Senior 3 Set 1

THE REPUBLIC OF UGANDA
Ministry of Education and Sports
SECONDARY SCHOOL
ABRIDGED CURRICULUM
FOR UGANDA
l ENGLISH
l HISTORY
l GEOGRAPHY
l CHRISTIAN RELIGIOUS EDUCATION
l ISLAMIC RELIGIOUS EDUCATION
SENIOR 3
SECONDARY SCHOOL
ABRIDGED CURRICULUM
FOR UGANDA
ENGLISH
HISTORY
GEOGRAPHY
CHRISTIAN RELIGIOUS EDUCATION
ISLAMIC RELIGIOUS EDUCATION
SENIOR 3
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:
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.
Content
FOREWORD .............................................................................................................. V
ACKNOWLEDGEMENT ............................................................................................... VI
ENGLISH................................................................................................................................. 1
INTRODUCTION .............................................................................................................................. 2
HISTORY................................................................................................................................. 7
ABRIDGED HISTORY SYLLABUS FOR SENIOR 3 ............................................................................... 8
HISTORY OF EAST AFRICA .......................................................................................... 8
TOPIC 1: EXTERNAL CONTACTS AND PRESSURES 1800 - 1880 ...................................... 13
TOPIC 3: EUROPEAN IMPERIALISM IN EAST AFRICA..................................................... 17
TOPIC 3: ECONOMIC, SOCIAL AND POLITICAL DEVELOPMENTS IN EAST AFRICA DURING

THE COLONIAL PERIOD ............................................................................................ 22
TOPIC 4: WORLD WAR I (1914–1918) AND WORLD WAR II (1939–1945)........................... 24
TOPIC 5: THE STRUGGLE FOR INDEPENDENCE IN EAST AFRICA .................................... 25

GEOGRAPHY ..........................................................................................................................27
SENIOR THREE ABRIDGED GEOGRAPHY SYLLABUS ..................................................................... 28
TOPIC: EAST AFRICA: LOCATION, SIZE AND COMPOSITION OF EAST AFRICA............................... 30
TOPIC: ROCKS OF EAST AFRICA .................................................................................................... 34
TOPIC: PROCESSES RESPONSIBLE FOR THE FORMATION OF LANDFORMS IN EAST AFRICA ...... 36
TOPIC: RIVERS AND DRAINAGE PATTERNS IN EAST AFRICA ........................................................ 44
TOPIC: THE SOILS OF EAST AFRICA .............................................................................................. 48
TOPIC: THE CLIMATE OF EAST AFRICA .......................................................................................... 54
TOPIC: WILD LIFE CONSERVATION AND TOURISM IN EAST AFRICA.............................................. 60
TOPIC: FORESTRY IN EAST AFRICA ............................................................................................... 66
TOPIC: THE POPULATION OF EAST AFRICA .................................................................................. 70
TOPIC: INTRODUCTION TO THE RHINELANDS ............................................................................. 75
CHRISTIAN RELIGIOUS EDUCATION ........................................................................... 91
SENIOR THREE ........................................................................................................ 91
CRE ABRIDGED CURRICULUM FOR S3: ST LUKE’S GOSPEL AND ITS RELEVANCE TODAY............. 92
TOPIC: JESUS IS THE ONE SENT FROM GOD TO BRING SALAVATION TO ALL ............................... 93
III
iii
THE NATIONAL SECONDARY SCHOOL
ABRIDGED CURRICULUM FOR UGANDA
TOPIC: TO FOLLOW JESUS MEANS LIFE THROUGH SUFFERING AND DEATH .............................. 99
SENIOR THREE TERM TWO ..................................................................................... 103
TOPIC: JESUS MOVES WITH DETERMINATION TO THE CLIMAX OF HIS LIFE............................... 103
TOPIC: ON THE WAY TO THE CROSS ........................................................................................... 106
SENIOR THREE TERM THREE .................................................................................. 110
TOPIC: THE WAY TO SALVATION ................................................................................................. 110

CHRISTIAN RELIGIOUS EDUCATION ........................................................................................ 117
CHRISTIAN LIVING TODAY ........................................................................................................... 117
ABRIDGED CURRICULUM FOR S3 ................................................................................................ 118
SENIOR THREE TERM I ........................................................................................... 120
THEME: MAN IN A CHANGING SOCIETY ....................................................................................... 120

ISLAMIC RELIGIOUS EDUCATION ............................................................................................ 157
ABRIDGED CURRICULUM FOR S3 ................................................................................................ 158
TERM 1 ................................................................................................................. 160
TOPIC 1: JAHILIYA PERIOD IN ARABIA (PRE ISLAMIC ERA) .......................................................... 160
TOPIC 2: THE EARY LIFE OF PROPHET MUHAMMAD (S.A.W) ....................................... 162
TOPIC 3: THE EARLY MUSLIM COMMUNITY ............................................................... 163
TOPIC 4: THE MIGRATION FROM MECCA TO MEDINA.................................................. 164
TERM 2 ................................................................................................................. 165
TOPIC 5: THE PERIOD OF CONFLICTS AND WARS ...................................................... 165
TOPIC 6: PERIOD OF PEACE AND TRANQUILITY ......................................................... 166
TOPIC 7: THE CONQUEST OF MECCA ........................................................................ 167
TOPIC 8: FAREWELL PILGRIMAGE ............................................................................ 168
TERM 3 ................................................................................................................. 169
TOPIC 9: CALIPHATE PERIOD .................................................................................. 169
TOPIC 10: PRE-ISLAMIC UGANDA ............................................................................ 170
TOPIC 11: INTRODUCTION OF ISLAM IN UGANDA ..................................................... 171
IV
iv
Foreword
The COVID-19 pandemic caused a disruption in our education system and

made learners miss schooling for almost 18 months of the 2020-2021
schooling period. This has created a need to re-think what and how learners
will learn when schools re-open.
The Ministry of Education and Sports through National Curriculum
Development Centre (NCDC), has developed this abridged curriculum for
Primary and Secondary schools in the country. This curriculum presents a
selection of priority learning competences and concepts, along with
psychosocial support, which should be the focus of instruction in the 2022
school year in order to achieve learning recovery.
This curriculum is not a departure from the existing curricula for the different
classes but rather, a modification of the same with a purpose of recovering
the lost learning time with minimum learning loss. It has been packaged for
all Primary and Secondary classes with exception of Primary One, Senior One
and Senior Five that will use the standard curriculum.
I therefore, recommend this abridged curriculum and ask all stakeholders to
support its implementation as a strategic intervention towards the mitigation
of the effects of COVID-19 pandemic on our education system. The effective
implementation of this curriculum by the implementers will be a great
milestone towards the recovery of lost learning time and giving hope and
confidence to learners and teachers.
Hon. Janet K. Museveni

First Lady and Minister for Education and Sports
V
v
Acknowledgement
National Curriculum Development Centre (NCDC) would like to express its

most sincere appreciation to all those who worked tirelessly towards the
development of the abridged curriculum for Primary and Secondary levels of
education.
The Centre is indebted to the NCDC Governing Council and the Academic
Steering Board whose guidance and input helped to develop quality
curriculum materials.
Great thanks go to the Specialists, panel members, the Quality Assurance and
Editorial Committees that invested heavily in the conceptualisation,
development and quality assurance processes that collectively delivered the
materials that we have here. Their efforts, extra energy and professionalism
has been unmatched.
This abridged curriculum was developed with support from The Government
of the Republic of Uganda, Save the Children, UNESCO, Uganda National
Examinations Board (UNEB), Directorate of Education Standards (DES),
Universities, National Teachers Colleges (NTCs) and Primary Teachers
Colleges (PTCs).
NCDC takes responsibility for any shortcomings that might be identified in
this publication and welcomes suggestions for addressing the gaps. Such
comments and suggestions may be communicated to NCDC through P.O. Box
7002 Kampala or email admin@ncdc.go.ug or www.ncdc.go.ug.
Dr Grace K. Baguma
DIRECTOR,
NATIONAL CURRICULUM DEVELOPMENT CENTRE
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ENGLISH
SEN I OR 3
ENGLISH
1
INTRODUCTION
GENERAL OBJECTIVE: The learner should be able to communicate effectively

in English Language using the four language skills of listening, speaking,
reading and writing.
The learners who were in Senior Two in 2021 are expected to have covered
the following areas: nouns and articles, words of quantity, comparisons, and
different verbs forms. In the first weeks the teaching of the learners should
begin with what is given below as the critical changes made, before
progressing to the senior three work in the matrix after.
CRITICAL CHANGES MADE

JUSTIFICATION
 Interrogative + infinitive These concepts are critical for

 Conditional sentences learners to be competent enough to
 Indirect speech engage in the work given
 Perfect Participle for Senior Three in the matrix below.
 Time clauses
 The use of some and any
 The use of …going to…
 The use of idioms
NB. It should be noted that during pair and group work, the learners should
be given opportunities to listen and speak in English language.
2
OBJECTIVES
TOPIC AND TEACHING/LEARNING ASSESSMENT
DURATION /LEARNING KEY CONCEPTS
COMPETENCY METHODOLOGY STRATEGY
OUTCOMES
The learner
Summary should be able Language  Group and pair  Written
writing to: Practices discussion summary
i) Express  Know and use the  Individual and  Written
Comprehensio themselves general principles group assignments grammar
n passages appropriately of summary work
and effectively writing  Role play
Grammatical in speech and  Use of  Demonstrations of
aspects written forms. possessive, how to use the
ii) Comprehe reflexive and identified grammar
Functional nd what is other pronouns areas of focus
writing given to them  Use of noun-
in written and phrase modifiers
aural forms.  Respond to
iii) Read and negative
respond questions/
effectively statements
to extracts on politely
comprehension  Use adjectives,
. adjectival
phrases,
3
compound words
3
4
OBJECTIVES
OUTCOMES
and
comparatives
 Use adverbs of
degree
 Use correct verb
forms and
language
registers for
various writing
purposes
 Use different
kinds of writing
i.e.; descriptive,
narrative,
argumentative
 Words of quantity

The active and

passive voices,
the present and
past perfect
tenses, the future
tense and the
4
OBJECTIVES
OUTCOMES
conditional
structures
 Relative clauses;
 Defining and non-
defining
 Relative
pronouns
Writing practices
 Letters (formal
and informal)
 Advertisements
 Memos
 A recipe
 Minutes of a
meeting
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6
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HISTORY
S EN I OR 3
HISTORY
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ABRIDGED HISTORY SYLLABUS FOR SENIOR 3

The abridged History curriculum for Senior Four has been designed to address
the learning gaps that were created as a result of the Covid-19 pandemic. The
learners thus will acquire the knowledge and skills needed at the ordinary
level of education despite the changes there in. It combines work of Senior
Two that was not taught and that of Senior Three. It is advisable to use
learner cantered methodologies in order to cover a wider scope at a given
time. This syllabus is for Senior Two. Teachers are further also to use the
NCDC website: www.ncdc.go.ug for more information about abridged
curriculum. The critical changes are highlighted in the tables below:
HISTORY OF EAST AFRICA

CRITICAL
SN ACTION TAKEN JUSTIFICATION
CHANGES
1 The Ngoni left Out This topic was taught during
invasion/migra the brief period when the
tion into East learners were at school before
Africa. the closure.
2 The rise of Content merged and This topic has similar content
Military states. covered in Formation with the formation of states in
of States in East East Africa.
Africa
3 Egyptian Left out  This topic has related
penetration of concepts to the topic of
East Africa. scramble and partition of
East Africa.
 The Egyptians had less
impact on the history of
East Africa.
 Their main areas of
operation did not cover
the whole of East Africa.
8
8
CRITICAL
CHANGES
4 African Left out This topic has similar
response to the objectives with African
establishment response in Uganda in the
of colonial rule: area of collaboration.
Collaborators
in Kenya:
 Abaluyia of
Wanga
Kingdomun
derNabong
oMumia
 Masaiunder
Lenana
 TheBukusu
 TheLuo
Tanganyika:
 TheNyamw
ezi
 TheChagga
5 Resistancein Content left out This topic has related

Kenya: concepts with resistance in
 Nandi Uganda.
resistance
6 ResistanceinT Content left out This topic has related
anganyika: concepts with resistance in
 Abushiriup Uganda.
rising
 Heheuprisi
9
9
CRITICAL
CHANGES
ng
 Majimajiu
prising190
5–1907
7 Colonial Content left out This topic has related concept
Administrative on methods of colonial
systems in administration with Uganda.
Kenya
8 Colonial Content left out This topic has related concept
administrative on methods of colonial
systems in administration with Uganda.
Tanganyika
9 The Uganda Content left out The concepts of this topic can
railway be attained from other
subjects especially geography
since the ideas are related
and geography is compulsory.
10 Agricultural Content left out The concepts of this topic can
development be attained from other
and Agriculture as the ideas
are related and geography is
compulsory.
11 Industrial Content left out The concepts of this topic can
and entrepreneurship since
the ideas are related.
12 Social Content left out The concepts of this topic can
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CRITICAL
CHANGES
subjects’ like Geography,
English, Religious Education
and Entrepreneurship since
the ideas are related.
14 World War I Content merged with  The learner will attain the
that of the World war concept in the next sub-
II topic of World War II as
they have similar content.
 This topic has less impact
on East Africa than world
war II.
15 Nationalism in Content left out This topic has related
Kenya concepts with nationalism in
Uganda.
The reasons and effects are
similar between Uganda and
Kenya.
16 Devonshire Content left out This topic has related
white paper concepts with nationalism in
Uganda.
Kenya.
17 Mau Mau Content left out This topic has related
rebellion concepts of the causes and
effects of rebellions with
those of Uganda which have
been covered in the previous
topic.
18 Growth of Content left out This topic has related
11
11
CRITICAL
CHANGES
nationalism in concepts with nationalism in
Tanganyika Uganda.
Kenya.
12
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TOPIC 1: EXTERNAL CONTACTS AND PRESSURES 1800
- 1880
GENERAL OBJECTIVE: To enable learners to examine the impact of the external contacts on East Africa.
TEACHING
SUB-TOPIC SPECIFIC OBJECTIVES CONTENT LEARNING
PERIODS
STRATEGIES
Learners should be able to:  Definition of Long
LONG Distance Trade  Discussion
i) Define Long Distance Trade.
5 DISTANCE (Caravan Trade).  Story telling
TRADE IN ii) Explain reasons for its  Why Long Distance
EASTAFRICA development and expansion. Trade developed and
iii) Describe the organisation of the expanded in the 19th
Long Distance Trade. Century.
 Organisation of the
iv) Identify the role played by the
Long Distance
different African societies in the
Caravan Trade.
Long Distance Trade.
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TEACHING
PERIODS
STRATEGIES
 The role played by
East African societies
like Yao, Kamba,
Nyamwez, Baganda,
Banyoro in the
development of the
Long Distance Trade.
6 SLAVE TRADE Learners should be able to:  Definition of terms
IN EAST AFRICA i) Define the terms: “Slave Trade” “Slave Trade” and  Organise and
and “Slavery”. “Slavery”. show a film
ii) Identify reasons for the rise of  Reasons for the rise of related to slave
trade e.g. Roots.
slave trade in East Africa. slave trade in East
 Singing songs
iii) Describe the organisation of slave Africa.
about slave
trade in East Africa.  Organisation of slave trade.

iv) Outline the effects of slave trade trade in East Africa.

and explain the reasons why it was  Effects of slave trade.
14
TEACHING
PERIODS
STRATEGIES
difficult to stop slave trade.  Reasons why it was
v) Describe the steps taken to abolish difficult to stop slave
slave trade. trade.
vi) List the effects of the abolition of  Steps taken to abolish
slave trade. slave trade.
 Effects of the
abolition of slave
trade.
6 EARLY The learner should be able to:  Various groups which  Discussion.
EXTERNAL had contacts with  Brainstorming
i) Identify the various external  Research
PRESSURES ON East Africa.
groups which had contacts with  Fieldtrips
EAST AFRICA BY  Activities of traders.
East Africa.
1880  The role of trading
ii) Identify the activities of the companies in East
British, African colonisation
FrenchandGermantradersontheEa (i.e. Imperial British
15
15
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TEACHING
PERIODS
STRATEGIES
stAfricancoastbefore1860. East African
iii) Identify the activities of the Company, German
explorers. East African
Company.)
iv) Explain the role of explorer in the
 Activities of explorers.
colonisation of East Africa.
 The role of explorers
v) Explain the initial African reaction in colonisation of East
to the outsiders. Africa
 Initial African reaction
to outsiders.
16
TOPIC 3: EUROPEAN IMPERIALISM IN EAST AFRICA
GENERALOBJECTIVE: To enable learners understand the nature and impact of European Imperialism.
SUB-TOPIC SPECIFIC OBJECTIVES CONTENT TEACHING

LEARNING
STRATEGIES
PERIODS
The learner should be able  Definition of the terms  Simulate a
SCRAMBLE AND to: “Scramble and Partition”. scrambling scene
5 PARTITION OF i) Define the terms:  European powers in East in class.
EAST AFRICA “Scramble and Partition”. Africa.  Organise a debate
 Causes of scramble and on the effects of
ii)Identify European powers scramble and
partition of East Africa.
that colonised East Africa. partition.
 Methods used by European
iii) Explain the causes of powers in establishing
the scramble and partition colonial rule in East Africa e.g.
of East Africa. the Anglo-German Treaties.
iv) Outline the methods  Effects of the Scramble and
17
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used by the Europeans in Partition of East Africa.
the process of partitioning
East Africa.
v) Explain the effects of the
partition.
5 THE i) Explain the methods used  Methods used in the  Guide learners to
ESTABLISHMENT in establishing colonial establishment of colonial rule. discuss the
OF COLONIAL rule.  Treaties and agreements used importance of
RULE IN EAST in establishing colonial rule in making written
ii) Identify the use of
AFRICA East Africa: Agreements
treaties/ agreements in
the establishment of - The Buganda Agreement.
colonial rule. - Toro Agreement
- Ankole Agreement
iii) Explain the use of military
force as a method of
establishing colonial rule
in East Africa.
18
3 THE The learner should be able
BUGANDA to:  Definition of the Buganda  Guidelearnerstores
AGREEMENT OF
i) Define the Buganda Agreement. earchonthetermsa
1900 Agreement of 1900.  Why the Buganda Agreement ndsignificanceofth
was signed. eBugandaAgreeme
ii) State reasons why the ntof1900.
 Terms of the Buganda
Buganda Agreement was
Agreement.
signed.
 Significance of the Buganda
iii) Explain the terms of the Agreement.
Buganda Agreement
of1900.
iv) State the significance of
the Buganda Agreement
of 1900.
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19
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LEARNING
STRATEGIES
PERIODS
8 AFRICAN The learner should be able to:  Collaborators in East Discusswitht
RESPONSE a) Identify the forms of response to Africa. helearnersth
TO THE the establishment of colonial rule.  Definition of the term estrengthan
ESTABLISHM b) Define the term “Collaboration”. “Collaboration”. dweaknessof
ENT OF c) Explain the reasons why some  Why some African collaborators
COLONIAL Africans Collaborated. Chiefs collaborated. andresistorsi
RULE d) Explain how they Collaborated.  How they collaborate nAfrica.
 Collaborato e) (ii) Identify the effect s of in:
rs collaboration on Uganda. Uganda
 Apollo Kaggwa
 Semei Kakungulu
 Nuwa Mbaguta
 OmukamaKasagama
 Mwanga (as a
collaborator)
20
3 COLONIALA The learner should be able to:  Definition of indirect  Discussion.
DMINISTRA rule Debate.
i) Define the term “Indirect Rule”.
TION  Why the British used
SYSTEM IN ii) Explain why indirect rule was use indirect rule in
UGANDA d in Uganda. Uganda.
iii) Explain how indirect rule was  How indirect rule was
used in Uganda. applied and the role of
Captain Fredrick
Lugard in Uganda
21
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TOPIC 3: ECONOMIC, SOCIAL AND POLITICAL DEVELOPMENTS IN EAST AFRICA
DURING THE COLONIAL PERIOD
GENERAL OBJECTIVE: The learner should be able to appreciate the economic, social and political
developments of East Africa during the colonial period.

LEARNING
STRATEGIES
PERIODS
POLITICAL The learner should be able to:
2 DEVELOPMENT i) State the need for closer  The need for closer Discuss with
 The Closer union. union. learners the
Union/Federation of ii) Describe the steps taken to  Attempts on what? benefits of East
African integration.
East Africa. bring about closer union. at closer union.
iii) Outline the reasons for the  Failure to achieve
failure to achieve a closer closer union.
union.
3 THE The learner should be able to:  Reasons for the Discussion.
FORMATIONOFTHE formation of the Research.

i) Outline the reasons for the
EASTAFRICANCOM East African
formation of the East African
22
MONSERVICESORG Common Services Common Services
ANISATION1948(E. Organisation. Organisation.
A.C.S.O) ii) Outline the achievements and  Achievements and
weaknesses of the East African weaknesses of
Common Services East African
Organisation 1948. Common Services
iii) Explain the reasons why the Organisation.
East African Common Services  The collapse of the
Organisation collapsed. East African
Common Services
Organisation.
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TOPIC 4: WORLD WAR I (1914–1918) AND WORLD WAR II (1939–1945)
GENERAL OBJECTIVE: The learner should be able to understand the impact of the World Wars on the peoples of
East Africa.
SUB-TOPIC SPECIFIC OBJECTIVES CONTENT TEACHING LEARNING

STRATEGIES
PERIODS
The learner should be able to:  Countries involving  Recap of World War I.
3 WORLD i) Identify the East African in World War II.  Story telling.
WAR II countries involved in  Why East Africa was  Discussion.
1939–1945. World War II. involved in World  Video show.
ii) Outline reasons for East War II.  Drama.
Africa’s involvement in the  How the war
war. affected the growth
of nationalism in
iii) Explain how the war East Africa, socials
and economically.
affected East Africa

politically, socially and
economically.
24
TOPIC 5: THE STRUGGLE FOR INDEPENDENCE IN EAST AFRICA
GENERALOBJECTIVE: The learner should be able to understand the process leading to the independence of the
East African countries.

LEARNING
STRATEGIES
PERIODS
7 NATIONALIS The learner should be  Factors responsible for  Debate.
M IN UGANDA able to: the rise of Nationalism
 Storytelling.
i) Identify the factors in Uganda.
responsible for the rise  Political developments  Discusswithlearners
of Nationalism in Uganda. theroleofpoliticalpa
ii)Describe political  The causes and effect of rtiesinamulti‐partys
Developments in Uganda. the Kabaka crisis 1953 – ystem.
1955.
iii) Identify the causes
and effects of the  The role played by each
Kabaka crisis (1953– of the following political
1955). parties in the
independence struggle.
iv) Explain the role UNC, UPC, DP, KY.
played by the following

 The role played by
political parties in the
struggle for selected personalities
25
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independence: in the independence
- Uganda National struggle
Congress (UNC). - Ignatius Musaazi.
- Uganda People’s - A.M. Obote.
Congress(UPC).
- Democratic Party (DP). - Ben Kiwanuka.
- Kabaka Yekka (KY)
 Difficulties in the
v)Mention the struggle for
difficulties faced in the
independence.
struggle for
 Factors that
independence
vi) Explain the factors facilitated the
that facilitate the attainment of
attainment of independence in
independence in Uganda.
Uganda
26
GEOGRAPHY
SEN I OR 3
GEOGRAPHY
27
27
SENIOR THREE ABRIDGED GEOGRAPHY SYLLABUS

Introduction
The abridged Geography Syllabus for Senior Three has been designed to
address the learning gaps that were created as a result of the Covid 19
pandemic. Critical content has been sorted and put together to be taught in a
period of one year. The syllabus combines work which was not taught in
Senior Two before the lock down and that for Senior Three. It is hoped that
the content areas included in this syllabus will enable the learner to acquire
the target knowledge, skills and values for the ordinary level of education. Use
a variety of methodologies that can facilitate accelerated learning. For further
support, use the home study materials on the NCDC website: www.ncdc.go.ug
The critical changes are highlighted in the table below.
CRITICAL CHANGES IN THE SYLLABUS
SN CRITICAL CHANGES JUSTIFICATION

1 Left out the topic of Inland  Lessons to be learnt in the topic
water transport: A Case study will be covered in Senior 3, Term One;
of the Great Lakes and St. and in S4 Term Three; Development of
Lawrence Seaway inland water transport.
2 Left out the topic of The  The content and lessons to be
Development of a semi-arid learnt in the topic will be covered in
environment: A case study of Senior 4 Term One; Irrigation farming in
Southern California Africa.
3 Left out the Sub- topic of  This is not a major process in the
folding in the formation of formation of East Africa’s landscape.
landforms in east Africa Related content to be covered in Senior
4 in the rest of Africa.
4 Left out the Sub-topic of  Related content to be covered in
natural vegetation of East Topic 47, S4: Major vegetation types and
Africa their characteristics
5 Left out the topic of  Related content to be covered in
Agriculture in East Africa Topic 49, S4: Agricultural practices in
vegetation Africa
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SN CRITICAL CHANGES JUSTIFICATION

6 Left out the topic of Mining in  Related content to be covered in
East Africa Topic 53, S4:Development of the mining
industry in Africa
7 Left out the topic of Industrial  Related content to be covered in
development in East Africa Topic 54, S4:Industrial development in
Africa
8 Left out the topic of Fishing In  Related content to be covered in
East Africa Topic 55, S4: Fishing industry in Africa
9 Left out the topic of The  Content partly covered in Senior
development of towns and One - The growth of New York.
ports in East Africa  Other related content to be
covered in Topic 57, S4: Development of
urban centres in Africa
10 Left out the topic of  Related content to be covered in
Transport, Communication Topic 58, S4: Development of trade in
and trade in East Africa Africa & Topic 56: Development of
transport and communication in Africa
11 Left out topics of Photograph  Integrated in all topics across the
interpretation& Field work syllabus
12 Left out the Sub topic of  Lessons expected to be learnt
Types of farming in from these sub topics will be learnt from
Switzerland &Agriculture in farming in the Netherlands
the Rhine rift valley
13 Merged the sub-topic of Land  The two are related and enable
reclamation in the the learner to learn how technology can
Netherlands with Agriculture be used to develop farming even in
in the Netherlands areas with limited farmland.
14 Left out the topic on Belgium  Lessons expected to be learnt
and Luxembourg. from the two countries can be learnt
from Case studies taken from
Switzerland, Germany and the
Netherlands.
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TOPIC: EAST AFRICA: LOCATION, SIZE AND COMPOSITION OF EAST AFRICA
Duration: 8 Periods
General Objective:
By the end of the topic, the learner should be able to describe the position, composition and relief of East Africa.
OBJECTIVES SUGGESTED SUGGESTED

SUBTOPIC The learner should CONTENT TEACHING AND ASSESSMENT
be able to: LEARNING STRATEGY STRATEGY
Location, Size a. Describe the  Location of East  Present a wall 1. Ask learners to
and location, size Africa: map/text book distinguish
Composition of and o Latitude and /atlas map of east between East
East Africa composition of longitude Africa and ask Africa, Eastern
East Africa. o Surrounding learner to: Africa and the
b. Use statistics, countries o identify the East African
graphs or  Member countries countries of East Community.
charts to and major physical Africa, 2. Task learners to
analyse the features o describe the estimate the
proportion/fractio
size of East  The size of East position of East

Africa Africa Africa. n of East Africa

 Learners copy the covered by each
map in their note country. They
books. rank the countries
 Present a table with of East Africa by
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statistics about the size.
areas (size) of
individual countries
of East and ask
learners to draw a
bar graph or pie
chart to represent
this.
 Observe the learners
as they draw the
graph/ pie chart and
note how well they
do it. Give the
necessary support.
Relief regions a. Locate the  Relief regions:  Present a wall 1. Give a map
of East Africa major relief o Coastal plain map/chalkboard showing the relief
regions of East o The Eastern/ map/text book regions of East
Africa on a Nyika plateau /atlas map showing Africa(not named)
map o Rift valley the relief regions of and ask question
b. Describe the o Central /Lake east Africa and ask about this; e.g.
major relief plateau learner to: a) Learners
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regions of East o Highlands o identify the name the
Africa  Characteristics of relief regions, relief regions.
c. Recognize relief regions o Suggest b) They choose
relief regions  Influence of relief reasons why any three
on on people’s ways each region is relief regions
photographs. of life named so. and explain
d. Analyze the  Learners copy the the main
influence of map in their note human
relief on books. activities
people’s ways  Learners work in carried out in
of life groups to carry out each.
research on 2. Give out
characteristics of photographs from
the main relief different relief
regions of East regions and ask
Africa and the questions about
influence of each these; e.g.

on people’s ways of a) Learners
life. describe the
 Groups present relief of the area
their findings in a shown in each
32
whole class photo.
discussion. b) They identify
 Summarise their human activities
report on the in each
chalkboard and photograph and
correct mistakes if explain how they
any. are related to the
relief.
c) They suggest the
relief region from
which each
photo could have
been taken.
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TOPIC: ROCKS OF EAST AFRICA
Duration: 6 Periods
General Objective:
By the end of the topic, the learner should be able to identify the major types of rocks in East Africa and explain
their formation and economic importance.
SUBTOPIC OBJECTIVES CONTENT SUGGESTED TEACHING AND SUGGESTED
The learner should be LEARNING STRATEGY ASSESSMENT
able to: STRATEGY
a) Identify each  Types of rocks and  If possible, show samples of 1. Give a task for
Types of main type of rock their formation: some of the main types of learners to
rocks in East Africa o Igneous rocks rock and ask learners to imagine they
b) Use diagrams to o Sedimentary identify any differences live in an area
explain how each rocks they can see. with one of the
rock type is o Metamorphic/  In pairs, learners discuss rock types.
formed changed rocks and explain what they They suggest
c) Describe the  Characteristics of understand by a rock and how the rocks
characteristics of each type of rock present their views to the would affect life
each main type of whole class. in their own

 Distribution of rock
rock types in East Africa  Explain that every rock is a communities.
d) Locate the main  Effects of rocks on combination of minerals. 2. Give a task for
types of rocks on people’s ways of life  Through discussion, use learners to
the map of East diagrams to explain how individually
34
Africa the three main types of rock explain the
e) Analyse the are formed: formation of
effects of rocks o Igneous/volcanic the major rock
on people’s ways rock types.
of life o Sedimentary rocks
o Metamorphic rocks
 Using the map of relief
regions of East Africa, ask
learners to suggest the
main type of rock in each
region.
 Guide learners to draw a
map showing the
distribution of rocks in East
Africa.
 In Groups, learners carry
out a field work study of a
local area to identify rocks
in the area. They discuss
the influence of rocks on
human activities.
 Groups share their
reports in a whole class

discussion.
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TOPIC: PROCESSES RESPONSIBLE FOR THE FORMATION OF LANDFORMS IN EAST
AFRICA
Duration: 32 Periods
General Objective:
By the end of the topic, the learner should be able to analyse the forces responsible for the formation of
landforms in East Africa and the effects of the landforms on human activities.
SUGGESTED SUGGESTED
OBJECTIVES
SUBTOPIC CONTENT TEACHING AND ASSESSMENT
LEARNING STRATEGY STRATEGY
a) The learner should  Meaning and  Show diagrams of 1. (a). Give a task
Faulting be able to: Explain nature of faulting tensional and for learners to
the meaning and  Features resulting compressional forces. draw a sketch
causes of faulting from faulting: Ask, if a fault or crack map of East
b) Identify the relief o Rift valleys occurs, what might Africa showing
features resulting o Block happen to the land the distribution
from faulting mountains along the fault line? of faulted
c) Use diagrams to o Escarpments  Explain with diagrams: landforms.

explain the o Rift valley lake types of faults; and the (b). Learners
formation of basins main effects of faulting use diagrams to
faulted landforms  Benefits and on landscape including explain how
d) Locate features problems rift valleys, Block any two
formed by faulting associated with Mountains and landforms
36
SUGGESTED SUGGESTED
OBJECTIVES
on a map of East faulted landforms escarpments. shown on the
Africa  Through questioning, map were
e) Recognise faulted guide the learners to formed.
landforms on explain what is meant 2. Give
photographs by faulting. photographs
f) Explain the  Show a map of East from a faulted
benefits and Africa and ask learners area and ask
problems to identify where the learners to:
associated with rift valleys and Block a) Identify the
features formed by Mountains are found. landforms
faulting  Learners copy the map shown in the
into their notebooks. photograph.
 Guide learners in a b) Identify the
discussion on the human
benefits and problems activities
associated with carried out in
faulting. the area.
 Learners individually c) Explain how
conduct a library or the human
internet research on activities are

other features affected by
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38
SUGGESTED SUGGESTED
OBJECTIVES
resulting from faulting the
and make notes about landforms.
them.
Vulcanicity a) Explain the  Igneous features;  Build on learners’ 1. Give an exercise
meaning and Extrusive: Volcanic knowledge of about the
cause of mountains, volcanicity learnt in formation of
vulcanicity. Plugs/Necks, primary school. volcanic
b) Identify the relief Calderas, Lava  Ask: what happens features and
features formed plateaus when molten rock the advantages
due to extrusive  Intrusive features: material rises to the and dangers of
and intrusive Batholiths , Sills, earth’s surface and living in a
eruptions. Dykes where does this occur volcanic area.
c) Use diagrams to  Benefits and problems in East Africa? 2. Give learners
explain the associated with  Using diagrams and photographs of
formation of igneous features questioning, guide volcanic areas
volcanic features. learners to explore and ask
d) Draw a map to how volcanoes, questions

show the including volcanic about these.
distribution of mountains, craters,
volcanic features calderas, plugs etc are
in East Africa. formed.
38
SUGGESTED SUGGESTED
OBJECTIVES
e) Recognise volcanic  Using diagrams explain
features on how sometimes
photographs. molten rock may fail to
f) Explain the reach the earth’s
benefits and surface and the
problems features formed when
associated with it cools and solidifies
volcanoes. inside the
crust/underground e.g.
batholiths, sills and
dykes.
 Explain that these are
called intrusive
igneous landforms.
 Guide learners to
understand the
meaning of vulcanicity.
 Using a chalk board
map/textbook
map/atlas map guide

learners to explore the
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40
SUGGESTED SUGGESTED
OBJECTIVES
distribution of igneous
features in East Africa.
Learners copy and
label the map.
 Learners suggest the
advantages and
problems of living in a
volcanic area.
Warping a. Explain what  Down warped lake  Basing on the 1. Give a task for
warping is and basins knowledge of relief learners to use
the forces that  Benefits and regions of East Africa, a diagram(s) to
cause it. problems Ask: How much of East explain the
b. Draw diagrams to associated with Africa is a plateau? effects of down
explain the effects don warped lake What are the warping on
of down warping basins characteristics of these landscape in
on landscape. plateaus? East Africa.
c. Locate down  Using a diagram, 2. Task learners to

warped lake explain how the explain the
basins on a map. plateau can be warped benefits the
d. Analyse influence or sag in slightly in people of East
of down warping some places. Africa get from
40
SUGGESTED SUGGESTED
OBJECTIVES
on the drainage  Learners suggest down warped
and resources of where this has lake basins.
East Africa. happened most in East
Africa.
 Learners copy the
diagram and
summarise the process
of down warping in
their notebooks.
 Challenge learners to
draw a map showing
down warped lake
basins in east Africa.
 In groups, learners
discuss the benefits
and problems of down
warped lakes.
DENUDATION: a. Explain what  Types of weathering:  Present samples of 1. Give an exercise
weathering is. o Physical/mecha unweathered rock and to draw a tree
Weathering b. Explain the nical loose rock material or diagram to

different types of o Chemical soil and ask learners to summarise the
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41
42
SUGGESTED SUGGESTED
OBJECTIVES
weathering. o Biological examine them. types of
c. Outline the  Factors influencing  Explain that the loose weathering.
factors weathering: material was at one Learners briefly
influencing o Nature of the time a hard rock explain any two
weathering rock, material. processes of
d. Explain the effects o Climate,  Challenge learners to each type of
of weathering on o Relief, explain how the rock weathering.
rocks relief. o Human material could have 2. Task learners to
e. Analyse the activities, broken into the loose write a short
effects of o Time material. essay on how
weathering on  Through discussion, weathering
human activities. explain that the affects the
process by which rocks activities of
are broken down into people in their
loose material is called own
weathering community.
 Explain the main types

of weathering ,their
processes and
conditions under
which each takes
42
SUGGESTED SUGGESTED
OBJECTIVES
place:
i) Physical
weathering: Block
disintegration,
Frost action,
Exfoliation.
ii) Chemical
weathering:
Oxidation,
Carbonation,
Hydration,
Hydrolysis
iii) Biological
weathering:
Wedging action of
plant roots, Work of
barrowing animals.
conduct a field study of
a local area to identify

the effects of
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43
44
SUGGESTED SUGGESTED
OBJECTIVES
weathering on relief
and human activities
 Groups present
reports in a whole
class discussion.
TOPIC: RIVERS AND DRAINAGE PATTERNS IN EAST AFRICA

General Objective:
By the end of the topic, the learner should be able to explain the development of a river valley and the economic
importance of rivers.
SUBTOPIC OBJECTIVES CONTENT SUGGESTED TEACHING AND SUGGESTED

The learner should be LEARNING STRATEGY ASSESSMENT
able to:
STRATEGY
a) Identify the processes  River erosion  Through questioning, 1. Provide a
of river erosion and and resultant challenge learners to survey map of
transportation features explain what a river is and a
b) Describe the long  River how rivers form. highland/hilly
44
profile of a river transportation  Ask: Where in East Africa are or dissected
c) Recognise features of  River deposition rivers likely to start? plateau area.
a river valley and and resultant  Learners name any three Use this to
drainage patterns on features rivers they know in each ask questions
survey maps and  Stages/the long country of East Africa. on the main
photographs profile of a river  List these on the drainage
d) Locate the major  Drainage chalkboard. patterns.
rivers of East Africa patterns  Present a wall map, atlas 2. Ask learners
on a map  Economic map or chalkboard map to think of
e) Analyse the importance showing the main rivers of any one river
importance of rivers of rivers East Africa and task the they know
to development of learners to identify the and explain
East Africa. rivers they have mentioned how:
f) Describe the major and to draw the map in their (i) Useful it is
drainage patterns in notebooks. to people
East Africa  If possible, guide learners to living
visit a nearby river or around it.
stream and observe how it (ii) It
erodes the land; carries its negatively
load, and where it deposits affects
its load. people
 Through discussion, guide living
learners to explore the around it.

processes of river:
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46
o Erosion,
o Transportation,
o Deposition; and features
resulting from each.
Stages/courses of a river
 Using diagrams and photos
explain the main stages of a
river course and features
found in each: Youthful
stage, mature stage, and old
stage.
 Learners draw diagrams
and use these to explain
how each feature is formed.
Drainage patterns
 Show diagrams or
topographic survey maps of
different areas and
challenge learners to work
in groups to identify the

main rivers and their
tributaries.
 In groups, learners describe
how each river and its
46
tributaries are arranged on
the ground over which they
flow.
 Explain that the plan
formed on the ground by
rivers and their tributaries is
called a
drainage pattern.
 Learners individually draw
diagrams of main drainage
patterns in East Africa in
their notebooks and write a
description of each:
o Dendritic,
o Radial,
o Trellis, and
o Centripetal patterns
 In groups, learners discuss
the benefits and problems
associated with rivers.
 Group share their ideas in a
whole class discussion.
47
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48
TOPIC: THE SOILS OF EAST AFRICA
General Objective:
By the end of the topic, the learner should be able to identify the major types of soil, explain of soil formation and
development and evaluate the different methods of soil conservation and management.
OBJECTIVES SUGGESTED TEACHING SUGGESTED

SUBTOPIC The learner should be CONTENT AND LEARNING ASSESSMENT
able to: STRATEGY STRATEGY
Types of Soil a. Describe the  Components of  Build on the learners’ 1. Task the
different soil: knowledge of soil learners to write
constituents of soil. o soil particles acquired in primary short notes on
b. Identify the o soil air school. Through the main types
different types of o soil water questioning guide of soil.
soil. o inorganic learners to revise the
c. Describe the matter component of soil.
characteristics of o organic matter  Present samples of the
main soil types and task
the different types o soil organisms

of soil  Major types of soil learners to work in

o loam soil groups to and identify
o clay soil each type.
o sandy soil  Explain that soil is
divided into three main
48
types:
Loam soil, Clay soil,
Sandy soil
 Using the same soil
samples, learners
suggest materials from
which soil is formed.
Soil formation a. Explain the key  Soil formation  Through brainstorming, 2. Give an exercise
and terms related to and development: guide learners to revise for the learners
development soil. o Weathering, rock weathering and to explain the
b. Explain the main o Soil profile, how it leads to meaning of the
processes of soil o Soil catena formation of soil. following terms:
formation and  Explain how soil is a) Soil profile
development. formed from the b) Soil texture
remains of living things; c) Soil
especially vegetation. structure
 Present a chalk d) Soil catena
board/textbook
diagram of a simple soil
profile and ask learners

to draw it in their
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50
notebooks, identify and
name the layers.
 Explain that sometimes
the soil profile may
have a hard stony
reddish-brown layer in
the sub soil. This is
called laterite.
understand n how
laterite is formed; by
leaching.
 Ask learners whether
they have ever seen a
garden on a hill slope or
moved along a hill slope
from the valley up to the

hill top.
 Ask: Was the same type
of soil is found along the
hill from the bottom to
50
the hill top?
 Using a diagram,
explain a soil catena.
 Learners copy the
diagram and annotate
it.
discuss and suggest
why soil changes with
height even over a small
area.
Soil erosion a. Describe the  Major forms of soil  Learners observe a 1. Provide an
and Soil major forms erosion: gentle slope outside the outline map of
conservation of soil o splash erosion classroom. Ask: What East Africa and
in East Africa erosion. o Sheet erosion happens to some of the task learners to
b. Explain the o rill erosion soil when it rains? locate major
causes of o gulley erosion  Through questioning, areas
soil erosion  Causes of soil guide learners to experiencing
and its erosion explore splash erosion soil erosion.
effects on o Relief and how it affects top 2. Give an exercise

the o climate soil. on the causes
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52
environment o poor farming  Use diagrams to guide and problems of
. methods learners to understand soil erosion, and
c. Locate areas o deforestation splash, sheet, rill and ways it can be
affected by  Methods of soil gulley erosion. Learners prevented.
soil erosion conservation coy the diagrams into
in East o contour their notebooks.
Africa. ploughing  In groups, learners
d. Evaluate the o strip cropping discuss and suggest
different o terracing which of the four types
methods of o afforestation of soil erosion is most
soil o re-fforestation destructive and why.
conservation o mulching  Ask learners to list areas
. they know in Uganda
and the rest of East
Africa which experience
soil erosion.
conduct a textbook or
internet search and
draw a map of East
Africa showing areas
52
affected by soil erosion.
 Use questioning to
discuss the main
causes of soil erosion
in different areas of
East Africa.
 In groups, learners carry
out Library or internet
search on ways of
controlling soil erosion
and places in East Africa
where each method is
used.
findings in a whole class
discussion.
 Summarize these on the
chalkboard and add
those left out if any.
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54
TOPIC: THE CLIMATE OF EAST AFRICA
General Objective:
By the end of the topic, the learner should be able to identify the major types of climate, explain the factors
responsible for variations in climate in East Africa.

SUBTOPIC The learner should CONTENT AND LEARNING ASSESSMENT
be able to: STRATEGY STRATEGY
a. Identify the  Climatic zones and  Build on the learner’s 1. Give out two
Types of main types of their characteristics: knowledge of weather climate graphs
climate in East climate in East o Equatorial and climate acquired in different from
Africa Africa. o Tropical Senior One to guide those already
b. Describe the o Semi arid, learners to understand used or climate
characteristics o Montane the climate of East statistics and
of each type of Africa. ask learners to
climate in East  Show a climate graph draw graphs.
Africa. for each type of Learners
c. Locate the climate, un-named. describe the

types of climate  Challenge learners to climates and
in East Africa on work in groups, to explain how
a map. discuss and describe people would
d. Use graphs and climate from the live in each
54
statistics to graphs. area.
represent and  Present a wall/chalk 2. Give out a
describe board/textbook map sketch map of
climate. showing the climatic East Africa with
regions of East Africa. climatic regions
 Learners copy the marked, not
sketch map into their named.
notebooks and Learners use a
annotate it. key and
 Through questioning shading to
basing on climate show the
graphs/climatic names of each
statistics, guide type of climate.
learners to understand:
Equatorial, Tropical,
Semi-arid and montane
climates.
Factors a. Explain the  Factors affecting the  Build on learners’ 1. Task learners to
affecting the factors climate of East Africa: knowledge of identify the
climate of affecting the o Position of the weather and climate; climatic region
East Africa climates and overhead sun (ITCZ) and the climate of in which their
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their o Relief North America to school is found.
distribution. o Water bodies guide them to They describe
b. Draw diagrams o Vegetation cover explore factors the
to illustrate o Human activities affecting the climate characteristics
factors o Wind regime of East Africa. of the climate.
affecting the  Ask the learners to 2. Learners
climate of east explain why most explain the
Africa. places in East Africa factors
have a hot climate; affecting the
which places are cooler climate of the
and why. area.
 Learners work in
groups to find answers
to the questions:
o When is the
northern
hemisphere tilted
towards the sun?
o When is the
southern
hemisphere tilted
56
towards the sun?
o What months will it
be hottest in East
Africa north of
equator; and what
months will it be
hottest in places
south of the equator?
 Explain that rainfall
seasons and
temperature mainly
depend on the
position of the
overhead sun (ITCZ).
Most rain occurs at
the hottest time
(summer).
 Use maps to explain
the positions of the
ICTZ (N.E and S.E

trade winds) in
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January and
July/August and how
this affects rainfall
distribution in East
Africa. Learners copy
the maps into their
books.
 List other factors on the
chalkboard and ask
learners to explain how
each may affect
temperature and
rainfall in East Africa.
 Summarise learners’
contributions on the
chalk board and make
necessary corrections.
Influence of a. Explain the  Effects of climate on  Present photographs 1. Give a task for
climate on influence of the ways people live showing land use and learners to
people’s ways climate on people’s ways of life in think of any
of life people’s ways different climatic one region they
58
of life including regions of East Africa. know and
agriculture.  In groups, learners explain the
b. Recognise study each photo and relationship
climatic regions suggest how the between
from climate affects the way climate and
photographs people in that area live; people’s life
what economic styles in the
activities they carry region.
out, their dressing
styles etc.
identify the climatic
region shown in each
photograph.
 Explain that
traditionally, the way
people live depends
mainly on the climate.
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TOPIC: WILD LIFE CONSERVATION AND TOURISM IN EAST AFRICA
General Objective:
By the end of the topic, the learner should be able to identify the major areas of wild life conservation and other
tourist attractions, and appreciate the factors leading to the development, contribution and challenges of the
tourism industry in East Africa.
SUBTOPIC OBJECTIVES CONTENT SUGGESTED TEACHING SUGGESTED

The learner AND LEARNING ASSESSMENT
should be able STRATEGY STRATEGY
to:
a. Identify the  Meaning of wild life  Learners study 1. Give learners
Major areas of major areas conservation and tourism atlas/wall map/chalk a map with
wildlife of wild life  Wild life conservation board map, identify and wild life
conservation in conservation areas: list wild life conservation conservation
East Africa and tourism o National parks areas in East Africa. They areas marked
sites. o Wild life reserves/game draw the map in their but not
b. Locate the reserves notebooks. named. Task
major areas o Sanctuaries  Ask learners what they them to

of wild life understand by wildlife. name specific
conservation List their responses on conservation
. the chalk board. areas.
c. Analyse the  Guide learners to 2. Ask learners
60
to:
challenges understand that wild life to suggest
facing includes both plants ways to
wildlife (flora) and animal life ensure more
conservation (fauna) in their natural effective
in East Africa. habitats. conservation
 In groups, learners of wildlife in
discuss the reasons for East Africa.
conserving wild life.
 Groups discuss why
wildlife in East Africa is
rapidly decreasing.
discuss and suggest the
consequences of failing
to conserve wildlife.
Tourism in East a. Locate the  Tourist attractions: Wild  Ask learners what 1. (a). Give a
Africa major life, Relief , Drainage tourism means. Are all task for
tourism sites features, Climate, Historic people who come to learners to
in East Africa. and pre-historical sites, East Africa tourists? draw a sketch
b. Describe the recreation centers What other kinds of map showing
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to:
factors  Factors leading to the people do come? tourism sites
leading to development of tourism  Wrap up the activity by in East Africa
development industry: clarifying on what and name at
of tourism o Wide range of tourist tourism means. least two
industry in attractions  Ask learners where they attractions at
East Africa. o Political stability would like to go if they each site.
c. Explain the o Accommodation had the money to (b).They
Contribution facilities become a tourist. explain the
of tourism o Improved transport  Do tourists come to East benefits
industry to and communication Africa to see the kinds of tourism
the o Improved banking things you want to see? brings for
development facilities  Explain that tourists people living
of East o Publicity and visiting East Africa in those
Africa. advertisement mainly come from areas.
d. Analyse the o Government policy
industrialized countries 2. Give statistics

challenges o Availability of capital where they live in big on tourist

facing o Skilled labour polluted cities, so they arrivals either
tourism in  Contribution of tourism like to see natural areas in East Africa
East Africa. to development and wild life. or any one
 Challenges of tourism in  In pairs, learners discuss East African
62
to:
East Africa: and make a list of the country for
o Climate change kinds of places and several years
o Reduction in things tourists come to and task
biodiversity see in East Africa; and learners to
o Political instability decide which ones are draw a graph
o Hostility of some tribes the most important. to represent
o Competition  List these on the the
o Poor infrastructure chalkboard and add any information.
o Shortage of skilled not listed. Learners
labour  Explain that East Africa describe h
o Encroachment has some of the best trend of
o Changing government national parks and wild tourist
policy life/game reserves, arrivals and
o Small domestic market coastlines and coral suggest likely
o Inadequate reefs, mountain scenery reasons for
recreation and rivers and lakes in this.
facilities] Africa
add the tourist

attractions and sites
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to:
identified on the map of
wild life conservation
areas they drew.
Factors leading to the

development of tourism
 Build on the learners’
knowledge of tourism
acquired in primary
school.
brainstorm on the
factors leading to the
development of tourism.
 Summarise their
contributions on the
chalk board.
Challenges facing
tourism in East Africa
64
to:
discuss why sometimes
tourists do not come to
some parts of East Africa
and the dangers which
may spoil tourism.
 Ask why tourists no
longer go to some parts
of the Kenya coast e.g.
north of Malindi.
suggest why Uganda
receives fewer tourists
than Kenya and
Tanzania.
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TOPIC: FORESTRY IN EAST AFRICA
Duration: 8Periods
General Objective:
By the end of the topic, the learner should be able to identify the major forested areas of East Africa, explain
factors favouring forestry and appreciate the need for conserving forests in East Africa.

The learner should be AND LEARNING STRATEGY ASSESSMENT
able to: STRATEGY
a. Explain the  Meaning of the  Build on the learners’ 1. Give
meaning of forestry knowledge of forestry in statistics or
forestry.  Types of forests British Columbia and photographs
b. Identify the types o Natural forests through questioning; help
about
of forests. o Planted forests them to understand the
c. Locate forestry in
major  Factors favouring meaning of forest and
forests on the map the forestry forestry. both East
of east Africa industry e.g.  Summarize their ideas on Africa and
d. Describe the the chalk board; guide British
o nature of forests
factors favouring o presence of forest them to a common Columbia

forestry industry reserves meaning and to and ask
in east Africa. o level of technology understand that forestry is
questions
e. Explain the  Importance of broader than a forest.
contribution of about these.
forestry:  Ask: what are the main
66
able to: STRATEGY
forestry to the o forest products types of forests in East 2. Learners use
development of o employment Africa? List them on the their
east Africa. o utilization of chalkboard. knowledge
f. Analyse the marginal lands Emphasise the two
about
problems caused o wood fuel broad types: Natural
forestry to
by forest  Problems caused and planted forests.
exploitation. by forest  Present interpret
a wall
g. Identify the exploitation: map/chalkboard map/text and analyse
problems facing o soil erosion book or atlas map. Ask the stimulus
the forestry o reduction of bio- learners to identify the materials
industry in East diversity areas covered by the major given.
Africa. o disappearance of natural forests in East
3. Give a task
h. Suggest possible tree species Africa
solutions to the  Solutions: involving
problems imagination
o Afforesting Factors favouring forestry
and re-a and benefits of forestry in that one is in
forestation east Africa a position
o Population  Using their existing controlling
control knowledge of forestry, lead all forests in
learners to brainstorm and a country or

suggest factors which district. Ask
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able to: STRATEGY
favour the development of questions
forestry in East Africa. concerning:
 In groups, learners discuss a).
the benefits of forestry. destruction
Group ideas feed into a of forests.
b). best
Destruction and
policies to
Conservation of forests
control the
 Ask learners if they have
cutting
heard of illegal destruction
down of
or cutting down of forests
forests.
in Uganda. Guide them to
explore factors leading to
destruction of forests.
the dangers of
uncontrolled forest
exploitation. Focus
learners to understand the
main dangers including:
o Climate change
68
able to: STRATEGY
o Soil erosion
o Reduction of bio-
diversity
o Loss of medicinal plants
o Scarcity of construction
materials and wood fuel
 Learners suggest how
these dangers can be
controlled and how we can
replace the forests in areas
where they have been
destroyed.
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70
TOPIC: THE POPULATION OF EAST AFRICA
General Objective:
By the end of the topic, the learner should be able to appreciate the factors influencing population growth and
distribution, and the effects of population on the environment in East Africa.
OBJECTIVES SUGGESTED
SUGGESTED TEACHING
SUBTOPIC The learner should be CONTENT ASSESSMENT
AND LEARNING STRATEGY
able to: STRATEGY
a. Explain the  Terms related to Population growth 1. Provide
Population meaning of population:  Present population figures learners
growth, population o population size of East Africa or any one with
distribution growth, o population country of East Africa for at different
and density in distribution, distribution least 5 censuses. Ask the survey maps
East Africa density, under o population density learners to individually and task
population and o under population draw a line or bar graph to them to
over population. o over population represent the information. describe the
b. Use  Learners use the graph to distribution
statistics, o optimum
graphs and charts population describe how population is of

to analyse o population growing. population
population. pyramid  Using illustrations, in the areas
c. Evaluate  Factors influencing guide learners to shown on
measures used to population understand the the maps.
70
SUGGESTED TEACHING
able to: STRATEGY
control distribution: concepts of: They
population o soils o under population, explain, with
growth. o climate o over population, and evidence,
d. Locate the areas o relief o optimum population the reasons
of high, moderate o drainage  Present a population for the
and low o vegetation pyramid of Uganda, or distribution.
population o incidence of any other East Africa 2. Task
density. diseases country and challenge learners to
e. Describe the o government policy the learners to use it to suggest
factors o historical factors analyse the population population
influencing o transport structure. related
population  Effects of high  Focus learners to problems
distribution. population density: understand young, experienced
f. Explain the effects o Large labour adult and ageing (old) in the areas
of population supply population and how shown on
distribution o large market each affects the maps
(dense and o large base of development. with
sparse) on the revenue for the  Through discussion and reasons.
environment and government questioning, guide
development.  Negative effects: learners to relate the

g. Suggest solutions o over exploitation of population structure to
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72
SUGGESTED TEACHING
able to: STRATEGY
to the problems resources population growth
caused by rapid o over crowding (births and deaths)
population o unemployment  In pairs, learners discuss
growth. o high crime rate the benefits and dangers of
o rapid spread of rapid population growth.
diseases Pair ideas feed into a
o pressure on whole class discussion.
social services  Learners, individually,
 Effects of sparse conduct library/internet
population: research on the solutions
o minimal to problems of high rapid
environmental population growth and
degradation present their findings to
o low levels of the whole class.
resource
utilization Distribution and density of
 Negative effects: population

o Small market  Present a wall
o low level of map/chalkboard
infrastructure map/atlas map showing
development the distribution of
72
SUGGESTED TEACHING
able to: STRATEGY
o inadequate population in East Africa.
labour supply Learners copy the map
into their notebooks.
 Learners work in groups to
identify and list: a). areas
of high population density;
b). moderate population
density; c). low population
density.
 Learners suggest reasons
for areas of high and low
density.
 Using learners’ ideas,
clarify on factors affecting
population density of in
East Africa.
problems of living in
densely populated areas.
Group ideas feed into

whole class discussion
73
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74
SUGGESTED TEACHING
able to: STRATEGY
 List their views on the
chalkboard and clarify,
add others not given, if
any.
74
TOPIC: INTRODUCTION TO THE RHINELANDS
General Objective:
By the end of the topic, the learner should be able to locate and describe the composition of the Rhine lands and
appreciate the lessons Uganda can learn from aspects of development in selected countries of the Rhine basin.

a. Identify the  Countries of the  Present a wall map/ chalk 1. Provide a map
Location, countries that Rhine lands: board map of the Rhine of the Rhine
position and make up the Netherlands , basin and ask the learners basin with
size of the Rhine lands. Germany to follow the Rhine River features not
Rhine lands b. Draw a map ,Switzerland and its tributaries and named. Task
showing the ,Luxembourg and identify the countries learners to
Rhine basin. Belgium through which it flows. name the
 Location of the Learners draw the map in counties
Rhine ands in their note books. through which
terms of latitude  Ask learners to suggest the Rhine flows.
and longitudes, why the region is called Learners explain
relative position the Rhine lands. why the Rhine
 Through questioning, ask flows

the learners to compare northwards.
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Rhine lands with East 2. Learners study
Africa. the atlas and
 Guide learners to draw a map of
understand the difference the Nile basin.
between the Rhine lands They explain the
and East Africa in terms of benefits
size, population (size and associated with
density), and level of the river Nile.
development.
The relief and a. Describe the  Map of The Position of 1. (a). Task the
drainage of position of Switzerland Switzerland learners to draw
Switzerland Switzerland and showing relief  Present a wall a sketch map to
how it affects the regions and map/textbook map/atlas show the
country’s drainage features map showing the position, position and
development.  Relief regions relief regions and relief regions of
b. Describe the o Alps drainage features of Switzerland.

physical o Swiss Switzerland. Ask learners (b). Learners
characteristics of plateau to copy the map into their write a short
Switzerland o Jura note books. essay
basing on relief  As whole class, learners comparing
76
regions. describe the position of Switzerland
c. Identify the major Switzerland in Europe and with Uganda.
drainage features compare this with the
of Switzerland. position of Uganda.
d. Draw a map of  Learns suggest the likely
Switzerland problems associated with
showing relief the position of
regions and Switzerland in Europe.
drainage.
e. Analyse the Relief regions and
effects of relief drainage
and drainage on  Using the map which the
human activities learners have drawn,
in Switzerland. challenge them to identify
he major relief regions of
Switzerland: Alps, Swiss
plateau and Jura.
 Ask: Which region
covers the:
(i) Largest,
(ii) Smallest part
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of Switzerland?
 Learners use the
atlas/textbook to find the
lakes and rivers in
Switzerland and add them
on the map showing relief
regions.
how important the lakes
and rivers might be to
Switzerland.
 If possible, use
photographs from each of
the relief regions and
guide the learners to
describe their
characteristics.
 Use these figures to help
learners to understand
that Switzerland is largely
a mountainous country:
78
Alps or Alpine region 60%,
the Swiss Plateau 30%,
the Jura covers 10% of the
country. Challenge the
learners to draw a pie
chart to illustrate the
figures.
 Ask: What proportion of
Switzerland is covered by
mountains?
 Through discussion,
learners suggest the likely
human activities carried
out in each relief region.
 Summarise learners’ ideas
and guide them to
understand the effects of
relief on human activities
in Switzerland.
Development a. Identify the main  Tourist  Give a chalk 1. Give statistics

of tourism tourist attractions attractions board/textbook map on tourist
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industry in and tourist o climate showing the major tourist arrivals in
Switzerland centres in o mountain resorts of Switzerland. Switzerland and
Switzerland. scenery Learners copy the map ask questions
b. Locate the main o drainage into their notebooks. about these.
tourist centres of features  In groups, learners 2. Task the
Switzerland. o vegetation compare the map with the learners to
c. Describe the  Tourist centers relief and drainage map of explain why the
activities carried e.g. Switzerland and suggest tourism industry
out by tourists in o St. Moritz: the tourist attractions at of Switzerland in
the different winter each centre/resort. more developed
tourist centres o Davos:  Present photographs and that that of East
and seasons of winter guide the learners to Africa. They
the year. o Lugano: identify the activities suggest how
d. Explain the winter carried out by tourists East African
factors that have o Geneva during : countries can
favoured the o Winter improve their
development of o Summer tourism

tourism in  Learners compare the industry.
Switzerland. tourist attractions of
e. Explain the Switzerland with those of
benefits ans Uganda.
80
disadvantages of  List some of the factors
tourism favouring tourism in
f. Use statistics to Switzerland e.g. relief and
analyse aspects drainage, climate,
of tourism in position in Europe, using
Switzerland many languages, political
neutrality and stability,
highly trained labour,
administrative centre, etc.
and task the learners to
explain how each might
have led to the
development of tourism.
 Summarise learners’ ideas
and give clarification
where necessary.
 Task the learners to
compare the tourism
industry of Switzerland
with that of Uganda.

 Using questioning, guide
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82
the learners to explore the
benefits and
disadvantages of tourism
in Switzerland.
Benefits and a. Explain the  Contribution of  Using questioning, 1. Task the
Challenges of contribution of the tourism prompt learners to raise learners to
tourism in the tourism industry and explain the describe
Switzerland industry to the  Challenges of the contributions of the potential or
development of a tourism industry: tourism industry to the actual tourist
country. o Risk of terrorism development of attractions in
b. Analyse the o increased Switzerland. their home area.
challenges facing transport costs  List their responses on the They explain the
the tourism o climate change chalk board and clarify benefits tourism
industry in o retreat of the further where necessary. can bring to
Switzerland. snowline  Working in groups, the their
o avalanches learners discuss the likely community.
o pollution challenges facing the

tourism industry in
Switzerland.
contributions on the chalk
82
board and add those not
raised if any.
Industrial a. Identify the types  Types of  List examples of 1. Give an exercise
development of industries in industries in different types of for the learners
in Germany Germany. Germany i.e. industries on the chalk to draw a
b. Draw a map to heavy and light board and the labeled sketch
show the industries. challenge learners to map of the Ruhr
distribution of  Location of major classify them. Focus industrial region
industries in industries in the learners to and coal field.
Germany. Germany understand the main 2. They explain
c. Analyse factors  Location of the types of industries; why the Ruhr
leading to Ruhr industrial light and heavy has developed
industrial region industries. Learners as an industrial
development in  Factors leading suggest possible region.
the Ruhr region of industrial reasons for this 3. Task the
Germany. development in classification. learners to
d. Explain the the Ruhr region  Present a sketch map of explain lessons
contribution of  Mining and Germany showing the which Uganda
industrial importance of distribution of minerals can learn from
development to coal as a basis for and major industries. the

Germany. industrial Learners copy the map development of
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e. Explain the development into their notebooks. industry in
challenges of  Challenges of  Challenge the earners Germany.
industrial industrial to suggest the
development in development e.g. relationship between
Germany. o Pollution mineral resources and
o exhaustion the development of
of resources industries in the
o developmen country.
t of Case study: The Ruhr
conurbation industrial region
s  Present a sketch map of
o encroachment the Ruhr industrial region
on agricultural and coalfields. Ask
land learners to copy the map
into their notebooks.
 Learners describe the
position of the Ruhr

region in Germany in
relation to river Rhine and
its tributaries.
 Using the map showing
84
exposed and concealed
coal fields, explain how
coal mining formed the
basis for the development
of industries in the Ruhr.
 Through discussion, guide
learners to explore other
factors that favoured the
development of industries
in the Ruhr region.
 Working in pairs, learners
discuss the contribution
of manufacturing
industries to the
development of Germany.
 Learners discuss and
suggest the challenges of
industrial development in
Germany. Clarify on their
ideas where necessary.

Land a. Describe the relief  Position, relief  Provide a chalk 1. Challenge the
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reclamation and drainage of and drainage of board/wall/ learners to
and the Netherlands the atlas/textbook map identify any one
Agriculture in b. Locate the Netherlands and task the learners area in Uganda
the reclaimed lands o Uplands, to identify the which needs
Netherlands: of the o Lowlands below Netherlands. Learners reclamation.
Netherlands sea level, draw the map of the They suggest
Land c. Explain the o Rhine delta, Netherlands in their methods which
reclamation factors that led to o Sand dunes note books. they can use to
land reclamation o Rhine river and  Using the map, learners reclaim the
d. Describe the North Sea describe the position, area.
steps of land  Reclaimed land relief and drainage of the
reclamation e.g. Zuiderzee Netherlands.
e. Explain the project  Through questioning,
benefits and  Factors that led to basing on local examples,
challenges of land reclamation guide the learners to
reclaimed areas.  Steps of land understand the concept of
reclamation land reclamation.

 Benefits and  Ask the learners to explain
challenges of what is meant by land
reclaimed areas reclamation.
 Ask: How much of the
86
Netherlands lies below
sea level? Using the
learners’ response,
explain how much of the
current land of the
Netherlands was
reclaimed from the North
Sea.
 Through discussion, help
the learners to explore the
factors that led to land
reclamation in the
Netherlands.
 In groups, learners carry
out a library/internet
research and make notes
about the Zuiderzee
project. They explore the
benefits and challenges of
land reclamation.
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findings in a whole class
discussion.
Types of a. Identify the types  Types of farming:  If possible, provide 2. (a). Provide a
farming in the of farming in the o Market photographs of Market map showing
Netherlands Netherlands gardening gardening and Dairy with market
b. Locate the major o Dairy farming farming and ask learners gardening areas
types of farming  Factors to identify the activities in the
in the favouring taking place; and the type Netherlands not
Netherlands farming: of farming in each photo. named and task
c. Describe the o Flat relief  Using the same photos, learners to
factors favouring o Cool climate guide learners to descried name them.
the type of o capital the characteristics of each (b). Give a task
farming o Skilled labour type of farming. for the learners
d. Explain the  Contribution of  Present a textbook/chalk to compare
contributions of farming board map showing the farming in the
farming to the  Challenges: distribution of Market Netherlands
development of o Limited land gardening and dairy with that in

the Netherlands o Pollution farming in the Uganda. They
e. Analyse the o High cost of Netherlands. Learners explain why
challenges of farming copy the map into their Market
farming in the o Pests and notebooks. gardening and
88
Netherlands diseases  Ask: What factors do you Diary farming
think have favoured the are not highly
development of: developed in
o Market gardening Uganda.
o Dairy farming in the
Netherlands?
responses and focus them
to understand factors for
each type of farming.
 In groups learners
conduct a library/internet
research and write reports
on the contribution and
challenges of each type of
farming in the
Netherlands. Groups
present their reports in a
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CRE
SEN I OR 3
CHRISTIAN RELIGIOUS
EDUCATION
ST LUKE’S GOSPEL AND

ITS RELEVANCE TODAY
SENIOR THREE
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CRE ABRIDGED CURRICULUM FOR S3: ST LUKE’S

GOSPEL AND ITS RELEVANCE TODAY
The abridged CRE curriculum has been designed to address the learning gaps
that were created as a result of the Covid-19 pandemic. Critical content has
been picked to be taught in the available time. The learners thus will acquire
the knowledge and skills needed at the ordinary level of education. It is
advisable to use learner cantered methodologies in order to cover a wider
scope at a given time. The syllabus is for Senior three. The critical changes are
highlighted in the table below:
ACTION
TOPIC/SUB TOPIC JUSTIFICATION
TAKEN
Jesus the expected Left Out Covered the subtopic of “The messiah-
saviour, king”
Jesus heals a man Left Out The healing of Jairus’ daughter and the
possessed by demons woman who touched Jesus’ cloak
(Luke 8:22-39 because the same knowledge for the
previous miracles can still be applied
here.
Jesus uses parable”. Left Out The same significances can be related
to the following:
 with God we can overcome the
devil Luke 11:14-36
 Responsible trust in God Luke
12:1-12
 The power of Gods kingdom will
grow in those who turn to Jesus
 A great feast to all who are
prepared Luke 14;1-35
Jesus in conflict with Left out Content is less relevant to the situation
the Jewish leaders. today
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TOPIC: JESUS IS THE ONE SENT FROM GOD TO BRING

SALAVATION TO ALL
Suggested
teaching and
Sub - Topic Specific objectives Content
learning
strategies
JESUS CALL At the end of the sub
HIS topic, the learner  The teaching  Bible
DISCIPLES should be able to: and healing reading
AND MEETS  Identify the the sick  Discussion
OPPOSITION methods Jesus  The great on the
(LUKE 5:1 - used to call the catching of reactions of
26) first four fish and the teachers
disciples. Jesus’ of the law
 Explain and message to and
show that it was the fishermen Pharisees
because of faith  Jesus’ healing
that a man with of the man
a diseased skin with skin
and the disease and
paralysed man the one with a
were able to be paralysed
cured because hand.
of faith of the  The reactions
sick person and of the
those who cared teachers of
for them. the law and
 Accept that Pharisees to
Jesus is lord of the healing
all, cares and miracles.
provides for the
needy.
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93
Suggested
teaching and
learning
strategies
JESUS CALLS At the end of the sub
LEVI (LUKE topic, the learner  Description of  Explain how
5:27- 31) should be able to: Levi and his Levi was a
JESUS  Point out nature of gentile and
MEETS MORE circumstances work. Tax collector
OPPOSITION under which  His  Guided
(LUKE 5:33 Levi was called. relationship discussion
6:16  Explain the with local relating the
response of Levi people Jewish law
and what he did especially to the that of
thereafter. Jesus God.
 Levi organises
a party in
honour of
Jesus.
JESUS At the end of the sub
PREACHING topic, the learner  Importance of  Explanation
OR THE should be able to: the sermon of why Jesus
SERMIN ON  Describe the chose to
THE PAIN: new life for the deliver the
LUKE new people of message on
6: 17 - 49 God. (Sermon on the plain.
the plain)  Story telling
on the issues
of trust and
audience.
JESUS HEALS At the end of the sub
A ROMAN topic, the learner  Background  Bible
OFFICER’S should be able to: of the Roman readings
SERVANT  Explain the view Officer and his  Story telling
AND RAISES that Jesus’ relationship on Roman
A WIDOW’S coming was to the Jews history
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94
Suggested
teaching and
learning
strategies
SON (LUKE meant for both
7:1-17) the Jews and  The widow  Discussion
Gentiles alike. and her son. about the
 Know that both Roman
the Roman Officer
officer and the  Summary
widow were all writing.
Gentiles.
JESUS THE At the end of the sub

EXPECTED topic, the learner  The role of  Bible
SAVIOUR should be able to: John reading.
(LUKE 7:15-  Explain the  The
35) differences and relationship
similarities between John
between John and Jesus
and Jesus.

MEETS A topic, the learner  Social evils or  Sharing
SINFUL should be able to: sin experience
WOMAN  List the forms of  Jesus attitude on social evil
(LUKE 7:36 - social evils in on the sinful sin society.
8:3) their society woman and
 Explain Jesus’ sinful people
attitude towards today.
people who  Simon’s the
were socially Pharisees
evil e.g. (The reasons for
sinful woman inviting Jesus
Luke 7:36 - 50) and other
 Describe how guests.
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Suggested
teaching and
learning
strategies
women were  The sinful
treated in the woman
Jewish entered
community and Simon’s house
in the Modern and
society. performed the
 Explain why actions to
Simon invited allow love for
Jesus. Jesus….
 Reasons for
Simon inviting
Jesus to his
house

TEACHES ON topic, the learner  Meaning of  Stories
PARABLES should be able to: parables relating to
 explain the  The parable of parables
meaning of the the sower  Discussions
word parable (Luke 8:4-21) on the
 explain in order  The religious purpose of
the religious interpretation teaching in
meaning of the of Jesus parables.
parable of the Christ’s
sower Parable and
 identify the the sower.
message  Trials and
delivered from dangers got in
the parable of the process of
the sower. achieving the
 Identify Kingdom of
difficulties and God.
 Purpose of
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Suggested
teaching and
learning
strategies
dangers one Jesus’
meets while teaching in
trying to achieve parables.
God’s Kingdom.  To draw
 Give reasons attention
why Jesus  To think
preached in for
parables themselve
s
 Respond
freely
 Reward
serious
seekers
CALMS THE topic, the learner  The feeling  Narrating
STORM AND should be able to: and actions of the stories
HEALS A MAN  Relate the story the disciples on how
POSSED BY of how Jesus during and Jesus
DEMONS healed a man after the calmed the
(LUKE 8:22- with demons. storm (Luke storm.
39)  Describe the 8:22-25)  Sharing
calming of the  A man experiences
storm possessed on the
 Outline the true with demons authority of
Bible (Luke 8:26 - Jesus as God
interpretation of 39).  Bible
the storms  Biblical reading
 Describe how meaning of
people Jesus calming
possessed by the storm
evil spirits are
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Suggested
teaching and
learning
strategies
healed today.
 Jesus heals a
man possessed
by demons
(Luke 8:22 - 39)
 Jairus’ daughter
and the woman
who touched
Jesus’ cloak
refer to miracles
in Luke
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TOPIC: TO FOLLOW JESUS MEANS LIFE THROUGH

SUFFERING AND DEATH
Suggested
Specific teaching and
Sub - Topic Content
objectives learning
strategies
JESUS SENT OUT At the end of the
THE 12 DISCIPLES sub topic, the  The story of  Story
(LUKE 9: 1-9) learner should be how Jesus telling on
able to: sent out the 12 how Jesus
 Relate how disciples sent out
Jesus sent  Reasons for the 12
out the sending out disciples
disciples disciples  Discussion
 Explain  Sharing in on sharing
Jesus’ Jesus Jesus’
reasons for mission mission.
sending out  Teach and
the disciples. act using
Jesus’
authority
 Proclaim
God’s
reign
 Heal the
sick
 Hurry up
the
spread of
the good
news
(message)
JESUS FEED THE At the end of the

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Suggested
Sub - Topic Content
objectives learning
strategies
FICE THOUSAND sub topic, the  Reading and  Story
PEOPLE learner should be relating the telling on
able to: story found in the
 Relate the (Luke 9:10 - feeding of
story well 17) the five
 Explain  Meaning of the thousand.
biblically the story  Guided
meaning of  Charitable discovery
the story organisations about
 Identify some found in Jesus’
charitable Uganda i.e. compassio
organisations  War child n
found in  Food for  Discussion
Uganda. the on the role
 Outline the hungry and
roles and  World charitable
duties of the Vision organisati
charitable  Catholic on
organisations Relief
mentioned Agency
above  World
Food
program
me
 Roles and
duties of the
above
charitable
organisations
100
100
Suggested
Sub - Topic Content
objectives learning
strategies
PETER’S At the end of the
DECLARATION sub topic, the  Jesus’  Discussion
AND JESUS learner should be question “who on Peters’
SPEAKS ABOUT able to: do you think I declaratio
HIS SUFFERING  Describe am”? n
AND DEATH Peters’  A suffering  Sharing
answer to Messiah, the experience
Jesus’ son of God as on
question well as Christ. friendship
 Explain what  Guided
kind of discovery
Messiah on the
Jesus was as messiah
explained by ship of
him. Jesus.
THE At the end of the

TRANSFIGURATIO sub topic, the  “Transfigurati  Value
N learner should be on” clarificatio
able to:  How Jesus got n
 Define the transfigured  Explanatio
word  Major events n of
“Transfigurat  Dazzling white transfigura
ion” cloth tion
 Relate the  Appearance of  Story
story as Elijah and telling on
written in the Moses transfigura
bible (Luke  A voice from tion of
9:23 - 36) the clouds Jesus.
 Outline the  The son ship
Bible of Jesus (Luke
meaning of 9:35)
101
101
Suggested
Sub - Topic Content
objectives learning
strategies
major events
in the
Transfigurati
on.
JESUS COMES At the end of the

DOWN FROM THE sub topic, the  Jesus heals  Bible
MOUNTAIN (LUKE learner should be the boy with discussion
9:37- 50) able to: an evil spirit. on Luke
 Describe the (Luke 9:31 -42) 9:37 -42.
healing of the  The disciples’  Brain
boy with an lack of faith storming
evil spirit.  Jesus speaks on Jesus
 Account for about his exorcism.
the disciples’ death.
lack of faith  Who is the
 Give the greatest?
significance  Reasons why
of the healing disciples
miracle argued on
 Give reasons who was the
for Jesus’ greatest.
talking about  Jesus’
his death. reaction to the
 Identify disciple’s
reasons why argument
the disciples
argued about
who was the
greatest.
 Explain
Jesus’
102
102
Suggested
Sub - Topic Content
objectives learning
strategies
response to
the disciples,
understandin
g of
greatness
SENIOR THREE TERM TWO

TOPIC: JESUS MOVES WITH DETERMINATION TO THE
CLIMAX OF HIS LIFE
Suggested
Sub - Topic Content
objectives learning
strategies
WHAT IT At the end of the
MEANS TO sub topic, the  Jesus journey  Brainstorming
BE A learner should be to Jerusalem on the cost of
FOLLOWER able to:  Why Jesus and disciples
OF JESUS  Describe the his disciples  Bible reading.
Lord’s journey were opposed
to Jerusalem  The cost and
(Luke 9:51-56) discipleship
 Explain why  (special
Jesus and his emphasis on
disciples were self-sacrifice)
not welcomed
by the
Samaritan
people in
103
103
Suggested
Sub - Topic Content
objectives learning
strategies
Jerusalem.
 Show
appreciation
of the
Christian call
as a call to
self-sacrifice.

MISSION sub topic, the  Meaning and  Discussion on
AND learner should be purpose of the the mission of
RETURN OF able to: mission Jesus.
THE 72  Narrate the  The believers  Guided
(LUKE 10:1- experience of experience discovery on
24) 72 outline the Jesus teaching the believer’s
main teaching contained in experience.
contained in the passage.
the passage.
WHO IS MY At the end of the

NEIGHBOUR sub topic, the  Parable and  Dramatization
(LUKE 10:2 - learner should be the good of the parable.
42) able to: Samaritan  Discussions on
 Narrate the  The story of the story of
parable of the Jesus, Mary Jesus, Mary
good and Martha. and Martha.
Samaritan and  Lessons from
the story of the two stories
Martha, Mary  Characteristics
and Jesus. of Christian
 Interpret or love (1 Cor. 13)
draw lessons refer.
104
104
Suggested
Sub - Topic Content
objectives learning
strategies
from either
passage.
 Relate wither
passages to
normal
Christian life
today.
JESUS At the end of the

FEEDING ON sub topic, the  The Lord’s  Bible reading
PRAYER learner should be prayer (11:1-  Sharing and
able to: 11) personal
 Recite the  Contents of experience on
lord’s prayer the Lord’s the
 Outline the prayer importance of
main  Meaning of the prayer
content/them Lord’s prayer
es of the lord’s  Importance of
prayer the Lord’s
 Describe the prayer
importance or
role of prayer
to the life of a
Christian.
FEARLESS At the end of the
HONESTY sub topic, the  Religious  Bible
WITHOUT learner should be hypocrisy of discussions on
HYPOCRISY able to: the Pharisees religious
(11:37 -  Identify and teachers hypocrisy.
12:12) different act of of the Law.
hypocrisy that  Call to
105
105
Suggested
Sub - Topic Content
objectives learning
strategies
Pharisees and fearlessly
teachers of the stand for the
law had. truth (12:1-12)
 Explain how
religious
traditions can
be a hindrance
to the Gospel
of Christ.
TOPIC: ON THE WAY TO THE CROSS

Suggested
teaching and
learning
strategies
THE At the end of the sub
NARROW topic, the learner  Believers  Discussion on
DOOR should be able to: should strive the meaning
(LUKE  Interpret the to enter of the narrow
13:22-30) passage of the through the door.
narrow door narrow door.
 Explain why the
narrow door
and not the
broad door.
AGREA At the end of the sub
FEAST TO topic, the learner  Jesus at the  Bible based
ALL WHO should be able to: Pharisees’ discussions
ARE  Describe Jesus’ house (Luke 14:1-14)
PREPARED experience in 14:1-14)  Brainstormin
the Pharisees g on the
106
106
Suggested
teaching and
learning
strategies
(4:1-35) house. Parable of the
great
banquet.
RETRIEVING At the end of the sub

THE LAST topic, the learner  Jesus shows  Story telling
LOVE: THE should be able to: that God seeks on retrieving
LOVE  Narrate the out for the cast the lost love
stories in Luke and needy  Share
15:1-32  The parable of experiences
 Discover ways the lost sheep about
the Pharisees  The parable of forgiveness
discriminated the lost coin  Sharing of
against  The parable of experiences
outcasts. the lost son about God’s
(prodigal son). love.
HOW TO At the end of the sub

USE MONEY topic, the learner  Narrate story  Share
should be able to: and the …... experiences
 explain the two manager (Luke on how to use
parables 16: 1-15) money
 tell how he/she  Narrate story  Story telling
would have on Lazarus on the
treated this and the rich behaviours of
manager. man (Luke the rich man
 analyse how the 16:19-31)  Discussion on
two men used the abuse f
and misused wealth in
money society today.
 express an
appreciation for
107
107
Suggested
teaching and
learning
strategies
the benefits of
good use of
money.
THE POWER At the end of the sub
OF FAITH topic, the learner  Explanation of  Discussion
should be able to: the faith Read the
 Explain the Luke 17:1-6 importance of
meaning of faith and describe faith
 Describe Jesus how Jesus  Story telling
concept of faith, shows the about
repentance and power of faith, repentance.
forgiveness. experience  Case studies
 Discuss the and on great and
dangers of pride forgiveness humble men
among religious  Read Luke  Guided
leaders. 17:7-10 and discovery on
 Outline how one show how the signs of
can be great Jesus experts’ the end.
and remain humility from
humble those who
 Outline the exercise the
signs of the end power of faith.
times and how  Read Luke
they relate with 17:11-19 show
faith. how a leper
expressed
appreciation
for faith
healing.
 Read Luke
17:20 - 37 and
tell why Jesus
108
108
Suggested
teaching and
learning
strategies
brings this
passage here.
 List the signs
of the end
times and how
these relate to
the powers of
faith.
SEAKS topic, the learner  Read Luke  Bible reading
ABOUT HIS should be able to: 18:1-8 and and text
DEATH FOR  Identify how the show how the analysis
THE THIRD corrupt judge corrupt judge about the
TIME helped the helped the ways of
widow. widow. praying
 Show  Discussion on during Jesus
appreciation for importance of time.
persistence persistence  Discussion
prayer prayer. about
 Evaluate the  Learners tell persistence
importance of how, when prayer
individual and where  Sharing
prayer they pray experience
from. about prayer.
SPEAKS topic, the learner  Read Luke  Bible reading
ABOUT HIS should be able to: 18:15-17 and and analysis
DEATH FOR  How Jesus mention how of the
THE THIRD related with Jesus related relevant texts
TIME little children with little  Describe
 Mention how children Jesus’
Jesus talked  Read Luke relationship
109
109
Suggested
teaching and
learning
strategies
about his death 18:18-30 and with the little
analyse the children
problems  Discussion on
riches can Jesus and his
bring to one’s death.
faith.
 Read Luke
18:31-34 (how
did Jesus
talked about
his death and
to who
 The kingdom.
SENIOR THREE TERM THREE

TOPIC: THE WAY TO SALVATION
Suggested
teaching and
learning
strategies
WHAT At the end of the
HAPPENED sub topic, the  Read Luke 18:35 -  Bible
AT JERICHO learner should be 43 (How did the reading
able to: blind bagger, the  Sharing
 show the blind crowd and Jesus experience
bagger caught responded this s on how
Jesus’ attention situation? salvation
 discuss how we  How we respond comes to
respond to to needs of the people
110
110
Suggested
teaching and
learning
strategies
problems of the poor today  Story
poor.  Read Luke 19: 1- telling
 Explain why 10  Brain
Jesus told the  Read Luke 19:11- storming.
parable of 27 (the parable of
talents the talents)
 Narrate how  Their response to
each person the master
responded to  Response of the
their servants
assignment.  How this parable
relates to the
Kingdom of God
and its demands.

ENTERS sub topic, the  Read Luke 19:28-  Discussion
INTO learner should be 40 Jesus prepares on the
JERUSALEM able to: for the Passover Passover
AND THE  Identify how feast. festival
TEMPLE Jesus prepared  Read Luke 19:41-  Bible
for the 48 reading
triumphal entry  Jesus cleanses and
into Jerusalem the temple and storytelling
 Mention why merchants and .
people did money changes
business in the
Temple.

STONES sub topic, the  Read Psalms  Discussion
111
111
Suggested
teaching and
learning
strategies
WHICH THE learner should be 118:22 and Luke on the
BUILDERS able to: 20:1-18 rejection of
REJECTED  Mention ways  Religious leaders Jesus
religious challenge Jesus  Share
leaders authority (20:1-8) experience
challenged  Ways in which s on issues
Jesus’ Jesus is rejected of
authority. today. reflection.
 Analyse how
the parable of
the tenants
reflects the
Church today

COMING OF sub topic, the  Destruction of  Sharing
THE SON OF learner should be the temple vs 5-6 experience
MAN able to:  The nature of s
 Re-state Jesus’ troubles and  Bible
words on the persecutions at reading
destruction of the end of time vs and brain
the temple 7-19 storming
 Describe the  Discuss how one for the
nature of can be ready for destruction
troubles and Jesus’ return of the
persecutions temple.
Christians
would meet.
 , mention why
spiritual
112
112
Suggested
teaching and
learning
strategies
readiness is
important.
THE LORD’S At the end of the

SUPPER sub topic, the  Meaning of the  Discussion
LUKE 22:1- learner should be Lord’s supper on the
38 able to: (Luke 22:1-38) Lords
 tell the  Who celebrates it supper
meaning of the  The importance  Story
lord’s supper of the Lords’ telling
 explain the supper to the about
importance of celebrated today. celebrating
the lord’s  Need for the Lord’s
supper to the believers/Christia supper.
celebrants ns to celebrate it
 give reasons
why it should
be celebrated.
JESUS IS At the end of the

BETRAYED sub topic, the  Luke 22:39-62  Sharing
BY JUDAS, learner should be  Judas betrays personal
ARRESSTED able to: Jesus experience
AND DENIED  Relate the story  Jesus’ arrest on Jesus
BY PETER of Jesus’  Peter denies betrayal
betrayal by Jesus
Judas
 Describe the
story of the
arrest of Jesus
 Analyse Peters
denial of Jesus.
113
113
Suggested
teaching and
learning
strategies
JESUS IS At the end of the

SENTENCED sub topic, the  Bible Luke 22: 63-  Bible
DEATH. learner should be 23, reading
LUKE 22:63- able to:  Bible Luke 23:26-  Discussions
23:25,  Analyse the 56  Share ideas
CRUCIFIED events that  Bible Psalms22 and
AND BURIED culminated into and experience
LUKE 23:26- Jesus’ death  Isaiah 53, Linking s
56 sentence. these and other
 Describe the with New
story of Jesus Testament to
crucifixion and show Jesus’
burial. death as a
 Tell that Jesus’ fulfilment of Old
death was a Testament
fulfilment of the prophesies
Old Testament (God’s plan)
prophesies
(God’s promise)
THE EMPTY At the end of the

TOMB AND sub topic, the  Bible Luke 24:1-  Bible
ON THE WAY learner should be 12 reading
TO EMMAUS able to:  Bible Luke 24:13-  Share
LUKE 24:1-  Narrate a full 35 experience
12, AND account of the  The meaning of s on how
LUKE24:13- events of the resurrection God
35 resurrection  Victory reveals
story.  Victory himself to
 Suggest how  Hope for his
resurrection …………. beyond servants
114
114
Suggested
teaching and
learning
strategies
can influence earth  Story
our lives today.  How resurrection analysis
 Relate the can influence
experience of lives today.
the two  Discuss the
disciples who possible lessons
were walking to that can be draw
Emmaus. from Luke 24:13-
 Give lessons 35
that can be
learnt from the
incidents of the
failure to
recognise
Jesus.

APPEARS TO sub topic, the  Bible 24:36 - 49  Discussion
HIS learner should be  Lesson for on the text
DISCIPLES able to: Christians  Bible
 Relate the  The relevance of reading
incidents of Jesus  Discussion
Jesus appearance to and
appearing to individuals explanatio
his disciples. n of the
 Tell the way the relevance
disciples were of Jesus
to be witnessed appearanc
of the fulfilment e to
of the learners
prophesies.
115
115
116
116
CRE
SEN I OR 3
CHRISTIAN RELIGIOUS
EDUCATION
CHRISTIAN LIVING TODAY
117
117
ABRIDGED CURRICULUM FOR S3
The abridged CRE curriculum has been designed to address the learning gaps
that were created as a result of the Covid-19 pandemic. Critical content has
been picked to be taught in the available time.
The learners thus will acquire the knowledge and skills needed at the
ordinary level of education. This syllabus is for Senior Two. It combines work
of Senior Two that was not taught and that of Senior Three. The critical
changes are highlighted in the table below:
ACTION
TOPIC JUSTIFICATION
TAKEN
RESPONSE TO VALUES These concepts are well
explained in the sub-theme
of Loyalty and Justice in
Society.
Working in the Changing Society: shifted To be done while discussing
Changes in the patterns of work types of change
JUSTICE: the Church history left out The concept of slavery and
section oppression is taught in
Slavery practices, The Early Church, history
African slave trade and practices,
oppression of minority groups
JUSTICE: Old Testament Use the merged They all explain one aspect
kings of injustice
 King Saul
 King David
 King Solomon
 King Jeroboam
 King Ahab
Service: in the Early Church left out The aspects of the Early
118
118
ACTION
TOPIC JUSTIFICATION
TAKEN
Church are discussed in
other themes.
Loyalty in the Middle Ages and left out Catered for in the subtheme
recent times of Change.
Happiness in the early Church left out The following has been left
 Ignatius of Antioch out in consideration of the
 Cyprian of Carthage fact that their relevance to
 Augustine of Hippo Ugandan learners is very
minimal.
Success left out These mainly discuss the
CHURCH HISTORY evolution of beliefs at that
 Teaching about unending life in time. They are more of
Church History historical facts that can be
 General belief about unending learned at higher levels of
life at the time of Christ education.
 The preaching of the Apostles
 The Middle Ages (distortion,
fear of death, sale of
indulgences)
 Modern times (pre-destination
Threatening/scaring preaching
by the missionaries, correct
teaching
Success
 Hindrances to success
 Identification of successful
people in society.
119
119
SENIOR THREE TERM I

THEME: MAN IN A CHANGING SOCIETY
Specific Teaching /Learning

Sub-topic Objectives Content Activity/
Methodology
LIVING IN A The learner PRESENT SITUATION  Analysing pictures
CHANGING should be able a) Types of change;  Group work and
SOCIETY. to social, economic, discussion about
i) define change political and the various
ii) identify physical changes.
the types of b) Causes and effects
change, of change
effects
iii) share
their
experiences of
how they
have
responded to
change
iv) identify AFRICAN TRADITION  Analysis of written
the various c) Change in stories.
ways in which traditional society [
Africans status, rites of
marked the passage)
different
stages of
change in life.
120
120

Methodology
v) apprecia CHURCH HISTORY  Historical briefs
te the role of d) Agents of change; about Church
Adrian Atiman Adrian Atiman and History times
and Apollo Apollo Kivebulaya  Guided discovery
Kivebulaya as  Role-play about
agents of the role of the
change . agents of change
vi) mention
ways in which
worship and
evangelism
have changed
over the
years.
BIBLE: Old  Video show
vii) identify Testament Abraham or
the purpose e) Creation stories; Moses’ life
and Genesis 1&2  Bible reading and
responsibilitie f) Changes text analysis
s of human experienced by  Discussion about
beings at Abraham and how the given
creation Moses personalities
viii) describe g) The Decalogue as coped with
the changes an instrument of change
experienced change for the  Bible
by: Israelites reading/film/vide
 Abraham h) Prophet Amos a call o show about the
 The Israelites to change. ten
under commandments
121
121

Methodology
MosesJoshua  Comparative
 The prophet study between the
Amos Decalogue and the
constitution.
ix) Identify New Testament.  Bible reading, text

the New i) New Testament analysis and
Testame teaching on change discussion about
nt j) Jesus as an agent the parables
teaching of change concerning
about k) Christians as agents responsibility.
change of change
l) Messengers from
John the Baptist
Matt.11:1-6
m) Parables in Jesus’
ministry; Matt.13:1-
17, the parable of
weeds Matt.13: 24-
30.
1Corinth12:12-27
Mark 1:8-11
John 2:13-22
Acts 2:1-12
WORK IN A The learner PRESENT SITUATION  Sharing of

CHANGING should be able a. Importance of work experiences and
SOCIETY to b. Abuse of work  Discussion about
i) define work. c. Solutions to the the meaning and
122
122

Methodology
ii) identify the problems problems
importance d. Careers and their associated to
of work, choice work
problems
associated  Debate on abuse
with work of work in the
and the modern times.
solutions.
iii) identify the
different
ways in
which work
is abused,
what causes
it and how it
can be
solved.
iv) tell the
factors
influencing
the choice
of a career.
v) explain the WORK IN  Storytelling about

Traditional TRADITIONAL the meaning and
African AFRICAN SOCIETY values of work in
understandi e. Understanding of traditional Africa.
ng of work. work in ATS  Discussion about
vi) express the attitude
123
123

Methodology
appreciatio towards work in
n of the Africa.
traditional
African
Society
attitude
towards
work.
vii) Give CHURCH HISTORY  Reading of texts

examples of f. Role of the monks from the
the ways and nuns in the students’ book
workers field of work and analysis of
were g. The role of craft the text read
treated in guilds in the field of
the early work may not be  Guided discussion
centuries in very relevant to the about
the Roman Ugandan situation. personalities who
Empire and h. The role tried to improve
why they missionaries the working
were played in the field conditions of
treated like of work. people of their
that time
viii) Tell who
monks and  Discussion about
nuns were, work ethics of the
why they missionaries.
chose that
life and the  Discussion about
124
124

Methodology
work they the role of
did missionaries in
Africa
ix) Identify the
role
missionaries
played in
the field of
work.
x) Give THE BIBLE  Bible reading and
examples to Old Testament analysis of the text
show that i. God as a worker about the Old
God is a and initiator of Testament
worker work perspective of
xi) Explain the j. Genesis 1& 2. work
ways in k. How human beings
which share in God’s
human creative activity
beings are through work
co-creators Genesis 1:28 (co-
with God. create)
xii) Identify the l. How at times work
ways in divides us. (Cain
which work and Abel), the
can be a Tower of Babel
disservice to n) Israelites as slaves
God, in Egypt Exodus1:
according to 8– 15, 5: 7 – 19
Genesis o) Old Testament.
125
125

Methodology
xiii)express the laws protecting
realisation workers
that God is Deuteronomy 24: 5
at the – 22
centre of p) Prophets and their
work condemnation of
xiv) mention the worker exploitation
Israelites’ Jeremiah 22: 13 –
laws 17, Ezra 3, Amos
protecting 5:11 ff.
workers,
according to
Deuterono
my.
xv) mention
what
prophets
taught
about
work/emplo
yers and
employees.
126
126

Methodology
xvi) tell what New Testament
Jesus q) Jesus’ teaching on  Bible reading and
taught the values which analysis of the text
about should be evident about the New
proper in our work Testament
values in Matthew 25: 14 – perspective of
our work. 30, Matthew 25: 31 work
– 46
xvii) describe r) Working for the
how Jesus Kingdom of God
and s) Attitudes we
followers should develop in
worked for work; Romans 8: 18
the – 25
kingdom of
god.
LEISURE IN By the end of a. Definition of  Guided discovery
A the subtopic, Leisure into the meaning
CHANGING the learner b. Types of leisure; of leisure, the
SOCIETY should be able Active and passive types of leisure
to c. Importance of and governing
i) define leisure principles of good
leisure. d. Problems leisure.
ii) identify associated with  Discussion about
types of leisure today the importance,
leisure. e. Abuse/misuse of problems and
PRESENT leisure today (How abuse of leisure.
SITUATION and why)
iii) mention
127
127

Methodology
principles
governing
good
leisure.
iv) appreciate
the
importance
of leisure.
AFRICAN AFRICAN  Story telling about
TRADITION TRADITIONAL the leisure
v) identify SOCIETY activities in
ways in f. Leisure in African traditional African
which Traditional Society; society
traditional purpose and 
Africans nature of leisure
used their activities.
leisure.
CHURCH LEISURE IN THE  Discussion about

HISTORY CHURCH HISTORY. leisure activities in
vi) identify g. Activities which Church History.
ways in were approved and  Sharing of
which the disapproved by St experiences about
Early Augustine leisure.
Church used Similarities and
leisure. differences about
spending leisure
128
128

Methodology
time
OLD LEISURE IN THE BIBLE  Bible reading,

TESTAMENT Old Testament analysis of text
vii) mention h. Deuteronomy 5: 12 and discussion
purpose of – 15; the purpose of about the purpose
the Sabbath the Sabbath day of leisure and
day.  For the Sabbath
viii) mention remembering  Bible reading, text
ways in God, for analysis and
which thanksgiving discussion about
leisure time and praising Jesus’
was spent in Him for His  perception of
Old goodness. leisure.
Testament  It is time to rest
and New from work and
Testament. strengthen
fellowship
i. Psalm 23: True
peace is
experienced
through trust in
God.
j. Leisure activities in
the Old Testament;
Pilgrimages
1Samuel 25:2 –17
ceremonies,
composition of
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Methodology
Hymns, recitation
of the law etc.
New Testament
How Jesus spent
leisure time; John. 2: 1
– 12; Luke 10: 38 – 42,
Mark1:35, Mark 4:10 -
20, John 8:1-11,Mark
3:1-6, Mark 10:13 -16,
Matthew 6:5-13.
JUSTICE IN By the end of a) Definition of  Guided discovery
SOCIETY the subtopic, Justice into the meaning
the learner b) Injustices in society of Justice
should be able generally  Sharing
to: c) Specific case experience on the
i) define studies of injustices injustices in
justice. against women, society.
ii) mention children, mob  Sharing of
cases of justice experiences
injustices in d) Causes of injustice  Discussion about
society in society mob justice
today. e) Effects of injustice  Group work
iii) describe in society discussion
how each is f) Fighting injustice concerning
a case of g) Role of the Church injustices in
injustice. h) Role of the society.
iv) identify the government
causes, i) Role of the citizens.
effects and
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Methodology
solutions to
injustice.
v) Mention the AFRICAN TRADITION  Historical brief

understandi j) Concept/understan about the concept
ng of justice ding of justice in of justice in
and cases of the African traditional Africa
injustices in Tradition
African k) Injustices in African
tradition. Traditional Society
State the
causes of
injustice in
African
tradition
vi) mention the BIBLE  Reading of the
teaching on THE OLD TESTAMENT textbook and
justice in Teaching on justice analysis of the text
the Old l) Sinai Covenant – of minority groups
Testament yardstick of justice  Bible reading, text
and cases of in the Israelites analysis and
injustices in community discussion about
the Old m) Injustices in the Old justice in the Old
Testament Testament Testament
(General Genesis3:1-13, 4:1-  Research work to
and 16, 11:1-9, 9:20-28, students to
specific). 34:12ff, Exodus 3:1- specify the
vii) identify the 21, Micah 7:1; injustices carried
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Methodology
New Testament 2 Samuel 11:1 out by various
teaching on n) Injustices in the Old kings
justice. Testament.  Bible reading and
New Testament text analysis of
teaching on justice issues concerning
o) Reconciliation injustices in
Matthew 5: 23 – 24 society.
p) Love for neighbour
stressed outward is
condemned Luke
18: 9 – 14
q) Miracles of Jesus
(e.g. Mark: 2: 1 – 12
Condemned
adultery Mark. 5:27
– 28; Condemned
divorce Mark 10:
12; brotherhood
Luke1Christian
freedom Galatians
5: 22 – 23
r) Good relationship
between servants
and slaves
Ephesians 6:5
SERVICE IN viii) define SERVICE IN  Guided discovery
SOCIETY service and THEPRESENT of what service is
identify the SITUATION  Newspaper
purpose of s) Definition of reading and
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Methodology
service in service discussion
the t) Purpose of service concerning service
community. in the community  Text reading
ix) define u) Various forms of about service
authority service:  Historical brief
and explain v) Authority means about leadership
the use and service  Bible reading, text
misuse of w) Authority (use and analysis and
authority. misuse) discussion about
God’s authority
x) Expressions of  New Testament
authority as service text reading and
y) Forms of authority analysis about
and their how Jesus used
corresponding his authority.
responsibilities by
professionals and
parents
z) Civic leaders and
political Leaders
Ǧ How do political
leaders in Uganda
attain power and
authority?
Ǧ Religious leaders
Ǧ Qualities of a good
leader.
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Methodology
x) identify SERVICE IN AFRICAN  Storytelling about
various TRADITION service and
forms of a) Service in authority in
authority in traditional African traditional Africa
traditional home and  Sharing of ideas
Africa. Community about symbols of
xi) describe the b) Symbols of authority among
changing authority in African different groups
patterns of Traditional Society;  Guided discovery
authority drum, worshiping on the qualities of
(service) in places, shield, a good leader
modern Spear, Some  Discussion about
Africa. forests and Some authority in
wells traditional Africa
c) Authority in  Storytelling about
Traditional Africa; outstanding
Religious authority, servicemen
Family authority,  Sharing of ideas
about symbols of
Civic leaders
authority among
different groups
 Discussion about
authority in
traditional Africa
 Reading of the
Church reference
section about
service and
authority.
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Methodology
xii) explain the THE BIBLE  Bible reading, text
Israelites The Old Testament analysis and
recognition a) The Israelites discussion about
of God’s recognized God’s God’s authority
authority as authority as  New Testament
supreme. supreme: text reading and
b) Exodus 3: 16 – 20: analysis about
xiii)appreciate Isaiah 44: 6 – 8. how Jesus used
Jesus’ c) He is the author of his authority.
example as life, and acts to free
a servant. his people Psalm
xiv) state ways 136.
in which d) Men could abuse
Christians service Ezekiel
can serve in 34:1-10; 2Samuel
the 11 & 12)
community.
THE NEW TESTAMENT
a) Jesus the Good
Shepherd He came
that man may have
life John 10:10.
b) He teaches the true
purpose of
c) authority (service)
John 14:6);
Preaching, Healing
Miracles,
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Methodology
d) Washing the feet of
the disciples 13:1-
15
e) Death on the cross
f) Sending of the Holy
Spirit
g) The Christian
community should
have the spirit of
service Ephesians
4:11 - 13
TERM2
LOYALTY The learner LOYALITY IN THE  Guided discovery
should be able PRESENT SITUATION into the meaning
to a) Importance of of loyalty
i) define loyalty
loyalty. b) Forms of loyalty  Individual reading
ii) explain the and disloyalty tasks about the
importance c) Conflicting forms of loyalty
of loyalty. loyalties How
iii) identify Christians deal  Discussion about
forms of with conflicting conflicting
loyalty and loyalties loyalties
disloyalty. AFRICAN TRADITION
iv) indicate d) How Africans
ways in expressed loyalty
which
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Methodology
loyalties
conflict.
v) describe
how
Christians CHURCH HISTORY
deal with a) The problem of
conflicting dual citizenship for
loyalties. a Christian
Philippians. 3:20
b) How Christians
expressed loyalty
and disloyalty in
the early church
OLD TESTAMENT
a) The Covenant as a
guide for Israelite
vi) share loyalty to God
experiences b) Israelite loyalty vs
on how God’s faithfulness
African c) The prophets call to
traditional the Israelites to be  Bible reading, text
society loyal to God analysis and
practices discussion about
loyalty. THE NEW TESTAMENT loyalty in the Old
a) The New and and New
Everlasting Testament
covenant
prophesized by
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Methodology
Jeremiah (31:31 –
34)
b) Jesus expressed His
loyalty to the
Father by accepting
death and
interacting with
people through His
words and deeds
John 8:28 – 29;
vii) contrast 14:24; 4:34; Luke
Israel’s 2:49, Mark. 2:27;
disloyalty Mark 7: 1 – 7
with God’s c) Jesus encourages
faithfulness his disciples to
follow Him.
viii) show
the way the
New and
Everlasting
Covenant
was a
fulfilment of
Jeremiah’s
Prophecy.
ix) describe
how Jesus
expressed
loyalty to His
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Methodology
Father and
the people.
x) express a
readiness to
respond
positively to
Jesus’ call to
follow His
example.
LIFE The learner HAPPINESS IN THE  Sharing of
HAPPINESS should be able PRESENT SITUATION experiences
to a) Definition of about
happiness happiness.
i) define b) Concept of
happiness. happiness,
ii) identify the causes/source of
various c) happiness
sources of (integration and
happiness balance of the
and material, cultural,
unhappiness. moral and spiritual
aspects
d) of human living)
Unhappiness today.
AFRICAN TRADITION
a) Happiness in African
Traditional Society
b) Unhappiness in
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Methodology
African Traditional
iii) identify Society
sources of
happiness
and
unhappiness
in African
Traditional
Society.
iv) mention BIBLE  Reading of Biblical

the sources of Happiness in the Old texts, analysis
sadness in the Testament and discussion
Old a) Life is a mixture of about the sources
Testament. joy and sorrow. of happiness in
v) appreciate Ecclesiastes 3: 1 – 22; the Old and New
Jesus as the b) Sources of happiness Testaments
source of in Old Testament
happiness in  Genesis2:23;
the New companionship
Testament.  Genesis 2:6 – 7;
vi) mention having children
ways in which  Psalm 133: 1;
the Christian union/fellowship
attitude can with others
bring  Psalm 128: 2
happiness in enjoying/sharing the
adversity. fruits of
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Methodology
Identify  labour/work
sources of c) Prophecy of
happiness in Jeremiah; Jeremiah.
the Old 2: 1 – 13, 8: 18 – 20,
Testament. 30:10 – 22)
vii) mention NEW TESTAMENT
the sources of a. Sources of
sadness in the happiness
Old  Jesus, Son of God
Testament. made man happy
viii) apprecia (the Good News of
te Jesus as salvation Mark 1:1,
the source of Matthew. 5:1 – 10;
happiness in the fundamental
the New attitudes
Testament.  (the Beatitudes) to
ix) mention God and life Luke 19:
ways in which 1 – 10; opening up
the Christian oneself to the Good
attitude can News of the kingdom
bring of God.
happiness in  John. 16: 16 – 24
adversity. Jesus’ resurrection, a
guarantee to
happiness that is, a
true and lasting
reality.
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Methodology
 Philippians 4:4 – 7;
Our common effort
to overcome
selfishness and live
in the spirit of the
Beatitudes
 Revelations 21: 1 – 4;
is looking forward to
complete happiness
in the Kingdom of
the Father.
TERM 3
LIFE Cont’d The learner SUCCESS IN THE
should be able PRESENT SITUATION  Sharing of
SUCCESS to: a) Definition of experiences about
i) define success success
success b) Setting goals so as  Discussion about
generally to succeed successful
and in the Identification of personalities and
Ugandan values to uphold in societies
context. success  Discussion about
ii) express a c) Hindrances to success in relation
desire to success to the African
succeed in d) Identification of tradition
life. successful people
iii) identify in society
ways of e) How the church has
setting been successful
goals and (number,
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Methodology
achieving geographical
them. spread, historical
iv) express survival, Leaders
appreciatio and buildings/ Art?
n for the
challenges AFRICAN
and benefits TRADITIONAL
of success. SOCIETY
v) identify a) The concept of
different success in African
aspects of Traditional Society
success in b) Success was more
African social than
traditional personal
society.
vi) identify
aspects that
reflect the
success of
person.
vii) find out the
causes of
success.
viii) discover THE OLD TESTAMENT  Bible reading,

how Job a) How success textual analysis
suffered depended on one’s and discussion
though he goals of life concerning
was (achieve unity and success
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Methodology
righteous harmony with God)  Character analysis
and b) The Law as a guide of people who
successful. to success; were successful in
ix) show how Deuteronomy 6: 1- the Old Testament
Jesus was 9, Psalm 1,  Bible reading, text
successful. c) The suffering and analysis and
x) elaborate righteous; Job 1:1 – discussion about
on Jesus 3; 21: 7 – 15 the New
teaching Testament
about THE NEW TESTAMENT perspective of
success. a) How Jesus was success
xi) identify successful
aspects of (Philippians 2: 1-11;
success Matthew. 4: 1 – 11;
which were 12: 18 – 21; Matthew
social or 11: 4 – 6)
personal. b) What Jesus taught
xii) explore the about success
connection (Matthew 19: 16 – 22)
between Luke 9: 23 – 26
success and Romans 12: 1 – 21.
innocence. c) Paul’s teaching
xiii)examine about success
ways in d) Similarities and
which the differences between
church has success in Old
been Testament and New
successful Testament
or a failed in
144
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Methodology
its roles and
existence.
MAN AND The learner PRESENT SITUATION  Guided discovery
WOMAN should be able a) Types of families into the meaning
to (Nuclear, of family
Family life i) define a extended).  Sharing of
family. b) Patrilineal and experiences
ii) mention Matrilineal  Concerning types
the different c) Problems facing of family
types of families today
families, their
advantages
and AFRICAN
disadvantage TRANDITIONAL  Individual reading
s. SOCIETY tasks and
a) Position and roles of `newspaper
men, women and reading about
iii) discuss children in families problems facing
the problems b) Importance of families
facing families children  Debate about
today. c) Polygamy types, advantages and
iv) identify reasons, advantages disadvantages of
the positive and disadvantages polygamy
roles of d) Education of children  Discussion about
different in a family. education of
people in a e) Changing patterns in children in Africa
family. family life – 15  Reading of texts
from the reference
from the reference
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Methodology
v) explain section and
the analysis of the
importance of texts concerning
children in the family
family.  Bible reading,
vi) show analysis of the
the position of texts and about
polygamy in family values in
African the Old Testament
Traditional
Society.  Bible reading text
vii) express analysis and
appreciation discussion about
of changing the family
patterns in patterns and
family life. values in the Old
viii) analyse Testament and
the reactions New Testament
of the 
missionaries
towards
traditional
African
customs.
ix) identify FAMILY LIFE IN  Reading of texts

the different CHURCH HISTORY from the reference
patterns of  Christian ideal of section and
family life that mutual love and analysis of the
146
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Methodology
were existing  Respect set out in texts concerning
in Church the New Testament. family.
History.  Early centuries in
x) show Africa
appreciation  Existing patterns of
of the family life
Christian ideal  Those accepted by
of mutual love Christianity and
and respect. those challenged by
Christianity
i) Middle Ages
ii) Reformation and
after with Emphasis
on Christian family
life
xi) tell and BIBLICAL TEACHING  Bible reading,
appreciate ON FAMILY analysis of the
what the Old OLD TESTAMENT texts and about
and New a) Old testament family values in
testaments teaching on family the Old
teach about life Testament.
family life. b) Family as the basis
xii) analyse unit of society
the position of Genesis 12:1 – 5)
the Bible on c) Children as a sign
divorce and of God’s blessings
polygamy. Genesis 15: 2,
xiii) discuss Psalms 128:3, 1
the role of the Samuel 1:8;
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Methodology
family in the Genesis 30: 1 – 8
Old d) Solidarity - Exod.  Bible reading text
Testament 20: 12, analysis and
and the New Deuteronomy 5: discussion about
Testament. e) Divorce is the family
condemned patterns and
Malachi 2:13 – 16; values in the Old
f) Divorce is and New
permitted, Testaments.
[Deuteronomy
24:1-4),
g) Polygamy is
practised (1Kings
11:1-13;
h) Stability of
family/monogamy
Genesis 2:21 – 24
i) The family is the
centre of education
Proverbs 22:1; 23:
13:1 - 14; 29: 15 – 17
NEW TESTAMENT
a) Ideal of Monogamy
Mark. 10: 1 – 12
b) Mutual love and
respect Mark. 3:31
– 35)
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Methodology
c) Family to be out
ward looking to a
wider human
community Luke
2:46 – 50, 9: 57 – 62
d) Christians to be
nation’s
conscience.
Romans: 13: 1 – 7; 1
Peter 2:13 – 17
e) Relationship within
the family
f) Ephesians 6: 1 – 4,
Col 3: 18 – 21, 1
Peter 3: 1– 8
g) Love, acceptance
and forgiveness
Colossians3: 12
Sex By the end of PRESENT SITUATION:  Guided discovery
Difference the sub-topic a) Definition of sex into meaning of
and the the learner b) Discovering sex and sexuality
Person should be able sexuality  Sharing of
to c) Inequality between experiences about
i) define sex. women and men equality of men
ii) appreciate today and women today
their sex d) Equality between  Discussion about
differences men and women the achievements
and today and challenges of
separate e) Forming women today.
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Methodology
roles in relationship  Discussion about
society. between male and the role of various
iii) give female institutions in
examples of promotion of
cases of f) Women equality in society
inequality organisations
and equality (examples and
today. aims)
g) Achievements of
women
organisations
iv) appreciate h) Personalities in the
the struggle for
achievement equality of persons
s and i) Challenges facing
challenges women
facing organisation.
women j) Role of the
organisation following in the
today. promotion of
v) discuss the equality in society:
efforts being  Government
made to  Church
address the  Schools
evil of k) Sex education
inequality in today (how and
society why)
today. l) Challenges of sex
education today.
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Methodology
vi) stress the

need for sex
education
today.
vii) mention AFRICAN TRADITION  Storytelling about
ways in a) Practice of equality the practice of
which (how and why) equality in ATS
women were b) Sex education in  Discussion about
discriminate African tradition sex education and
d against in CHURCH HISTORY how it was
ATS. a. Christian ideal for imparted
viii) explain respect for the
the person whether
significance male or female
of sex  Hana Kageye  Reading of texts
education in  Yohana Kitagana  Character analysis
nurturing b. Sex discrimination  Guided discovery
and in church history into teaching
upholding about the equality
morals in of sex
society.
ix) identify
Christian
ideal of
respect for
persons
x) express
appreciation
151
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Methodology
of the
contribution
made by
Hana and
Yohana
xi) mention
cases of sex
discriminati
on in church.
xii) identify OLD TESTAMENT  Bible reading and
cases of a) Teaching about text analysis
equality and equality of sexes about sex equality
inequality of Gen 1:26-27, 2:18- and sexuality in
sexes in the 25,3:1ff, Leviticus general
Old 19:18  Discussion about
Testament. Deuteronomy the importance of
xiii) give 15:12-14, Exodus sex differences
examples of 22:20-22,3:7-10
prominent Examples of sex
women in inequality in the
the Old OT, Exodus 2:7, Gen
Testament. 3:8-17,29:18-28, 2
Samuel 11:1ff,
Deuteronomy 24:1-
4. 1 Kings 11:4, 2
Samuel 24:1-9.
1Kings 5:13-18
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Methodology
xiv) explain NEW TESTAMENT  Bible reading and

the New a) Jesus proclaimed analysis of texts
Testament the dignity of  Discussion about
teaching persons basing on the equality of
about love as the humanity
equality of foundation of all  Dramatization of
sexes. relationships. John Jesus association
xv) mention 13:34-35,1:14-16, of people of
that Mark 10:13-16. different gender
Christianity John 3:1ff, Luke 16:1ff, Luke 10:38-42.
advocates Galatians 5:13-15,
for equality Philippians 3:2-5  Discussion about
of sexes.  He is open to all Christian unity.
xvi) express kinds of people,
appreciation regardless of their
of both race John 4:1-9.
children of  Social status
God and Mark1:40-45
joint heirs to  Profession Matthew
the Kingdom 9:9-13.
of God.  Moral life John
10:38-42,11:1-5,
Luke 7:36-39,
 sex Luke 10:38-42,
 Age Mark 10:13-16
b) Discrimination of
any form is a denial
of family ties that
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Methodology
hold people
Matthew 5:43
c) Christian unity
Galatians 3:27-28
d) Unity in diversity 1
Corinthians 12:12-
30
REMARKS
1. TOPIC: RESPONSE TO VALUES. (Removed)
 Respect for truth
 Respect for justice
Justification
These concepts are well explained in the in the subtheme of Loyalty
and Justice in Society.
2. SUB TOPIC
Change and work
 Changes in the patterns of work can be done while discussing the
types of change.
3. JUSTICE
 Slavery practices, the Early Church, African slave trade and practices,
oppression of minority groups may not be very relevant to Ugandan
situation. (Removed)
 Use the kings as examples to demonstrate the injustices in OT rather
than handling specific case studies of them i.e.
 King Saul
 King David
 King Solomon
 King Jeroboam
154
154
 King Ahab
 Service in the Early Church
 Monasteries
 The Middle Ages
 The Church in modern Africa (may not be relevant today)
 Loyalty in the middle ages and recent times of the Church is catered
for in the subtheme of change.
Happiness in the Early Church

The following have been left out in consideration of the fact that their
relevance to Ugandan learners is very minimal.
 Ignatius of Antioch
 Cyprian of Carthage
 Augustine of Hippo
 Christian happiness in Africa today.
SUCCESS
CHURCH HISTORY
 Teaching about un-ending life in Church History
 General belief about unending life at the time of Christ
 The preaching of the Apostles
 The Middle Ages (distortion, fear of death, sale of indulgences)
 Modern times (predestination
Threatening/scaring preaching by the missionaries, correct teaching)
SUCCESS
 Hindrances to success
 Identification of successful people in society.
CHURCH HISTORY
NB. Aspects in happiness and success especially in church history may not be
relevant to Ugandan learners.
155
155
156
156
IRE
S EN I OR 3
ISLAMIC RELIGIOUS
EDUCATION
157
157
ABRIDGED CURRICULUM FOR S3
The abridged IRE curriculum has been designed to address the learning gaps
that were created as a result of the Covid 19 pandemic. Critical content has
been picked to be taught in the available time.
The learners thus will acquire the knowledge and skills needed at the
ordinary level of education. The syllabus is for Senior three. It combines work
of senior two that was not taught and that of senior three. The critical
changes are highlighted in the table below:
ACTION
TOPIC JUSTIFICATION
TAKEN
Left out Covered it before the first lockdown of
Muslim March 2020
ceremonies
Jahiliyah Merged Summarised and taught in generalized
Prophet’s life, and way. Teaching the different aspects of the
The Early Muslim content different topics will take a lot of time and
community reduced yet the objectives of each of them shall be
Migration from achieved.
Mecca to Medina,
The period of
conflicts and wars.
The period of
peace and
tranquility and the
conquest of
Mecca.
158
158
The death of Left out This is because it’s merely story telling
prophet that the learners receive from other
aspects of learning such as study circles
and Friday Juma sermons.
The caliphate Merged Summarised to the general contributions,

period factors to their rise and elections and
challenges of all the caliphs.
The introduction Merged Compressed to two major factors of trade

of Islam in Uganda and role of kings. The main objective is for
learners to understand and appreciate the
factors that facilitated the introduction of
Islam in Uganda to date.
Political-religious Left out They have no major contribution to spread

wars in Buganda of Islam and instead might instil negative
attitude to the learners, leaving it out does
not prevent the learners from achieving
the objective of understanding the coming
of Islam in Uganda.
159
159
TERM 1
TOPIC 1: JAHILIYA PERIOD IN ARABIA (PRE ISLAMIC
ERA)
GENERAL OBJECTIVE: BY THE END OF THE TOPIC, THE LEARNER SHOULD BE
ABLE TO DESCRIBE THE CONDITIONS IN ARABIA BEFORE THE COMING OF
ISLAM IN ORDER TO APPRECIATE THE REVOLUTIONARY NATURE OF THE
MESSAGE OF ISLAM
TEACHING
SUB- KEY CONCEPTS
SPECIFIC OBJECTIVES /LEARNING
TOPIC /CONTENT
ACTIVITY
The By the end of the topic a) Characteristics i) Reading of texts
social, the leaners should be of the society ii) Guided
moral, able to and life in pre Discussion on
economic, i) explain the social Islamic Period the
political and moral characteristics
and behaviours of the b) Comparison of of Jaliyah
Religious Arabs during the the pre Islamic period
situation Jahiliyyah period. life to the iii) Sharing of ideas
in Pre ii)relate the social and Ugandan Social, concerning the
Islamic moral behaviour of moral and social,
Arabia the Arabs to that of economic life of economic,
Ugandans today. Uganda today Religious and
political life in
Uganda today
iv) Note making on
the comparison
of the
characteristics
160
160
TEACHING
SUB- KEY CONCEPTS
SPECIFIC OBJECTIVES /LEARNING
TOPIC /CONTENT
ACTIVITY
of both societies
iii) explain the c) The political set v) Reading of texts
political set up of the up of the vi) Reading of
Jahiliyyah Arabs. Jahiliyyah Arabs verses from the
iv) describe the d) The religions of Quran
religions of the pre- the pre-Islamic vii) Discussion
Islamic Arabs. Arabs viii) Note
v)compare the making
economic activities
of the Arabs to those
of your society.
161
161
TOPIC 2: THE EARY LIFE OF PROPHET

MUHAMMAD (S.A.W)
ABLE TO DESCRIBE THE BACKGROUND OF PROPHET MUHAMMAD (SAW) IN
ORDER TO APPRECIATE HOW HIS EARLY CHILDHOOD AND YOURTH
IMPACTED ON HIS MISSION
KEY TEACHING
SPECIFIC
SUB-TOPIC CONCEPTS /LEARNING
OBJECTIVES
/CONTENT ACTIVITY
Muhammad’s By the end of the a) Early i) Discussion
life before topic the leaner childhood of about the
prophethood should be able to prophet character of the
i) describe the birth Muhammad prophet before
and the early PBUH his call to
childhood of b) His prophethood.
prophet character ii) Guided
Muhammad PBUH. before discovery into
ii) explain how the prophethood God’s revelation
early life of prophet c) Prophet’ to prophet
Muhammad PBUH s reaction to Muhammad
prepared him for the call SAW
prophethood.
162
162
TOPIC 3: THE EARLY MUSLIM

COMMUNITY
GENERAL OBJECTIVES: BY THE END OF THE TOPIC THELEARNER SHOULD BE
ABLE TO APPRECIATE THE CONTRIBUTION OF THE EARLY MUSLIM
CONVERTS TO THE SUCCESS OF MUHAMMAD SAW’S MISSION
TEACHING
SPECIFIC KEY CONCEPTS
SUB-TOPIC /LEARNING
OBJECTIVES /CONTENT
ACTIVITY
The public By the end of the a) Arab’s i) Discussion
call (613- topic, the earner reaction to about
632)AD and should be able to Muhammad’s Muhammad’s
the i) describe the call PBUH reaction
Mistreatmen conversion of the b) Factors for the to the call
ts against early Muslim mistreatment ii) Guided
Muhammad adherents to of the early discovery to the
SAW and the Islam. Muslims and mistreatments-
early ii) describe the their effects social boycot,
Muslims mistreatments of c) The effects of migration to
the early Muslims the social Abyisinia
and their effects boycot to the
to the early community
community. and the
prophet
163
163
TOPIC 4: THE MIGRATION FROM

MECCA TO MEDINA
ABLE TO GIVE THE REASONS FOR AND CIRCUMSTANCES SURROUNDING
THE MUSLIMS’ MIGRATION FROM MECCA TO MEDINA
TEACHING
SUB-TOPIC /LEARNING
OBJECTIVES /CONTENT
ACTIVITY
The great By the end of the a) Causes of i) Discussion on
Hegira (622 topic, the learner Muslims’ the causes and
AD) should be able to: migration to importance of
i) explain the Medina prophet’s
circumstances b) Events during migration to
that led to the prophet’s Medina
Muslim migration migration to ii) Question and
to Medina Medina and answer session
ii) explain the significance on the events of
importance of c) The content of the migration
Hejira to Islam Medina iii) Guided
iii) appreciate the of constitution discovery on
the Medina the terms of the
Constitution Medina
constitution
164
164
TERM 2
TOPIC 5: THE PERIOD OF CONFLICTS
AND WARS
ABLE TO EXPLAIN THE REASONS FOR AND THE CIRCUMSTANCES
SURROUNDING THE CONFLICTS AND WARS BETWEEN THE MUSLIMS AND
THE PEGANS OF MECCA
TEACHING
SUB-TOPIC /LEARNING
OBJECTIVES /CONTENT
ACTIVITY
Muslim and By the end of the a) Events of the i) Guided
Meccan topic the learner battles (Badr, discovery on the
battles should be able to Uhud, causes of the
between i) describe the Khandah) battles
624AD-627AD three different b) The causes of ii) Story telling
battles. the battles about the
ii) explain the c) Lessons events
causes of the drawn from iii) Discussion
battles. the battles s on the lessons
iii) explain the drawn
lessons from the
battles to the
Muslim
community.
165
165
TOPIC 6: PERIOD OF PEACE AND

TRANQUILITY
ABLE TO EXPLAIN THE REASONS FOR AND THE CIRCUMSTANCES
SURROUNDING THE TRANSITION FROM VIOLENCE TO PEACEFUL CO-
EXISTENCE BETWEEN THE MUSLIMS AND THE PEGANS OF MECCA
TEACHING
SUB-TOPIC /LEARNING
OBJECTIVES /CONTENT
ACTIVITY
The treaty of By the end of the i) The events to i) Story telling of
Hudayibiyya topic, the learner the signing of the events to
should be able to the treaty the treaty
i) explain the factors ii) The terms of ii) Discussion on
behind the signing the treaty the terms of the
of the treaty of iii) The treaty
Hudayibiyya. importance of iii) Guided
ii) state the terms of the treaty to discovery on the
the treaty of the Muslim importance of
Hudayibiyya. community the treaty
iii) importance of the iv) Guided
treaty to the discovery on the
transition from non-use of
violence to violence to
peaceful co- peaceful
existence between resolutions
the Muslims and
the Arabs.
166
166
TOPIC 7: THE CONQUEST OF MECCA

ABLE TO EXPLAIN THE CIRCUMSTANCES SURROUNDING THE CONQUEST
OF MECCA AND THE REACTIONS OF DIFFERENT COMMUNITIES
TEACHING
SUB-TOPIC /LEARNING
OBJECTIVES /CONTENT
ACTIVITY
Conquest of By the end of the a. Circumstances i) Discussion
Mecca 630 AD topic the learner that led to the about the
should be able to conquest circumstances
i) describe the b. The peaceful that led to the
events to the course and conquest
conquest of movement of ii) Story telling
Mecca. the Muslims about the
ii)describe the and the movement
course to the Prophet to iii) Guided
conquest. Mecca discovery into
iii) importance of c. The the
the conquest to importance of importance
the Muslim the conquest
community to to the Muslims
date.
167
167
TOPIC 8: FAREWELL PILGRIMAGE

GENERAL OBJECTIVE: THE LEARNER SHOULD BE ABLE TO EXPLAIN THE
MESSAGE IN THE PROPHET’S FAREWELL SERMON, DESCRIBE THE LIFE OF
THE PROPHET AND MAKE AN ASSESSMENT OF HIS MISSION
TEACHING
SUB-TOPIC /LEARNING
OBJECTIVES /CONTENT
ACTIVITY
The prophet’s By the end of the a) Farewell speech i) Listening to the
farewell topic, the learner b) Importance of contents of the
pilgrimage should be able to: the speech speech
The i) explain the c) Factors that ii) Discussions on
achievements contents of the supported the importance of
of the prophet’s Muhammad’s the speech
prophet in his farewell address. mission iii) Guided discussion
mission ii)explain the d) The prophet’s and discovery on
importance of achievements in the factors that
the farewell the 23 years supported the
speech to the prophet’s mission
Muslim and his
community. achievements
iii) describe
prophet’s
achievements in
the 23 years of
his mission.
168
168
TERM 3
TOPIC 9: CALIPHATE PERIOD
GENERAL OBJEECTIVE: LEARNERS SHOULD BE ABLE TO DESCRIBE THE
ROLE OF THE CALIPHS IN THE DEVELOPMENT OF THE MUSLIM
COMMUNITY AFTER THE DEATH OF THE PROPHET
KEY TEACHING
SPECIFIC
SUB-TOPIC CONCEPTS /LEARNING
OBJECTIVES
/CONTENT ACTIVITY
The four rightly By the end of the a) The four i) Group work and
guided caliphs topic, the learner rightly guide report writing on
632-662AD should be able to caliphs and the contributions
The caliphate’s i) describe the their support before caliphate
contributions contributions of to the ii) Discussions about
to the the four rightly prophet the contributions
development guided caliphs b) The and achievements
of Islam to Islam before numerous of the caliphs
The challenges their caliphate contribution iii) Guided
faced through ii)explain their s during their discussions on the
the caliphate contributions caliphate challenges and the
during c) The solutions during
caliphate. challenges their leadership
iii) explain the they faced in
challenges their
faced during leadership
their d) How the
leadership. challenges
were solved
169
169
TOPIC 10: PRE-ISLAMIC UGANDA

GENERAL OBJECTIVES: BY THE END OF THE TOPIC THELEARNER SHOULD BE
ABLE TO DESCRIBE THE SOCIAL, CULTURAL AND RELIGIOUS CONDITIONS
IN UGANDA BEFORE THE COMING OF ISLAM
TEACHING
SUB-TOPIC /LEARNING
OBJECTIVES /CONTENT
ACTIVITY
The social, By the end of the a) The social, i) Guided
cultural, topic, the learner cultural, Religious discovery on
Religious and should be able to and economic the life of
economic life i) explain the life of conditions of Uganda before
of Uganda Uganda before Uganda before the and today
before Islam Islam coming of Islam ii) Drama on the
ii)compare the and today similar
social, Cultural, b) Identification of characteristics
Religious and similar ways of life of Islam and
economic life then to Islam Uganda
to present day. iii) Group work
iii) describe how and report
the above life writing on the
favoured the findings
introduction of
Islam.
170
170
TOPIC 11: INTRODUCTION OF ISLAM

IN UGANDA
GENERAL OBJECTIVE: BY THE END OF THE TOPIC, THE LEARNER SHOULD
BE ABLE TO IDENTIFY THE FACTORS THAT FACILITATED THE SPREAD OF
ISLAM IN UGANDA
SUB- SPECIFIC KEY CONCEPTS TEACHING /LEARNING

TOPIC OBJECTIVES /CONTENT ACTIVITY
Factors By the end of the a) The role of i) Discussions about
that led to topic, the learner trade in the the Ugandan
the spread should be able to spread of reaction to the new
of Islam in i) explain the role of Islam religion
Uganda trade in the b) The reign of ii) Brainstorming and
spread of Islam in Muteesa I as report writing about
Uganda. the golden age the role of Muteesa 1
ii) describe the role in the spread in the spread of
of Kings and of Islam Islam
Chiefs in the c) The entry of iii) Guided
spread of Islam in Europeans in discovery on the
Uganda. Buganda and impact of trade to
its effect to the the spread of Islam
spread of
Islam
171
171
National Curriculum Development Centre
P.O. Box 7002, Kampala.
www.ncdc.go.ug

Senior 3 Set 1

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Senior 3 Set 1

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THE REPUBLIC OF UGANDA

Ministry of Education and Sports

National Curriculum Development Centre

All rights reserve: No part of this publication may be reproduced,

HISTORY OF EAST AFRICA .......................................................................................... 8

TOPIC 1: EXTERNAL CONTACTS AND PRESSURES 1800 - 1880 ...................................... 13

TOPIC 3: EUROPEAN IMPERIALISM IN EAST AFRICA..................................................... 17

TOPIC 3: ECONOMIC, SOCIAL AND POLITICAL DEVELOPMENTS IN EAST AFRICA DURING

TOPIC 4: WORLD WAR I (1914–1918) AND WORLD WAR II (1939–1945)........................... 24

TOPIC 5: THE STRUGGLE FOR INDEPENDENCE IN EAST AFRICA .................................... 25

CHRISTIAN RELIGIOUS EDUCATION ........................................................................... 91

SENIOR THREE ........................................................................................................ 91

SENIOR THREE TERM TWO ..................................................................................... 103

SENIOR THREE TERM THREE .................................................................................. 110

TOPIC: THE WAY TO SALVATION ................................................................................................. 110

SENIOR THREE TERM I ........................................................................................... 120

THEME: MAN IN A CHANGING SOCIETY ....................................................................................... 120

TERM 1 ................................................................................................................. 160

TOPIC 1: JAHILIYA PERIOD IN ARABIA (PRE ISLAMIC ERA) .......................................................... 160

TOPIC 2: THE EARY LIFE OF PROPHET MUHAMMAD (S.A.W) ....................................... 162

TOPIC 3: THE EARLY MUSLIM COMMUNITY ............................................................... 163

TOPIC 4: THE MIGRATION FROM MECCA TO MEDINA.................................................. 164

TERM 2 ................................................................................................................. 165

TOPIC 5: THE PERIOD OF CONFLICTS AND WARS ...................................................... 165

TOPIC 6: PERIOD OF PEACE AND TRANQUILITY ......................................................... 166

TOPIC 7: THE CONQUEST OF MECCA ........................................................................ 167

TOPIC 8: FAREWELL PILGRIMAGE ............................................................................ 168

TERM 3 ................................................................................................................. 169

TOPIC 9: CALIPHATE PERIOD .................................................................................. 169

TOPIC 10: PRE-ISLAMIC UGANDA ............................................................................ 170

TOPIC 11: INTRODUCTION OF ISLAM IN UGANDA ..................................................... 171

The COVID-19 pandemic caused a disruption in our education system and

Hon. Janet K. Museveni

National Curriculum Development Centre (NCDC) would like to express its

GENERAL OBJECTIVE: The learner should be able to communicate effectively

CRITICAL CHANGES MADE

 Interrogative + infinitive These concepts are critical for

The active and

ABRIDGED HISTORY SYLLABUS FOR SENIOR 3

HISTORY OF EAST AFRICA

5 Resistancein Content left out This topic has related

trade in East Africa.  Organisation of slave trade.

iv) Outline the eﬀects of slave trade trade in East Africa.

SUB-TOPIC SPECIFIC OBJECTIVES CONTENT TEACHING

SUB-TOPIC SPECIFIC OBJECTIVES CONTENT TEACHING

FORMATIONOFTHE formation of the Research.

SUB-TOPIC SPECIFIC OBJECTIVES CONTENT TEACHING LEARNING

affected East Africa

SUB-TOPIC SPECIFIC OBJECTIVES CONTENT TEACHING

played by the following

SENIOR THREE ABRIDGED GEOGRAPHY SYLLABUS

SN CRITICAL CHANGES JUSTIFICATION

SN CRITICAL CHANGES JUSTIFICATION

OBJECTIVES SUGGESTED SUGGESTED

size of East  The size of East position of East

Africa Africa Africa. n of East Africa

influence of each these; e.g.

each main type of whole class. in their own

reports in a whole class

c) Use diagrams to o Escarpments  Explain with diagrams: landforms.

internet research on activities are

d) Draw a map to how volcanoes, questions

map/atlas map guide