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close this bookFunctional Adult Literacy - Curriculum (German Adult Education Association - UNICEF - UNESCO, 1996, 65 p.)
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Open this folder and view contentsBROAD OUTLINE OF THE CONTENT OF THE CURRICULUM:




Directorate of Community Development,
Ministry of Gender & Community Development,
P. O. Box 7305,
Tel: 243932 & 236543 FAX: 256-41-236543
KAMPALA, Uganda.

Assisted by: United Nations Children's Fund (UNICEF);
German Adult Education Association (D.V.V.);
United Nations Educational, Scientific and Cultural Organisation (UNESCO).


The development of this Curriculum is the result of the involvement of various committed and specialised people at various stages.

It tries to address the needs of the people identified in the Needs Assessment Survey which was carried out in the districts of Apac, Hoima, Kabarole, Mbarara, Mpigi, Mukono, Iganga and Kamuli between June and October, 1992.

We wish to pay tribute to all those who have been involved in the process of producing this book which is recommended for use in Uganda to guide all those involved in integrated functional literacy activities.

Special mention must be made of the following to whom we are greatly indebted for their special contribution: Mrs. Alice Nankya Ndidde of the Institute of Adult and Continuing Education, Mr. G. Obbo-Katandi of the National Curriculum Development Centre, Mr. David Kiyimba of Basic Education for National Development, Ministry of Education and Sports, and the Project Technical Advisor, Mr. Anthony Okech.

We are greatly indebted to Mr. James M. Rwabeire-Baira, Director for Community Development for his wise supervision and guidance. Thanked also are members of the Programme Secretariat; the late Mrs. M. Dungu, then Project Training Officer; Mr. D. Okoth-Owor, then Project Co-ordinator; and Ms. Evelyn Nyakoojo, Gender Specialist who incorporated gender issues in this curriculum in consultation with Mrs. Alice Nankya Ndidde and Mr. Tabaro Sinaruhamagaye.

We wish to express our gratitude and indebtedness to UNICEF-Uganda with special mention of Dr. Aklilu Lemma, the then Country Representative and Mr. Fred Ogwal-Oyee, Assistant Programme Officer, Basic Education and Child Protection. We also pay gratitude to Mr. Peter Sohr, Liaison Officer, German Adult Education Association (D.V.V.) especially for his personal commitment to Adult Education and Functional Literacy in the country. It is difficult to see how this Curriculum would have been developed, written and printed without the continued support and assistance by both UNICEF and D.V.V.

We are particularly grateful to the Minister, his Deputy and the Permanent Secretary, Ministry of Local Government for their full backing and continued support, encouragement and unwavering commitment to the goals and aspirations of the Integrated Non-Formal Basic Education Pilot Project.

Lastly but by no means least, we wish to sincerely thank all those people, too many to mention by name, who contributed in one way or another to the development of this Integrated Functional Literacy Curriculum. Despite the help of all those mentioned above, we are solely responsible for any errors that may be found in this book.

Herbert Baryayebwa
Functional Literacy.


The Government of Uganda has the conviction that illiteracy and inadequate basic education deprive the people of the opportunity to realise their potential and to contribute constructively towards local community and National Development. It is therefore committed to providing for non-formal and adult education with the following objectives:

(i) Attainment of permanent and developmental functional literacy and numeracy;

(ii) Acquisition of functional skills relevant to fife in the community;

(iii) Development of national awareness of individuals; and

(iv) Continued learning while at work and at home.

To go about this task systematically, the government has started with a pilot project for which this Curriculum has been produced. The aim of piloting is to try out approaches and methods, develop ideas and skills for literacy work, build institutional capacity and gain experiences for such work.

This Curriculum is the result of carefully planned systematic work involving a Needs Assessment Survey by experienced writers, language experts and specialists in the different programme areas who did the work with great commitment. I therefore recommend this Curriculum for use in the Integrated Non-Formal Basic Education and in other programmes to which it is relevant.

I thank all those who have contributed to prepare and produce this Curriculum. In particular, I thank the Director for Community Development and his staff; the Co-ordinator, Functional Literacy Programme and his staff; and all those who have been involved in this task from the line ministries, organisations and institutions, especially the Ministry of Education and Sports, the Institute of Adult and Continuing Education at Makerere University and the National Curriculum Development Centre.

I thank in a special way those organisations which joined hands with the government to finance the preparation and production of this Curriculum. specifically: United Nations Children Fund (UNICEF) and German Adult Education Association (DVV). Their contribution has helped us to accomplish an important phase of the task and we hope they will continue beside us in carrying out the next phases.

Finally, I call upon all those who will use this Curriculum to put it to the best use possible so that they do justice to all the efforts, money and time which have gone into making it available. Even the best tools will produce results only when they are properly used.

M. Baguma Isoke,
Minister of State for Gender
and Community Development.


This is a curriculum of a Functional Adult Literacy and Integrated Non-Formal Basic Education programme which has been developed for implementation throughout Uganda.

This Functional Adult Literacy and Integrated Non-Formal Basic Education curriculum is designed to provide learners with basic knowledge and skills in reading, writing and numeracy to establish sustainable literacy. The curriculum is intended to provide basic knowledge and skills integrated with literacy in the following programme areas:

- Health
- Legal Issues
- Agriculture, Co-operatives and Marketing
- Animal Husbandry
- Gender Issues
- Literacy
- Culture and Civic Consciousness
- Language.

This is to enable the learners to live a more productive, healthier and happier life. The abilities which would need to be acquired by the learner for this are indicated in the general aims and the specific objectives of the curriculum. The content specification of this curriculum groups the above eight programme areas under three major headings, with Language and Literacy subsumed in all of them. This reduces the listing of the programme areas to three, namely:

Agriculture, Co-operatives, Marketing and Trade;
Health; and
Gender Issues, Culture and Civic Consciousness;

but does not omit themes relevant to any of the original eight programme areas.

Clientele of the programme and curriculum:

The curriculum is intended for out-of-school youths and adults, with special emphasis on women. It presents to the learner the opportunity to learn through problem solving for sustainable self and community development. It encourages the learner to develop positive attitudes towards learning and work through practical activities. Both the literacy and numeracy aspects have been integrated within the different topics to give relevance and immediate application.

Context for the choice of content selection:

The curriculum has been developed in an attempt to address the following major problems which were identified through the Needs Assessment carried out earlier:

- Poverty
- Disease
- Food, Land and Water shortage
- Inadequate Health facilities
- Ignorance.

Format of detailed specification:

From the broad programme areas themes, units, and main topics that tend to answer the various needs of the individuals and community through a more practical approach have been developed in an integrated way. Suggested activities and instructional materials have been given but there is room for flexibility which allows the teacher not only to be more creative and innovative but also to take initiative when teaching. The programme areas are used as carriers of messages, skills and attitude developers. Any other suitable carriers can be used even if this is not mentioned in the curriculum guide. A summary of the themes and units relevant to each programme area is given under the Broad Outline of the Content of the Curriculum.

This curriculum guide is one of a set of documents which together present a more complete formulation of what could be dealt with in Functional Adult Literacy and Integrated Non-Formal Basic Education in Uganda and, especially, on how to devise and conduct learning experiences. The other documents are the Primers, Teachers' Guides and the Follow-up Readers.

It will be noted that the curriculum content is a guideline which stops at main topics. The sub-topics, main ideas and detailed concepts and aspects which the teacher/instructor requires to cover in each topic is to be found in the Teacher's/Instructor's Guide and Primers. It is also at this stage that the material to be covered will be divided into stages 1, 2, 3 and so on.


The implementation of the curriculum calls for the involvement of the learners and the intersectoral resource persons whose disciplines are being used as programme areas. They all need to be involved in discussions and preparation or development of learning materials. The indication of suggested activities and materials for each unit in the detailed outline of content is not meant to be either prescriptive or exhaustive. The activities and their materials requirements should give a hint to the teacher/instructor that methods which encourage participatory learning and those which emphasize practical activity by the learner are the most appropriate to this curriculum.

The local communities are encouraged to be involved in the production of materials which are relevant to their needs and related to their situation in their areas. The learners should also be involved in practical work and out-door activities using locally available resources within the environment. The effective participation of technical local field officers will evolve from the appropriate co-ordination in the office of the Community Development Officer.


This being the first curriculum developed in this field, there are bound to be areas not dealt with exhaustively. This is especially true in light of the diverse needs of the adult population. Therefore, there is still room for improving on this curriculum during the pilot phase of the project. Formative evaluation of the pilot phase and periodic review of the programme thereafter will be the basis for continuous refinement of the curriculum.

Self assessment by the learner is preferred in this curriculum and should be encouraged in all learning situations designed to achieve the objectives of each theme and programme area as outlined in the curriculum. Other techniques of assessing learning, such as demonstration of acquired skills or competence and peer-evaluation, could be used to supplement self-evaluation.

The aims and the specific objectives of the curriculum as well as the objectives of the individual themes in the detailed specification of the content have been formulated in order partly to help the teacher/instructor develop criteria for assessing learning achievement. Many of the activities suggested for various topics in each theme can be easily adapted for use in observation techniques of assessing learner performance.


This curriculum for Functional Adult Literacy and Integrated Non-Formal Basic Education presents a programme in which educative activities in functional literacy for adults and out-of-school youth can be designed in order to:

1. Encourage the acquisition of knowledge, skills and attitudes in reading, writing and numeracy based on the needs and problems of the learners and their community.

2. Create awareness among learners concerning the causes, and possible solutions of their problems.

3. Enable learners actively participate in their personal development, that of their community and to improve the quality of life.

4. Provide integrated, functional non-formal Basic Education to learners through problem-solving approach.

5. Promote the appreciation and enjoyment of the benefits and opportunities acquired through the mastery of the skills of reading, writing and numeracy.


Throughout this curriculum the active verbs of the objectives are directed at the learners and not the Instructor/Teacher. Thus the specific objectives of the curriculum for Functional Adult Literacy and Integrated Non-Formal Basic Education shall be to enable learners to:

(a) read materials necessary for the improvement of their daily lives.

(b) express their ideas logically both orally and in writing and be able to share such ideas with others.

(c) solve simple numerical calculations relevant to their daily lives.

(d) demonstrate positive attitude towards acquiring knowledge and skills in reading, writing, numeracy and practical work.

(e) demonstrate ability to identify and look for ways of solving the problems faced by the individual and community.

(f) actively participate in the socio-economic and cultural activities of the community.

(g) use the acquired interest and skills to continue learning on their own.

(h) demonstrate enthusiasm to take the initiative in the promotion of observance of norms, customs and laws that protect human rights and human dignity without gender biases.

Programme Area: Agriculture, Co-operatives, Marketing and Trade

Theme 1: Improving Our Agriculture.


I. Why do we grow crops.

II. Gender relations in Agriculture.

III. Requirements for starting, organising and managing a crop farm.

IV. Which crops can we grow.

V. Practical methods in Agriculture.

VI. Which pests and diseases attack our crops.

VII. Records in crop farming.

VIII. Marketing farm products. DC Literacy and numeracy related to improved Agriculture.

Theme 2: Keeping Animals.


I. Why do we keep animals.

II. Types, breeds and breeding of animals.

III. Proper methods of management (of animals).

IV. Requirements for starting an animal farm.

V. Prevention and treatment of common animal diseases.

VI. Prevention and control of animal pests.

VII. Making, keeping and using records in animal management.

VIII. Proper ways of handling and using animal products.

IX. Marketing animal products.

X. Words, pictures, simple sentences and numbers related to keeping animals.

Theme 3: Marketing our Produce and Products.

Units :

I. The concept of trade and marketing.

II. Market Survey.

III. Market information.

IV. Enterprises for self-employment.

V. Management of income-generating enterprises.

VI. Words, pictures, sentences, numbers related to marketing our produce.

Theme 4 : Forming and Joining Co-operatives, Clubs and Associations.

Units :

I. The concept of co-operatives, clubs and associations.

II. Formation of co-operatives, clubs and associations.

III. Rights and roles of members of co-operatives, clubs and associations.

IV. Gender relations in the co-operatives movement.

V. Project identification and designing.

VI. Project/enterprise implementation, monitoring and evaluation.

VII. Problems of co-operatives, clubs and associations.

VIII. Words, pictures, sentences and numbers related to forming and joining co-operatives, clubs and association.

Programme Area: Health.

Theme 1: Our Food.


I. Sources of food; the Food Path.

II. Food types and nutritional diseases.

III. Food hygiene and handling.

IV. Food for different groups of people.

V. Planning food supply.

VI. Feeding and eating habits. VII. Literacy and numeracy related to our food.

Theme 2: Safe and Clean Water.

Units :

I. Importance and uses of water.

II. Concept of safe and clean water.

III. Different sources of, water.

IV. The need to ease women's work-load on water provision for the family.

V. Water contamination.

VI. Water related diseases.

VII. Making water safe and clean.

VIII. Literacy and numeracy related to safe and clean water.

Theme 3 : Common Diseases Which Attack Us.

Units :

I. Concept of good health.

II. Personal, family and community hygiene.

III. Concept of disease.

IV. Types of common diseases; their causes, transmission, prevention, control and treatment.

V. Immunisation.

VI. Accident and poisoning.

VII. Benefits from full use of available health facilities.

VIII. Socio-economic effects of common diseases on the individual, the family, the community and the nation

IX. Literacy and numeracy related to common diseases

Theme 4 : Environmental Hygiene.


I. Concept and types of environment.

II. Improving resources of our physical environment.

III. Importance of the social environment.

IV. Environmental destruction and degradation that affects our health

V. Environmental conservation for promoting health.

VI. Effects of over-population on the environment.

VII. Environment management.

VIII. Literacy and numeracy related to the environment and hygiene.

Theme 5: Improving Our Sanitation.

Units :

I. Sanitation.

II. Adequate housing.

III. Wastes and refuse.

IV. Disease vectors.

V. Efforts to improve sanitation.

VI. Literacy related to improving sanitation.

Theme 6: AIDS (Acquired Immuno-Deficiency Syndrome).

Units :

I. Concept of AIDS / HIV.

II. The spread of AIDS/HIV.

III. AIDS and associated diseases.

IV. Management of AIDS.

V. Health Education and AIDS.

VI. The role of men in caring for people with AIDS (if men should be encouraged to share in that caring role)

VII. Words, sentences and pictures related to AIDS.

Programme Area: Gender Issues, Culture and Civic Consciousness.

Theme 1: Home Management.


I. What is Home Management?

II. Managing.

III. Distribution of family income.

IV. Consumer education.

V. How to maintain our homes.

VI. Living in a family.

VII. Child abuse.

VIII. Words, pictures, sentences and numerical manipulations related to home management.

Theme 2: Sex Education and Family Planning.

Units :

I. What is Sex Education?

II. Concept of Family Planning. III. Methods of Family Planning.

IV. Misconceptions about Family Planning, contraception and Sex Education.

V. Family Planning guidance, counselling and services.

VI. Words, pictures and sentences related to Family Planning.

VII. How to communicate Sex Education and Family Planning.

Theme 3: Our Rights and Laws.

Units :

I. The concept of human rights and laws.

II. Basic human rights with a gender emphasis.

III. Family Law in Uganda.

IV. Practice and implementation of rights and laws.

V. Words and sentences related to our rights and the laws.

Theme 4: Uganda Our Country.

Units :

I. Position and Physical features (of Uganda).

II. Peoples of Uganda.

III. Population size and composition.

IV. Population dynamics.

V. Political and administrative structures and systems (in Uganda).

VI. Uganda's Major national resources and economic activities.

VII. National identity and unity.

VIII. National policies.

IX. Words, pictures, sentences and simple stories related to Uganda our country

Theme 5: Our Culture.

Units :

I. Role of culture within the family, community and nation.

II. Customs and norms.

III. Culture change.

IV. Practical strategies for preserving our cultural heritage.

V. Words, pictures, sentences and stories on our culture.












1. Explain the socio-economic benefits and importance of growing crops.

I) Why Do we Grow Crops?

1. Crop growing and employment.

- Brain storming

- Posters and charts.

2. Develop managerial organisation.

2. Products of crop farming.

- Group discussions.

- Video and film shows.

3. Identify and create resources for Agriculture.


3. Socio-economic benefits of crop growing.

- Talks by experts.

4. Identify and adopt appropriate scientific methods in crop growing.

II) Gender Relations in Agriculture

1. Gender roles in Agriculture.

5. Acquire and use appropriate scientific techniques of soil and water conservation.

2. Access to and control of means of production in Agriculture

3. What types of crops are grown by women?

4. What types of crops are grown by men?

5. Ownership of agriculture products.

6. Develop and use accurate recording system.

III) Requirements for Starting, Organising and Managing a Crop Farm.

1. Type of farm.

- Small group discussions.

- Sample resource allocation sheet.

7. Recognise the important role women play in agricultural production.

2. Land acquisition.

- Role play.

8. Correctly identify and control some common crop pests and diseases.

3. Capital mobilisation.

- Field trip.

9. Acquire and use practical skills in crop management.

4. Farm labour.

- Practical activities.

10. Develop profitable skills and techniques of marketing their crop products.

5. Marketing factors.

- Drama.

11. Carry out simple numerical calculations related to crop management.

6. Farm equipment.

7. Resource allocation to farming activities.

IV) Which Crops can we grow?

1. Different farm crops.

- Field trips.

- Sample crops.

2. Types of crop farming.

- Practical/demonstration activities.

- Films and video shows.

3. Factors which influence choice of crops to grow.

4. What types of crops are grown by women and why?

5. Why do men and women grow/keep different crops/ animals?

12. Develop reading and writing skills on words, pictures and simple sentences related to improving agriculture.

V) Practical Methods in Agriculture.

1. Soil and water conservation methods

- Conservation activities.

- Tools for water and soil conservation.

13. Promote changes in personal attitudes to and community perceptions of the importance of women's freedom to acquire and control means and technologies of Agricultural production.

2. Crop Rotation.

- Demonstration

3. Breed improvement

- Field trips

- Samples of breed improvement.

4. Proper harvesting and storage.

- Practical activities.

5. A model crop farm.

VI) Which Pests and Diseases Attack our Crops.

1. Concept of crop pests.

- Small group discussions.

- Sample crop pesticides.

2. Common pest and diseases of different crops.

- Demonstration

- Posters and charts.

3. Controlling different crop pests and diseases.

- Talk by Agricultural experts.

- Real pests.

4. Effects of pesticides and chemical fertilizers on crops, soil and users.

VII) Records in Crop Fanning.

1. Different farm records.

- Filling in record forms

- Sample record forms.

2. Making, keeping and using farm records.

- Discussions

3. Importance of farm records.

- Simple competition

- Sample records file.

- Exercises on records-keeping

VIII) Marketing Farm Products.

1. Marketing factors.

- Discussions

- Sample crops.

2. Concept of co-operatives.

- Role play

3. Role of co-operatives in marketing farm products.

- Practical activities

- Films and video shows.

4. Socio-economic impact of marketing of crop products.

IX) Literacy and Numeracy Related to Improved Agriculture.

1. Key words, letters and sentences related to crop farming.

- Reading and writing.

- Key word charts.

2. Figures, simple numerical calculations related to measurements in agriculture and crop marketing.

- Filling in simple records.

- Record sheets.

3. Writing key records.

- Taking measurements.

- Measurement instruments.











1. Explain the importance of keeping animals.

I) Why Do We Keep Animals?

1. Food.

- Discussions in groups.

- Charts.

2. Select and adopt most suitable system of keeping their animals.

2. Money.

- Field trips.

- Real animal products.

3. Accept and adopt suitable types, breeds and breeding methods.

3. Study.

4. Apply proper methods of animal management.

II) Types, Breed and Breeding of Animals.

1. Different farm animals.

5. Identify causes, signs symptoms of different common diseases.

2. Different breeds of farm animals.

6. Use proper methods of pest and disease prevention and control.

3. Different types of farm animals.

7. Develop skills of making, keeping and using farm records.

4. Different breeding methods.

Ill) Proper Methods of Management of Animals.

1. Feeding methods.

- Practical activities on management.

- Film

2. Fencing and housing.

- Talks.

- Charts.

3. Watering and labour.

- Demonstrations

- Real animals and structures.

- Brain storming.

- Discussions.

- Records charts

8. Construct simple suitable structures for keeping animals.

IV) Requirements for Starting an Animal Farm.

1. Land

9. Identify markets and sell their animal products.

2. Capital

10. Read and write pictures, words and simple sentences related to animal keeping.

3. Labour

11. Carry out simple numerical manipulations related to animal management.

4. What is required to start animal farm

V) Prevention and Treatment of Common Animal Diseases.

1. Common animal diseases.

- Demonstrations

- Drug samples.

2. Types of common animal diseases.

- Discussions.

- Charts of sick and healthy animals.

3. Preventing common animal diseases.

4. Treatment of animal diseases.

VI) Prevention and Control of Animal Pests.

1. Common animal pests.

- Field trips.

- Drugs.

2. Chemical methods of controlling common animal pests.

- Talks.

- Charts.

3. Biological methods of controlling common animal pests.

- Demonstrations

- Films.

- Charts.

- Sample live animals.

4. Preventive measures against common animal pests.

- Practical.

5. Small scale and large scale control and prevention.

VII) Making, Keeping and Using Records in Animal Management.

1. Importance of records.

2. Types.

3. Use.

- Demonstrations

4. Making and keeping records.

- Practice.

VIII) What Are the Proper Ways of Handling and Using Animal Products?

1. Hygienic handling of animal products

- Live demonstration.

2. Proper storage of animal products.

- Drama.

3. Different uses of different animal products.

- Play.

4. How to process different animal products.

- Discussions.
- Visits.

- Charts.
- Records.

IX) Marketing Animal Products.

1. Available markets for animal products.

2. Market information and animal products.

- Small group discussions.

X) Words, Pictures, Simple Sentences and Numbers Related to Keeping Animals.

1. Reading, writing key words and sentences.

- Practical exercises.

- Primers.

2. Simple numerical manipulations.

- Charts.
- Books.









Learners should be able to:


1. Acquire knowledge and skills for identifying local, national and international markets.


2. Acquire and make use of available market information.

I) The Concept of Trade and Marketing.

1. What is trade.

- Brain storming

- Charts.

3. Develop skills in making, keeping and using trade records.

2. What is marketing.

- Films.

4. Monitor and evaluate their income generation enterprises.

3. Problem of marketing.

5. Be aware and respect local, national and international laws and bye-laws.

4. Quality of products.

6. Demonstrate acquisition of skills for selecting, planning and properly managing an income- generating enterprise.

5. Diversification of trade facilities.

6. Bureaucratic tendencies.

II) Market Survey.

1. Demands.

- Field trips.

- Charts.

2. Storage.

3. Transportation.

4. Quality and quantity.

Ill) Market Information.

1. Pricing.

- Film.

- Records.

2. Market fluctuation.

3. Trade links.

- Case study.

- Charts.

4. Determination of national, local and international markets.

- Group discussions.

7. Appreciate and use locally produced materials.

IV) Enterprises for Self-employment.

1. Concept of self- Employment.

8. Read and recognise correctly words, sentences, figures, pictures and signs related to trade and marketing.

2. Different types of Self-employment.

9. Carry out simple numerical manipulations related to trade and marketing.

3. Requirements for self employment.

10. Demonstrate commitment to promote and support income- generating or self employment enterprises that uplift the status and well-being of women.

4. Managing self employment enterprises.

5. Marketing products of self-employment.

V) Management of Income- generating Enterprise.

1. Planning.

- Visits.

- Charts.

2. Estimates.

- Panel discussions.

- Film.

3. Records.

- Books.

4. Fund-raising.

5. Banking.

- Sample record file.

6. Monitoring and Evaluation.

7. Accountability.

8. Transparency.



VI) Words, Pictures, Sentences, Numbers, Related to Marketing Our Produce.

1. Key words.

- Simple practical exercises.

2. Simple sentences.

3. Numerical data.

- Reading, writing, simple numerical manipulations.

- Handling numerical data.










1. Show an appreciation of co-operatives, clubs and associations.

I) The Concept of Cooperatives, Clubs and Associations.

1. What co-operatives and associations are.

- Discussions in small groups.

- Film.


2. Develop a willingness to. form and join co-operatives, clubs and associations.

2. Importance of co-operatives, clubs and associations.

- Talk.

-3. Develop a positive attitude towards co-operatives, clubs and associations.

3. Types of co-operatives, clubs and associations.

- Role play.

4. Understand and respect the law and bye-law governing local and national co-operatives, clubs and associations.

II) Formation of Cooperatives, Clubs and Associations.

1. Organisation at different levels.

- Drama.

- Charts.

5. Identify, design and implement viable co-operatives, clubs and associations.

2. Qualification of members

- Demonstrations

6. To promote sustainable development through co-operative efforts and self-reliance.

3. Registration.

Ill) Rights and Roles of Members of Cooperatives, Clubs and Associations.

1. Individual rights and roles.

- Small group discussions.

- Films.

2. Cooperatives, clubs and associations; Rights and roles.

- Demonstrations

- Charts.

IV) Gender Relations in the Co-operatives Movement.

3. Laws and bye-laws.

- Drama.

4. Interpretation.

- Visiting successful co-operatives.

5. Why don't women join the Co-operatives Movement?

7. Identify and appreciate proper management of co-operatives and clubs.

V) Project Identification and Designing.

1. Needs assessing, planning.

- Practical activities.

- Charts.

8. Write simple project proposals.

2. Resources.

- Films.

9. Read, write pictures, words and simple sentences related to co-operatives, clubs and associations.

3. Participation.

10. Make use and keep records in co-operatives, associations, and clubs.

4. Budgeting.

11. Carry out simple calculations related to co-operatives, associations and clubs.

5. Monitoring and strategies.

- Role plays.

- Films.
- Charts.

VI) Project/ Enterprise Implementation Monitoring and Evaluation.

1. Organisational structure.

- Practice record keeping making and use.

12. Promote, show appreciation of, and support women's efforts to gain access to co-operatives, clubs and associations.

2. Committees and their responsibility.

3. Records.

- Sample records.

4. Monitoring and evaluation.

VII) Problems of Cooperatives Clubs and Associations.

1. Organisation problems.

- Real Problems discussions.

- Charts.

2. Accountability problems.

- Recognising and interpreting signs, pictures about Cooperatives.

- Charts.
- Primers.

3. Recruitment.

VIII) Words. Pictures, Sentences and Numbers Related to Forming, Joining Co-operatives, Clubs and Associations.

1. Key words, sentences related to forming co-operatives, clubs and associations

- Practical exercises in writing and reading simple projects, simple sentences.

2. Data and numerals related to co-operatives.










1. Identify the main food types in the community.

I) Sources of Food and Food Path.

1. Different sources of food.

- Discussion in small groups.

- Charts.


2. The food path.

3. Gender in food production.

- Out-door survey.

2. Prepare a balanced diet using the locally available foodstuffs.

II) Food Types and Nutritional Diseases.

1. Different types and their importance of food.

- Group work in classifying foods.

2. Different food nutrients.

- Practical work in planning a diet for a family.

3. Food-stuffs rich in different nutrients.

3. Demonstrate under standing of the importance of eating a balanced diet.

4. Nutritional disease

4. Acquire knowledge and skills for proper handling and preservation of food.

5. Treatment of defficiency diseases and over-nutrition.

5. Apply appropriate methods and skills in choosing, preparing and serving food.

Ill) Food Hygiene and Handling.

1. The concept of food hygiene.

- Brain storming of food hygiene.

6. Carry out simple numerical calculations related to food purchases, weights and food sales.

2 Food hygiene at different stages.

- Construction of simple food stores.

7. Plan correct diet for people with special dietal needs.

3. Different methods of preparing food, advantages/disadvantages.

8. Identify food taboos of. different societies.

4. Effects of food contermination and spoilage on our health.

9. Be aware of and appreciate the feeding and eating habits of different societieis.

5. Food storage and preservation.

10. Develop skills of reading, writing words related to our food.

IV) Food for Different Groups of People.

1. Vulnerable groups.

- Practical planning of foodstuffs.

- Different food stuffs.

11. Acquire basic-nutritional skills.

2. Appropriate diet to the vulnerable groups.

- Discussions

- Film show on vulnerable groups.

12. Write and read simple recipes.

- A visit to a Nutrition Centre.

- Flip charts.

13. Be aware of factors which affect food availability and avoid wasting food.

V) Planning Food Supply.

1. Food produced by
- Family
- Community

- Role play of a family planning for food supply.

- Chart showing people at meal.

2. Budgeting for food

- Preparation of sample budget.

3. Food reserve stores.

14. Be aware of and show appreciation for the role of women in ensuring food security for their families.

- Constructing large food stores.

VI) Feeding and Eating Habits.

1. Factors which influence feeding and eating habits of people.

- Brain storming
- Small group discussions.

- Chart showing people at a meal.

2. Good and bad eating habits and their effects.

- Drama on eating manners.

VII) Literacy and Numeracy Related to Our Food.

1. Key words, letters and sentences.

- Read and write words, pictures, letters and sentences related to our food.

- Flash cards.
- Recipes.

2. Preparing recipes.

3. Key figures and simple calculations related to our food.

4. Pictures related to food and good health.









1. Identify good sources of water.

I) Importance and Uses of Water.

1. Water for domestic use.

- Discussion.

- Charts.


2. Explain the importance of safe and clean water to life.

2. Water and animals.


3. Apply knowledge, skills about safe and clean water to life.

3. Water and plant life.

- Story telling.

4. Develop and use skills and techniques of making water safe and clean.

4. Water in our bodies.

- Field trips.

5. Participate effectively in water source protection.

II) Concept of Safe arid Clean Water.

  1. Differences between safe and clean water

2. Different uses, importance and need to use safe, clean and adequate quantities of water.

- Practical activities in water source protection.
- Making water filters.

- Posters.
- Samples of different types of water from different water sources.
- Charts.
- Different sources of water.

6. Acquire knowledge on how water gets conterminated.

Ill) Different Sources of Water.

1. Rain water.

- Drama.

7. Develop positive attitudes towards using safe and clean water.

IV) The Need to Ease Women's Work-load on Provision of Water for the Family.

2. Lakes and rivers.

- Practical activities in borehole water maintenance.

- Drawings showing activities to improve a water source.

3. Springs and wells.

4. Borehole water.

5. Other sources of water.

- Attending talks by knowledgeable people.

8. Recognise the important role played by women in water collection and management of water sources.

6. Maintaining and protecting water sources.

- Field visits to various sources of water.

9. Initiate programmes and projects for the provision of safe and clean water for the community.

V) Water Contermination.

1. Water contermination at the different sources.

- Discussion
- Practical activities.

- Charts.

10. Acquire knowledge of, and develop skills of identifying water-related diseases.

2. Water contermination at different stages of handling.

- Water vessels.

11. Develop skills of controlling water-related diseases.

3. Causes, prevention and control of water contermination.

1. Common water-related diseases, e.g.

12. Develop reading and writing skills on letters, pictures, words and simple sentences related to safe and clean water.

VI) Water Related Diseases.

- Malaria
- River blindness
- Diarrhoeal diseases.
- Scabies
- Typhoid
- Dysentry
- Bilharzia.

- Role playing.
- A talk by a Health Educator.

- Pictures of people suffering from water- related diseases.

13. Show appreciation of and support for the role of women in ensuring the supply of safe water and proper sanitation for the homes and families.

2. Causes and transmission of such diseases.

3. Prevention, control and treatment of water-related diseases.

4. Importance of adequate supplies of clean water in the prevention of water- related diseases.

VII) Making Water Safe and Clean.

1. Methods of making water safe and clean.

- Formation of a village safe water committee.

- Pictures.

2. Importance of boiling drinking water.

- Practical activities.

3. Use of chlorine as a method of making water clean for animals.

VIII) Literacy and Numeracy related to safe and clean water.

1. Key words, pictures, letters and sentences related to safe and clean water.

- Promoting words, letters

- Letters and words chart.

2. Key figures and simple numerical calculations related to water measurements.

- Practicing writing, reading short sentences.

- Short passages accompanied with pictures.

- Practicing recognition of graphics on environmental sanitation.










1. Explain the concept of good health and how it can be promoted.

I) Concept of Good Health

1. Meaning of good health.

- Brain storming

- Posters and charts.


2. Some aspects of good health.

- Small group discussion on health promoting activities.

- Tools necessary for community participation in practical activities.

2. Initiate and participate in community health- promoting activities.

3. Health promoting activities

- A talk from a Health Educator

3. Identify causes of diseases in the country.

4. Community participation in health promotion.

4 Identify and distinguish the signs and symptoms of different common diseases.

II) Personal, Family and Community Hygiene

1. Meaning and importance of hygiene.

- Role plays on hygiene practices

- Health posters

5. Explain how some common diseases are transmitted.

2. Hygienic practices.

6. Identify and practice proper methods of preventing and controlling common diseases.

III) Concept of Diseases.

1. Meaning of disease

- Group discussion on common diseases.

- Films, videos and slides

2. Disease causing practices

3. Disease vectors

4. Signs and symptoms of common diseases.

7. Develop knowledge, skills and techniques of administering treatment to common diseases.

IV) Types of Common Diseases, their causes, Transmission, Prevention, Control and Treatment

1. Communicable diseases.

- Brain storming

- Health Education posters on different types of diseases.

8. Describe the socio- economic effects of diseases to an individual family, community and Nation.

2. Non-communicable diseases.

- A talk by a Health Educator.

9. Develop-skills of reading, writing in words, letters and sentences and recognising pictures related to common diseases.

3. Diarrhoeal diseases

10. Identify the different causes of accidents and poisoning.

4. Role of traditional practices and treatment to common diseases.

- Role playing.

V) Immunization

1. Immunizable diseases.

- Practical activities

- Manufacturing ORS materials for making home ORS.

2. Importance of immunization schedules.

- Demonstrations on making Oral Rehydration Salts.

3. Community participation in immunization activities.

- Role playing on immunization.

- Charts showing Road Signs.

11. Develop skills and techniques of preventing and administering first-aid to different types of accidents and poisoning.

VI) Accident and Poisoning.

1. Different causes of accident and poisoning.

- Discussion on importance of immunization.

12. Recognise, support and appreciate women's role as providers of health in the family and communities.

2. Different types of accidents and poisoning.

- A talk by Health Educator.

13. Recognise the need for women to benefit from and use the available health facilities for the good of their own health.

3. Prevention of accidents &. poisoning.

4. First Aid for different types of accidents and poisoning.

- Role play first aid to different types of accidents and poisoning.

VII) Benefits From Full Use of Available Health Facilities.

1. Health facilities at community and regional levels.

- Brain storming
- Sharing personal experiences.

- Health Education posters with emphasis on P.H.C. services.

2. Use of facilities for prevention and control of ill-health in women, mothers and children.

- Talks.
- Role play.

3. Benefits from improved health status of mothers and women generally.

- A visit to the nearest P.H.C. service centre.

VIII) Socio-economic Effects of Common Diseases on the Individual, Family, Community and Nation.

1. Social effects on individual, family, community and nation.

- Role play
- Talks

2. Economic effects on individual, family, community and nation

3. Political effects on individual, family, community and nation.

IX) Literacy and Numeracy Related to Common Diseases.

1. Key pictures, words, and sentences related to common diseases.

- Reading and writing words, letters and sentences.

- Simple instructions of medical type.

2. Simple medical directions and instructions

- Simple numerical calculations.

3. Reading immunization schedules.

- Flash cards.

4. Simple numerical calculations related to drug purchases.










1. Develop the concept of Environment and Environmental Hygiene.

I) Concept and Types of Environment.

1. Meaning of Environment

- Brain storming and small group discussions.

- Film or video shows.


2. Identify important resources in their environment.

2. Types of environment.

- Talks.

- Charts and posters.

3 Acquire knowledge on how environment can get, damaged.

3. Importance of our Environment

4. Develop skills and Techniques of controlling environmental damage.

II) Improving Resources of Our Physical Environment.

1. Soil.
2. Water.
3. Air.
4. Vegetation.
5. Animals.

- Discussions.
- Field trips.
- Lectures and talks.

- Posters and charts.

5. Develop knowledge, skills and attitude towards proper environmental management.

Ill) Importance of the Social Environment.

1. Concept of social environment

- Practical activities.

- Real sites.

6. Identify the effects of poor environment on their health and quality of life in general.

2. Types of social environment: Hygiene-prompting and non-hygiene- prompting.

-Field trips.
- Small group discussions.

- Poems and songs.

3. Effects of different social environment on individual, family and community.

4. Gender in the social environment

7. Recognise local methods of Environmental conservation.

IV) Environment Destruction and Degradation that Affect Our Health.

1. Meaning and causes of environment destructions.
2. Types of environment destructions.
3. Effects of environment destruction on our health.
4. Controlling environment destruction.

- Field trips.
- Talks.
- Discussion.
- Compose songs.

- Actual sites
- Posters & charts.
- Songs.

8. Develop skills and techniques of constructing and using some simple environment- friendly technologies.

V) Environmental Conservation for Promoting Health.

1. Meaning of environ mental conservation.

- Practical activities.

- Real sites.

9. Develop skills of interpreting pictures as well as of writing and reading words and sentences related to environmental hygiene.

2. Different methods of environmental conservation which promote Health.

- Group discussions.
- Demonstrations.

- Posters and charts.

10. Carry out simple numerical calculations related to environmental hygiene.

3. Soil and water conservation.

- Field visits.

- Film and video shows.

4. Refuse disposal at home, in community and at work places.

- Discussion.
- Talk by expert.

- Pictures, charts and slides.

5. Importance of environmental conservation on Health.

- Role play.

6. Appropriate farming technologies.

11. Demonstrate acceptance and promotion of affirmative action on gender when participating in community initiatives on improvements in environmental hygiene.

VI) Effects of Over population on the Environment.

1. Concept of population and over population.
2. Social-economic impact of over population.

- Small group discussions.
- Lectures.

- Posters and charts.
- Films and video shows.

(VII) Environment Management

1. Concept of environ mental management and health.

- Talk expert.

- Real site.

2. Environmental laws for promotion of health.

- Lectures.

- Films.

3. Sustainable use of environment.

- Field trips.

- Demonstration.

(VIII) Literacy and Numeracy Related to Environment and Hygiene.

1. Key pictures, words, letters and sentences.
2. Simple numerical calculations related to environmental hygiene and management.

- Writing and reading key words, pictures and sentences.
- Simple numbers and numerical calculations.

- Word and letter charts.
- Number charts.










1. Explain the importance of adequate housing.

I) Sanitation.

1. Concept of sanitation.
2. Aspects of sanitation
3. Importance of sanitation.

- Brain storming
- Small group discussions.

- Flash cards.


2. Acquire knowledge, skills and attitudes of practicing proper refuse disposal.

II) Adequate Housing.

1. Elements of good & adequate housing
2. Houses for domestic animals.
3. Model homestead.

- Small group discussion.
- Measurements
- Field trips.

- Pictures, posters and charts.
- Real sample homestead.

3. Develop proper skills, attitudes and techniques of constructing proper latrines and toilets.

Ill) Wastes and Refuse.

1. Meaning of wastes and refuse.
2. Latrines and waste disposals.
3. Proper refuse disposal.
4. Uses of wastes and refuse.

- Practical construction and maintenance.
- Construction of structures which tap energies from wastes and refuse.

- Film and video shows on use of wastes and refuse,
- Construction materials.

4. Develop an appreciation of using and maintaining their latrines and toilets.

5. Identify common health hazards related to poor sanitation.

6. Initiate and participate in activities aimed at improving their sanitation.

7. Acquire techniques of making use of wastes and refuse.

IV) Disease Vectors.

1. Concept of vectors
2. Vectors of common diseases.
3. Effects of disease vectors on population.
4. Control of different disease vectors.

- A talk by Health Workers.
- Discussion in small groups.
- Practical activities to control vectors in the community.

- Pictures of different vectors -

(V) Efforts to Improve Sanitation.

1. Effects to improve sanitation at family and community levels.
2. Organising community participation.

- Family, community practical activities on improving sanitation.

- Pictures and film showing community participation in sanitation improvement.

8. Identify common desease vectors and control them.

(VI) Literacy Related to Improving Sanitation.

1. Key pictures, words, letters and sentences on improving sanitation.

- Interpretation of pictures, reading and writing words, letters, sentences related to improving sanitation.

- Flash cards, charts and posters.

9. Develop an under standing of sanitation and what it entails.

10. Acquire skills in recognizing pictures and reading as well as writing words, letters and sentences related to improving sanitation.

11. Identify and support community and family initiatives or practices which remove gender stereotypes regarding regarding responsibility for proper sanitation.










1. Describe what AIDS / HIV is.

I) Concept of AIDS/HIV.

1. Meaning of AIDS / HIV.
2. Causes of AIDS.
3. Signs and symptoms of AIDS.
4. AIDS as a killer.

- Brain storming
- Film show.
- Group discussions.

- Film.
- Pictures.
- Photos.


2. Explain how AIDS is transmitted.

II) The Spread of AIDS/HIV.

1. Overview.
2. Risk groups.
3. How AIDS is transmitted.

- Role play.
- Drama, Music Dance.

- Pictures
- Charts.
- Film.

3. Identify and describe the signs/symptoms of an AIDS patient.

Ill) AIDS and Associated diseases.

1. Meaning of associated diseases.

- Discussion in groups
- Lectures.

- Charts.
- Film.
- Visits.

4. Be aware of and appreciate the problems caused by AIDS to: individual, family, community and Nation.

IV) Management of AIDS.

1. Care of people with AIDS.
2. Prevention and treatment.
3. Role of AIDS support groups.

- Role play.
- Visits.
- Role play.
- Demonstrations

- Charts,
- Films.

5. Be willing and able to care for AIDS patients and victims.

6. Avoid catching AIDS.

7. Participate in AIDS control activities.

8. Be aware of the role of support groups on AIDS and use their services.

V) Health Education and ADDS.

1. Importance of Health Education in controlling AIDS.

- A talk by a person with AIDS who has gone public.

9. Recognise and interprete pictures, read and write words and sentences related to AIDS.

VI) The role of men in caring for people with AIDS.

1. AIDS-related problems.
2. Needs of family members in case of AIDS.
3. Roles of family members in case of AIDS/HIV.

10. Identify and demonstrate practices of sharing without gender stereotypes in the care of those with AIDS and related problems.

VII) Words, Sentences, and Pictures related to AIDS.

1. Recognition.
2. Reading.
3. Writing of key words, pictures and sentences on AIDS.

- Practical activities.
- Recognising and interpreting pictures about AIDS.

- Pictures.
- Primers.
- Teachers guides.
- Charts.










1. Demonstrate under standing of the nature of home management.

I) What is Home Management?

1. The concept of Home and Home Management.
2. Steps in the management process in the home.
3. Components of the decision-making process in the home.

- Brain storming
- Role play.

- Cases.
- Pictures.


2. Acquire knowledge, positive attitudes and skills in managing family resources.

II) Managing Family Resources.

1. Definition of family resources.
2. Management of time and energy.
3. Sources of family income.

- Small group discussions.
- Brain storming

- Guiding questions on small group discussions.
- Sample time-table.

3. Appreciate that Management of time, energy and financial resources are an integral part of successful home management.

Ill) Distribution of Family Income.

1. Budgeting.
2. Saving and investment.
3. Gender in the distribution of family income.

- Lecturette
- Small group discussion.
- Role play.
- Songs and drama.

- Sample budgets.
- Pictures.
- Film shew

4. Develop the ability to plan and use personal and family budgets.

5. Acquire knowledge, positive attitudes and skills in saving for the future.

6. Develop appropriate techniques in buying and selling.

7. Be aware of the rights and responsibilities of a buyer and producer.

IV) Consumer Education.

1. The concepts of producer, consumer and their relationship.
2. Rights and responsibilities of a consumer and
3. Advertisement.
4. Planning for marketing and/ or shopping.

- Role play.
- Lecturette.
- Field trip.
- Practical Exercise.

- Real market/ shop labels and jingles.
- Cassette player.
- Sample marketing and shopping lists.

8. Acquire knowledge, attitudes and skills in practical maintenance of the home.

V) How to Maintain Our Homes.

1. Requirements of a good home.
General care of a good 2. home.
3. Home improvements.

- Discussion.
- Practical work.
- Home visits.

- Pictures.
- Real situation( Homes).
- Model home.

9. Demonstrate an under standing of the roles and responsibilities of each family members in the family: Role of each member. Appreciation of each other.

VI) Living in a Family.

1. Role and responsibilities of family members.
2. Rights of family members.
3. Inter-personal relationships.

- Brain storming
- Small group discussion.
- Role play.

- Pactures.
- Guide questions.
- Briefing notes on different roles.

10. Read and write words and sentences related to Home Management.

11. Carry out simple numerical calculations and manipulations related to Home Management.

12. Keep records of family events and inventories.

4. Division of labour among family members
5. Gender in division of labour.
6. Child care.
7. Care for the disabled.
8. Interchangeable role.

13. Make and use personal and family budgets.

VIII) Child Abuse.

1. The concept and types of child abuse.
2. Common causes of child abuse.
3. Effects of child abuse.

- Discussions.
- Case study.

- Pictures.
- Video show.

14. Demonstrate keen-ness to promote positive affirmative action on gender in assigning roles in the management of family homes and on social occasions in the community.

VIII) Words, Pictures, Sentences and Numerical Manipulations Related to Home - Management

1. Key words.
2. Sentences.
3. Simple stories.
4. Numerical manipulations.

- Practice writing.
- Write time plans.
- Write shopping/ marketing lists.
- Write budgets.

- Pictures.
- Sample budgets.
- Sample shopping lists.
- Short-story books.










1. Understand, appreciate and respect their sexuality.

I) What is Sex Education?

1. The meaning of sex education.
2. Importance of sex education.
3. The meaning of human sexuality.
4. Changes in male and female at different stages of development.
5. Problems at each stage of development.
6. Parental guidance and support.

- Brain storming
- Lecturette.
- Small group discussion.
- Role plays.


2. Explain the meaning. need and importance of Family Planning and develop an appreciation for the use of Family Planning methods.

II) Concept of Family Planning.

1. The meaning of Family Planning.
2. The importance and need for Family Planning.
3. Gender in Family Planning.

- Brain storming
- Small group discussion.
- Role play.

- Pictures.

3. Acquire knowledge, attitudes and skills in using appropriate Family Planning Methods.

4. Become aware of the misconceptions about Family Planning, contraception and sex education.

5. Correctly seek Family Planning guidance, counselling and services.

6. Apply Family Planning knowledge and skills in their everyday life.
7. Read, write and interprete words, simple sentences and pictures related to Family Planning.
8. Participate in and promote gender sensitization activities in the community on Family Planning.

III) Methods of Family Planning.

1. Natural methods, their advantages and disadvantages.
2. Reversible methods, their advantages and disadvantages.
3. Irreversible methods, their advantages and disadvantages.
4. Complications of contraceptives in adolescents.
5. Wrong uses of Family Planning methods.

- Talk.
- Demonstration.
- Discussions.

- Family Planning kit
- Models
- Pictures.

IV) Misconceptions About Family Planning, Contraception and Sex Education.

1. Some misconceptions about Family Planning.
2. Some misconceptions about contraception.
3. Some misconceptions about sex education.

- Small group discussions.
- Lecturette.

- Posters.

V) Family Planning Guidance, Counselling and Services.

1. When and from whom to seek Family Planning guidance, counselling and/or services.
2. Where to find the above services.
3. Culture and traditional forms of contraception.

- Talk.
- Field trip.

- Family Planning personnel.

VI) Words, Pictures and Sentences Related to Family Planning.

1. Key words.
2. Sentences.
3. Numerical manipulations.

- Practice.
- Read calendars.
- Calculate some possible menstrual cycle dates.

- Flash cards.
- Reading charts.
- Calendars

VII) How to Communicate Sex education and Family Planning.

1. What communication is.
2. Bearers in effective communication.
3. How to communicate effectively.











1. Develop an understanding and appreciation of the meaning of rights and laws that govern them.

I) The Concept of Human Rights and Laws.

1. The meaning of human rights.
2. The meaning of Law.
3. The importance of rights and laws.
4. Gender in human rights and laws.

- Brain storming
- Role plays.
- Case study.

- Posters.
- Pictures.
- Guiding questions.

2. Become aware of their legal rights and be able to demand and practice them.

II) Basic Human Rights with a Gender Emphasis.

1. Constitutional rights.
2. Essential human rights to include:
a) Education rights.
b) Political rights.
c) Socio-economic rights.
3. Affiliation and adoption rights.

- Talk.
- Small group discussions
- Drama.
- Songs.

- Pictures.
- Posters.
- Film Show.

3. Develop awareness and acquire knowledge on family law in Uganda.

Ill) Family Law in Uganda.

1. The meaning of Family Law.
2. Marriage rights and laws.

- Songs.
- Drama.
- Role play.

- Film show.
- Drafted songs.
- Pictures.

4. Recognise and identify cultural values and practices that keep women behind.

5. Find solutions to some of such problems created as a result of cultural practices that are negative or that can be counter- development.

6. Put in practice the knowledge on the rights and laws governing the Family in Uganda.

3. Child rights and laws.
4. Succession and inheritance laws.
5. Social welfare, legislation and welfare provisions.
6. Family regulation laws.
7. Gender crimes:
i) Child marriages.
ii) Defilement of girls.
iii) Rape.
iv) Wife-beating and ill- treatment of spouse.

- Talk.

- Posters.

7. Develop a sense of initiative and keen-ness to champion and care for the rights of all; those of women, children and disadvantaged groups with affirmative gender sensitivity.

IV) Practice and Implementation of rights and Laws.

1. Rights and Law enforcing bodies and agencies.
2. Factors that influence practices and implementation.

- Field visits.
- Panel discussion.
- Lecturette.

- Actual places.
- Guiding questions.

8. Read and write words, simple sentences and stories related to rights and laws.

V) Words, Sentences Related to Our Rights and Laws.

1. Key words.
2. Sentences.
3. Short stories.
4. Numbers.

- Practice writing.
- Read short stories.
- Write short stories.

- Story book.
- Charts.
- Writing paper.











1. Describe the basic demographic characteristics of Uganda and their socio-economic implications.

I) Position and Physical Features.

1. Modern boundaries and neighbours.
2. Lakes and rivers.
3. Relief and climate.
4. Vegetation.

- Question and answer.
- Field trips.

- Maps.
- Pictures.
- Models.

2. Explain the importance of the climatic and physical features of their locality and that of Uganda in general.

II) Peoples of Uganda.

1. Early movement of people.
2. Major groups and tribes.

- Question and Answer.
- Lecturettes.

- Maps.
- Pictures.

3. Demonstrate understanding, appreciation and respect of the National Flag, Anthem, Coat of Arms and Emblem.

Ill) Population Size and Composition.

1. Population characteristics.
2. Socio-economic Implications of different Population characteristics.

- Question and answer
- Lecturettes
- Small group discussions.

- Maps.
- Pictures

4. Acquire knowledge of the country's major administrative and political divisions and explain how they function.

IV) Population Dynamics.

1. Factors of population dynamics.
2. Implications of population dynamics

- Songs.
- Role play.

5. Identify the major economic activities of Uganda and participate in developing them

6. Demonstrate a spirit of patriotism, voluntarism and self-reliance.

V) Political and Administrative Structures and Systems.

1. Local and national administrative structures and systems.
2. Local and national administrative services.
3. Major regional divisions of Uganda.

- Question and Answer.
- Discussion.
- Fiueld trips.
- Talk.

- Map.
- Pictures.

7. Participate actively in democratic processes at family, community and national levels.

8. Understand and appreciate the importance of national unity.

9. Initiate activities that promote national unity.

10. Show initiative to increase their aware ness of the national policies and to design and implement programmes in line with the policies.

VI) Major National Resources and Economic Activities.

1. Agriculture.
2. Manufacturing.
3. Tourism.
4. Fishing.
5. Mining.
6. Forestry.

- Field trip.
- Talks.
- Small group discussions.

- Maps.
- Pictures.
- Samples.

11. Read and write words, pictures and sentences related to Uganda our country.

VII) National Identity and Unity.

1. The meaning and importance of national identity and unity.
2. Aspects of national identity and unity.
3. Problems of National unity and identity.
4. Activities which promote unity.

- Brain storming
- Panel discussions.
- Practical skills.
- Sing national anthem .
- Role play.

- Pictures.

12. Read, write, and sing the National Anthem.

VIII) National Policies.

1. The concept of National Policy.
2. Major guidelines.
3. Implications of the guidelines.

- Small group discussions.
- Talks.
- Practical skills.

- Ten Point Programme and other samples.

13. Read and write numerical figures connected to Uganda our country.

IX) Words, Pictures, Sentences and Simple Stories related to Uganda Our Country.

1. Key words.
2. Simple sentences.
3. Short stories.
4. Numbers.

- Recognizing and pronouncing words.
- Practice writing.
- Reading short sentences and stories.
- Games.

- Discover games.
- Flash cards.
- Pictures.











1. Demonstrate under standing and appreciation of the role played by culture in the Socio- economic development of Uganda.

I) Role of Culture Within the Family, Community and Nation.

1. The concept of culture.
2. Economic role.
3. Social role
4. Political role.

- Brain storming
- Discussions.
- Field trips.

- Picture.

2. Appreciate that culture changes.

II) Customs and Norms.

1. Different customs and norms.
2. Influence of customs and norms on family, male and female family members.
3. Types of customary rites and their purposes.
4. Taboos associated with food and relationships within the family.
5. Festivals, folk songs and dances.

- Role plays.
- Songs.
- Dances.
- Drama.
- Small group discussions.
-- Games.

- Samples.
- Film show

3. Identify factors that influence culture.

4. Identify and promote positive cultural values and practices.

5. Identify and distinguish between cultural values and practices worth preserving and those that can be discouraged.

6. Show both appreciation of and respect for Uganda's diverse cultural heritage and participate in its preservation.

III) Culture Change.

1. The concept of culture change.
2 Factors that influence change in culture.
3. Effects of culture change.

- Role play. ;
- Music.
- Dance.
- Drama.
- Debate.
- Case studies

- Video show.
- Pictures.

7. Acquire skills and develop positive attitudes in preserving our cultural heritage.

8. Read and write words, pictures and sentences related to Preserving our Culture.

9. Write simple stories, poems about their cultural values, practices, and sites.

IV) Practical Strategies for Preserving Our Cultural Heritage.

1. Folk story telling and writing.
2. Art and architecture.
3. Education.
4. Local and national museums.
5. Cultural sites.

- Field visits.
- Practical skills .
- Cultural corners.
- Talks.
- Concerts and drama.

- Museums.
- Pictures.
- Samples

10. Demonstrate positive attitude towards championing affirmative action on gender in cultural values and practices.

V) Words, Pictures, Sentences and Stories on Our Culture.

1. Key words.
2. Sentences.
3. Simple folk stories and poems.
4. Numeracy.

- Recognizing and pronouncing words.
- Practice writing.
- Reading and writing.
- Short folk stories.
- Poems, etc.
- Games.

- Discovery game.
- Discovery chart.
- Flash cards
- Pictures.