .+*)#$(*-# -я
2# )# Ѷ.# !''..$&я
4*0#1 /*1$.$/
#$(Ѷ# -я2# )#$.Ѷ.# $ .я4*0#1 /*// )
his /her funeral.”
• # -*+# / .$ё
“Allah has sent down
*/#/# $. . )/# 0- я) #.
++*$)/ 0- !*-
138
Suggested Activities
• $/$)"Ѷ.$")$)"/# - ' 1)/ $/#.ю
• )/ -+- /$)"/# $/#ю
• $.0..$)"Ѷ.$")$)"
0. .*! ) )24.*!1*$$)"
/# (
• $.0..$)"Ѷ.$")$)"/4+ .
*!0.'$(( $$) ю
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•
•
•
•
•
•
1 -4$. . я.*/- /
4*0-. '!( $''4)
0. )*/#$)"0)'2!0'ю”
#$.#$/#$./ #$)"
4*0/#//&$)"( $$) )/- /( )/$)'2!0'
24$. +/ $) .'(
(5(2/ -ѐ/#$.
2/ -)0- ''
$. . .ю /$."*/!-*(
/# 2 ''*!(5(/
&&#ю
/.0ѐ-*+# /
0#((Ѱююю ѱ
.$/#$.( $$) )0- ''$. . .
3 +/ /#ю
/ .ѐ( $$) /#/
0- .) -я+**-
1$.$*)я'*0-+$)я# -/
$. . .ю
0++$)"ѐ/-$/$*)'
/- /( )/$)2#$#
'**$.-2)!-*(/# .0-! *!/# *4ю
*) 4ѐ$.+-*0/*!
.2#$#0- .*0"#я
.*- .я!'0 )()4
*/# -.ю
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Guidance on Assessment
• Listen and assess the learner’s articulation as he/she recites/ signs hadith
- "-$)"1$.$/$)"/# .$&)/- /( )/ю
• Assess the learner’s audibility as he/she recites/ signs hadith regarding
( $$) ю
• Assess the learner’s evaluation of facts as he/she gives/ signs ways of
1*$$)"/# . $. . .ю
• $./ ) ) .. .. /# ++- $/$*) . # Ѷ.# (*)./-/ .Ѷ .$"). #*2 /*
/- /0.$)"0.'$(( $$) ю
Topic: Asian Muslim Community
Introduction
Among the workers who constructed the Uganda Railway we had the Asian Muslims
especially the Ismailia Muslim community had a great contribution to Islam. They built
Mosques, Schools under East Africa Muslim Welfare Society. This topic is important to
the learner because it enables them to appreciate the contribution of Asian Muslim
Community.
Competences
Content
Suggested Activities
• )/$!$ ./# 0.'$( • 0-- )/'42 #1 /# • -$)./*-($)"*).$
*((0)$/$ .$)
!*''*2$)".$)0.'$(
*((0)$/$ .2#$#
")ю
*((0)$/$ .$)
( *)/-$0/$*)$)
")ю
")ю
• // .Ѷ.$")./# *)/-$0/$*).*!
• # .($'$0.'$(
• $.0..$)"Ѷ.$")$)"/# /# . *((0)$/$ .
*((0)$/4
*)/-$0/$*)*!.$)
$)")ю
*((0)$/4$)/# .+- • # . '$ 1 $)' -
*! .'($)")
• #- .' ..*).
'$) *!.0 ..$*)*!)
' -)/!-*(/# Imam and they don’/
• #-$)"' ..*).' -)/
*)/-$0/$*)( +//# *) +/*!
!-*(/# *)/-$0/$*)
4/# .$)
) (( $)"#$ )
( 4/# .$)
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*((0)$/$ ./*
")ю
!-*(/# ('$& /# #$.ю
• ) 3(+' *!/# + -.*)'$/$ .$)/#$.
"-*0+$..$-0'/)
0#((Ѱююю ѱ
'$#"&#
The Bohras
*((0)$/$ ./*")ю
• #$.$.#$"-*0+
2#$#*-$"$)''4
- *")$5 ./# .( '$) *! ((.'$& /# .($'$.
The Ahmadiyyah.
• # 0)%$
• /04(*- *0/
/# . .$)0.'$(
*((0)$/$ .$)
")ю
Contributions
They have built schools
• # 4#1 0$'/
(*.,0 .
• # 4#1 0$'/
#*.+$/'.
• # 4#1 .+- .'(
• 0-$)"!./$)") ! ./$1'./# 4"$1 .0++*-//*0.'$(.ю
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Guidance on Assessment
• Listen and assess the learner’s choice making as he/she identifies/ signs the
0.'$(*((0)$/$ .$)")ю
• Assess the learner’.++- $/$*).# Ѷ.# .// .Ѷ.$")./# *)/-$0/$*).*!
/# . *((0)$/$ .$)")ю
• Observe and assess the learner’s logical reasoning as he/she shares/ signs
' ..*). ' -)/ !-*( /# *)/-$0/$*) ( 4 /# .$) *((0)$/$ . /*
")ю
Topic: Qur’an Extract regarding Hajj
Introduction
The Qur’an orders Muslims to observe Hajj for those who can afford the expenses.
Verses 195- 200 of Surat Baqara give instruction and guidance to the Al- Hajj on
performance of Hajj. This topic will help the learners to understand Qur’an extracts
regarding Hajj and the important of Arafat.
Competences
Content
• $/ .Ѷ.$")./# • “And complete the
. ' / 3/-/.
#%%)(-$)/# - "-$)" %%
. -1$ *!''#ю0/$!
4*0- +- 1 )/ • )/ -+- /.Ѷ.$").
!-*(*(+' /$)"$/я
/# . ' / . ))*!! -$)"*!
3/-/- "-$)"
.-$!$ я.0#.4*0
%%
may find………….”
• '/ .( .." $)
Meaning of the verse:
/# . 3/-/./*
#$.Ѷ# -$'4'$! ю
• 0-$)"+$'"-$(" *) (4!''.$&!/ -
+0//$)"*)$#-()
142
Suggested Activities
• $/$)"Ѷ.$")$)")
memorizing Qur’an
3/-/.$)$1$0''4ю
• )/ -+- /$)"Ѷ.$")$)"/# 1 -. .
• -$)./*-($)"*)/# ( .." )' ..*).
learnt from Qur’anic
3/-/.ю
• $.0..$)"Ѷ.$")$)"/# - ' 1) *!/# 3/-/.
/*/# $'4'$! ю
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•
•
•
•
(4 - ,0$- /*
+0/$/*!!)+0/*)
/# *' -'*/# .ю
( ( -/#/2# )
+$'"-$(+0/.*)/# #-(- ..я# Ѷ.# $.
)*/.0++*. /*+0/$/
*!!0)/$'/# *(+' /$*)*! %%ю
# ' ..*).2 ' -)
!-*(/# 1 -. ё
%%)(-- - '$"$*0.0/$ .
!! -$)").-$!$ .
- + -!*-( 0-$)"
#%%
+$'"-$($.)*/
''*2 /*.#1 *!!
0-$)"/# *0-. *!
#%%
Guidance on Assessment
• Listen and assess the learner’s articulation as he/she recites/ signs the
. ' / 3/-/.- "-$)" %%ю
• Assess the learner’s logical reasoning as he/she $)/ -+- /.Ѷ .$"). /# . ' / 3/-/- "-$)" %%ю
• Listen and assess the learner’s appreciation as he/she relates/ signs
( .." $)/# . 3/-/./*#$.Ѷ# -$'4'$! ю
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Topic: Islam and other Religions
Introduction
Islam like other religions has many virtues. Therefore, the majority of the principles,
concepts and objectives are the same for all religions such as worship, supernatural
being, humanity and sacrifice. This topic will enable a learner to identify and appreciate
other religions, their differences and similarities with his and her own.
Competences
Content
• 3+'$).Ѷ.$").
/# .$($'-$/$ .
)$!! - ) .
/2 ) .'(
)*/# -
- '$"$*).$)
")ю
• )/ -/.!- '4
2$/#+ *+' *!
*/# -- '$"$*).
• $($'-$/$ . /2 )
• $.0..$)"Ѷ.$")$)"/# .'()*/# -- '$"$*). *) +/*!**-$)"
/* .'(ю
• # 4'' '$ 1 $)/# 3$./ ) *!*
• )/$!4$)"/# .$($'-$/$ .
)$!! - ) . /2 )
• +-/!-*(/# !-$)
.'()*/# -- '$"$*).ю
/-$/$*)'- '$"$*)я/# - '$"$*0. '$ !$)/# • #-$)"Ѷ.$")$)"
$ *!-*+# /#**ю
3+ -$ ) .*0//# *) +/*!*я
• # 4'' '$ 1 $)'$! - 1 '/$*)я+-*+# /#**я
!/ - /#ю
Differences:
)'$! !/ - /#ю
• $.$/$)"$!! - )/+' .*!
• .'(/ # ./#/*$.
2*-.#$+ю
*) я/# *) )*)'4
''#2# - .#-$./$).
'$ 1 $)/# $ *!
/-$)$/4$ю /#- + *+' $)
*) *2#*- /# !/# -я/# .*))/# *'4.+$-$/
• !-$)-$/$*)'
'$"$*0. '$ !$)*) .0+- ( *0/2$/#
*/# -($)*-"*. #$)
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Suggested Activities
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#-" *!+-/$0'-
.+ /я/# . "*.(4
$)'0 0)"0!*-
#0)/$)"я0.*& !*-
$)!''я(0&.!*-$-/#
)&$00&!*-2-.ю
• # #$*)*/ '$ 1 $)/# $)-)/$*)*!
#-$./ю# - #-$./$).
'$ 1 $)$/ю
• 0.'$(.)#$
'$ 1 $)+-*+# /.я
(0.'$(. '$ 1 $)
0#((Ѱююю ѱ
ююю ./# './
+-*+# /2# - ./# #$ '$ 1 /#/ #
" ) -/$*)#.$/.*2)
+-*+# /ю
Guidance on Assessment
• Listen and assess the learner’s right choice making .# Ѷ.# 3+'$).Ѷ.$").
/# .$($'-$/$ . ) $!! - ) . /2 ) .'( ) */# - - '$"$*). $)
")ю
• Assess the learner’s cooperation as he/she interacts freely with people of
*/# -- '$"$*).ю
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Topic: Hajj and Umra
Introduction
Hajj is the fifth pillar of Islam. A person who performs pilgrimage is forgiven of all his/
her sins. This topic teaches a learner how to perform Hajj and the importance of Hajj
(see verse 28 Surat Al- Hajj. This is among other few religious duties that are
compulsory to those who have the means to for it.
Competences
Content
Suggested Activities
• $/ .Ѷ.$")./# $/#*) %%ю
• 3+'$).Ѷ.$")./# ( )$)"*!/# $/#ю
• )/$*).Ѷ.$")./# $(+*-/) *! %%
)(-ю
• $1 .Ѷ.$").- .*).
2#40.'$(.
+ -!*-( %%)
(-ю
• (+*-/) *! %%
)(-ё
• %%$.!0'!$'( )/*!
/# Ч/#+$''-*! .'(ю
• +$'"-$(" /.$"
- 2-!-*(''#ю
• ) 2#*+ -!*-(.
1'$ %%$.!*-"$1 )
#$.Ѷ# -+- 1$*0..$).ю
• %%)(-+' . ''#ю
• # 4./- )"/# )one’s
!$/#$)''#ю
• %%)(-(& *) /*&)*2(*- *0//# !*0)/$*)
*! .'(ю
• & .*) *).$*0.*!#$.Ѷ# -
- '$"$*)
• $/$)"Ѷ.$")$)"/# $/#*) %%ю
• 3+'$)$)"Ѷ.$")$)"/# ( )$)"*!/# $/#ю
• .&$)")).2 -$)"
,0 ./$*).*0//# ( .." *!/# $/#ю
• 3+'$)$)"Ѷ.$")$)"/# $(+*-/) *! %%ю
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Guidance on Assessment
• Listen and assess the learner’s articulation as he/she - $/ .Ѷ .$"). /# $/#*) %%ю
• Assess the learner’s logical reasoning as he/she explains/ signs/# ( )$)"
*!/# $/#ю
• Listen and assess the learner’. ++- $/$*) .# Ѷ.# ( )/$*).Ѷ .$")./# $(+*-/) *! %%)(-ю
• Assess the learner’s concern as he/she gives/ signs reasons why Muslims
+ -!*-( %%)(-ю
Topic: Important Muslim personalities in Uganda
Introduction
The topic introduces a number of prominent Muslim personalities and promoters of
Islam whose study inspires others to emulate their examples. This topic will help a
learner know important Muslim personalities and promoters of Islam in Uganda.
Competences
Content
Suggested Activities
• $1 .Ѷ.$")./# 0. .*!- '$"$*0.
2-$)0")ю
• )/$!$ ./# $(+*-/)/0.'$(
+ -.*)'$/$ .$)
")
• $1 .Ѷ.$").-$ !
$*"-+#4*!/# . + -.*)'$/$ ..#*2$)"
' ..*).' -)/ю
Examples of important
Muslim personalities
• $1$)"Ѷ.$")$)"
$*"-+#4*!
$(+*-/)/- '$"$*0.
0.'$(+ -.*)'$/$ .
$)#$.Ѷ# -'*'$/4ю
Prince Nuhu Mbogo
He was the father to
Prince Badru Kakungulu.
He was a prince from
• $.0..$)"Ѷ.$")$)"/# Buganda and a brother to
,0'$/$ .*!)
Kabaka Mutesa1 and was
$(+*-/)/0.'$(
a son to Kabaka Ssuna11.
+ -.*)'$/4ю
●
When religious wars
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broke out in Buganda,
• )/$!4$)"/# Mbogo led a group of
#-/ -$./$.*!/# Muslims and escaped to
+ -.*)'$/$ ../# 4
Kijungute in Kiboga
./04/# $-
district to save their lives.
$*"-+#$ .ю
Mbogo took up the
• #-$)"2#/# Ѷ.# leadership of Islam in the
2$''*/*.0++*-/
early years of Islam in
.'(ю
Uganda.
Mbogo was exiled to
Zanzibar and in 1890
Prince Badru Kakungulu
He was born in 1907 and
was a son of Prince Nuhu
Mbogo a brother of king
Muteesa1. He got
involved in the leadership
of Muslims after the
death of his father.
During his life time,
Kakungulu devoted a lot
of his wealth to the
spread of Islam.
Prince Kassim Nakibinge
The son and the
successor to Prince Badru
Kakungulu.
He has followed the
footsteps of his parents
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to support Islam.
Sheikh Anas Sheikh
Kinyiri
He was born to Sheikh
Juma Sheikh Kinyiri and
Salama Tagane Kanyiri.
Sheikh Sheikh Kinyiri
went to Bukoyo Primary
School for his early
education. He later went
to Sheikh Ahmada
Nsambu for religious
studies upto1946.He also
went to Egypt and was
admitted in Al- Azhar
University
Juma Menhya Munuulo
He was a grandson of
Kakaire,the son of the
Omukama of Bunyoro
Nyamitukula who settled
in Bugweri.
Sheikh Zaidi mugenyi
Asooka
He was born in 1912 to
Asuman Gunsiiriza at
Ngando in Butambala
district. He had his early
education at Kibibi.
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Guidance on Assessment
• Listen and assess the learner’s articulation as he/she gives/ signs the causes
*!- '$"$*0.2-$)0")ю
• Assess the learner’s appreciation as he/she identifies/ signs the important
0.'$(+ -.*)'$/$ .$)")
• Assess the learner’.*) -).# Ѷ.# "$1 .Ѷ.$").-$ !$*"-+#4*!/# . + -.*)'$/$ ..#*2$)"' ..*).' -)/ю
Topic: Qur’an in teaching on Women
Introduction
The topic talks about the way women of the pre-Islamic Arabia were treated. The
attitude of the pre-Islamic Arabia towards women, Discusses the chapter that was
devoted to the discussion of women issues. The chapter intends to affirm the value
that Islam attaches to women as important member of the society. The topic will
enable the learner appreciated the status and right of women in Islam.
Competences
Content
Suggested Activities
• $/ .Ѷ.$")./# Qur’an extracts from
0-/$.ѣ$- '/ /*2*( )
• )/ -+- /./# . ' / 1 -. .!-*(
0-/$.ѣ$
• '/ .' ..*)!-*(
/# 1 -. ./*4*0-
$'4'$! Allah says
• Reciting the Qur’an
3/-/.!-*(0-/
$.ѣ$- '/ /*2*( )
/*" /# -я$).(''
"-*0+.).)
$)$1$0'ю
• $.0..$)"/# .//0.
)-$"#/.*!2*( ).
"-)/ 4*я)*/
! ''*2#0() $)"ю
• )/ -+- /$)"/# 1 -. 2$/#"0$) *!/# / # -ю
150
‫يَاأَيُّ َها الَّ ِذيْنََ آ َمنُوا‬: "‫ل تَعَالَى‬
ََ ‫قَا‬
ََ ‫س ْو‬
‫ل‬
ََ ‫أَطِ ْيعُوا‬
ُ ‫الر‬
َّ ‫للا ََو أَطِ ْيعُوا‬
‫ َوأ ُ ْولِى ْاْل َ ْم َِر مِ ْن ُك َْم‬....."
“Oh you who believe!
Obey Allah, and obey the
messenger, and those
charged with authority
among you …………..”
Q (4:59)
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Who should be obeyed?
Allah
• 4+-/$$)"/# /-$/$*)*!-*+# /
0#((Ѱююю ѱ
• *1$)"''#!-*(/# *//*(*!4*0-# -/
• )%*$)$)"*/# -./**
"**
The parents
• #-$)" 3+ -$ ) *)
' ..*).' -)/!-*(/# 1 -. .ю
• $.0..$)"/# - ' 1) *!/# 1 -. .
/*/# $'4'$! ю
• 4.#*2$)"/# ('*1 )"-/$/0 • '&$)"/*/# (2$/#
- .+ /)&$)) ..
Authority
• 4$$)"4/# $-
-0' .)- "0'/$*)
• 4$1 .Ѷ.$")./# (
- .+ /
• 4)*//-)$.#$)"/# $-
+0'$$(" Guidance on Assessment
• Listen and the learner’s articulation as he/she individually recites/ signs the
Qur’an extracts from Surat Nisaѣ$- '/ /*2*( )ю
• Assess the learner’s critical /#$)&$)".# Ѷ.# $)/ -+- /.Ѷ.$")./# . ' / 1 -. .!-*(0-/$.ѣ$
• Assess the learner’s logical reasoning as he/she relates/ signs lesson from
/# 1 -. ./*4*0-$'4'$! ю
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• Assess the learner’.++- $/$*).# Ѷ.# $.0.. .Ѷ.$")./# - ' 1) *!
/# 1 -. ./*/# $'4'$! ю
Topic: Obedience and social security
Introduction
In this topic the Qur’an calls upon Muslims to obey Allah and their leaders. The word of
obedience implies that there is somebody to be obeyed. This person has the authority
over others as a parent, obedience to others creatures should be within the confines of
Sharia.
Competences
Content
Who should be obeyed?
• )/$!$ .2#*
.#*0' * 4 Allah
• 3+'$).Ѷ.$")./# • 4+-/$$)"/# *). ,0 ) .*!
/-$/$*)*!-*+# /
$.* $ ) ю
0#((Ѱююю ѱ
• (*)./-/ .Ѷ
.$").* $ ) / • *1$)"''#!-*(/# *//*(*!4*0-# -/
$!! - )/' 1 '.
• )%*$)$)"*/# -./**
"**
• -/$$)"/# / #$)".
*!/# *'40-)
• !-($)"!-*(*$)"
1$'/$*).
The parents
• 4.#*2$)"/# ('*1 )"-/$/0 • '&$)"/*/# (2$/#
- .+ /)&$)) ..
152
Suggested Activities
• 3+'$)$)"/# *) +/
*!* $ ) ю
• )/$!4$)"2#*.#*0'
* 4 ю
• #-$)" 3+ -$ ) *0/* 4$)"
0/#*-$/$ ./.#**'ю
• $.0..$)"Ѷ.$")$)"
- .*).!*-* $ ) /*+- )/.ю
• $.0..$)"Ѷ.$")$)"/# *). ,0 ) .*!/# !$'0- /** 4*я
+- )/.)0/#*-$/4ю
• *' +'4$)"* $ ) /$!! - )/' 1 '.ю
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Authority
• 4$$)"4/# $--0' .
)- "0'/$*)
• 4"$1$)"/# (- .+ /
• 4)*//-)$.#$)"/# $-
+0'$$(" Guidance on Assessment
• Listen and assess the learner’s choice making as he/she identifies who
.#*0' * 4 ю
• Assess the learner’. '*"$' - .*)$)" . # Ѷ.# 3+'$).Ѷ .$"). /# *). ,0 ) .*!$.* $ ) ю
• Assess the learner’s cooperation as he/she demonstrates/ signs through
--/$)"* $ ) /$!! - )/' 1 '.ю
Topic: Marriage and the Status of Women
Introduction
The topic discusses the concept of marriage. The prophet (PBUH) urged young men
who can afford to meet expenses of marriage to marry and those who cannot marry to
practice fasting in order to curb their sexual urge. The topic also elaborates the factors
that determine one’s choice of a wife namely, beauty, family background, wealth and
religiousness.
Competences
Content
• --/ .Ѷ.$").*) The Prophet of Allah PBUH
said; “Oh young people!
#$/#- "-$)"
Whoever amongst you can
(--$" $) .'(
afford to meet expenses of
• ''.Ѷ.$")./# marriage should marry and
$(+*-/) *!
those who can’t marry
Suggested Activities
• --/$)"Ѷ.$")$)"#$/#
- "-$)"(--$" )
$)/ -+- /$)"$/ю
• $)"Ѷ.$")$)")
$)/ -+- /$)"/#/ $/#
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Competences
Content
(--$" $) .'(
• $1 .Ѷ.$")./# *)$/$*).
) ..-4!*-
(--$" ю
should practice fasting
because it curbs sexual
urge.” Narrated by
Abdallah. Sahiih bukhari H:
7:4
Suggested Activities
•
•
Importance.
•
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154
*) -)$)".//0.*!
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I.R.E
PRIMARY 7
Guidance on Assessment.
• Assess the learner’s appreciation as he/she tells/ signs the importance of
(--$" $) .'(ю
• Assess the learner’s choice as he/she gives/ signs the conditions necessary
!*-(--$" ю
Topic: Muslim organizations
Introduction
The topic introduces the learner to the Muslim organizations in Uganda. Here the
learner is introduced to only two organizations. These are the Ugandan Muslim
supreme council (UMSC) and the Uganda Muslim Education Association (UMEA). The
topic will enable the learner to appreciate the contributions made by the two
organizations.
Competences
Content
• .-$ .Ѷ.$")./# UMSC in full is “Uganda
Muslim Supreme Council”.
/$1$/$ .*!
)
It was formed in 1971
• )/$*).Ѷ.$")./# and below are some of
0. .*!2-)"' .
its activities
/
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.'($)")
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/
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2-)"' .ю
")
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• #-$)" 3+ -$ ) *0/
24.)
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)24.*!
1*$$)"/# (
Discussing/ signing ways of
promoting unity,
155
THE NATIONAL PRIMARY SCHOOL
ABRIDGED CURRICULUM FOR UGANDA
Competences
Content
Suggested Activities
Writing text about the two
# $&#.)0'-.
organization.
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• **-")$5 !*-
+$'"-$(" ю
UMEA in full is “Uganda
Muslim Education
Association”. It was formed
in 1944.
Below are the activities
of UMEA
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• *-$)"/*" /# -''
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0.'$(0/$*)$)
")ю
Guidance on Assessment
• Listen and assess the learner’s logical reasoning as he/she describes/ signs
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• Assess the learner’s nonѣ 1 -' 3+- ..$*). .# Ѷ.# ( )/$*).Ѷ .$")./# 0. .*!2-)"' ./юююю
• Assess the learner’s sharing skills as he/she mentions/ signs the effects of
2-)"' ./юююю
• Listen and assess the learner’s choice making as he/she gives/ signs
.*'0/$*)./*/# . 2-)"' .ю
156
I.R.E
PRIMARY 7
157
THE NATIONAL PRIMARY SCHOOL
ABRIDGED CURRICULUM FOR UGANDA
158
National Curriculum Development Centre,
P.O. Box 7002, Kampala.
www.ncdc.go.ug