SUBSIDIARY ICT

SYLLABUS
SUBSIDIARY ICT
SYLLABUS
 INFORMATION AND COMMUNICATION TECHNOLOGY SYLLABUS

Copyright © National Curriculum Development Centre, Uganda 2025

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.co.ug

ISBN: 978-9970-675-30-2

All rights reserved: 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

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FOREWORD .......................................................................................................................................... v
ACKNOWLEDGEMENTS ....................................................................................................................... vi
1.0 INTRODUCTION .............................................................................................................................. 1
1.1 Changes in the Curriculum ............................................................................................................ 1
1.2 Classroom-Based Assessment....................................................................................................... 1
1.3 Learners with Special Educational Needs ..................................................................................... 2
1.4 Generic Skills ................................................................................................................................. 3
1.5 Cross-Cutting Issues ...................................................................................................................... 4
1.6 Values ............................................................................................................................................ 4
1.7 ICT Integration .............................................................................................................................. 5
1.8 Projects ......................................................................................................................................... 6
1.9 The Aims of Secondary Education................................................................................................. 6
1.10 Aims of the Advanced Level Curriculum ..................................................................................... 7
1.11 Rationale for Teaching Subsidiary ICT at Advanced Level .......................................................... 7
1.12 Subject Overview ........................................................................................................................ 7
1.13 Time Allocation ........................................................................................................................... 8
1.14 Suggested Approaches to Teaching Subsidiary ICT .................................................................... 8
1.15 Programme Planner .................................................................................................................... 9
1.16 Note to Users ............................................................................................................................ 10
2.0 DETAILED SYLLABUS ..................................................................................................................... 12
Senior Five Term 1 .............................................................................................................................. 12
Topic 1: Introduction to ICTs ..................................................................................................... 12
Topic 2: Electronic Presentation ................................................................................................ 14
Senor Five Term 2 ............................................................................................................................... 16
Topic 3: Computer Hardware ................................................................................................ 16
Topic 4: Computer Software ..................................................................................................... 18
Senior Five Term 3 .............................................................................................................................. 21
TOPIC 5: Electronic Word Processing ........................................................................................ 21
Topic 6: Electronic Spreadsheet ............................................................................................... 24
Senior Six Term 1 ................................................................................................................................ 26
Topic 7: The Internet and Digital Communications ..................................................................... 26
Topic 8: Electronic Publication ................................................................................................. 30
Senior Six Term 2 ................................................................................................................................ 32
Topic 9: Electronic Databases ................................................................................................... 32
Senior Six Term 3 ................................................................................................................................ 34

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Topic 10: Artificial Intelligence and Related Emerging Technologies ............................................... 34

3.0 ASSESSMENT ................................................................................................................................ 38
3.1 Assessing Subsidiary ICT.............................................................................................................. 38
3.2 Formative Assessment ................................................................................................................ 38
3.3 Assessing Generic Skills ............................................................................................................... 39
3.4 Assessing Values/Attitudes ......................................................................................................... 39
3.5 Assessment of Project-based learning ........................................................................................ 40
3.6 Examinations ............................................................................................................................... 40
3.7 Record keeping ........................................................................................................................... 40
3.8 Learners with Special Needs ....................................................................................................... 40
Glossary of Key Terms ....................................................................................................................... 41

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FOREWORD
The Ministry of Education and Sports, through the National Curriculum Development Centre
(NCDC), aligned the Advanced Level Curriculum with the competency-based Lower Secondary
Curriculum (LSC) to ensure a smooth learner transition from lower secondary to advanced level.
The two-year aligned Advanced Secondary Curriculum adopted learner-centered approaches,
inquiry-based, and discovery methods. The learning outcomes give the learner hands-on
experiences in real-life situations while being cognizant of different learner abilities and learning
styles. The syllabus focuses on assessment for learning with emphasis on criterion-referenced
assessment. It further provides learners with the opportunity to enhance the 21st-century skills
and values that were acquired at the lower secondary level.
This Subsidiary Information and Communications Technology (ICT) syllabus focuses on the
practical application of technological knowledge and skills, empowering learners to tackle real-
world challenges in their communities. It emphasises effective communication, data
management, ethical technology use, and emerging technologies, nurturing innovation and
adaptability in a rapidly evolving digital landscape.
Furthermore, the syllabus promotes the development of higher order thinking skills, including
enquiry, creativity, innovation, decision-making, critical thinking, and problem-solving. It
advocates for learner-centred pedagogies that provide hands-on experience while
accommodating diverse abilities and learning styles.
As the Minister responsible for Education, I endorse this syllabus as the official document for
teaching and learning Subsidiary ICT at the Advanced Level of secondary education in Uganda.

Hon. Janet Kataaha Museveni

First Lady and Minister of Education & Sports

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ACKNOWLEDGEMENTS
The National Curriculum Development Centre (NCDC) is indebted to the Government of
Uganda for financing the alignment of the Advanced Level Curriculum to Lower Secondary
Education in Uganda.

Our gratitude goes to the Ministry of Education and Sports for overseeing the adaptation of the
curriculum, the Curriculum Task Force of the Ministry of Education and Sports for the oversight
role and making timely decisions whenever necessary, and members of the public who made
helpful contributions towards shaping this curriculum.

NCDC is also grateful to Members of Parliament, schools, universities, and other tertiary
institutions, the writing panels, and professional bodies, for their input in the design and
development of the Adapted A level curriculum. To all those who worked behind the scenes to
finalise the adaptation process of this teaching syllabus, your efforts are invaluable.

NCDC takes responsibility for any shortcomings that might be identified in this publication and
welcomes suggestions for effectively addressing the inadequacies. Such comments and
suggestions may be communicated to NCDC through P. O Box 7002, Kampala, or Email:
[email protected] or on the Website: www.ncdc.go.ug

Dr Grace K. Baguma

Director

National Curriculum Development Centre

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1.0 INTRODUCTION
The Advanced Secondary Curriculum has been aligned with the Lower Secondary competency-
based model for ease of progression of learners from the Lower to Advanced Secondary Level.
The alignment is a result of the analysis of the Advanced Level Curriculum published in 2013, to
determine whether the content is:
i) appropriate.
ii) high-pitched or overloaded.
iii) covered at lower secondary.
iv) obsolete.
v) repeated in different topics and redundant.
The results from the curriculum analysis revealed that there were overlaps of concepts with
what was covered at the Lower Secondary, as well as concepts within different topics of the
same subject. In addition, a number of syllabuses had content that is no longer necessary for
today’s contemporary society and the 21st century.
1.1 Changes in the Curriculum
The alignment of the A-Level Curriculum to that of the Lower Secondary led to changes in the
pedagogies of learning from a knowledge- and objective-based, to an integrated and learner-
centred competency-based approach. The adapted syllabus, therefore, is a result of
rationalising, integrating, and merging content with overlaps and similar skills, dropping topics
that had been studied at Lower Secondary, or are no longer critical and relevant for the current
learning needs, while upgrading those that were of low competencies to match with the
advanced level. The programme planner details the learning progression derived from the
learning outcomes. The detailed syllabus section unfolds the learning experiences with
corresponding assessment strategies.
This Subsidiary ICT syllabus is part of the Advanced Secondary Curriculum. The teacher is
encouraged to read the whole syllabus before planning your teaching programme, since many
topics have been merged, upgraded, or removed. While aligning this syllabus, efforts were
made to ensure a smooth progression of concepts from the Lower Secondary Level, adapting
topics and content with familiar features that are of value to the learner and society. In addition,
the process of developing this syllabus document removed what was considered obsolete, high
pitched as well as content overlaps and overloads.

1.2 Classroom-Based Assessment

This syllabus emphasises experiential classroom learning through suggested activities designed
to meet the learning outcome requirements. This learner-centred, activity-based approach
focuses on effectively building the required competencies.

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Formative assessment in Subsidiary ICT prioritises knowledge and skills acquisition through
active participation in learning activities. These activities are directly linked to the learning
outcomes and demonstrate that learning has occurred through application and mastery of the
desired skills.
Sample assessment strategies are included to assist the teacher, offering a foundation for
classroom-based assessment. Teachers are encouraged to develop additional assessment
strategies that align with the same principles of observations, dialogue, and product evaluation
to measure knowledge, understanding, skills, values, and attitudes. (Refer to the detailed
syllabus for further guidance.)

1.3 Learners with Special Educational Needs

The Advanced Secondary Curriculum is designed to empower all learners, including those with
Special Educational Needs (SEN), to achieve their full potential and make meaningful
contributions to society. By incorporating inclusive strategies, the curriculum ensures equitable
access to high-quality learning opportunities while maintaining rigorous academic standards.
A key emphasis is placed on creating an inclusive learning environment that meets the diverse
needs of Special Education Needs (SEN) learners. This involves implementing tailored teaching
strategies and providing supportive resources that enable these learners to thrive alongside
their peers. Through this inclusive framework, the curriculum fosters academic success and the
holistic development of all learners, ensuring that no one is left behind.

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1.4 Generic Skills

Generic skills are embedded within all subjects and are essential for learning and workforce

prepare them for lifelong learning. These skills equip learners with the ability to adapt to change
and navigate life’s challenges in the 21st century.
The key generic skills include:

Critical thinking and problem-solving

i) Planning and carrying out investigations
ii) Sorting and analysing information
iii) Identifying problems and proposing solutions
iv) Predicting outcomes and making reasoned decisions
v) erent solutions

Co-operation and Self-Directed Learning

i) Wor
ii) Int
iii) Taking responsibility for own learning
iv) Working independently with persistence
v) Managing goals and time

Creativity and Innovation

i) Using imaginations to explore possibilities
ii) Working with others to generate ideas
iii) Suggesting and developing new solutions
iv) Experimenting with innovative alternatives
v) Looking for patterns and making generalisation

Communication
i) Listening attentively and with comprehension
ii) Talk
iii) Reading accurately and fluently
iv) Writing and presenting information coherently
v) Using a range of media to communicate ideas

Mathematical Computation
i) Using numbers and measurements accurately
ii) Interpreting and interrogating mathematical data
iii) Using mathematics to justify and support decisions

i) Using technology to create, manipulate and process information

ii) Using technology t

Diversity and Multicultural Skills

i) Appreciate cultural diversity
ii) Respectfully responding to people of all cultures
iii) Respecting positive cultural practices
iv) Appreciating ethnicity as a cradle for creativity and innovation

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1.5 Cross-Cutting Issues

Cross-cutting issues are topics of universal importance that are integrated across all subjects
rather than taught in isolation. They help learners to make connections between subjects and
understand the complexities of life. These issues include:

i) Environmental awareness
ii) Health awareness
iii) Life skills
iv) Mixed abilities and involvement
v) Socio-economic challenges
vi) Citizenship and patriotism

These topics are relevant to all areas of study and are embedded in various learning outcomes
to ensure holistic education and global awareness.

1.6 Values
The curriculum is underpinned by a clear set of values that guide its implementation and the
work of schools. These values, based on the Uganda National Ethics and Values Policy of 2013,
are:

i) Respect for humanity and the environment

ii) Honesty, always uphold and defend the truth
iii) Justice and fairness in dealing with others
iv) Hard work for self-reliance
v) Integrity, moral uprightness, and sound character
vi) Creativity and innovation
vii) Social responsibility
viii) Social harmony
ix) National unity; and
x) National consciousness and patriotism

These values are not directly taught or assessed through examinations but are integrated into
learning outcomes and are developed throughout the learner’s education journey.

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1.7 ICT Integration

The integration of ICTs into teaching and learning is strongly encouraged in this A-level adapted
curriculum. ICT enhances the implementation of competency-based learning by fostering
learner engagement, creativity, and lifelong learning. Teachers are encouraged to use
technology to create interactive content, such as digital simulations and videos, to illustrate
abstract or complex concepts effectively. Integrating ICT not only enhances the learning
experience but also equips learners with essential digital skills for the 21st century.
ICT teachers should endeavour to assist other subject teachers in making the ICT integration
process a reality. The table below shows a sample of suggested ICT tools that may be applied
to given tasks.
Sample Task in the Syllabus Suggested ICT Tool
Fieldwork Use of cameras to take photos and record videos
Locate places on a map Use digital maps such as Google Maps or an equivalent
application.
Presentation in class Use presentation applications or online presentation
tools like Canva
Search for keywords and meanings Use an online dictionary or search online
Make drawing/graphics Use drawing tools like Draw.io or publishing
software/Word processor
Roleplay, narrations Use audio and video recordings
Demonstrations Use audio/video recordings, models, simulations, or
virtual labs
Analyse and present data Use spreadsheet software or any other analytics tools
Group discussions Mind mapping software
Search for extra reading materials Download files from the Internet from academic
Databases
Writing equations and formulae Use equation editors like MathType
Carry out academic search/research Use the Internet, AI models, and other academic
applications like ‘‘Encarta’’, ‘‘Britannica’’, etc.
Collaborate with others across the world Form learning networks with blogs, social media,
emails, and videoconferencing tools like Zoom, MS
Teams, Webex, Google Meet or any other networking
application.

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1.8 Projects
Projects and project-based learning are integral to 21st-century education. In this syllabus,
learners will undertake practical projects that align with the subject's focus on technology
application and problem-solving. These projects promote hands-on learning, critical thinking,
and the development of ICT skills. Teachers are encouraged to guide learners in selecting
projects that connect to their local environment and real-world challenges.

1.9 The Aims of Secondary Education

The aims of secondary education in Uganda are to:

i) instil and promote national unity, an understanding of the social and civic
responsibilities, strong love and care for others, and respect for public property, as
well as an appreciation of international relations and beneficial international co-
operation,
ii) promote an appreciation and understanding of the cultural heritage of Uganda,
including its languages,
iii) impart and promote a sense of self-discipline, ethical and spiritual values, personal
and collective responsibility, and initiative,
iv) enable individuals to acquire and develop knowledge and an understanding of
emerging needs of society and the economy,
v) provide up-to-date and comprehensive knowledge in theoretical and practical
aspects of innovative production, modern management methods in the field of
commerce and industry, and their application in the context of the socio-economic
development of Uganda,
vi) enable individuals to develop basic scientific, technological, technical, agricultural,
and commercial skills required for self-employment,
vii) enable individuals to develop personal skills of problem solving, information
gathering and interpretation, independent reading and writing, and self-
improvement through learning and development of social, physical, and leadership
skills such as those obtained through games, sports, societies, and clubs,
viii) lay the foundation for further education,
ix) enable the individual to apply acquired skills in solving problems of community and
to develop a strong sense of constructive and beneficial belonging to that
community,
x) instil positive attitudes towards productive work and strong respect for the dignity of
labour and those who engage in productive labour activities,
xi) develop a positive attitude towards learning as a lifelong process.

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1.10 Aims of the Advanced Level Curriculum

i) To adopt a competency-based learning approach.
ii) To develop holistic education for personal and national development based on clear
shared values.
iii) To develop key skills that are essential to work and life and promote lifelong learning.
iv) To adopt an integrated approach to learning that develops the ability of learners to
apply learning.
v) To improve on assessments by incorporating school-based assessment into End of
Cycle Assessment.
vi) To emphasise learner’s participation through engagement with the community.
vii) To prepare for further education.

1.11 Rationale for Teaching Subsidiary ICT at Advanced Level

The Subsidiary ICT syllabus aims to enhance ICT literacy and practical skills for effective
application in various contexts, foster innovation and collaboration through digital creativity
and teamwork, and promote ethical technology use by emphasising cybersecurity, privacy, and
adherence to ICT standards.

1.12 Subject Overview

The Subsidiary ICT syllabus aims to equip learners with essential digital skills, preparing them
to effectively navigate the dynamic digital world while fostering their passion for addressing
local and global challenges. The syllabus focuses on the following key areas:

1. Digital Literacy and Productivity Tools

The learner should:

i) develop skills in using various ICT tools to enhance productivity,

ii) demonstrate the ability to effectively perform tasks using digital communication,
organisation, and collaboration tools,
iii) diagnose and resolve basic hardware and software issues to meet specific user needs
efficiently,
iv) ensure system security and performance through the application of maintenance
practices.
2. Multimedia and Digital Content Creation
The learner should:

i) cultivate creativity and technical skills in multimedia production,

ii) design and produce engaging digital content, considering audience needs and design
principles,
iii) create, design, and manage multimedia content using tools for various platforms,

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 INFORMATION AND COMMUNICATION TECHNOLOGY SYLLABUS

iv) address real-world challenges through dynamic digital storytelling and content
creation.
3. Cybersecurity and Ethical Computing
The learner should:
i) understand cybersecurity principles, including data protection, threat management,
and safe digital practices,
ii) demonstrate ethical behaviour in ICT usage, respecting privacy, intellectual property,
and responsible computing,
iii) develop strategies to identify and mitigate cyber threats, promoting online safety for
local and global contexts.
4. Data Management and Computational Thinking
The learner should:

i) build knowledge and skills in organising, analysing, and managing data,

ii) demonstrate computational thinking by solving problems logically and innovatively,
iii) explore the role of data and computing in decision-making and innovation and
address societal needs.

1.13 Time Allocation

The learner shall be engaged for six (6) periods per week from Senior Five to Senior Six.

1.14 Suggested Approaches to Teaching Subsidiary ICT

The following learner-centred and competency-based approaches are designed to actively
engage the learner in ICT education, fostering practical skills and critical thinking. In these
methods, teachers act as facilitators, guiding and supervising learners through various tasks
and projects.
i) Inquiry-Based Learning: The learner explores ICT concepts and tools through self-directed
research driven by interest. He or she solves problems by posing questions, conducting
experiments, and analysing scenarios, which enhances critical thinking, communication,
and problem-solving abilities.

ii) Experiential Learning: The learner engages in hands-on ICT projects, such as building
databases or creating presentations. Reflecting on these experiences, the learner deepens
his or her understanding, fostering the development of technical skills and reflective
thinking.

iii) Problem and Project-Based Learning: The learner addresses real-world ICT challenges by
working on projects that require applying knowledge in practical contexts. This approach
enhances critical thinking, teamwork, and research skills as one designs solutions and
presents findings.

iv) Case-Based Learning: The learner analyses real-world ICT scenarios, such as cybersecurity
threats or emerging technologies, to develop critical thinking and analytical skills. Applying

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theoretical knowledge to practical situations, the learner deepens his or her understanding
of ICT applications.

v) Discovery Learning: The learner constructs his or her understanding of ICT concepts
through active exploration and inquiry. By experimenting with software, hardware, and
emerging technologies, one develops problem-solving skills and can hypothesise and test
solutions independently.

These approaches align with UNESCO's ICT Competency Framework for Teachers,
emphasising integrating technology in education to enhance learning outcomes.
Implementing these methods can create a dynamic and engaging learning environment that
equips learners with the necessary skills to navigate the evolving field of ICT.

1.15 Programme Planner

Class/Term Topic Sub-topics Periods

Senior 1 Introduction to ICT 1.1 World of ICTs 10

Five
Term 1 1.2 ICT Literacy 10

1.3 Computer File Management 8

2 Electronic 2.1 Working With Presentation 6

Presentation Software
2.2 Presentation Formatting 8

2.3 Collaboration, Automation and 6

Presentation Delivery
Senior 3 Computer Hardware 3.1 Hardware Classification 10
Five 3.2 Hands-on Assembly 12
Term 2
3.3 Hardware Troubleshooting and 10
Maintenance
4 Computer Software 4.1 10
Software Identification

4.2 18
Software Installation and
Configuration

4.3 10
Software Troubleshooting

Senior Five 5 Computer Word 5.1 Working With Word Processing 6

Term 3 Processing Software
5.2 Inserting Objects 6

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5.3 Advanced Features 12

5.4 Online Collaboration 6
6 Electronic 6.1 Working With Spreadsheet 6
Spreadsheet Software
6.2 Formulae and Functions 16
6.3 Working With Charts 8
Senior Six 7 The Internet and 7.1 Electronic Data Sharing 8
Term 1 Digital
Communications 7.2 The Internet and the WWW 4
7.3 Email and Social Media 8
Communications
7.4 Online Transactions 8
7.5 Managing Virtual Meetings 8
7.6 ICT Ethics and Cybersecurity 8
8 Electronic Publication 8.1 Introduction to Electronic 8
Publishing Software
8.2 Using Publication Features 28
Senior Six 9 Electronic Databases 9.1 Database Concepts 15
Term 2
9.2 Managing Simple Database 30

9.3 Database Relationships 15

Senior Six 10 AI and Related 10.1 AI and Related Concepts 14

Term 3 Emerging
10.2 AI Areas of Application 16
Technologies
10.3 Generative AI and Prompt 16
Creation
10.4 Other Emerging Technologies 14

1.16 Note to Users

The syllabus details for all subjects are set out in three columns:

Learning outcomes Suggested learning Sample assessment

activities strategy

The knowledge, The sorts of hands on and Opportunities for

understanding, skills, generic minds on engagements, assessment within the
skills, values, and attitudes are which include the generic learning process that is,
expected to be learned by the skills that will help during the lesson.
end of the topic. Hence, each learners achieve the
learning outcome is coded Learning Outcomes. They

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with some of these as: k, u, s, enable learners to Teachers can also devise
gs, and v/a for emphasis to Discover, Explain, Apply other means of
the teacher on what to and Analyse (DEAA) as assessments that are in line
consider during the lesson. they participate in with the activities.
knowledge construction.

Teachers should prepare their lesson plans in line with the Learning Outcomes using the
Suggested Learning Activities as a guide. These are not the only possible learning activities;
therefore, teachers are encouraged to extend these and devise their own activities that are
appropriate to their classroom situation.
In addition, teachers should adapt these activities to suit the different special educational needs
of their learners.

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2.0 DETAILED SYLLABUS

2.0 DETAILED SYLLABUS
Senior Five Term 1
Topic 1: Introduction to ICTs Duration: 28 Periods

Competency: The learner operates a variety of ICTs to perform tasks in day-to-day life.
Learning Suggested Teaching and Learning Sample Assessment Strategies
Outcomes Activities
The learner
should be able
to:
a) explore the a) In pairs, learners identify and a) Observe pair interactions to assess
utilisation of discuss how ICT tools are used in collaboration and engagement in
various ICT different fields. the discussion focusing on the use
tools in day- b) Learners make plenary of ICT in different fields.
to-day life. presentations by role-playing how b) Observe as learners tour the
(k, u, a, gs) ICTs are used in those fields. school, identifying ICT tools. Note
c) Learners take a tour around the interactions with ICT tools and
school to explore how ICT tools are peers—accuracy in identifying
used within the school system. (For tools, participation, and teamwork.
learners with visual and hearing c) Converse with learners about the
impairment, an audio-visual tour suitability, limitations, and
with captions should be recorded to alternatives of ICT tools, asking
supplement this activity) probing questions to clarify
misconceptions.
d) Assess learners’ presentations and
written work for clarity, coherence
and critical evaluation of ICT tools
and their application.
(Recognise the efforts of learners with
disabilities for inclusion purposes)
b) use digital a) In groups, learners collaborate to a) Observe learners as they identify,
tools to explore how different ICT explain, and connect ICT
solve day- components can be connected to components, focusing on accuracy
to-day life form a working system. and teamwork.
challenges. b) In small groups, learners research b) Engage learners in a dialogue
(k, s, v, gs) and create a detailed flowchart about the steps of the booting
that explains the booting process process, using probing questions
in various operating systems (e.g., to assess their depth of
Windows, MacOS, Linux). understanding.
c) In groups, learners present their c) Assess learners' flowcharts and
flowchart, explaining the process group presentations for clarity,
to the class using a multimedia accuracy, and logical reasoning in

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presentation (e.g., animations or explaining how components and

step-by-step videos). processes work together.
d) In small groups, learners practise (Recognise the efforts of learners with
starting and shutting down various disabilities for inclusion purposes)
ICT devices, such as computers,
smartphones, printers, and routers,
under different scenarios (e.g.,
proper shutdown, forced
shutdown, unexpected power
loss).
e) Learners demonstrate scenarios
where they must solve typical start-
up and shutdown issues.
f) In groups, learners present how
they managed the challenges and
document best practices for
everyday troubleshooting tasks.
g) Learners make a write-up about
the significance of observing
proper start-up and shutdown of
ICT devices.
c) create a) Learners work together to create a) Observe learners as they create,
directories and organise files into folders and organise, retrieve, and save files
and use subfolders based on a given task and folders, focusing on proper
them to (e.g., creating a project directory for structure and collaboration.
manage schoolwork or a business). b) Engage learners in discussions
electronic about the rationale for their file
b) Learners collaborate to save files
files. (k, u, s) organisation and saving practices,
on various storage media, such as
using probing questions to assess
USB drives, external hard drives,
clarity and decision-making.
and others.
c) Assess how well learners organise
c) Learners collaborate to simulate a
their folders, files, and
real-world scenario (e.g., storing a
presentations to ensure they are
client’s information for a project)
clear, logical, and fit the given task.
by creating a file structure and
(Recognise the efforts of learners with
saving files in the appropriate
disabilities for inclusion purposes)
locations.
d) Individually, learners save
documents in specified formats
(e.g. ,.docx ,.pdf ,.txt) and
designated folders.
(learners with disabilities shouldn't be
in their groups)

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Topic 2: Electronic Presentation Duration: 32 Periods

Competency: The learner creates and delivers visually appealing and interactive electronic
presentations to communicate ideas effectively.
Learning Suggested Teaching and Learning Sample Assessment Strategies
Outcomes Activities
The learner
should be able
to:
a) create a) Learners conduct research in groups a) Converse with learners as they
electronic to compare different presentation research, focusing on the
presentation software (e.g., PowerPoint, Google uniqueness of different software
Slides, Canva, Prezi).
s and use tools.
b) In groups, learners explore various
them to template designs and layouts b) Observe learners explore various
communica provided by the identified template designs and layouts
te ideas. (k, presentation software. They select focussing on their ability to work
u, s, a) which layouts are most effective for in groups.
presenting specific types of content c) Observe learners as they make
(e.g., graphs for data and images for presentations about the choice of
storytelling).
the layouts focusing on their
c) In groups, learners create a
presentation on a predetermined ability to speak confidently and
topic, applying the template designs explain ideas.
and layouts they selected earlier. d) Converse with the learners as
d) In groups, learners demonstrate a they create a presentation on a
presentation with a strict time limit predetermined topic, focusing on
(e.g.,30–40 minutes), focusing on the number of slides, slide titles,
applying suitable templates and
etc.
layouts efficiently.
e) In pairs, learners work together to e) Assess the learner's presentation,
customise the theme of their focusing on both the content
presentation, adjusting elements like and the visual appeal. Ensure that
background colours, fonts, and slide the slides are clear and engaging
layouts to ensure visual consistency and effectively communicate the
and alignment with the chosen
key ideas.
topic.
f) Learners present their work using the
appropriate features of the
presentation software, like speaker
notes, slideshow mode, and other
interactive tools (e.g., animations,
transitions). They practise public
speaking skills and use these tools to
support and enhance their delivery.
b) format a) Learners create individual slides a) Observe learners as they design
presentation within a group project, applying text and enhance slides, focusing on
s to make formatting, bullet points, word art, the application of formatting,
and smart art to enhance visual
them multimedia, and design
appeal.
visually

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 ADVANCED SECONDARY CURRICULUM

appealing b) Learners collaborate to incorporate principles to improve visual

and multimedia elements (e.g., images, appeal and readability.
engaging to videos, animations, audio) into their b) Converse with learners as they
presentations to make them more
the discuss their choice of transitions,
engaging.
audience. (u, c) In pairs, learners demonstrate slide animations, and design elements,
s, v) transitions and animations, applying assessing their understanding of
them to their presentation while effective presentation
discussing when and how to use techniques.
them effectively c) Assess learners’ presentations for
d) Learners work together to format a visual hierarchy, alignment, use of
presentation that tells a compelling
multimedia, and storytelling
story, focusing on how design
elements can guide the audience effectiveness in meeting the
through the narrative. given task or scenario.
e) Learners collaborate to design a
professional presentation for a
simulated event (e.g., product
launch or educational seminar),
ensuring it is visually appealing and
tailored to the audience.
c) collaborate a) In small groups, learners a) Observe learners as they
with others collaboratively design and develop collaborate online in real-time,
to develop a presentation using cloud-based focusing on their ability to
tools (e.g., Google Slides, Microsoft effectively use cloud-based tools
and deliver
PowerPoint Online, or Canva). and coordinate their
a b) Individually, learners prepare and contributions and their ability to
presentation deliver a 5-minute presentation on interact effectively with others.
using online a topic of their choice,
b) Observe learners as they deliver
and offline incorporating at least one relevant
their presentation, focusing on
tools. (k, u, s, visual aid to support their
their engagement with the
v, gs) presentations.
audience through eye contact,
c) Using video conferencing tools
audience interaction, and ability
(e.g., Zoom, Microsoft Teams,
to maintain attentiveness.
Google Meet), learners schedule
and participate in virtual rehearsal c) Assess the final presentation for
sessions, presenting their slides to quality, including the use of
peers for feedback. In these virtual nonverbal communication,
sessions, they take on the roles of appropriate tone and pitch, and
both presenters and active overall professionalism.
audience members, providing d) Assess the final shared
constructive feedback on each presentation for cohesiveness,
other's slides, delivery, and overall quality of individual
presentation design. contributions, and the effective
integration of collaborative
efforts.
N.B: (This topic may not be suitable for learners with visual impairment as it involves a lot of graphics)

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 INFORMATION AND COMMUNICATION TECHNOLOGY SYLLABUS

Senor Five Term 2

Topic 3: Computer Hardware Duration: 28 Periods

Competency: The learner performs routine service on computer hardware to ensure its optimal
functionality and performance.
Learning Outcomes Suggested Teaching and Sample Assessment Strategies
The learner should be Learning Activities
able to:
a) classify hardware a) In small groups, learners a) Observe learners as they
components, identify and label various identify and label hardware
explaining their hardware components. components in small group
functions. (k, u, a) (For learners with visual and activities, noting collaboration.
hearing impairment, an audio-
b) Converse with the learners as
visual video clip with captions
they identify the different
should be availed for full
hardware components
participation)
focusing on the accuracy of
b) In a think-pair-share session,
the names of the components,
learners reflect on the
their importances and
importance of each hardware
classifications.
tool and their contribution to
the overall functionality of a c) Assess group reports and
computer. presentations on dual-function
c) Learners work in groups to devices focusing on
classify hardware devices, circumstances under which it
including input devices, can be used as an input device
output devices, storage and output device.
devices, communication (Recognise the efforts of learners
devices, and processing tools. with disabilities for inclusion
d) Learners engage in a fun and purposes)
interactive game, either using
physical flashcards or an online
tool, to match hardware
device names with their
categories (input, output,
storage, etc.) and functions.
e) In groups, learners explore
modern devices (e.g.,
touchscreens) that can
function as both input and
output devices and report
their findings to the class.

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 ADVANCED SECONDARY CURRICULUM

b) assemble a a) Learners safely work with a) Observe learners as they

computer system standard external hardware assemble or simulate
ensuring correct components (mouse, computer systems, focusing
connections and keyboard, projector, monitor, on accuracy and adherence to
configurations. (u, s, cables, etc.) connecting them instructions.
v, gs) to the system unit. b) Converse with learners as they
b) Learners collaborate using discuss about the purpose and
computer assembly simulation functionality of each hardware
software or an interactive component.
online tool to assemble and c) Assess learners' assembled
connect a computer system hardware components and
virtually. make diagnostic analyses for
c) Learners safely connect accuracy, completeness, and
internal components proper identification of system
(motherboard, processor, RAM components and their
chips, hard drive, power purposes.
supply unit, expansion cards,
etc.), and correctly installing
them within the system unit.
d) In pairs, learners collaborate to
use system diagnostic tools
(e.g., Task Manager, System
Information, or third-party
software) to analyse system
specifications and match each
component to its identified
purpose.
c) demonstrate safe a) In small groups, learners a) Observe learners as they handle
handling of research and demonstrate hardware components and
computer hardware proper handling techniques of safety tools, focusing on proper
handling techniques,
and perform routine different hardware
adherence to safety protocols,
maintenance for components. and teamwork during
optimal b) In pairs, learners discuss safety troubleshooting tasks.
performance. (s, v, a, measures, such as turning off b) Converse with learners as they
gs) power before assembling discuss about safety measures
components. and troubleshooting strategies,
c) Learners troubleshoot and assessing their understanding
of when and why these steps
resolve hardware issues of a
are necessary.
nonfunctional computer
collaboratively. c) Assess learners’ ability to
effectively, accurately, and
d) In groups, learners clean
safely demonstrate
internal and external troubleshooting process and
components, such as essential hardware cleaning
removing dust from fans, heat activities.
sinks, and power supplies.

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 INFORMATION AND COMMUNICATION TECHNOLOGY SYLLABUS

Topic 4: Computer Software Duration: 30 Periods

Competency: The learner installs and maintains computer software to ensure optimal
functionality and performance.
Learning Suggested Teaching and Learning Activities Sample Assessment
Outcomes Strategies
The learner should
be able to:
a) evaluate a) In pairs or small groups, learners explore a) Observe learners as they
software options the different software on their devices. They classify software types
based on user also describe the primary purpose of each and engage in role-
software type in managing or enhancing playing activities,
requirements
computer functionality. focusing on accuracy,
and system b) In small groups, learners analyse user clarity of explanations.
capabilities. (k, s, requirements (e.g., for a business, school, or b) Observe the learners as
a, gs) personal use), and compare different they present, focusing
software options, considering system on their ability to use a
capabilities. Each group presents their range of media to
recommendations and explains their communicate ideas.
reasoning behind the choices. c) Converse with learners
c) In a lab environment, learners collaborate during discussions and
to explore and utilise multiple software debates about the
applications (e.g., antivirus programs, office software options and
suites, or system optimisers). They assess their suitability for
the performance, user interface, and specific user needs,
compatibility with the provided hardware assessing their ability to
and system. justify choices based on
d) Learners role play as either clients or IT system capabilities.
consultants. The client team presents d) Assess learners' case
requirements for software solutions (e.g., study analyses,
document management systems, customer recommendations, and
relationship management tools, or system group presentations for
maintenance). The consultant conducts an logical reasoning, clear
analysis, and recommends appropriate communication, and a
software or system solutions. The deep understanding of
consultant team must clearly explain how software functionality
their recommendations align with the and its alignment with
client’s specific needs and the technical user requirements.
capabilities of the proposed solutions.
e) Learners discuss which type of software
(system, application, or utility) is most
critical for various scenarios, such as
managing a business, maintaining a
personal computer, or running a school
system.
( Assistive software for disability awareness could
be discussed to support inclusion)

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 ADVANCED SECONDARY CURRICULUM

b) install operating a) In groups, learners analyse hardware a. Observe learners as

systems and specifications and identify suitable they analyse hardware
software operating systems and applications, specifications and
applications for presenting their findings and justifications configure software
optimal to the class. settings, focusing on
performance. (u, b) Learners work together, following provided accuracy, attention to
s, a, gs) manuals and step-by-step guides to install detail, and the ability to
an operating system and a software troubleshoot
application on a computer. compatibility issues.
(For learners with visual and hearing b. Engage learners in
impairment, an audio visual video clip with discussions about their
captions should be availed for full choices of operating
participation) systems, applications,
c) Working individually or in pairs, learners and configurations,
configure advanced software settings, such probing their reasoning
as user preferences, network options, and behind decisions to
security protocols, based on specific real- ensure they understand
world scenarios. compatibility and real-
world application.
c. Assess learners'
presentations,
installation processes,
and configuration tasks
for clarity, correctness,
and how well they
apply the instructions
and handle software
settings based on given
scenarios.
c) troubleshoot a) In pairs, learners work with computers or a) Observe learners as
common virtual environments pre-configured with they use diagnostic
software common software issues (e.g., crashes, tools to identify and
problems and errors, or compatibility problems). They use resolve software issues,
implement diagnostic tools (e.g., Event Viewer, Task focusing on their
effective Manager) to identify and resolve them systematic approach,
solutions. (u, s, v, systematically, documenting the steps problem-solving skills,
gs) taken and the tools used to restore and teamwork.
functionality. b) Engage learners in
b) In small groups, learners explore and discussions about their
practise using various diagnostic tools like diagnostic strategies,
system logs, compatibility checkers, and asking probing
antivirus programs. Each group member questions to evaluate
takes turns applying the tools to their understanding of
troubleshoot specific software the root causes of
malfunctions, documenting their findings software malfunctions

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 INFORMATION AND COMMUNICATION TECHNOLOGY SYLLABUS

and the effectiveness of each tool in and how to address

solving the issue. them effectively.
c) Learners analyse real-world case studies of c) Assess learners’
software malfunctions (e.g., an office documentation of
application experiencing crashes). They troubleshooting
identify the root causes, propose effective processes, case study
solutions, and discuss how their strategies analyses, role-playing
minimise downtime, enhance system scenarios, and
reliability, and prevent recurring issues. individual presentations
d) In groups, learners take turns playing the for clarity, accuracy, and
roles of IT technicians and clients. The depth of their problem-
"client" describes a software issue, while solving approaches.
the "technician" systematically identifies (Recognise the efforts of
the problem using diagnostic strategies. learners with disabilities
The technician then proposes a solution, for inclusion purposes)
explaining the reasoning behind their
choices.
e) Learners individually present to the class
their process of installing and configuring
software. They highlight the key steps,
potential challenges, and troubleshooting
strategies used during the process.
Feedback from peers is encouraged to help
refine their skills and enhance
understanding.

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Senior Five Term 3

TOPIC 5: Electronic Word Processing Duration: 30 Periods

Competency: The learner creates professional Word documents for effective communication.
Learning Outcomes Suggested Teaching and Learning Sample Assessment
The learner should be Activities Strategies
able to:
a) format and edit a a) Learners explore different word a) Observe learners as they
Word document. (k, processing software (e.g., Microsoft explore and create
u, s, gs) Word, Google Docs, LibreOffice documents, focusing on
Writer), and practise opening and
their ability to navigate
creating a new document.
b) In groups, learners analyse key software tools, apply
features such as menus, toolbars, layout features, and use
and document templates. formatting options
c) In small groups, learners create a effectively.
document by arranging elements b) Engage learners in
such as margins, page orientation, discussions about the
and spacing.
document creation and
d) Learners collaborate to edit and
review a document, utilising a range editing process, assessing
of tools and features available in their understanding of
word processing software. the features they use and
e) Learners collaborate online to apply how they enhance
various formatting tools in a Word document presentation.
document, including font styles, c) Assess Word documents
paragraph alignment, page setup,
for proper use of
and heading styles, to enhance the
document's presentation. formatting tools, content
f) In small groups, learners practise organisation, integration
importing external data such as of external elements, and
tables from Excel, or images from overall presentation
the web into a document. quality. Additionally,
g) Learners work in small groups to
evaluate their ability to
adjust the size and format of
imported elements, ensuring they provide constructive
integrate smoothly with the feedback on peer
document layout. documents.
h) Learners collaborate in small groups d) Observe learners as they
to practise saving documents in format imported
different formats (e.g., .docx, .pdf) and focusing on their ability
exporting them for printing or
to try out innovative
sharing.
i) Learners collaborate in groups, alternatives.
exchanging documents with peers
for review and providing constructive
feedback on formatting, layout, and
content organisation.

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 INFORMATION AND COMMUNICATION TECHNOLOGY SYLLABUS

b) apply document a) Learners collaborate in groups to a) Engage learners in

objects to enhance a discuss how various objects can discussions about the
Word document. (u, enhance document presentation, purpose and best uses of
sharing ideas on their most effective
s, v, gs) each visual element,
uses.
b) Learners collaborate in groups, probing their
exchanging documents with peers understanding of how
for review and offering constructive these tools contribute to
feedback on formatting, layout, and document clarity,
content organisation. readability, and design.
c) Learners collaborate in pairs to b) Observe learners as they
create a table for organising data
explore and apply
within a document.
d) In pairs, learners apply different different Word processor
formatting styles, such as borders, objects (e.g., tables,
shading, and font adjustments, to charts, shapes, WordArt,
enhance the table appearance and etc.), focusing on their
readability. ability to use these
e) Learners collaborate in groups to elements creatively and
apply SmartArt based on provided
effectively to enhance
data.
f) In pairs, learners collaborate to insert document presentation.
and manipulate various shapes (e.g., c) Assess the final
rectangles, arrows, circles) in a documents for proper
document, creating simple integration and
diagrams. formatting of objects like
g) Learners collaborate online in pairs
tables, shapes, and
to apply WordArt for creating
stylised headings and emphasised images, evaluating how
text. They will experiment with well they support the
various styles, colours, and effects document's content and
to enhance the visibility and overall presentation. Also,
impact of the text. evaluate the quality of
h) Learners collaborate in groups to peer feedback regarding
search for and insert appropriate
the use of visual
clip art or images into a document.
They practice resizing, positioning, elements.
and formatting the visuals to d) Assess learners’
enhance and support the documents focusing on
document's content. how well the tables,
i) Learners collaborate in pairs, charts, and other objects
exchanging documents and enhance the document’s
providing feedback on the use of
overall structure and
visual elements.
j) Learners collaborate in groups to readability.
explore mail merging.
c) use document a) Learners collaborate in groups to a) Observe learners as they
referencing features. explore the advanced features of use advanced Word
(u, s, v, gs) Word processing software, such as processing features (e.g.,
referencing tools (e.g., citations,
referencing tools, mail
footnotes, endnotes).
merge, cloud

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ADVANCED SECONDARY CURRICULUM

b) Learners collaborate in groups to collaboration), focusing

create a research document that on their ability to apply
includes citations and a these tools effectively
bibliography using referencing tools.
and accurately in real-
They apply various citation styles
(e.g., APA, MLA) and generate a world tasks.
reference list automatically. b) Converse with learners as
c) Learners collaborate in pairs or small they use advanced word
groups using cloud-based Word processing features like
processing software (e.g., Google citations, mail merging,
Docs or Microsoft Word Online) to and real-time
create a shared document. They
collaboration, probing
work in real-time, leveraging key
features such as comments, track their understanding of
changes, and suggestions. Each how these tools enhance
learner contributes to different document creation and
sections of the document, and they management.
actively provide feedback to refine c) Assess the final
and improve the document. documents for the
d) Individually, learners share their
correct and consistent
documents with peers via cloud
storage or email and request use of advanced features,
feedback. They review the feedback, such as referencing
make necessary changes, and apply styles, citation lists,
advanced features like automated personalised mail merge,
formatting or indexing to finalise the and collaborative edits,
document.
ensuring they are well
e) Individually or in groups, learners
create a comprehensive document organised, formatted,
(e.g., research paper, newsletter, or and meet the intended
blog articles that incorporates purpose.
referencing tools, mail merging, and
collaborative features. They apply
automation for efficient content
management and finalise the
document for sharing.

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 INFORMATION AND COMMUNICATION TECHNOLOGY SYLLABUS

Topic 6: Electronic Spreadsheet Duration: 30 Periods

Competency: The learner organises, manipulates, and visualises data to draw insights for data-
driven decision-making.
Learning Suggested Teaching and Learning Sample Assessment Strategies
Outcomes Activities
The learner should
be able to:
a) collect and a) In groups, learners explore a) Observe learners as they
organise data. spreadsheet programs (e.g., organise data in a worksheet
(k, u, s) Microsoft Excel or Google Sheets) by entering information,
and analyse their essential
formatting cells (e.g., text size,
functions.
b) In groups, learners create a new colours, borders), sorting data,
worksheet, navigate through cells, and adjusting column widths.
rows, and columns, and enter b) Engage learners in a discussion
data. to assess their understanding
c) In pairs, learners create a simple of the process and the
budget worksheet. They enter reasoning behind their
data (e.g., expenses and income)
choices. Ask them to explain
and apply formatting for better
readability. why they chose specific
d) In small groups, learners practise formatting options (e.g., font
sorting based on different criteria size, colour schemes, cell
(e.g., alphabetical, numerical, styles).
date) on a dataset. c) Assess the worksheet to
e) In groups, learners use filters to ensure data is accurate, well-
display only relevant data based
organized, professionally
on specified conditions (e.g.,
filtering by date range or formatted with consistent
category). fonts, readable text, and
f) In pairs, learners choose a given optimized for printing with
subject area in their combination proper margins, headers, and
and collect relevant data (e.g., footers.
survey results, measurements, or
statistics) and organise it in
spreadsheet software.
g) In pairs, learners choose a subject
area from their course
combination, collect relevant data
using online tools (e.g. Google
Forms, etc), and organise it in
spreadsheet software.

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 ADVANCED SECONDARY CURRICULUM

b) manipulate and a) Learners apply formulas to a) Observe learners as they apply

analyse data to manipulate and analyse data. formulas and functions within
gain insights. (s, b) Learners apply statistical, the spreadsheet, such as SUM,
mathematical, and date/time
v, gs) AVERAGE, COUNT, and
functions in spreadsheet software,
such as the SUM, SUMIF, RANK, MAX/MIN.
AVERAGE, AVERAGEIF, MIN, MAX, b) Assess learners’ worksheets for
COUNT, COUNTIF, etc., to perform correct formulas, proper
simple calculations and function syntax, and logical
manipulation on a sample dataset. application in the task context.
c) In groups, learners apply logical c) Engage a learner in a dialogue,
functions such as IF, VLOOKUP, or
evaluating their thought
HLOOKUP functions to retrieve
insights from a large dataset. process behind applying
d) Learners work together to formulas and functions.
consolidate data from multiple
worksheets into a single worksheet (Recognise the efforts of learners with
using functions and pivot tables. disabilities for inclusion purposes)
e) Learners review (peer review) each
other's spreadsheets, checking
data organisation, formats, and
formulas, and suggest
improvements for clarity and
efficiency.

c) create visual a) Learners explore the different a) Observe how learners use chart
objects (charts, visualisation objects available in formatting tools to enhance
graphs) to spreadsheet software (e.g., bar data communication, focusing
charts, line graphs, maps, pie on their ability to choose the
present data. (s,
charts). correct chart type for the data,
v, gs) b) Learners present different forms of customise the chart for
data using appropriate visualisation readability and clarity, and
objects. ensure the chart aligns with the
c) Learners collaboratively customise intended analysis.
the chart by modifying elements b) Conduct a discussion with
such as the title, axis labels, learners to understand their
legends, data labels, and colours to reasoning behind the chart
improve clarity and presentation. creation and customisation
d) Learners create a combo chart (e.g., choices.
a bar and line chart together) to c) Evaluate the chart’s visual
compare two different data types clarity, accuracy, and
in one visualisation. effectiveness in communicating
e) Learners collaborate online to the intended message,
analyse and visualise a dataset (e.g., ensuring that the chart helps to
customer feedback, survey results) analyse the data and provides
using appropriate spreadsheet clear insights for the intended
tools. audience.

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 INFORMATION AND COMMUNICATION TECHNOLOGY SYLLABUS

Senior Six Term 1

Topic 7: The Internet and Digital Communications Duration: 30 Periods

Competency: The learner utilises the internet and digital communication tools to ethically
access and exchange information.
Learning Suggested Teaching and Sample Assessment Strategies
Outcomes Learning Activities
The learner should
be able to:
a) share a) Learners connect two devices a) Observe learners as they connect
electronic data via Bluetooth, USB, etc., and devices and transfer files, noting
across devices transfer files. They discuss the their ability to identify and
using various steps taken, potential troubleshoot common challenges.
methods. (u, s, challenges, and how to ensure b) Observe learners' ability to take
v, a, gs) data security during the transfer. responsibility for their own
b) Learners remotely collaborate learning.
and share data using different c) Engage in discussions with
methods, including screen learners about the methods used
mirroring, remote desktop for data sharing, prompting them
access, and collaborative tools to explain each method's
like AnyDesk and TeamViewer. advantages, limitations, and
c) In groups, learners identify and potential risks, such as Bluetooth,
implement the best data sharing USB, and remote access tools.
methods. d) Assess the effectiveness of learners’
d) Learners role-play as IT data-sharing solutions, focusing on
specialists who must guide how well they apply appropriate
"clients" on sharing data methods for the given scenario
between devices. (e.g., sharing large files, limited
internet access) and the clarity of
their step-by-step instructions for
clients.

b) use the a) In small groups, learners a) Observe learners during their

Internet research, discuss, and present research and discussion, noting
services for the differences between the their ability to differentiate
Internet and the World Wide
secure access between the Internet and the
Web (WWW).
and ethical b) Learners use a web browser to WWW, and assess the accuracy and
communicatio search for specific information clarity of their comparison charts
n. (u, s, v, a, gs) online. They identify and discuss when presenting the key functions
different types of web resources and technologies.
(e.g., websites, blogs, online b) Converse with learners as they
databases) and explain how complete vital sections such as the
they can be utilised for
profile picture, bio, and
academic or professional
purposes. professional summary,

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ADVANCED SECONDARY CURRICULUM

c) Learners use advanced search emphasising appropriate and

techniques such as Boolean respectful communication.
operators, filters, and quotation c) Engage in discussions with learners
marks to refine their searches
about the web resources they
and find more relevant
information. identify, prompting them to
d) Learners create an email explain how each resource (e.g.,
account with a personal websites, blogs, online databases)
signature and demonstrate how can be used effectively in academic
to compose, send, filter and or professional contexts.
respond to emails professionally. d) Evaluate learners’ ability to perform
e) In pairs, learners exchange
advanced searches using Boolean
emails on a topic (e.g.,
applying for a job or operators, filters, and quotation
requesting information) while marks, assessing the relevance and
practising proper email quality of the information they
etiquette. retrieve and their understanding of
f) Learners set up or review a how these techniques improve
professional social media profile search efficiency.
on platforms like LinkedIn.
e) Observe learners as they organise
g) Learners role-play scenarios such
as resolving a customer service their email inboxes using folders,
issue via email or responding to filters, and labels, assessing the
negative comments on a social clarity and organisation of their emai
media post. systems and checking if they can
h) In groups, learners design a simple effectively compose, send, and
social media campaign for a
respond to emails professionally.
fictional cause or product. They
create posts, schedule them using f) Observe learners as they exchange
social media management tools, emails in pairs, paying attention to
and discuss how to engage their use of correct email etiquette
audiences effectively. (subject lines, greetings, concise
i) Learners compose an email with messaging) and their ability to
attachments (e.g., documents, respond professionally.
images) and practise formatting
g) Converse with learners as they
text (e.g., bold, italics, bullet
points). participate in role-playing activities.
j) In groups, learners analyse and Then, discuss their approach to
present a case study on the maintaining a professional tone and
positive or negative effects of resolving conflicts, provide feedback
email or social media on their communication skills, and
communication. offer suggestions for improvement.
k) Learners evaluate popular e-
h) Observe learners as they navigate e-
commerce platforms (e.g.,
Amazon, eBay, Jumia, Alibaba) and commerce platforms and use digital
identify the steps in purchasing wallets, focusing on their ability to
products or services online. follow the steps for making
l) Individually, learners navigate an purchases, transferring funds, and
e-commerce platform to simulate applying security features
making an online purchase. They
i) Assess learners' ability to use e-
add items to the cart, enter trial
payment details, and complete commerce platforms and digital

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 INFORMATION AND COMMUNICATION TECHNOLOGY SYLLABUS

the transaction, ensuring all wallets by reviewing their

required fields are filled out transactions and account setups
correctly. while ensuring that they have
m) In pairs, learners set up a demo
correctly applied steps for making
account for a digital wallet (e.g.,
PayPal). They practise transferring purchases, transferring funds, and
funds, making payments, and using security technologies like two-
checking transaction histories. factor authentication.
n) In groups, learners explore topics
such as encryption, two-factor
authentication, and secure
payment gateways and create a
poster or infographic explaining
how these technologies work.
c) manage virtual a) In pairs, learners evaluate popular a) Observe learners as they explore
meetings. (s, v, virtual meeting platforms (e.g., virtual meeting platforms and
a, gs) Zoom, Microsoft Teams, Google participate in a simulated meeting,
Meet) and create a comparison focusing on their ability to navigate
chart highlighting features. platform features and manage
b) Individually, learners schedule a meeting settings and paying
virtual meeting, send invites using attention to their proficiency in
a calendar tool, and customise handling technical issues and
settings. managing virtual meeting logistics.
c) Individually, learners schedule a b) Engage learners in discussions
webinar, send invites using a about their experiences with virtual
calendar tool, and customise meeting platforms such as screen
settings. sharing, breakout rooms, and chat
d) Learners conduct a virtual functions.
meeting with assigned roles (e.g.,
host, participant). They practise c) Assess the learners' ability to use
sharing their screen, managing virtual meeting platforms
time, and addressing technical effectively by reviewing their
issues. meeting setups, comparison
e) In groups, learners participate in a charts, and participation in
troubleshooting activity where simulated meetings. Evaluate their
they identify and resolve common technical skills in organising and
virtual meeting issues (e.g., poor managing virtual meetings and
audio, frozen video, connectivity their problem-solving abilities in
problems). addressing common issues (e.g.,
connectivity, screen sharing).
d) evaluate cyber a) In groups, learners analyse real-life a) Observe learners during
threats and ICT ethics scenarios, such as data discussions and simulations on ICT
implement breaches or intellectual property ethics, focusing on their ability to
mitigation violations. Each group discusses identify ethical dilemmas, make
measures. (s, v, the ethical dilemmas and informed decisions, and
gs) proposes solutions, presenting collaborate effectively on solutions.
their findings to the class.

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ADVANCED SECONDARY CURRICULUM

b) Engage learners in explaining their

b) Learners take on roles of IT decisions in ethical ICT scenarios,
manager, employee, or consumer probing their understanding of
in a trial (imaginary) situation ethical principles, and how they
where ethical decisions must be apply them to real-world situations
made (e.g., handling user data). such as data breaches or online
They debate the options and scams.
explain the ethical implications of c) Evaluate learners' presentations,
their choices. response plans, and privacy
c) Learners collaboratively simulate settings adjustments to ensure
responding to a cybersecurity they demonstrate a solid
breach (e.g., compromised email understanding of cybersecurity
account). They draft a response risks, ethical decision-making, and
plan and present how they would strategies for preventing fraud and
mitigate risks and prevent future protecting data.
incidents.
d) Learners review common cyber
threats (e.g., phishing, malware,
ransomware). They create a short
presentation or infographic
explaining the threat, its impact,
and how to prevent it.
e) Learners participate in a hands-on
activity where they adjust the
privacy settings of their social
media accounts to enhance
security.
f) Learners analyse real-life examples
of online transaction scams (e.g.,
phishing, fake websites). In small
groups, they create a list of
warning signs and develop
strategies to avoid becoming a
victim of online fraud.

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 INFORMATION AND COMMUNICATION TECHNOLOGY SYLLABUS

Topic 8: Electronic Publication Duration: 30 Periods

Competency: The learner develops professional electronic publications to convey information

and ideas effectively.
Learning Outcomes Suggested Teaching and Learning Sample Assessment Strategies
The learner should Activities
be able to:
a) edit and format a) Learners explore the interface of a) Observe learners as they use
digital various electronic publishing electronic publishing
documents using software (e.g., Microsoft Publisher, software to explore the
electronic Adobe InDesign, and Canva). interface, apply layout
publishing b) Learners create new documents and settings, and experiment
software. (k, u, s) identify basic layout options, page with design features for
size settings, and margin creating digital publications.
configuration tools. b) Discuss with learners their
c) Learners apply appropriate design choices, focusing on
predefined templates to create a how they apply page
flyer or brochure for an event. settings and formatting
d) Learners adjust the page size (e.g., tools to meet the
A4, letter size, custom size) and the document’s requirements.
page orientation c) Assess the final digital
(portrait/landscape) to match the publications for appropriate
document’s requirements (e.g., a layout, formatting, and
report, flyer, or poster). design, ensuring correct use
e) Learners explore the key features of of page settings, templates,
electronic publishing software (e.g., and overall document
text formatting, image insertion, structure.
shapes, and layout tools) by opening
a new document and experimenting
with these features to create a
simple digital publication (e.g., a
flyer or newsletter).
f) Learners exchange their documents
with peers and provide feedback on
the layout and formatting.
b) apply a) In groups, learners design a a) Observe learners as they use
appropriate tools promotional flyer for a fictional the software to create
and design event or business. promotional flyers, posters,
principles to b) Learners collaborate to create a and multi-page documents,
enhance digital poster for a school event or paying attention to their
electronic community initiative. ability to try out innovative
publication c) Learners pair up to create a multi- alternatives, effectively apply
documents. (s, v, page document (e.g., a brochure or design elements and
gs) catalogue). software features such as
integrating images, shapes,

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d) Learners exchange their digital and other visual elements

publications with a peer for review. like icons or borders in order
They provide feedback on the to effectively communicate
design elements such as layout, the intended message.
colours, text formatting, and images.
e) Learners present their final digital b) Engage learners in
publication to the class, explaining discussions about their
their design choices, the message design decisions, asking
they aimed to communicate, and them to explain how they
how they used the software’s used templates, visual
features to enhance their elements, and formatting
publication. tools to enhance their
publication and convey the
intended message.
c) Evaluate the final digital
publications for visual
appeal, consistency, and
clarity of message, ensuring
appropriate use of design
features, text formatting, and
images to effectively
communicate the intended
content as well, assess the
design rationale.

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 INFORMATION AND COMMUNICATION TECHNOLOGY SYLLABUS

Senior Six Term 2

Topic 9: Electronic Databases Duration: 48 Periods

Competency: The learner creates and manages electronic databases to ensure efficient data
organisation, storage, and retrieval.
Learning Outcomes Suggested Teaching and Learning Sample Assessment Strategies
The learner should Activities
be able to:

a) In groups, learners find a) Observe learners as they explore

a. explore database information and compare different database management
management popular database management software, focusing on their ability
systems. (k, u, s) software (e.g., PostgreSQL, to identify key features and
Microsoft Access, MySQL, compare their functionality in
SQLite).. real-world scenarios.
b) Learners analyse scenarios (e.g., b) Engage learners in discussions
managing school records, about the scenarios they
tracking inventory) and select analysed, prompting them to
the most suitable database explain why they selected a
management software. particular database
c) Learners create a new database management software and how
using a database management its features fit the requirements.
program (e.g., SQL, Microsoft c) Assess the created databases
Access, LibreOffice Base). focusing on the necessary
d) In groups, learners identify and database objects with their
discuss database objects. names.
a) Learners accurately design a a) Observe learners as they create
b. design a database table for given data and manage databases,
database and (e.g., learners' records, product ensuring they can design tables
manage its data. inventory) with appropriate data with appropriate data types,
(k, u, s, gs) types. populate data, and create
b) In small groups learners review queries. Pay attention to their
and validate data. understanding of database
c) Learners populate a database integrity and accuracy.
table with the given data. b) Engage learners in discussions
d) Learners import data from about the design choices they
external sources. made for their databases,
e) Learners update specific records including data types and
in the database (e.g., correcting interface design, and how they
errors, updating prices, or ensure data accuracy and
changing contact details). integrity. Encourage reflection
f) Learners create and run simple on how the queries and reports
queries to retrieve specific data. support the database’s
functionality.

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 ADVANCED SECONDARY CURRICULUM

g) Learners generate simple c) Assess the completed

reports. databases for functionality,
h) Learners exchange their organisation, and accuracy.
databases with a peer and Review the data entry
review each other's work. interfaces, query results, and
i) Learners present their reports to ensure learners
completed database to the follow best database design
class, demonstrating how they and data management
created, updated, retrieved, and practices.
organised records.
a) Learners explore a pre- a) Observe learners as they
c. create relational designed database with explore and create relational
databases. (s, gs) multiple related tables. They databases, ensuring they
identify how tables are understand the use of primary
connected through primary and foreign keys to connect
and foreign keys and discuss tables; as well, pay attention to
the purpose of these how they establish relationships
relationships. and create queries involving
b) Learners create two or more multiple related tables.
related tables in a database b) Engage learners in discussions
(e.g., "learners" and "courses"). about the relationships
c) Learners analyse different between tables, types of
types of relationships (e.g., relationships (one-to-one, one-
one-to-one, one-to-many, and to-many, many-to-many), and
many-to-many) by relating how these relationships
two or more tables. improve database efficiency.
d) Learners create queries that Encourage reflection on how
retrieve data from multiple each table’s purpose
related tables (e.g., retrieving contributes to the overall
learner names and their database design.
enrolled courses). c) Assess the relational databases
e) Learners exchange their for correct table creation,
relational databases with a accurate use of primary and
peer for review. foreign keys, and the
f) Learners present their relational effectiveness of queries in
database designs to the class, retrieving related data. Review
explaining the purpose of the database designs for clarity,
each table, the primary and organisation, and proper
foreign keys used, and how relationships to ensure efficient
the relationships facilitate data management.
efficient data management.

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 INFORMATION AND COMMUNICATION TECHNOLOGY SYLLABUS

Senior Six Term 3

Topic 10: Artificial Intelligence and Related Emerging Technologies
Duration: 30 Periods

Competency: The learner uses Artificial Intelligence to create content and provide solutions to
societal challenges.
Learning Outcomes Suggested Teaching and Learning Sample Assessment
The learner should be Activities Strategies
able to:
a) evaluate the a) Learners investigate and present real- a) Assess learners’
application of AI life AI applications, focusing on areas understanding of AI
in the real world. such as machine learning, natural concepts, ethical
(u, s, v, gs) language processing (NLP), and implications, and real-
computer vision. world applications
b) Learners interact with AI-driven tools, through discussions
such as chatbots and facial recognition and activities, noting
applications and identify the their ability to analyse
underlying AI technologies. AI technologies such as
c) Organise a debate on the ethical machine learning, NLP,
implications of AI in specific contexts, and computer vision.
such as surveillance or hiring b) Engage learners in
algorithms. group discussions,
d) Learners identify the AI concepts focusing on their ability
applied, benefits achieved, and to evaluate AI’s ethical
challenges encountered in case studies considerations,
of organisations implementing AI potential risks, and
technologies. improvements,
e) Learners roleplay as AI developers, ensuring they can
users, or critics. They discuss a scenario critically assess AI's
(e.g., deploying AI in healthcare) and impact in various
evaluate its applications, benefits, sectors.
limitations, and ethical considerations. c) Evaluate learners’ group
f) Learners propose hypothetical AI projects, such as AI
applications addressing specific application proposals
problems, like language barriers or and ethical guidelines,
object detection. They should explain for clarity, feasibility,
the AI concepts involved, anticipated and ethical awareness,
benefits, and potential ethical ensuring their solutions
challenges. reflect a strong grasp of
g) Learners engage with AI simulation AI’s benefits and
tools such as TensorFlow Playground or challenges.
AI-based games to visualise machine
learning concepts and demonstrate

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 ADVANCED SECONDARY CURRICULUM

how parameter adjustments impact

outcomes.
h) Learners test the limitations of AI
applications, like image recognition
software or language translation tools.
They document instances where the AI
fails or produces errors and propose
potential improvements to cultivate a
critical approach to AI technologies.
i) Learners draft ethical guidelines for AI
use in a chosen field, such as education,
healthcare, or business. They discuss
potential risks and propose responsible
solutions.

b) use generative AI a) Individually, learners interact with a) Observe learners' ability

for content generative AI platforms (e.g., ChatGPT, to experiment with
creation. (k, u, s) DALL·E, Midjourney) to explore their generative AI tools,
capabilities. They experiment with assess output quality,
generating text, images, or other and identify effective
content and document their prompt strategies.
observations about the quality and b) Engage learners in
limitations of the outputs. discussions about real
b) Learners create and test different world AI applications,
prompts for generating specific ethical considerations,
outputs (e.g., a story, a technical and prompt strategies,
explanation, or a unique image). They focusing on their
compare results to identify what makes understanding of AI’s
prompts effective or ineffective. limitations and
c) Learners research and present real-world responsible use.
cases of generative AI, such as in c) Evaluate the final
marketing, education, or healthcare. generative AI output to
They evaluate the benefits, limitations, ensure that learners
and ethical implications of these document their prompt
applications. strategies, improve
d) Learners identify a real world problem their work through
(e.g., automating report writing or revisions, and deliver
generating personalised learning high-quality results.
materials) and develop a solution using Evaluate the
generative AI. They test and refine effectiveness of their
prompts to optimise outputs. approach in creating
e) Learners intentionally challenge a varied content.
generative AI system by providing (Recognise the efforts of
ambiguous, misleading, or complex learners with disabilities
prompts. They analyse the system's for inclusion purposes)

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 INFORMATION AND COMMUNICATION TECHNOLOGY SYLLABUS

failures or limitations and discuss how

these might impact its practical use.
f) Learners debate ethical concerns
around generative AI, such as copyright
issues, misinformation, and biases. They
propose guidelines for the responsible
use of generative AI in professional and
personal contexts.
g) Learners analyse a case study of an
organisation or project that
innovatively used generative AI. They
identify the strategies used for prompt
creation, evaluate the outcomes, and
discuss what could be improved.
h) In groups, learners create a project
(e.g., an AI-generated magazine or a
marketing campaign) using generative
AI. They document their workflow,
including prompt strategies and
iterations, and present their final
output.
i) Learners participate in a challenge
where they are given a specific output
goal (e.g., generating a high-quality
image or a cohesive story). They
compete to create the most effective
prompt and explain their strategies.
j) Learners discuss the strengths and
weaknesses of generative AI output
they’ve created. They reflect on what
worked well, what didn’t, and how their
prompt strategies evolved during the
process.
c) analyse the a) Learners research on one of the a) Observe learners' ability
impact of other emerging technologies, such as to research and analyse
emerging blockchain, IoT, and quantum emerging technologies,
computing, AR/VR, and prepare a
technologies. (k, their impact on
detailed report on how it currently
u, s, gs) impacts or could impact on a specific industries, and how
industry (e.g., healthcare, finance, they propose solutions
education). using these
b) Learners select an industry (e.g., technologies.
agriculture, entertainment, retail) and b) Engage learners in
analyse how emerging technologies
discussions on the
like IoT or AR/VR technologies could
transform it. ethical implications of
emerging technologies,

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ADVANCED SECONDARY CURRICULUM

c) Learners participate in a debate on the industry

ethical implications of emerging transformations, and
technologies. challenges involved.
d) Individually or in pairs, learners
c) Assess the quality and
conduct a SWOT analysis (Strengths,
Weaknesses, Opportunities, Threats) for depth of learners'
one of the emerging technologies and reports, SWOT analysis,
present a report. and case study
e) Learners analyse case studies of presentations, ensuring
companies or organisations that they provide clear
implementing emerging technologies
justifications, key
(e.g., Amazon using IoT for logistics or
healthcare using AR/VR for patient benefits and
care). They evaluate the success or challenges, and
failure of these implementations and propose solutions or
present their analysis to the class. evaluate technologies.
f) Learners identify a real world problem,
propose the most appropriate emerging
technology and propose a solution.
They present their solutions and justify
their technological choices.
g) Learners simulate implementing an
emerging technology in a chosen
industry (e.g., implementing blockchain
in finance for secure transactions). They
role-play different stakeholders (e.g.,
business owners, consumers, regulators)
and discuss the benefits and challenges
of adoption.

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 INFORMATION AND COMMUNICATION TECHNOLOGY SYLLABUS

3.0 ASSESSMENT
3.0 ASSESSMENT
3.1 Assessing Subsidiary ICT
The adapted curriculum sets new expectations for learning, shifting from Objectives to Learning
Outcomes that focus mainly on the application of knowledge and deeper learning that leads to
the acquisition of skills. These Learning Outcomes require a different approach to assessment.
The Learning Outcomes in the syllabi are set out in terms of Knowledge, Understanding, Skills,
Values, and Attitudes. We refer to this by the letters k, u, s, v & a.
It is not possible to assess attitudes in the same way as knowledge, understanding, and skills.
This is because they are more personal and are variable and are long-term aspirations. This does
not mean that values and attitudes are not important or cannot be assessed. They, too, can be
assessed, but not easily through tests and examinations. Values and attitudes can be assessed
over a period through observing and having interactions with the learner.
This section focuses on knowledge, understanding, and skills, each with its own implications for
learning and assessment.
To assess knowledge and its application, understanding and skills, we need to look for different
things. Knowledge can be assessed to some extent through written tests, but the assessment
of skills, application of what is learnt, and deeper understanding requires different approaches.
Because of this, the role of the teacher in assessment becomes much more important.

3.2 Formative Assessment

In this aligned curriculum, the teacher’s assessment role is not only to write tests for learners but
also to make professional judgement about learners’ learning during the normal teaching and
learning process. The professional judgement is about how far the learner achieves the Learning
Outcomes set out in this syllabus. To make these judgements, the teacher needs to look at how
well the learners perform in each Learning Outcome.
The formative assessment opportunities occur in three forms. They can be done through:
i) Observation – watching learners working (good for assessing skills, values and
attitudes)
ii) Conversation – asking questions and talking to learners (good for assessing knowledge
and understanding)
iii) Product – appraising the learner’s work (document, publication, database, presentation,
workbook with manipulated data and visualisations, writing, report, translation,
calculation, presentation, map, diagram, model, drawing, painting etc). In this context, a
product is seen as something physical, electronic and permanent that the teacher can
keep and look at rather than something that the learner says.

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 ADVANCED SECONDARY CURRICULUM
When
When all
all three
three are
are used,
used, the
the information
information from
from anyone
anyone can
can be
be checked
checked against
against the
the other
other two
two
forms of assessment opportunity (e.g. evidence from “observation” can be checked
forms of assessment opportunity (e.g. evidence from “observation” can be checked againstagainst
evidence
evidence from
from “conversation”
“conversation” and
and “product”).
“product”).
When all three are used, the information from anyone can be checked against the other two
forms of assessment opportunity (e.g. evidence from “observation” can be checked against
evidence from “conversation” and “product”).

This
This is
is often
often referred
referred to
to as
as “triangulation
“triangulation
Observation
This is often referred to as “triangulation

Triangulation

Product Conversation
3.3
3.3 Assessing
Assessing Generic
Generic Skills
Skills
Generic
Generic Skills
Skills have
have been
been built
built into
into the
the syllabuses
syllabuses and
and are
are part
part ofof the
the Learning
Learning Outcomes.
Outcomes.
3.3 Assessing
Therefore, Generic Skills
Therefore, it is not necessary to assess them separately. The increasingly complex context of
it is not necessary to assess them separately. The increasingly complex context of the
the
subject
subject content provides progression in the Generic Skills, and so they are assessed as
as part of
part
Generic content provides
Skills have been progression
built into the in the Genericand
syllabuses Skills,
areandpartso of
they
theareLearning
assessedOutcomes. of
the
the subject
subject Learning Outcomes. Assessing generic skills is done with the help of an
an
Therefore, it isLearning Outcomes.
not necessary to assessAssessing genericThe
them separately. skills is done complex
increasingly with thecontext
help of
of the
observation
observation checklist
checklist and
and scoring rubric.
scoring rubric.
subject content provides progression in the Generic Skills, and so they are assessed as part of
the subject Learning Outcomes. Assessing generic skills is done with the help of an
3.4
3.4 Assessing
observation
Assessing Values/Attitudes
checklist and scoring rubric.
Values/Attitudes
It
It is
is not
not possible
possible toto assess
assess values
values and
and attitudes
attitudes in
in the
the same
same way
way as
as knowledge,
knowledge, understanding
understanding
3.4
and Assessing Values/Attitudes
and skills because they are more personal and variable and are long-term aspirations. This
skills because they are more personal and variable and are long-term aspirations. This does
does
not
not mean
mean that attitudes
that attitudes are not important. It means we must value things we cannot easily
It is not possible to assessare not and
values important. It means
attitudes we must
in the same way value things weunderstanding
as knowledge, cannot easily
assess
assess through
through tests
tests and examinations. However, observation and interaction can evaluate
and skills because theyand
are examinations.
more personalHowever, observation
and variable and interaction
and are long-term canThis
aspirations. evaluate
does
values
values and
and attitudes
attitudes over
over a
a long
long period.
period.
not mean that attitudes are not important. It means we must value things we cannot easily
assess through tests and examinations. However, observation and interaction can evaluate
values and attitudes over a long period.

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 INFORMATION AND COMMUNICATION TECHNOLOGY SYLLABUS

3.5 Assessment of Project-based learning

Project-based learning is a teaching method in which learners or participants gain knowledge
and skills by spending an extended period investigating and responding to an authentic
challenge. The task must have a driving question and involve sustained inquiry.
Project-based learning is assessed using a rubric and an observation checklist.

3.6 Examinations
There will be only one school-based summative assessment at the end of the year.
Examinations or tests will no longer be set at the beginning and end of every term. Instead,
there will be a summation of ongoing teacher assessments made in the context of learning
through end-of-topic scenario-based tasks (Activities of Integration). The learners will also be
subjected to the end-of-cycle assessment for certification.
3.7 Record keeping
Accurate and comprehensive record-keeping is crucial to track learners' progress and
achievements in competency-based learning. Therefore, the teacher and school must record
learners' achievements accurately.
Various assessment tools and strategies are employed to capture learners' demonstration of
abilities and achievements, including observation checklists, rubrics, and scoring grids. These
tools provide a holistic picture of learners' strengths, weaknesses, and areas for improvement.
The data and evidence collected from these assessments are correctly recorded and maintained
in learners' files, portfolios, and anecdotal notes.

3.8 Learners with Special Needs

Instruction of learners with visual impairment may require keyboard shortcuts and the use of
screen reader software. Group activities should be inclusive so that all learners benefit, including
learners with disabilities. Topics that have lots of graphics may not support learning for learners
with Visual impairments. For learners with hearing impairment, sign language application is a
must to ensure a better grasp of content and participation.
All learners with disabilities require an additional 45 minutes of standard time during
assessments. Accommodations and adaptations should be provided where necessary to ensure
equity and inclusion for all.

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Glossary of Key Terms

Term Definition
Competency curriculum A curriculum where learners develop the ability to apply their learning
in various situations confidently.
Differentiation Designing or adapting learning experiences to meet individual
learner’s needs, strengths, preferences, and abilities.
Formative assessment It is an ongoing process of judging a learner’s performance by
interpreting their responses to tasks to gauge progress and inform
future learning steps.
Generic skills Skills that are applicable across all subjects and enhance learning in
those subjects. These skills also prepare young people for work and
life.
Inclusion An approach to planning learning experiences that ensures every
student feels confident, respected, safe, and equipped to learn to
their full potential.
Learning outcome A statement specifying what a learner should know, understand, or
be able to do within a specific aspect of a subject.
Process skill A capability acquired through a programme of study in a particular
area enables a learner to apply the knowledge and understanding of
that area.
Sample assessment activity An activity that allows learners to demonstrate the extent to which
they have achieved the Learning Outcomes. These activities are
typically part of the regular teaching and learning process rather than
standalone tests at the end of a topic.
Suggested learning activity A component of the regular teaching and learning process designed
to facilitate formative assessment.

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CONTACT US:
National Curriculum Development Centre
Plot M838, Kyambogo.
P.O.Box 7002 Kampala, Uganda
+256-393-112-088
www.ncdc.go.ug