Projects
These are assignments given to the learners to be done over a period of time. They are done either
individually or in groups depending on the nature of the project. The teacher should monitor the
progress of the learners. Learners should document the developmental stages of their projects and
present this record to the teacher at every stage for guidance, and as evidence of the work done. At
the end of the specified time, the learners are required to present a product or an output and
evidence of the progress. The evidence should be presented in a portfolio. A portfolio is a collection
of learner’s evidences of achievement on an implemented project. It is therefore important to note
that:
1. Learners should be in the know of the parameters to be used to evaluate the project. The
parameter/ checklist will guide learners during the development stages of the project.
2. At every stage of the project, learners will present their progress to the teacher for
guidance; for group projects the teacher should assess individual learners for their
participation and contribution towards the project.
NOTE:
i) For group projects all group members earn the same score.
ii) Recording in the portfolio will corroborate the evidence with details on dates, challenges,
what was achieved on each date and how. This will help those who will moderate the
assessment to verify the scores.
Types of Projects
There are various types of projects as listed below:
a. Simple and routine (an innovation which is simple and has direct process line and
requires limited resources) for example writing a story book for languages, developing a
brochure with historical timeline of events of a given country.
b. Simple and non-routine (an innovation with creativity which has a direct process line
though extraordinary in nature but requires limited resources) for example, observing and
recording weather of an area, recording data of cases of common illnesses among learners.
c. Complex and routine (an innovation which is unique, achievable but does not have a direct
process line, changes form, requires continuous research, and demands more resources)
and highlights creativity.
d. Complex and non-routine (an innovation which is unique, cannot be easily achieved due to
uncertainties, being interdisciplinary, is creative in nature and involving multiple teams and
requires heavy resource investment to execute)
At the LS level, projects should be limited to (a) and (b). This is because it is such projects that can
lead to achievement of the desired Los, while at the same time they are affordable in terms of time
and materials required.
Features of a Project
The projects in the LSC are meant to develop leaners’ innovativeness, creativity, critical thinking,
research and communication so as to address societal challenges. This will help them to appreciate
the acquired competences for personal and national development. The under listed features may
slightly differ from the conventionally known characteristic project features. Therefore, for
purposes of this curriculum, the features of the project are limited to:
i) Uniqueness: No two projects are exactly similar even if they are exactly identical or are
merely duplicated. The location, the infra-structure, the agencies and the people make each
project unique. The project should depict creativity.
ii) Life cycle: A project has a life cycle reflected by growth, maturity and decay. It has naturally
a learning component.
iii) Efficiency: Project efficiency can be measured by the volume of outputs obtained per the
inputs utilised. Some factors influencing a project’s efficiency include:
Technologies used in the working processes (the better the technology used, the more
economical its rate of efficiency is).
Quality of planning (the more qualified and deliberated project planning applied, the
easier it is to forecast and keep proper efficiency level).
Quality of operational management (how effectively the resources are managed when
they are immediately in utilisation or operation).
External factors which are hard to forecast (disasters, emergent levels of key staff
members, bankruptcy of stakeholders, etc.).
iv) Effectiveness: A project must satisfy/meet or exceed the planned targets.
v) Environmental friendliness: A project should not have negative impact on the
environment. From the onset, learners should always be made conscious of the significance
of the environment. Therefore, an Environmental Impact Assessment (EIA) should be
addressed with great concern.
vi) Sustainability: A project is expected to address the intended societal challenge and a
simple write-up should be made and shared for the beneficiary’s reference and future
improvement.
Developing the Projects
Projects shall be based on themes or LOs as shown in the subject syllabi. The project ideas shall be
identified and developed by the learners in alignment with the themes under the guidance of the
teacher.
Materials to be used for Projects
Schools are advised to guide the learners to identify projects which can be done using materials
which are locally available and affordable. Schools are encouraged to use materials which are in line
with “Buy Uganda Build Uganda” (BUBU). In so doing the project work will be promoting
industrialisation for employment, inclusive growth and wealth creation.
How many projects should a learner take in a year?
A learner shall do one project per subject per year. At Senior One and Senior Two the learner shall
do four projects per term which will be timetabled at the beginning of the term. At Senior Three and
Senior Four the learner shall do a minimum of two and maximum of three projects per term. By the
time the learner sits for final UCE examinations, projects equivalent to the number of subjects
registered for should have been completed.
Assessing Projects
Projects shall be assessed using a general (standard) checklist. UNEB will use the records provided
in the checklist to capture the learner’s scores. The checklist below should be used to assess a
project.
Project Title:…
Phase 1 Indicators Max Score
Identification, Title (including life cycle)
Planning/Design
Alignment to the theme/ LO
Justification of the project
Methodology
Identification of resources (materials and tools)
X/……
Phase 2
Project Implementation Organisation/sketching/drafting
Steps/procedure
Use of resources (materials and tools)
Generic skills and values applicable to the
project (Critical Thinking, ICT Proficiency,
Communication, Creativity and Innovation,
Honesty, Respect, Hard work, Integrity, Social
harmony)
Environmental friendliness, efficiency, and
sustainability
X/….
Product Originality/uniqueness
Effectiveness (serves the intended purpose)
Accuracy/precision
X/…
Project Report
Relevance
Accuracy
Coherence
X/…
Total ………..
NOTE:
i) Scores for each parameter will be determined by the teacher. The total score for the project
will be scaled to 10%. This will be added to the score from the AoI to account for the 20%
score of the end of cycle summative assessment.
ii) A learner who has not been assessed at school level does not qualify to be assessed at the
end of cycle national examinations.
