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THE LOWER SECONDARY CURRICULUM

CONTENTS FOREWORD
Foreword 1 This four-year syllabus for Physical Education is one of the 20
subjects of the Lower Secondary School Curriculum. The syllabus
Acknowledgement 2 builds upon concepts, skills, attitudes and values developed at
Introduction 3 primary school level, which provides a firm foundation for further
Background to the New Curriculum 3 learning in the area of Physical Education. Learners can achieve the
physical Learning Outcomes within specific different topics at
Key changes 5 levels commensurate with their abilities. The Learning Outcomes
of the syllabus give learners opportunities to develop
The New Curriculum understandings and skills within different topics.
- Key learning outcomes 7 Physical Education contributes to the development of the
- Values 7 knowledge, understanding, skills, attitudes and values that
- Generic Skills 8 learners need to live a healthy lifestyle and participate in society. It
- Generic Skills in Physical Education 9 helps them to live an active lifestyle with others and understand
the concepts of personal development so as to live a healthy life
- Cross cutting Issues 9 in the community.
- ICT Integration 10
- The Physical Education syllabus 11 Physical Education inculcates in learners a sense of appreciation
and responsibility for their lives, the environment they live in and
- Time allocation 11 the lives of others. It helps learners to become informed practical
- Rationale 11 individuals who will ensure life-long well-being. The study of
- Teaching and learning Physical Education 11 Physical Education also imparts a range of important skills such as
motor skills, personal skills, social skills and health skills – crucial in
the modern world. Learner acquisition of these skills is central to
Programme planner 12 this syllabus.
Detailed Physical Education Syllabus 15
Assessment 64 The teachers of Physical Education are required to shape the
learning experiences to cater for the needs and interests of all
- Examinations 65 learners. Also, realistic scenarios and case-study approaches will
- Formative assessment 65 make school learning relevant to the experiences of learners.
- How do we find the opportunity to make
formative assessment 66
I therefore endorse this Syllabus as the official document for the
- Generic Skills 67 teaching and learning of Physical Education at the Lower
- Attitudes 67 Secondary School level throughout the country.
- Record Keeping 67

Glossary of Key terms 69

Hon. Janet K. Museveni
The First Lady and Minister for Education and Sports

© National Curriculum Development Centre, Uganda, 2019

Published by National Curriculum Development Centre,
P.O. Box 7002, Kampala

ISBN: 978-9970-00-117-0

All rights reserved. No part of this publication may be reproduced,

stored in a retrieval system, transmitted in any form or by any means;
electronic, mechanical, photocopying, recording or otherwise without
the prior writ- ten permission of NCDC.

Website: www.ncdc.go.ug

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PHYSICAL EDUCATION SYLLABUS

ACKNOWLEDGEMENT
National Curriculum Development Centre (NCDC) would like to
express its appreciation to all those who worked tirelessly
towards the production of this Lower Secondary Syllabus.

Our gratitude goes to the Ministry of Education and Sports

(MoES), for overseeing the development of the syllabus and
taking timely decisions whenever necessary. They have worked as
a team with NCDC to produce this syllabus. Their decisions have
been invaluable in getting this work completed as required. Our
thanks also go to our partners in education who provided the
necessary guidance.

We would also like to thank the members of the public who made
helpful contribution towards shaping this syllabus. Their efforts
are invaluable towards having this syllabus implemented in the
schools and for improved quality of education in Uganda.

The Centre is indebted to the learners, teachers and consultants

from Cambridge Education and Curriculum Foundation UK, who
worked with the NCDC specialist. Great thanks go to members of
Physical Education Working Group who worked tirelessly to put
together the necessary facts and guidance in producing this
syllabus.

Furthermore, NCDC would like to thank the World Bank for the
initial technical support and the Government of Uganda for
funding the rest of the processes up to implementation of the
Lower Secondary Curriculum Review.

Last but not least, NCDC would like to acknowledge all those
behind the scenes who formed part of the team that worked
hard to finalise the work on this syllabus.

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 admin@ncdc.go.ug or through our Contact Us
page on our website at www.ncdc.go.ug.

Grace K. Baguma
Director,
National Curriculum Development Centre.

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 THE LOWER SECONDARY CURRICULUM

INTRODUCTION
The Uganda Vision 2040 aims to transform Uganda into a modern • Laying the foundation for further education;
and prosperous country, while the NDP recognises the existing • Enabling the individual to apply acquired skills in
weaknesses in education, including the low efficiency and solving problems of community, and to develop a
variable quality at the secondary level. The Sustainable strong sense of constructive and beneficial belonging
Development Goal 4 advocates for equitable and quality to that community;
education, while the National Development Plan II focuses on • Instilling positive attitudes towards productive work.
enhancement of human capital development, strengthening
mechanisms for quality, effective efficient service delivery and
improvement of quality and relevance of skills development. The
NRM Manifesto (2016-2021), emphasises continuous assessment BACKGROUND TO THE
examination systems, strengthening soft skills, which promote
self-esteem, conscientiousness and a generally positive attitude CURRICULUM
to work, promoting e-learning and computer literacy in order to
enhance learning outcomes. All these are lacking and where they The review was based on the Education Sector Strategic Plan
exist it is at a minimum level. (ESSP), 2009 – 2018) which set out strategies to improve the
quality and relevance of secondary education. The ESSP’s sub
In alignment with the above, the Education and Sports Sector objective 2.2 was to ensure that “Post-primary students [are]
Strategic plan (2017/20) advocates for delivery of equitable, prepared to enter the workforce and higher education”. This is
relevant and quality education for all. The current secondary also in line with the current strategic plan of 2017-2020. To
school curriculum of Uganda, although highly regarded, is achieve this objective, one of the Ministry’s strategies was to
focused on the needs of a tiny academically oriented elite yet the revise the curriculum and improve instruction and assessment by
needs of the majority of learners need to be the focus. The eliminating the short comings in the current curriculum.
Ministry of Education and Sports (MoES) through the National
Curriculum Development Centre (NCDC) therefore, undertook a The review focused on: producing a secondary school graduate
review of the Lower Secondary Curriculum, aimed at providing a who has the competences that are required in the 21st century;
learning environment, opportunities, interactions, tasks and promoting values and attitudes; effective learning and
instructions that foster deep learning by putting the learner at acquisition of skills in order to reduce unemployment among
the centre of the learning experience. This is in line with the aims school graduates.
of secondary education in Uganda, as provided for in the
Government White Paper on education (1992) as outlined below: The review also aimed at reducing the content overload and
contact hours in the classroom so as to create time for: research
The aims of secondary education in Uganda are: and project work; talent development and creativity; allowing for
• Instilling and promoting national unity, an understanding of emerging fields of knowledge across all subjects and doing away
the social and civic responsibilities; with obsolete information. There was a need to address the social
• Promoting an appreciation and understanding of the cultural and economic needs of the country like the mining sector,
heritage of Uganda including its languages; tourism, services provision, science and technology development
• Imparting and promoting a sense of self discipline, ethical and to ensure rigorous career guidance programme to expose
and spiritual values, personal responsibility and initiative; learners to the related subjects. This will enable learners to make
• Enabling individuals to acquire and develop knowledge and informed choices as they transit and to equip them with
an understanding of emerging needs of society and the knowledge and skills that will enhance their competitiveness in
economy; the global value chain.
• Providing 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
socioeconomic development of Uganda;
• Enabling individuals to develop basic scientific,
technological, technical, agricultural and commercial skills
required for self-employment;
• Enabling individuals to develop personal skills of problem
solving, information gathering and interpretation,
independent reading and writing, self-improvement
through learning and development of social, physical and
leader- ship skills such as are obtained through games,
sports, societies and clubs;

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PHYSICAL EDUCATION SYLLABUS

To meet these requirements, the review is based on:

• The development of a holistic education for personal

and national development based on clear shared
values
• A commitment to higher standards, deeper
understanding and greater opportunities for learners
to succeed
• A focus on the key skills that are essential to work, to
learning, and to life, and which will promote life-long
learning
• An integrated approach that will develop the ability to
apply learning in practical situations.

The ESSP further outlines what the review implies:

“This review will necessitate a sweeping revision of the

general secondary curriculum, away from strictly academic
learning objectives that are thought to prepare students for
erudite higher education and towards a set of
competencies that serve both those who continue their
education after S4 and those who choose to enter the
workforce. The new curriculum will enable learners to
acquire specific vocational skills that they can use once they
enter the world of work. The new curriculum will help
learners make informed decisions as citizens and family
members, and it will give those who continue with their
education, either immediately in S5 or later in life, the
learning skills they need to think critically and study
efficiently.”

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 THE LOWER SECONDARY CURRICULUM

KEY CHANGES IN THE CURRICULUM

The key change in the curriculum is a move from a This approach to teaching and learning is in support of the
knowledge-based curriculum to a competence and skill- Sustainable Development Goals (SDG’s), otherwise known as the
based curriculum. It is no longer sufficient to accumulate large Global Goals. These are a universal call to action to end poverty,
amounts of knowledge. Young people need to develop the protect the planet and ensure that all people enjoy peace and
ability to apply their learning with confidence in a range of prosperity. The key changes in the curriculum will ensure that
situations. They need to be able to use knowledge creatively. Uganda is making good progress towards SDG 4 in particular
A level of competence is the ability to use knowledge rather which aims to ensure equitable quality education and promote
than just to acquire it. This requires an active, learner-centred lifelong learning opportunities for all.
rather than passive, teacher-centred approach.
The change can be summarised in the following diagrams.

THE KNOWLEDGE-BASED CURRICULUM

Knowledge-based teaching was based on transferring knowledge from the teacher to the students. The teacher had knowledge
and transferred this knowledge to the students by lecturing, talking, asking them to read the text book or writing notes on the
board for the students to copy and learn. Students acquired the knowledge, often without fully understanding it, and were tested at
the end of a topic, term or school course to see if they had remembered it. The knowledge was based mainly on the knowledge in
the subjects traditionally taught at University, and little attempt was made to make it relevant to young people’s own lives. The
whole education system was seen by many people as a preparation for university, but the vast majority of learners never reach
university. This curriculum caters for this majority as well as those who later go on to University.

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PHYSICAL EDUCATION SYLLABUS

THE COMPETENCE BASED CURRICULUM

ACTIVITY
STIMULUS MATERIAL, LEARNERS’ EXPERIENCE,
PROBLEM-SOLVING, INVESTIGATION, GROUP
ACTIVITIES, EXPLORATION, EXPERIMENTS, FIELD WORK

DISCUSSION
LEARNER TEACHER LEARNER TEACHER LEARNER

FEEDBACK AND INTERACTION

FORMATIVE AND SUMMATIVE ASSESSMENT

In the competence-based approach, the “student” becomes a “learner”. The Learning Outcomes can only be achieved
through active engagement in the learning process rather than simply absorbing knowledge given by the teacher.
The teacher needs to build on the learners’ own knowledge and experience and create Learning Activities through which
learners can explore the meaning of what is being learned and understand how it is applied in practical situations.
Teaching and learning becomes a two-way process of dialogue between the teacher and learners. Learners also learn from
each other through discussion. Assessment also becomes a two-way process of formative and summative assessment; not
just to give grades but to find out problems the learners may be having and help to solve them.

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 THE LOWER SECONDARY CURRICULUM

THE CURRICULUM

This curriculum focuses on four “Key Learning Outcomes” of: At the heart of every subject, there are generic skills that allow
self – assured individuals; responsible and patriotic citizens; development into life-long learners. Besides, there are also
lifelong learners; positive contributors to society. The cross cutting challenges that are embedded across subjects to
curriculum emphasises knowledge, application and enable learners understand the connections between the
behavioural change. It is based on a clear set of values which subjects and complexities of life.
must be imparted to learners during the learning process.

Key Learning Outcomes Positive contributors to society who:

• have acquired and can apply the Generic Skills
This curriculum sets out ‘Key Learning Outcomes’ that sum up
• demonstrate knowledge and understanding of
the expectations of the curriculum as a whole, and set out
the emerging needs of society and the
clearly the qualities that young people will develop.
economy
By the end of the educational process, young people will become:
• understand how to design, make and critically
Self-assured individuals who: evaluate products and processes to address needs
• demonstrate self- motivation, self-management and • appreciate the physical, biological and
self-esteem technological world and make informed decisions
about sustainable development and its impact on
• know their own preferences, strengths and limitations
people and the environment.
• adjust their behaviour and language appropriately to
different social situations
• relate well to a range of personality types Values
Responsible and patriotic citizens who: This curriculum is based on a clear set of values. These values
underpin the whole curriculum and the work of schools. They
• cherish the values promoted in the curriculum are also the values on which learners need to base their lives
• Promote equity, the development of indigenous cultures as citizens of Uganda. The values are derived from The
and languages and appreciate other people’s cultures Uganda National Ethics and Values Policy of 2013. They are:

• apply environmental and health awareness when making • Respect for humanity and environment
decisions for themselves and their community • Honesty; uphold and defend the truth at all times
• Justice and fairness in dealing with others
• are positive in their own identity as individuals and global • Hard work for self-reliance
citizens • Integrity; moral uprightness and sound character
• are motivated to contribute to the well-being of • Creativity and innovativeness
themselves, their community and the nation • Social Responsibility
• Social Harmony
Lifelong learners who: • National Unity
• National Consciousness and patriotism
• can plan, reflect and direct their own learning
These values are not taught directly in lessons, nor will they be
• actively seek lifelong learning opportunities for personal
assessed, but they will inform and shape all teaching and learning.
and professional development

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PHYSICAL EDUCATION SYLLABUS

Generic Skills
The generic skills lie at the heart of every subject. They are the
skills that enable the learner to access and deepen learning
across the whole curriculum. They are the same skills that are
sought by employers and which will unlock the world of work. Communication
They are the skills that allow young people to develop into
lifelong learners who can adapt to change and cope with the • Listen attentively and with comprehension
challenges of life in the 21st Century. • Talk confidently and explain ideas/opinions clearly
Young people need to be able to think critically and solve • Read accurately and fluently
problems, both at school and at work. They need to be
creative and innovative in their approach to learning and life. • Write and present coherently
They need to be able to communicate well in all forms, co- • Use a range of media to communicate ideas
operate with others and also work independently. They need
to be able to use functional Mathematics and ICT effectively.
The details of the generic skills are:
Co-operation and Self-Directed Learning
• Work effectively in diverse teams
Critical thinking and problem-solving
• Interact effectively with others
• Plan and carry out investigations
• Take responsibility for own learning
• Sort and analyse information
• Work independently with persistence
• Identify problems and ways forward
• Manage goals and time
• Predict outcomes and make reasoned decisions
• Evaluate different solutions

Mathematical computation and ICT proficiency

• Use numbers and measurements accurately
Creativity and innovation
• Interpret and interrogate mathematical data
• Use imaginations to explore possibilities
• Use Mathematics to justify and support decisions
• Work with others to generate ideas
• Use technology to create, manipulate and process
• Suggest and develop new solutions
information
• Try out innovative alternatives
• Use technology to collaborate, communicate and
• Look for patterns and make generalisations refine their work

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 THE LOWER SECONDARY CURRICULUM

GENERIC SKILLS WITHIN PHYSICAL EDUCATION

These skills are not separate subjects in themselves; they are The Subjects also provide the contexts for progression within
developed within the subjects of the curriculum. They also the skills. The same skill definitions apply to all year groups, and
facilitate learning within those subjects. It is when these skills progression is provided by the increasing complexity of
the subject matter within each Subject. For example, within
generic skills are deployed that learning is most effective.
‘critical thinking’, learners begin thinking critically about the
The generic skills are a key part of the new curriculum. They relatively simple subject matter in Senior 1 and then progress
have been built into the syllabuses for each of the to thinking about the much more complex matters in Senior 4
Subjects, and these Subjects provide the context for the skill Thus the progression is in the increasing complexity of the
development. Physical Education provides a rich context for matters being thought about.
learners to communicate, co-operate, and to think critically
about how the world works and to understand the world from
a scientific point of view.

Cross-cutting Issues
There are some issues that young people need to learn • Socio-economic challenges
about, but which are not confined to one subject. These are • Citizenship and patriotism
the ‘Cross-cutting Issues’ and they need to be studied across
all subjects. These issues develop learners’ understanding of These have been built into the syllabuses of each subject. The
the connections between the subjects, and so of the way in which they operate within a subject is very similar to
complexities of life. the generic skills. (For details on cross-cutting issues, refer
to the Curriculum Framework document, page 11).
The Cross-cutting issues identified in the curriculum are:
• Environmental awareness
• Health awareness
• Life skills
• Mixed abilities and involvement

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PHYSICAL EDUCATION SYLLABUS

ICT Integration
ICT is embedded as a learning/teaching tool across all subjects. ICT integration framework is summarised below and cuts across all
the subjects on the curriculum.

ICT APPLICATION (HOW ICT WILL BE INTEGRATED FOR

CATEGORY OF A TASK IN THE SYLLABUS
THE TASK CATEGORY)
Field works Use of cameras to take photos and record videos
Presentations in class Use presentation application
Key words and meanings Use online dictionary or search online
Drawing/graphics Use publishing software, Word processor
Role play, narrations Use audio and video recordings
Demonstrations Use audio and video recordings and simulations
Locating and putting marks on an area Use digital/online mapping
Present findings in graphic and written format Use desktop publishing software or word processor
Showing data charts Use spreadsheet software
Group discussions Mind-mapping software
Search for extra reading materials Download files on Internet or by sharing
Writing equations and formulas Use equation editors
Using the Internet and other academic applications
Carrying out academic research
like “Encarta”, “Britannica” etc.
Forming learning networks, formation of blogs, social media,
Sharing or learning with people across the world
emails etc.

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 THE LOWER SECONDARY CURRICULUM

THE PHYSICAL EDUCATION SYLLABUS

Physical Education is a compulsory subject in Senior 1 and 2, and an elective subject in Senior 3 and 4.

Time allocation
S1 & 2 S3 & 4
PHYSICAL EDUCATION
2 periods a week 4 periods a week

Rationale
Physical Education provides for the development of diabetes, high cholesterol. Physical Education also prepares
the skills, knowledge, and competencies required for learners for further studies in sports science and other sports
healthy living. Learners involved in physical activity related careers.
better control their weight and have a better chance
of avoiding obesity-related problems, including

Teaching and Learning: Physical Education

Physical Education is essentially a practical and skills-based In this approach, learners are encouraged to:
subject and involves learners being physically active.
• be responsible for their own learning
The new syllabuses provide learners with a wide range of
• think for themselves and form their own ideas and
contexts in which to develop physical and mental skills. The
opinions
generic skills have been integrated throughout the curriculum
• become critical thinkers, ready to face new challenges and
and can only be acquired through active approaches.
situations for themselves
The role of the teacher is to build on learners’ existing
knowledge and experience, and to extend that by posing
problems to the learners. This makes them think about their
own ideas and experiences as well as adding new
knowledge and skills to it.
Learners need to interact with real situations inside and
outside the classroom. They need to look at pictures or
diagrams, examine statistics, or read texts from a range of
sources. They need to find out knowledge and ideas for
themselves. They should then be expected to express these in
their own words, not those of the teacher, and so demonstrate
that they have understood what they have learnt.

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PHYSICAL EDUCATION SYLLABUS

THE PHYSICAL EDUCATION SYLLABUS PROGRAMME PLANNER

SENIOR DURATION
ONE THEME TOPIC
(NUMBER OF
PERIODS)
Introduction to PE 2
Theory and practice of PE Safety and First Aid 8
Term 1
Body Conditioning 6
Aesthetics Movement concepts 8
Theory and practice of PE Exercise, rest and hygiene 6
Term 2 Athletics Basic running skills 10
Games Basic skills in Rounders 8
Theory and practice of PE Skills development and diet 4
Term 3 Basic skills in Netball 10
Games
Basic skills in Volleyball 10
Total 72

SENIOR DURATION
TWO THEME TOPIC
(NUMBER OF
PERIODS)
Factors in performance of physical activities 6
Theory and practice of PE
Term 1 Physical fitness 10
Aesthetics Basic skills in Educational Gymnastics 8
Theory and practice of PE Agreeable and disagreeable behaviour 4
Term 2 Basic jumping skills 10
Athletics
Basic throwing skills 10
Theory and practice of PE Leisure and recreation 4
Term 3 Basic skills in Handball 10
Games
Basic skills in Soccer 10
Total 72

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 THE LOWER SECONDARY CURRICULUM

SENIOR DURATION
THEME TOPIC
THREE (NUMBER OF
PERIODS)
Theory and practice of PE The body and physical activities 12
Athletics Development of running skills 12
Term 1 Game 1 (from: Rugby, Hockey, Basketball, Cricket, Badminton,
Table tennis)
12
Games
Game 2 (from: Rugby, Hockey, Basketball, Cricket, Badminton, 12
Table tennis)
Theory and practice of PE Media and sports 12
Term 2 Aesthetics Aesthetics choice made; (Aerobics, Swimming) 20
Athletics Development of jumping skills 16
PES at National and international level 10
Theory and practice of PE
Fitness testing and training 14
Term 3 Game 1 (from: Rugby, Hockey, Basketball, Cricket, Badminton,
Table tennis)
12
Games
Game 2 (from: Rugby, Hockey, Basketball, Cricket, Badminton, 12
Table tennis)
Total 144

SENIOR DURATION
THEME TOPIC
FOUR (NUMBER OF
PERIODS)
Theory and practice of PE Health, physical activity and stress management 12
Term 1 Aesthetics Aesthetics choice made; (Aerobics, Swimming) 20
Athletics Development of throwing skills 16
Access to sports 12
Theory and practice of PE Physical Education and Sports for Peace and
Term 2 16
Development
Aesthetics Aesthetics choice made; (Aerobics, Swimming) 20
Aesthetics Practical Assessment 6
Term 3 Athletics Practical Assessment 6
Games Practical Assessment 8
Total 116

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PHYSICAL EDUCATION SYLLABUS

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

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY

The knowledge, understanding or The sort of learning activities that include

Opportunities for assessment within
skills expected to be learned by the generic skills and that will help learners
the learning
the end of the topic achieve the Learning Outcomes.

Teachers should base their lesson plans on the Learning Outcomes using the Suggested Learning Activities as a guide. These are
not the only possible learning activities, and teachers are encouraged to extend these and devise their own that are appropriate
to the needs of their class.

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 THE LOWER SECONDARY CURRICULUM

DETAILED SYLLABUS FOR PHYSICAL EDUCATION

SENIOR 1: TERM 1 Theme: Theory and Practice of Physical Education

TOPIC 1.1: INTRODUCTION TO PE 2 PERIODS
Competency: The learner understands Physical Education and knows its benefit to an individual as well as the society.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY

The learner should be able to: • In small groups learners brainstorm Task the learners to differentiate between
a. understand the concept of PE. (u) and explore the meaning of PE and PE, sports & games and to describe any
b. know the difference between sport and come up with a definition and a list of five benefits of PE
games. (k) components of PE Observe:
c. appreciate the benefit of engaging in PE to • Learners in small groups discuss the • The generic skills of teamwork,
an individual and society. (v, a) differences and similarities between collective responsibility, confidence and
sport and games and write up their self esteem
relation to PE with guidance from the
• Learners’ ability to focus on the task
teacher
given, providing relevant ideas to the
• In small groups learners discuss the Unit for discussion
benefits of engaging in PE and make a
In a conversation
presentation to the entire class
• Probe learners with questions and
situations to check their understanding
of the task
• analyse the responses given by the
learner and the relevancy of the
questions raised during their discussion
Product
A write-up from the discussion should be
presented as a summary of what has been
shared.

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PHYSICAL EDUCATION SYLLABUS

SENIOR 1: TERM 1 Theme: Theory and Practice of Physical Education

TOPIC 1.2: SAFETY AND FIRST AID 8 PERIODS
Competency: The learner knows when and how to perform first aid on basic injuries incurred at school and at home.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY

The learner should be able to: • As a class, the teacher guides learners to Task learners to illustrate the steps
a. understand the concept of first aid in relation discuss and describe the meaning and followed in giving first aid of a stated
to living a healthy lifestyle. (u) importance of first aid and to identify sports injury.
b. use appropriate safety procedures to manage items that can be used to offer first aid. Observe the learners’ performance and
injuries. (s, u, gs) • Under teacher’s guidance the learners take note of:
c. perform first aid for basic injuries. (s, gs) carry out the DRABC routine of first aid in • generic skills of teamwork, creativity,
the correct sequence, appropriately. problem solving, decision making.
d. understand the use of the various
components in a First aid box. (u) • Leaners in groups practice the steps to • execution of first aid(appropriateness,
follow while giving first aid to the basic accuracy, confidence and hospitality).
sports injuries such as (muscle pull,
• appropriate use of first aid materials.
fainting, cuts, bruises, sprains).
• steps followed.
• Basing on the experience acquired,
learners describe the components of a • concentration while carrying out a
first aid box, gives their uses. given procedure.
In a conversation, ask learners to explain
the choices made for the particular cases
handled.
Product should be a record of
appropriate first aid offered by the learner.
A video can be made where applicable.

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 THE LOWER SECONDARY CURRICULUM

SENIOR 1: TERM 1 Theme: Theory and Practice of Physical Education

TOPIC 1.3: BODY CONDITIONING 6 PERIODS
Competency: The learner understands his/her body and performs warm-up and cool down exercises as key safety
precautions for performance of physical activities stills.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY

The learner should be able to: • learners, in a discussion, relate boys Task learners to plan and choose a list of
a. know own body and its use in and girls in terms of their similarities activities that can be used for warm-up
performance of physical activities and differences in physical activities. before playing any sport of their choice.
(k,u) • learners exchange ideas on how body Task the learner to demonstrate:
b. understand the principal ways of changes affect performance in physical • exercises that can be used to warm-up
prevention of injuries during physical activities. and
activities. (u) • Learners are guided to discover the Observe the learners’ execution taking note
c. perform a range of safe warm up and cool principle ways of preventing injuries of:
down exercises that can be used before during physical activities.
✓ the dynamic nature of warm up exercises
and after a physical activity. (s,u) • As a class, learners are introduced to the
Product should be a record of the learner’s
d. explain the value of warming up concepts of warm up, stretching and
performance on paper or video clip where
and cooling down before and after cool down.
applicable
performing a physical activity • Learners practice the exercises that can be
respectively. (u,a,v) used in the three phases of a warm up.
• Learners are engaged in a variety of
exercises used for cool down.
• As a class, learners are engaged in a
discussion to describe the importance of
proper warm up and cool down

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PHYSICAL EDUCATION SYLLABUS

SENIOR 1: TERM 1 Theme: Aesthetics

TOPIC 1.4: MOVEMENT CONCEPTS 8 PERIODS

Competency: The learner performs gymnastic movement activities to improve body coordination, body awareness and space
awareness during physical performance.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY

The learner should be able to: • In small groups, learners are introduced to Task the Learner to demonstrate a
a. understand the concept of Educational the meaning of educational gymnastics particular gymnastic movement activity.
Gymnastic activities and their relevance to and engaged in a discussion to describe Observe the learners’ performance taking
maintaining fitness and health. (u) the concept and its relevance to note of:
b. apply spotting skills to ensure safe maintaining fitness and health.
• familiarity with the different basic
performance of gymnastic activities. (s) • Learners are guided through the meaning movement themes
c. perform basic movement activities and of spotting in gymnastics and the roles
• the start position, shape displayed during
body shapes with awareness of safety played by a spotter. In pairs, learners
movement and end position
precautions and practices. (s, u) observe and role play spotting during
performance of any gymnastic skill that • transition between different movement
requires a spotter, developing their ability exercises
to critically evaluate the quality of a • coordination and smoothness of the
performance. performance
• In small groups, learners are guided to In a conversation, probe learners in
practice the following space awareness questions and situations to check the
and movement themes with special learners’ awareness of safety precautions and
consideration of safety; significant rules of gymnastics.
1. Locomotion: walking, jogging and Product should be a record of the learners’
running performance on paper or video clip where
2. Weight bearing possible.
3. Transference of weight
4. Use of personal space
5. Body shapes
6. Floor and air patterns
7. Support levels and figures

18
 THE LOWER SECONDARY CURRICULUM

SENIOR 1: TERM 2 Theme: Theory and Practice of Physical Education

TOPIC 1.5: EXERCISE, REST AND HYGIENE 6 PERIODS
Competency: The learner understands the relevance of exercise, rest and hygiene to leave a healthy lifestyle.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY

The learner should be able to: • Individually, learners brainstorm on the Task learners to prepare a presentation for
a. know the meaning of exercise and rest (k) meaning of rest, exercise and give some the school sports club members explaining
b. understand why exercise and rest are examples for each then share their the rationale of exercise, rest and hygiene.
important to personal well-being. (u, a) findings in pairs Observe the learners and note the generic
c. appreciate the relevance of personal hygiene • Learners, in groups, carry out a skills of teamwork, creativity critical
and cleanliness. (a, v, u) guided research on myths and facts thinking
about exercise and share in a Engage learners in discussion on the choice
presentation with the rest of the of reasons included in the presentation
class. to ascertain their understanding of the
• As a class, learners discuss how exercise concepts in the task
and enough rest improve personal well- Product should be a presentation print out
being and using word processor/chart, or chart by the students with illustrations
design a single page brochure with all and reasons
details to be shared with the rest of the
school.
• Learners in groups brainstorm and give
description of the parts of the body that
need special hygiene after participation
in PE and sports.
• Using their school sports attires,
learners in their groups illustrate care for
sportswear and make demonstrations
of cleaning and maintaining own body,
body wear clean.
• In their groups, learners identify suitable
sports body wear for the various
physical activities and suggest ways of
maintaining them appropriately.

19
PHYSICAL EDUCATION SYLLABUS

SENIOR 1: TERM 2 Theme: Athletics

TOPIC 1.6: BASIC RUNNING SKILLS 10 PERIODS

Competency: The learner understands running activities and uses them to work with and offer safe support to others especially
at their different levels of development.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY

The learner should be able to: • In groups, learners are guided in a Task learners to illustrate the non-visual
a. understand the concept of running as discussion to identify the different baton exchange in relays
used in athletics (u) running activities and identify activities in Observe the skills demonstrated taking note
b. make improvised athletics equipment their cultures that can be related to the of the arm position, movement direction of
from local materials which can be used running activities in athletics. the baton of the holder and position of the
during their practice. (s, v/,a) • As a class, the learners are guided to receiver
c. understand the safety precautions before, map out the athletics geography using Product is a well-executed non-visual baton
during and after running activities in basic geometry and in groups they work exchange which can be recorded
order to prevent injuries and damaging with the teacher to create improvised
equipment. (u, s) equipment for running activities
d. perform the various exercises with others • Learners observe and practice the
so as to develop the running skill. (s) following running drills
e. apply the various starts used in running - Starts: standing and crouch starts
activities during athletic performance. (s) - Reaction games
f. perform short sprints using the
- Arm and leg action.
appropriate techniques. (s)
g. perform baton exchange using the visual - Sprint games
and non-visual baton exchange. (s) - Endurance games
h. perform the rhythmic hurdle clearance • In groups, learners apply the running
over three flights. (s) skills acquired to sprint and run middle
distances
• Learners listen, observe and then practice
activities involving vigorous arm swing,
high knee picking, rotation of legs at hip,
pawing action, body lean, sprinting.
• Learners are engaged in 60m sprints with
emphasis on appropriate techniques.
• Learners are guided to execute activities
involving running with baton, arm
stretching, keeping eyes on incoming
runner and the baton in hand, stretching
to pass and receive baton.
• In pairs, learners are guided to practice
the non-visual baton exchange
techniques; Upsweep; Down sweep as
used in relays
• Learners are guided to execute three
stride rhythmic hurdle sprints.

20
 THE LOWER SECONDARY CURRICULUM

SENIOR 1: TERM 2 Theme: Games

TOPIC 1.7: BASIC SKILLS IN ROUNDERS 8 PERIODS

Competency: The learner creates improvised equipment for rounders and performs basic techniques of the game with
consideration of rules as well as safety.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY

The learner should be able to: • In small groups, leaners are • Demonstrate any basic skill of Rounders
a. make improvised equipment for Rounders guided to collect local materials and for example bowling.
using local materials. (s, v, gs) make improvised equipment for • Observe the learners’ performance
Rounders (balls, bats, guards, gloves) noting the execution of the skill i.e. grip,
b. execute basic skills used in Rounders with
which can be used for practice. stance, release and follow through.
application of the safety precautions. (s, v)
• In small groups, learners observe and
c. understand the skills, safety precautions • Product should be a demonstration
practice the following basic skills in of the skill by the learner which can be
and rules considered in the game of
Rounders: recorded using a rubric or video clip
Rounders. (u)
d. apply the basic skills of Rounders in mini- - target throwing where applicable.
game situations. (s, a) - underarm throwing and catching
e. display aspects of teamwork, - over arm throwing and catching.
companionship, leadership, decision-
making and judgment in relation to the - bowling
game of Rounders. (gs, a,s) - batting
- fielding
- running and stopping. collecting and
returning.
• In small groups, learners observe and
practice positional play of Rounders.
- Back stop
- Post play
- Deep fielding 1st, 2nd, 3rd, and
4th post holding
• In small groups, using their prior interface
with Rounders, learners are guided
in a discussion about the basic rules
of Rounders, safety measures to be
considered for the game and particular
games where the skills acquired from
Rounders can be applied.
• In groups, learners form teams and are
given a chance to use the acquired skills
and techniques in game situations under
the supervision of the teacher. They
should observe teams playing in order to
critically evaluate how to improve their
own performances.

21
PHYSICAL EDUCATION SYLLABUS

SENIOR 1: TERM 3 Theme: Theory and Practice of Physical Education

TOPIC 1.8: SKILLS DEVELOPMENT AND DIET 4 PERIODS
Competency: The learner appreciates various types of skill exercises and the dietary requirements for a physically active person.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY

The learner should be able to: • In a practical situation, learners observe Task the learner to demonstrate a basic and
a. perform the different types of skills. (s) demonstrations and then practice the complex skill
b. understand the different types of skill as used basic skills (e.g. walking) and complex Observe the learners performance taking
in PE. (u) skills (e.g. hop, step and jump). note of the accuracy of skill displayed
c. understand the factors affecting skill • Learners are then guided in a In a conversation probe the learner with
performance. (u, k) discussion of the type of skills and are question to ascertain their understanding
asked to draw a chart to illustrate each of the types of skill
d. understand the importance of healthy type of skill using simple diagrams.
eating. (u, v) Product should be a record of the learners
• Ask learners to cut out newspaper performance
e. understand the importance of healthy eating pictures illustrating each type of skill
in relation to one’s performance in physical and paste them into their exercise book
activities. (u, v) or use them in a wall display.
• In groups, learners are guided in a
discussion on the factors that affect
one’s performance of a skill: physical,
psychological, physiological, mental,
environmental
• In manageable groups, learners are
guided in a discussion to describe the
body’s dietary needs in terms of energy,
growth and repair of cells.
• Learners in groups are guided to
describe the requirements of a healthy
meal, analyze the disadvantages of
over and under eating on one's life,
explain the difference between good
and poor eating habits, illustrate
dining etiquette and investigate how
cultural taboos about food affect
healthy eating.
• Learners are guided in a discussion on
the dietary needs for physically active
individuals, justifying why athletes
need special dietary recommendations
and are tasked to explain the different
energy needs of different categories of
people.

22
 THE LOWER SECONDARY CURRICULUM

SENIOR 1: TERM 3 Theme: Games

TOPIC 1.9: BASIC SKILLS OF NETBALL 10 PERIODS

Competency: The learner creates improvised Netball equipment and performs basic techniques of the game with
consideration of safety.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY

The learner should be able to: • In small groups, learners are guided Task to demonstrate any two skills in
a. make improvised Netball equipment from to collect local materials and make • Passing
local materials. (s, gs) improvised Netball materials (balls, goal • Shooting
b. execute Netball basic skills with posts) which can be used for practice Observe the learner’s performance noting
application of the safety precautions in a sessions. the execution of the skill i.e. grip, stance,
safe environment. (s) • Learners observe and practice the release and follow through.
c. understand the skills, safety precautions following basic skills of Netball under the Product should be a demonstration of the
and rules considered in the game of teacher’s guidance regarding the rules: skill by the learner which can be recorded
Netball. (u) - Catching/passing: chest pass, using a rubric or video clip where applicable.
d. apply the basic netball skills in mini-game underarm pass, overhead pass, single
situations. (s,a) handed-shoulder pass, bounce pass.
- Foot work
- Single foot landing leading to: pivot
and throw, jump and throw, step and
throw.
- Two feet landing leading to: pivot
and throw, deciding the landing foot,
Stop and throw, jump and throw.
- Shooting: single handed-shooting,
two-handed shooting.
- Basic offensive and defensive skills
in a game situation.
• In small groups, using their prior interface
with netball, learners discuss and make a
presentation on the basic rules of Netball
and safety measures considered for the
game.
• Groups of learners form teams and use
the acquired skills and techniques in small
sided game situations and competitions.

23
PHYSICAL EDUCATION SYLLABUS

SENIOR 1: TERM 3 Theme: Games

TOPIC 1.10: BASIC SKILLS OF VOLLEYBALL 10 PERIODS

Competency: The learner creates improvised Volleyball equipment and performs basic techniques of the game with
consideration of safety.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY

The learner should be able to: • In small groups, leaners are guided • Task learners to demonstrate a skill used
a. make improvised Volleyball equipment to collect local materials and make in Volleyball, for example any one type of
from local materials. (s, gs,v,a) improvised volleyball equipment (balls, service as used in Volleyball.
b. execute Volleyball basic skills with net, stands) which can be used for • Observe the learners’ performance
application of the safety precautions. (s) practice sessions. noting the execution of the skill i.e. grip,
c. understand the skills, safety precautions • Learners observe and practice the stance, release and follow through.
and rules considered in the game of following basic skills of Volleyball under • Product should be a demonstration
Volleyball. (u) the teacher’s guidance regarding the of the skill by the learner which can be
rules: recorded using a rubric or video clip
d. apply the basic Volleyball skills in mini-
game situations. (s,a) - serving, where applicable.
- service reception
- digging,
- volleying,
- setting,
- Basic court positions and
movement: playing
positions, rotation, court
movements.
- Basic offensive and defensive skills.
• In small groups, using their prior interface
with Volleyball, learners discuss and
make a presentation on the basic rules of
Volleyball and safety measures considered
for the game.
• In groups of six learners are given a
chance to use the acquired skills and
techniques in game situations under the
supervision of the teacher.

24
 THE LOWER SECONDARY CURRICULUM

SENIOR 2: TERM 1 Theme: Theory and practice of Physical Education

TOPIC 2.1: FACTORS IN PERFORMANCE OF PHYSICAL ACTIVITIES
6 PERIODS
Competency: The learner understands the factors that relate to performance in physical activities.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY

The learner should be able to: • In a guided discussion, learners • Ask learners to design posters that
a. examine personal qualities; skills, strengths differentiate between skills, talents and display the need to develop skills,
and weaknesses in regard to performance in interests giving clear examples of each talents and interests throughout an
physical activities and future careers. (gs,a) based on self-analysis. individuals’ life.
b. assess opportunities and risks to make • Individually, learners scrutinize their • Observe the learners and note the
informed decisions about their own career. personal skills, talents and interests generic skills of teamwork, creativity
(u) and note them down in their Diary critical thinking within this context of
or notebook. They should also seek skills, talents and interests.
c. know the factors that affect mental, social
feedback from trusted peers and
and emotional performance and recognize . • Engage learners in discussions on the
their teacher.
(u, gs) choice of reasons included in the poster
• Individually, learners diagnose their to ascertain their understanding of the
strengths and weaknesses in physical concepts in the task.
education and sports performance
• Product should be a poster designed
and in pairs they share and suggest
by the students with illustrations and
improvements, building on their
reasons.
strengths.
• In groups of not more than ten, the
learners engage in a discussion to
relate their interests, talents and skills to
possible future career choices.
• In small groups, learners are engaged
in a discussion to describe the effects
of active involvement in physical
activities on their mental, social and
emotional performance, and then make
a presentation of their findings.
• In groups, learners carry out some
research in school to analyse the effect
of participation in physical activities
on mental, social and emotional
performances of S3 and S4 students
and write a report on their results.

25
PHYSICAL EDUCATION SYLLABUS

SENIOR 2: TERM 1 Theme: Theory and practice of Physical Education

TOPIC 2.2: PHYSICAL FITNESS 10 PERIODS
Competency: The learner understands physical fitness and performs exercises that can be used to develop physical fitness for
lifelong well-being.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY

The learner should be able to: • Learners are taken through and given • Task the learner to demonstrate physical
a. perform exercises to develop health time to practice health related fitness activities that can be used to develop
related fitness taking care of safety. (s) exercises for muscular strength and trunk one’s flexibility.
b. perform exercises to develop skill related stability, cardio-respiratory and endurance • Observe their performance and note
fitness taking care of safety. (s) such as walking, jogging, and running. the accuracy and appropriateness of the
c. understand the concept of physical • As a class, learners are guided to exercise chosen.
fitness. (u) perform exercises related to right • Probe learners to ascertain their
posture with emphasis on the back and understanding of the exercises required in
d. understand abilities and limitations neck
regarding fitness. (u) the task.
• Learners observe and practice skill-related • Product should be a demo of flexibility
e. relate fitness to their daily life activities. fitness exercises in relation to speed,
(k, u) exercises which can be recorded.
power, coordination and agility that can
• Task the learners to develop a basic fitness
improve one’s performance in physical
training schedule to cater for at least three
activities.
fitness components.
• As a class, learners are guided in a
discussion to define physical fitness and
explain the components of physical
fitness including their relevance in one’s
daily life.
• Learners are guided to assess their
abilities and limitations towards fitness
• In groups learners are guided in a
search for limitations and abilities
regarding fitness
• Learners practice and follow the safety
precautions before, during and after
performance of physical fitness activities
and design posters of safety precautions
required to perform physical fitness
activities.

26
 THE LOWER SECONDARY CURRICULUM

SENIOR 2: TERM 1 Theme: Aesthetics

TOPIC 2.3: BASIC SKILLS IN EDUCATIONAL GYMNASTICS 8 PERIODS

Competency: The learner performs various gymnastic skills individually or with partners in a safe environment.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY

The learner should be able to: • With a partner or in small groups, learners • Demonstrate a skill from the category of
a. engage in and understand various observe and practice the following either rolling or balancing in gymnastics.
gymnastic activities such as rolling and gymnastic activities: • Observe the learners noting their:
balance activities, demonstrating an Balances
awareness of safety precautions and - performance of the chosen activities.
- crouch balance
activities that are safe for practice.(s) - use of safety measures.
- head stand, hand stand
b. develop a simple gymnastics routine for
- shoulder balance
- transition between the various rolling
their personal fitness training. (s) and balance activities chosen.
c. exhibit good interpersonal skills while - v-balance, swan balance
• In a conversation probe learners with
working with others, valuing own and - crab-balance questions and situations to check their
other people’s body in social and physical - angle balance awareness of safety precautions
interactions. (gs,v)
- candle sticks • Product:
d. recognize the various gymnastic activities
- centipede and chains Coordinated Performance of the various
that can be done to improve one’s fitness.
- shoulder stand rolling and balance activities with
(k,s)
awareness of safety precautions.
e. understand the contribution of - thigh hold balance
gymnastics to an individual’s well-being. - elbow balance
(u,a) - fore arm stand
Rolling
- forward roll
- backward roll
- side rolls
- tank rolls
- judo roll
Skipping
individual, pairs and small groups; double
leg, single leg, alternate leg skip
• As a class, learners discuss the importance
of engaging in gymnastic activities to an
individual and to the society.
• At individual level, every learner
composes a fitness schedule for
themselves based on what they have
learnt.

27
PHYSICAL EDUCATION SYLLABUS

SENIOR 2: TERM 2 Theme: Theory and Practice of Physical Education

TOPIC 2.4: AGREEABLE AND DISAGREEABLE BEHAVIOUR 4 PERIODS
Competency: The learner understands the agreeable and disagreeable behaviour in society and in the field of physical
performance and sports.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY

The learner should be able to: • Guide learners in a discussion to state • Task learners to write up an explanation
a. differentiate between agreeable and and then present the meaning of of the dangers of engaging in drug and
disagreeable behaviour in the society. (k, agreeable and disagreeable behaviours. substance abuse suggesting ways in
u,v) • Explore further with learners the which this habit can be prevented or
b. differentiate between agreeable and relationship between behaviours and overcome.
disagreeable behaviour during performance values in Uganda and their community. • In a conversation probe learners to
of physical activities. (k, u,v) • Learners are engaged in a discussion ascertain their understanding and
c. understand the ethics of physical education to describe general agreeable and accuracy of explanations and solutions
and how they can be used in daily life. (k,u) disagreeable behaviour at school and given.
d. understand the features of self-defense and in the community and provide a report • Product is the write up clearly stating
perform skills that build self-defense. (s) for their school website, noticeboard or the dangers of drug and substance
newsletter. abuse and suggestions for prevention.
e. understand how to handle different crisis
situations (u, a, s) • In their discussion groups, guide
learners to discuss agreeable and
disagreeable behaviours in sports,
providing examples in each case.
• In groups learners are guided to
discuss the ethics in PES and they
are tasked to give examples of
cases they know
• In a guided discussion, learners describe
the consequences of disagreeable
sportsmanship on an individual, team
and community.
• In groups learners share the different
self-defense mechanism that they
know
• Learn about key moves and strategies
for self-defense.
• Learners practice various self-defense
moves
• In groups learners are guided to
describe different crisis situations,
demonstrate different actions to be
taken in a crisis in a correct sequence
(e.g. fire, floods, lightening), practice
what to say and how to say it in a
crisis (e.g. emergency call) and locate
places in their community where to
call or get professional help during
emergencies.

28
 THE LOWER SECONDARY CURRICULUM

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY

f. understand the concepts of drug and • In small groups, learners discuss

substance abuse and know about legislations the meaning of the term drug and
of drug use. (u) substance abuse.
g. know the types of prohibited drugs and • Guide learners to discuss the types of
substances in sports and in Uganda. drugs and their effects on the body for
(k,v) example blood doping, smoking and
h. understand the dangers of drug and alcohol, stimulants, narcotic-analgesics,
substance abuse in relation to body health diuretics, anxiety reducing drugs,
and sports performance. (u) peptide hormones and analogues.
i. analyse the circumstances that may lead a • Learners are guided to discuss the
young person to use drugs and know about dangers of enhancing performance
sources of support for substance addiction. using drugs.
(u, gs) • In groups, learners explore cases of
drug abuse in sports and discuss the
consequences that the acts led to.
• Learners then discuss and identify
sources of support for substance
addiction cases

29
PHYSICAL EDUCATION SYLLABUS

SENIOR 2: TERM 2 Theme: Athletics

TOPIC 11.1: BASIC JUMPING SKILLS 10 PERIODS

Competency: The learner performs jumping skills with consideration of safety and understands how they can be applied in one’s
daily life.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY

The learner should be able to: • In small groups, learners are guided to Task learners to demonstrate the basic
a. understand the categories of jumping discuss and list the different categories of jumping techniques of sail and hang in long
events in Athletics. (u) jumping events jump following the basic rules that govern
• The learners are guided by the teacher to them.
b. make improvised jumping equipment
from local materials. (s, gs, v,a) use local materials and make improvised Observe:
equipment that can be used for activity. • the approach, take off, flight and landing
c. perform the skills involved in selected
jumping activities with awareness of • In small groups, learners observe and of each learner for the two techniques
safety. (u) practice the basic long jump techniques • learners applying safety measures during
of sail, and hang in long jump while the jumping activities
d. perform the various jumping basic skills. observing safety.
(s) • learners as they apply the rules that
• Learners observe and practice the basic govern the various jumping techniques
e. follow the safety precautions while high jumping techniques of straddle,
performing jumping activities in order to In a Conversation
scissors while observing safety.
prevent injuries. (s, v) Discuss the impact of learners’ input in
• Learners observe and practice the triple
relation to the final output as they jump
jumping techniques while observing the
correct sequence Product
• Guide learners to practice activities • Proper arm and leg action during jumps
involving single take-off, landing, strength Application of rules and regulations to
in the legs, leap jumps be followed when conducting jumping
• In a discussion learner describe the activities.
relevancy of jumping skills in one’s life.
• Learners observe and practice various
jumping fitness activities with a major
objective of skill learning through fun.

30
 THE LOWER SECONDARY CURRICULUM

SENIOR 2: TERM 2 Theme: Athletics

TOPIC 11.2: BASIC THROWING SKILLS 10 PERIODS

Competency: The learner performs throwing skills with consideration of safety and understands how they can be applied in one’s
daily.

LEARNING OUTCOMES SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY

The learner should be able to: • In small groups, learners are guided to Task learners select a category from jumping
a. understand the categories of jumping discuss and list the different categories of or throwing vents and design improvised
and throwing events in Athletics. (u) throwing events equipment that can be used to perform that
• The learners are guided by the teacher to activity
b. make improvised jumping and throwing
equipment from local materials. (s, gs, use local materials and make improvised Observe the learners performance taking
v,a) equipment that can be used for throwing note of the
activity. • Generic skill of team work, creativity,
c. identifies the safety measures to be
ensured during throws. (u, s) • Guide learners to practice activities innovation, numeracy
involving single take-off, landing, strength • Focus on the task
d. perform the techniques used in shot put, in the legs, leap jumps
javelin, and discus. (s) Ask learners to explain their action and
• In groups learners brainstorm on the choices made
e. demonstrate knowledge of basic rules safety measures involved in all throws;
and regulations in the throws. (k, u) Product should be an improvised material
shot put, discus, javelin and hammer
f. perform the various jumping and made by a learner displayed and a record of
• Demonstrate for the learners and give the learners’ performance should be kept
throwing skills. (s) them time to practice the following skills
g. follow the safety precautions before, of throwing;
during and after jumping and throwing
activities in order to prevent injuries and
- 3 step approach in javelin throw
damaging equipment. (s, v) - Standing shot in shot put
- Standing throw in discuss
• In small groups, learners discuss and
explain the basic rules, regulations
followed in the four categories of throws
• Through explanation and demonstration
guide earners to practice activities
involving
- holding the tip of a stick (about 1 foot
long) between the fore finger and
the thumb and throwing it over the
shoulder to whirl in the air,
- cross step run,
- hopping and planting foot to throw
objects,
- acceleration runs,
- strength in the arms,
- hip twist (torque),
• Learners observe and practice various
jumping and throwing fitness activities
with a major objective of skill learning
through fun.

31
PHYSICAL EDUCATION SYLLABUS

SENIOR 2: TERM 3 Theme: Theory and Practice of Physical Education

TOPIC 2.7: LEISURE AND RECREATION 4 PERIODS
Competency: The learner understands the relation between leisure and recreation and illustrates the ways one can spend their
leisure time without being idle and disorderly.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY

The learner should be able to: • Learners work in small groups to recap • Task learners to develop and present an
a. know what leisure and recreation entails. (k) on lessons learned about the meaning article explaining the relevance of active
b. understand the various forms of activities that of ‘leisure time’, leisure and recreation. leisure and recreation.
can be considered to either be for leisure and • Learners are supported to describe the • Observe the learners and note the
recreation. (u) activities they do during their leisure generic skills of teamwork, creativity
c. understand the factors which determine time and the factors that determine critical thinking.
what people do during their leisure time. (u) their choice of ‘activities’. • Engage learners in discussion on the
d. analyse the trend in engagement in leisure • As either a group or as a class activity, choice of reasons included in the article
and recreation activities. (u, gs) learners are guided to discuss trends of to ascertain their understanding of the
leisure and recreation activities in their concepts in the task.
e. set a personal leisure activity goal and community.
strategies towards achieving it. • Product should be an article developed
(gs,v,a) • Learners are asked to carry out a survey by the students with illustrations and
of the recreational interests of members reasons
of their family or friends and then
present it as a chart or display board.
• Learners are supported to set personal
goals, taking records of them in their
diaries so as to guide their work towards
them.

32
 THE LOWER SECONDARY CURRICULUM

SENIOR 2: TERM 3 Theme: Games

TOPIC 2.8: BASIC SKILLS IN HANDBALL 10 PERIODS

Competency: The learner creates improvised equipment for Handball, performs basic skills in handball and applies the
acquired skills in a game situation.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY

The learner should be able to: • In small groups, leaners are guided • Task learners to demonstrate any basic
a. make improvised equipment forHandball to collect local materials and make skill of Handball for example shooting.
using local materials. (s, gs,v,a) improvised equipment for Handball • Observe the learners’ performance noting
b. execute basic skills used in Handball with (balls, goal posts) which can be used for the execution of the skill i.e. grip, stance,
application of the safety precautions. (s) practice. release and follow through.
c. understand the skills, safety precautions • In manageable groups, learners observe • Product should be a demonstration of the
and rules considered in the game of and practice basic handball skills such as: skill by the learner which can be recorded
Handball. (u) Catching, throwing/passing using a rubric or video clip where
d. apply the basic skills of Handball in mini- - chest pass, underarm pass, bounce applicable.
game situations. (s,a) pass, overhead pass
e. display aspects of teamwork, - movement without and with the ball.
companionship, leadership, decision- - dribbling: single handed dribble, 3
making and judgment in relation to the step – stop
game of Handball. (gs, s,v,a) - jump stop
- stopping and feinting
Shooting and goal keeping
- three step shot
- double handed overhead shot
- single handed over arm shot
- penalty shot
- jump shot
Goal keeping
- catching, deflecting, blocking
- low and high balls
Blocking
- single and double block
• In small groups, using their prior interface
with Handball, learners are guided to
discuss the basic rules of Handball and
related safety measures to be considered
for a game.
• In groups, learners form teams and are
given a chance to use the acquired skills
and techniques in game situations under
the supervision of the teacher.

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PHYSICAL EDUCATION SYLLABUS

SENIOR 2: TERM 3 Theme: Games

TOPIC 2.9: BASIC SKILLS IN SOCCER 10 PERIODS

Competency: The learner creates improvised equipment for Soccer, performs basic skills and applies the acquired skills in a game
situation.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY

The learner should be able to: • In small groups, learners are guided • Task learners to demonstrate any basic
a. make improvised equipment for Soccer to collect local materials and make skill of Soccer for example ball control.
using local materials. (s, gs,v,a) improvised equipment for Soccer (balls, • Observe the learners’ performance
b. execute basic skills used in Soccer with goal posts) which can be used for practice noting the execution of the skill i.e.
application of the safety precautions. (s) • In small groups, learners observe and stance, body position and follow through
c. understand the skills, safety precautions practice the following basic skills of • Product should be a demonstration
and rules considered in the game of soccer: of the skill by the learner which can be
Soccer. (u,a) - Kicking: Instep, inside of foot, outside recorded using a rubric or video clip
d. apply the basic skills of Soccer in mini- of the foot, back heel, sole where applicable
game situations. (s)
e. display aspects of teamwork, - Trapping/ball control: Sole of foot,
companionship, leadership, decision- inside of the foot, instep, thigh, chest
making and judgment in relation to the
- Passing: Loft, square pass
game of Soccer. (gs, s,v,a)
Dribbling
- In step and inside of foot, outside of
the foot
Basics of heading
Shooting:
- penalty shot, basic shot
Goal keeping
- Catching
Throw-in
- Standing throw-in, throw-in on the move.
- In small groups, using their prior
interface with Soccer, learners are
guided in a discussion to explore
the basic rules of Soccer and safety
measures to be considered for the
game.
- In groups learners form teams and are
given a chance to use the acquired
skills and techniques in game
situations under the supervision of the
teacher

34
 THE LOWER SECONDARY CURRICULUM

SENIOR 3: TERM 1 Theme: Theory and practice of physical education

TOPIC 3.1: THE BODY AND PHYSICAL ACTIVITIES 12 PERIODS
Competency: The learner understands the functions of the body systems in relation to performance of physical activities and
knows how motivation can influence one’s performance in physical activities.
LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT
STRATEGY
The learner should be able to: • Learners, in groups, are guided to discuss the • Task learners to make a write
a. analyse the role of the various body systems role of the various body systems in up describing the roles of
in effective performance of physical activities, performance of physical activities such as; selected body systems in
understanding abilities and limitations skeletal, muscular, circulatory and nervous performance of physical
regarding fitness. (k, u) system. They should discuss what they know about activities.
b. interpret the changes on the body in the effects of a balanced diet on healthy living. Observe the learners and note the
response to physical activities and relate • Learners are guided to participate in various generic skills of teamwork, creativity
them to the various body systems. (u, gs) exercises so as to observe the changes on their critical thinking.
c. understand ways that prevent non- body. Engage learners in discussion on
communicable diseases. (u, a) • In groups, learners relate the body changes the suggestions given to ascertain
d. understand the meaning and types of experienced to the various body systems and their understanding of the
motivation. (k, u) describe how the system works in relation to concepts in the task.
physical performance. Product should be a write up
e. understand how performance is affected
by encouragement and the physiological • Individually, learners carry out some research and developed by the students with
responses. (u,a) write up their findings to describe the need to be illustrations and reasons.
healthy in order to participate in physical activities.
f. analyse the relevance of goal setting in
performance. (gs) • Are engaged in discussion on ways to
prevent non-communicable diseases.
• Search on the causes and effects of non-
communicable diseases and suggest physical
activities that one can engage in to prevent non-
communicable diseases
• In a classroom situation, the teacher asks one
learner to clap their hands, and then the next
learner claps their hands and so on around the
room. Tell the group that the time from the
start to the last clap will be timed. Take note of
the times down. Then provide some incentive
or reward to speed up the clapping. Discuss
how activities such as this can motivate
participation and engagement. Ask learners to
compose their own ideas andgames.
• In groups, learners discuss the meaning of
motivation and create a charter to describe how
they will motivate each other.
• In groups, learners suggest other ways of
motivating colleagues in a practical situation.
• Learners are guided into physical activities with
an emphasis on the various methods of
motivation and then in groups they analyse
how their performance is affected by
encouragement and the physiological
responses.
• Learners are guided to set personal goals and
take record of them in their diaries so as to
work hard towards achieving them.

35
PHYSICAL EDUCATION SYLLABUS

SENIOR 3: TERM 1 Theme: Athletics

TOPIC 3.2: DEVELOPMENT OF RUNNING SKILLS 12 PERIODS

Competency: The learner applies Running skills and techniques during performance as well as in other physical activities in daily
life.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY

The learner should be able to: • In pairs learners interpret the rules and • Task learners to demonstrate hurdle
a. apply the rules and regulations that regulations that govern running events clearance over 5 hurdle flights while
govern running events in Athletics. (s) using trials for the particular events. observing the three-stride rhythm run
b. execute the different baton exchange • In groups of four, learners practice the between hurdles.
techniques within the rules of play. (s, gs) non-visual baton exchange techniques; • Observe learner’s performance with
c. perform the whole sequence for the Upsweep; Down sweep using various focus on:
drills: seated, standing, walking, jogging
sprint hurdles. (s) - proper hurdle clearance (body posture
and running.
during clearance)
• Learners are guided on how to use
checkmarks and exchange zones during - three-stride rhythm between hurdles.
nonvisual baton exchanges. • Product should be a record of the
• Learners practice relay sprints using learner’s performance using rubrics or
the nonvisual baton exchange while video coverage where possible.
observing the rule of working within the
exchange zone.
• Individually, learners observe and practice
hurdle clearance using the lead leg
and trail leg movement drills in a safe
environment.
• Learners practice the combination of
hurdle clearance and the three-stride
rhythm using three hurdles.
• Learners practice sprints, sprint relays and
sprint hurdles while observing safety and
the rules that govern the events.

36
 THE LOWER SECONDARY CURRICULUM

SENIOR 3: TERM 1 Theme: Games

TOPIC 3.3: BASIC SKILLS IN BASKETBALL 12 PERIODS

Competency: The learner creates improvised equipment for Basketball, performs basic skills and applies the acquired skills in a
game situation.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY

The learner should be able to: • In small groups, learners are guided Observe
a. make improvised equipment for to collect local materials and make • demonstration of the different basic skills
Basketball using local materials. (s, improvised equipment for Basketball of Basketball by the learner.
gs,v,a) (balls) which can be used for practice.
• application of safety precautions.
b. execute basic skills used in Basketball with • In manageable groups, learners observe
• application of the rules that govern
application of the safety precautions. (s) and practice the following skills;
Basketball.
c. understand the skills, safety precautions Ball handling
• generic skills exhibited by learners during
and rules considered in the game of - throwing/catching a game situation.
Basketball. (u)
d. apply the basic skills of Basketball in mini-
- bouncing In a conversation
game situations. (s,a) Passing and catching • ascertain the impact of learners’ input
in relation to the final output as they
e. display aspects of teamwork, - chest pass
perform the skill.
companionship, leadership, decision- - bounce pass
making and judgment in relation to the • ask learners to describe the measures put
game of Basketball. (gs, s,v,a) - overhead pass in place to ensure a safe environment for
play.
- underarm pass
Product
- shoulder pass
• Proper execution of basic skills in hockey.
Dribbling: high/low dribble
• Application of rules and regulations of
Footwork in relation to passing, dribbling, Basketball during a game situation.
dodging, pivoting, and shooting.
Shooting
- jump shot
- set-shot
- free throw
Basic rebounding
• In set groups, learners employ the basic
skills in mini-basketball games and correct
mistakes of one another.
• In small groups, using their prior interface
with Basketball, learners are guided after
a discussion to make a presentation to
describe the basic rules of Basketball and
safety measures to be considered for the
game.
• In groups learners form teams and are
given a chance to use the acquired skills
and techniques in game situations under
the supervision of the teacher.

37
PHYSICAL EDUCATION SYLLABUS

SENIOR 3: TERM 1 Theme: Games

TOPIC 3.4: BASIC SKILLS IN RUGBY 12 PERIODS

Competency: The learner creates improvised equipment for Rugby, performs basic skills and applies the acquired skills in a game
situation.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY

The learner should be able to: • In small groups, learners are guided Observe
a. make improvised equipment for Rugby to collect local materials and make • demonstration of the different basic skills
using local materials. (s, gs,v,a) improvised equipment for Rugby (balls) of Rugby by the learner.
b. execute basic skills used in Rugby with which can be used for practice.
• application of safety precautions.
application of the safety precautions. (s) • In groups of 4-6, learners are guided to
• application of the rules that govern
c. understand the skills, safety precautions practice the following basic skills used in
Rugby.
and rules considered in the game of Rugby
• generic skills exhibited by learners during
Rugby. (u) - variations of throwing and catching a game situation.
d. apply the basic skills of Rugby in mini- - passing and its variations In a conversation
game situations. (s,a)
- line out and its variation • ascertain the impact of learners’ input
e. display aspects of teamwork, in relation to the final output as they
companionship, leadership, decision- - tackling and its variation
perform the skill.
making and judgment in relation to the - kicking and its variation
game of Rugby. (gs, s,v,a) • ask learners to describe the measures put
• In small groups, using their prior interface in place to ensure a safe environment for
with Rugby, learners are guided to discuss play.
and make a presentation to describe the Product
basic rules of Rugby and safety measures
to be considered for the game. • Proper execution of basic skills in Rugby.
• In groups learners form teams and are • Application of rules and regulations of
given a chance to use the acquired skills Rugby during a game situation.
and techniques in game situations under
the supervision of the teacher.

38
 THE LOWER SECONDARY CURRICULUM

SENIOR 3: TERM 1 Theme: Games

TOPIC 3.5: BASIC SKILLS IN HOCKEY 12 PERIODS

Competency: The learner creates improvised equipment for Hockey, performs basic skills and applies the acquired skills in a
game situation.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY

The learner should be able to: • In small groups, learners are guided Observe
a. make improvised equipment for Hockey to collect local materials and make • demonstration of the different basic skills
using local materials. (s,gs,v,a) improvised equipment for Hockey of hockey by the learner.
b. execute basic skills used in Hockey with (balls, sticks, goal posts) which can
• application of safety precautions.
application of the safety precautions. (s,) be used for practice.
• application of the rules that govern
c. understand the skills, safety precautions • In pairs, learners are guided to practice
hockey.
and rules considered in the game of the following basic skills in Hockey:
• generic skills exhibited by learners during
Hockey. (u) - stance, a game situation.
d. apply the basic skills of Hockey in mini- - grips, In a conversation
game situations. (s, a)
- position of ball, - ascertain the impact of learners’ input
e. display aspects of teamwork,
companionship, leadership, decision- - left and right hand lunge, in relation to the final output as they
making and judgment in relation to the perform the skill.
- front or straight tackle,
game of Hockey. (gs, s) - ask learners to describe the measures put
- circular tackle, in place to ensure a safe environment for
- triangular tackle, play.
- scoop, flick and push. Product

- passing: pushing, hitting - Proper execution of basic skills in hockey.

• In small groups, using their prior interface - Application of rules and regulations of
with Hockey, learners are guided to hockey during a game situation.
discuss and make a presentation to
describe the basic rules of Hockey and
safety measures to be considered for the
game.
• In groups learners form teams and are
given a chance to use the acquired skills
and techniques in game situations under
the supervision of the teacher. They
should reflect on their progress as they
develop better skills.

39
PHYSICAL EDUCATION SYLLABUS

SENIOR 3: TERM 1 Theme: Games

TOPIC 3.6: BASIC SKILLS IN CRICKET 12 PERIODS

Competency: The learner creates improvised equipment for Cricket, performs basic skills and applies the acquired skills in a game
situation.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY

The learner should be able to: • In small groups, learners are guided Observe
a. make improvised equipment for Cricket to collect local materials and make • demonstration of the different basic skills
using local materials. (s,gs,v,a) improvised equipment for Cricket (balls, of Cricket by the learner.
b. execute basic skills used in Cricket with bats, guards) which can be used for
• application of safety precautions.
application of the safety precautions. (s) practice.
• application of the rules that govern
c. understand the skills, safety precautions • As a class, learners take a guided tour
Cricket.
and rules considered in the game of around a Cricket facility if possible and
make a close study of the equipment • generic skills exhibited by learners during
Cricket. (u)
used in cricket. a game situation.
d. apply the basic skills of Cricket in mini- In a conversation
game situations. (s,a) • In manageable groups, learners practice
the following basic skills and techniques • ascertain the impact of learners’ input
e. display aspects of teamwork, in cricket: in relation to the final output as they
companionship, leadership, decision- perform the skill.
making and judgment in relation to the - batting
• ask learners to describe the measures put
game of Cricket. (gs, s,a,v) - bowling: underarm action in place to ensure a safe environment for
- wicket keeping play.
• Under the teacher’s guidance, learners Product
learn about and then display etiquette • Proper execution of basic skills in Cricket.
and rehearse terminologies used in
• Application of rules and regulations of
cricket.
Cricket during a game situation.
• In small groups, using their prior interface
with Cricket, learners are guided to
discuss and make a presentation to
describe the basic rules of Cricket and
safety measures to be considered for the
game.
• In groups learners form teams and are
given a chance to use the acquired
skills and techniques in game situations
under the supervision of the teacher.
They should watch each other play,
using critical judgement to suggest
improvements in performance.

40
 THE LOWER SECONDARY CURRICULUM

SENIOR 3: TERM 1 Theme: Games

TOPIC 3.7: BASIC SKILLS IN BADMINTON 12 PERIODS

Competency: The learner creates improvised equipment for Badminton, performs basic skills and applies the acquired
skills in a game situation.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY

The learner should be able to: • In small groups, learners are guided Observe
a. make improvised equipment for to collect local materials and make • demonstration of the different basic skills
Badminton using local materials. (s, improvised equipment for Badminton of Badminton by the learner.
gs,v,a) (shuttle cocks, nets) which can be used for
• application of safety precautions.
b. execute basic skills used in Badminton practice.
• application of the rules that govern
with application of the safety precautions. • In manageable groups, learners undertake
Badminton.
(s) a task of setting up a badminton court
using improvised materials. • generic skills exhibited by learners during
c. understand the skills, safety precautions a game situation.
and rules considered in the game of • In manageable groups learners observe
Badminton. (u) and practice the basics of shuttle cock In a conversation
d. apply the basic skills of Badminton in and racket handling, racket grips for • ascertain the impact of learners’ input
mini-game situations. (s,a) forehand and backhand. in relation to the final output as they
• In pairs, learners observe and practice the perform the skill.
e. display aspects of teamwork,
companionship, leadership, decision- following basic skills of Badminton: • ask learners to describe the measures put
in place to ensure a safe environment for
making and judgment in relation to the - sweeps: forward sweep, backward
game of Badminton. (gs,s,,v,a) sweep play
Product
- serve: low, forearm, backhand, flick,
drive • Proper execution of basic skills in
Badminton.
- net play/net shots: hair pin • Application of rules and regulations of
• In small groups, using their prior
Badminton during a game situation.
interface with Badminton, learners are
guided to discuss and make a
presentation to describe the basic rules of
Badminton and safety measures to be
considered for the game.
• In groups learners form teams and are
given a chance to use the acquired
skills and techniques in game situations
under the supervision of the teacher.
They should notice and discuss how
badminton compares to other sports.

41
PHYSICAL EDUCATION SYLLABUS

SENIOR 3: TERM 1 Theme: Games

TOPIC 3.8: BASIC SKILLS OF TABLE TENNIS 12 PERIODS

Competency: The learner creates improvised equipment for Table tennis, performs basic skills and applies the acquired skills in
a game situation.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY

The learner should be able to: • In small groups, learners are Observe
a. make improvised equipment for Table guided to collect local materials and • demonstration of the different basic skills
tennis using local materials. (s, v, gs,a) make improvised equipment for Table of Table tennis by the learner.
tennis (balls, bats, nets) which can be
b. execute basic skills used in Table tennis • application of safety precautions.
used for practice.
with application of the safety precautions. • application of the rules that govern Table
(s, v) • In manageable groups, learners undertake
a task of setting up a Table for playing the tennis.
c. understand the skills, safety precautions
game using improvised material within • generic skills exhibited by learners during
and rules considered in the game of Table
the school. a game situation.
tennis. (u)
• In manageable groups, learners observe In a conversation
d. apply the basic skills of Table tennis in
and practice the basics of ball and bat • ascertain the impact of learners’ input
mini-game situations. (s, a)
handling, bat grips for forehand and in relation to the final output as they
e. display aspects of teamwork, backhand. perform the skill.
companionship, leadership, decision-
• In pairs, learners practice the following • ask learners to describe the measures put
making and judgment in relation to the
basic skills used in Table tennis: in place to ensure a safe environment for
game of Table tennis. (gs, a, v s)
- service play.
Product
- reception
• Proper execution of basic skills in Table
- forward and backward sweep tennis.
- net play • Application of rules and regulations of
• In small groups, using their prior interface Table tennis during a game situation.
with Table tennis, learners are guided to
discussion and make a presentation to
describe the basic rules of Table tennis
and safety measures to be considered for
the game.
• In groups, learners form teams and are
given a chance to use the acquired
skills and techniques in game situations
under the supervision of the teacher.
They should discuss the difference and
challenges of playing individually and in a
pair.

42
 THE LOWER SECONDARY CURRICULUM

SENIOR 3: TERM 2 Theme: Theory and Practice of Physical Education

TOPIC 3.9: MEDIA AND SPORTS 12 PERIODS
Competency: The learner understands the relationship between sports and media so as to make analyses of contemporary issues
in sports.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY

The learner should be able to: • In groups, learners are guided to Task learners to choose a sport of their
a. know the various types of media discuss various types of media interest and design the different media
presentation. (k, u) presentation such as: television, films, presentations that can be used to
radio, newspapers, magazines and broadcast it.
b. understand the positive influences and the telecommunication.
drawbacks of media coverage on sports. (u) Observe
• Through discussion groups, learners
c. assess the impact of television on sport. (u, are guided to expand on the following • generic skills; teamwork, tolerance,
gs) positive influences of media coverage respect, collective responsibility,
d. analyse the contemporary issues affecting on sports; confidence and self- esteem.
sports. (u, gs) - Media promotes sports. • focus of the discussion on the task.
- More people can see and read about • active participation.
sports. In a conversation probe learners to check
- The media creates sports stars who • response given by the learner from their
have both positive and negative
brainstorming.
influence on youngsters.
- Media can influence sports in a • relevancy of the questions and
variety of ways such as:- attracting responses raised by the learners
sponsorship, improving facilities, Product
training and equipment. A presentation.
• Learners in their groups carry out a
discussion and write up their ideas,
focusing on the following drawback of
media coverage on sports:
- The effect that pressure has on
managers and teams to do well in
sports.
- The effect on players who adopt a
win at all cost attitude, rather than
play or enjoyment, which might
involve cheating and the use of
drugs.
- The criticality of media on referees/
official decisions.
• Learners carry out a search on the
impact of television on sport in relation
to for example;
- the impact of sports analysis.
- the different means the TV
companies uses to add interest for
the viewers.
• In small groups, learners explore how
contemporary issues such as AIDS
and climate change affect sports and
identify other contemporary issues in
sports.

43
PHYSICAL EDUCATION SYLLABUS

SENIOR 3: TERM 2 Theme: Aesthetics

TOPIC 3.10: BASIC STEPS OF AEROBICS 20 PERIODS

Competency: The learner performs basic Aerobics skills and appreciates its the importance as a form of exercise that keeps
the body active and healthy.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY

The learner should be able to: • Learners are introduced to the meaning of Task the learners to
a. understand the concept of aerobics aerobics through various descriptions and 1. illustrate any two basic steps of aerobics.
and appreciate the value of aerobics for examples. They should relate it to other
2. demonstrate a combination of any
healthy living and the importance of physical activities that they know.
two steps with any appropriate hand
developing such skills. (u, k) • Learners are guided to discuss to what movement.
b. perform aerobics exercises in an aerobics constitutes Aerobics and the benefits of
Observe
class. (s) engaging in aerobic activities.
• performance of the different basic steps.
c. identify the benefits of performing • Individual learners are asked to outline
aerobics with awareness of safe practices. the equipment and costumes that they • coordination of the arms and legs.
(u,a) would use to ensure safe and enjoyable • transition between different basic steps.
participation in aerobics classes. • matching the activity with rhythm.
• In groups learners are guided to execute In a conversation ask learners about the
the following basic steps of aerobics; changes in their body during aerobics.
- match thin, match wide, side step Product
single and double, heel tap
Well-coordinated performance of floor
- 4 count steps: A-step, Basic left, Basic aerobics which can be recorded in a video.
right, Charleston, Diagonal, Grapevine,
Hop Turn, Jumping Jack, Mambo cha-
cha-cha, Reverse Turn, Reverse V-step,
Tap Up, Turn-step, V-step.
• Learners practice the basic skills with
simple musical melodies.
• Learners are guided to execute the
following arm movements in aerobics
individually and in small groups;
• Alternating Bicep Curls, Arm Circles,
Bicep Curls, Double Side Out, Frontal
Pull, Frontal Raise, Hammer Curls,
Lateral Raise.
• Leaners practice combining arm and
leg movements using simple musical
melodies.
• Learners practice following rhythm as
they use various arm and leg movements.
They should critically consider their own
performances in order to ascertain their
progress.

44
 THE LOWER SECONDARY CURRICULUM

SENIOR 3: TERM 2 Theme: Aesthetics

TOPIC 3.11: WATER SAFETY AND BASIC SWIMMING SKILLS 20 PERIODS

Competency: The learner performs water safety and basic swimming skills that can be used for one’s wellbeing.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY

The learner should be able to: • Learners are introduced to the concept of Task learners to
a. understand the concept water safety and water safety through various descriptions • illustrate the skills involved inbuilding
swimming. (u, k) and are guided in a tour to the swimming confidence in water.
b. perform various skills in building pool if possible to familiarize themselves
• demonstrate any two floatation skills that
confidence in water. (s) with pool layout, personal hygiene,
they are confident with.
pool hygiene, safety measures and
c. perform various floatation techniques rules governing swimming pools. Observe
while in water. (s) • learner’s confidence in water.
• Under the close observation of the
d. observe the safety measures and rules teacher, the learners are taken through • the body alignment while performing the
governing swimming pools. (s, gs) and given time to practice the water skills.
e. appreciate the relevance of water safety confidence activities; • consciousness for safety.
and swimming. (a) - entry and exit procedures, Product
f. apply the learnt skills in mini swimming - walking,
games. (s, gs) Proper execution of the floatation skills with
- ducking, confidence in water which can be recorded
- breathing, in a video where possible.
- opening eyes.
• Under the close observation of the
teacher, the learners are taken through
and given time to practice the following
floatation techniques:
- mushroom float,
- frontal float,
- back float,
- support float,
- dog paddle,
- frontal and back glides.
• In groups, learners are engaged in a
discussion to brainstorm the relevance
of water safety and swimming to an
individual.
• In small groups, learners participate in a
set of mini swimming games set by the
teacher.

45
PHYSICAL EDUCATION SYLLABUS

SENIOR 3: TERM 2 Theme: Athletics

TOPIC 22.1: DEVELOPMENT OF JUMPING SKILLS 16 PERIODS

Competency: The learner applies jumping skills and techniques to perform at events in athletics as well as in other physical
activities in daily life.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY

The learner should be able to: • In groups, learners use previous Task learners to
a. set up the jumping area for horizontal and knowledge to make jumping materials to 1. demonstrate the hitch-kick technique in
vertical jumps using improvised material. set up the areas for performing horizontal long jump.
(s, gs,s,v,a) and vertical jumps.
2. illustrate the Fosbury-flop technique in
b. make jumping tools and equipment using • Learners are guided through the rules high jump.
improvised materials. (gs, s) that govern horizontal and vertical jumps.
3. illustrate pole handling and take off as
c. interpret the rules that govern vertical and • Learners are guided to set starting marks used in pole vault.
horizontal jumping events in Athletics. (u) and practice the approach phase, takeoff
Observe learners’ performance taking note
d. perform the techniques used in horizontal and landing phase as used in horizontal
of the following
jumping events. (s) jumps.
• phases of the jumps
e. perform the techniques used in vertical • Learners observe and practice the
following flight techniques used in long • proper take off
jumping events. (s)
jump while observing safety. • proper landing
f. observe safety while performing the
jumping events. (s,v) - hang • appropriate flight
- hitch-kick • grip of the pole
• Learners develop their ability to complete Product of the performance should be
a long jump using a flight technique of recorded.
their choice while observing safety and Make use of rubric to grade the learners
the rules. accordingly.
• Learners observe and practice the ‘hop’ -
‘step’ - ‘jump’ sequence as used in Triple
jump while observing safety and rhythm.
• Learners perform with increasing
accuracy a complete triple jump following
the sequence, safety and rules.
• Learners are guided to set starting marks
and practice the approach phase and take
off phase as used in vertical jumps.
• Learners are taken through drills to
practice bar clearance and landing using
the Fosbury flop flight technique.
• Learners practice and demonstrate a
complete high jump using the Fosbury
flop flight technique while observing
safety and the rules.
• Learners are guided to practice the
following basics of performing pole vault:
- grip
- running approach
- takeoff
- basic flight
- landing on feet

46
 THE LOWER SECONDARY CURRICULUM

SENIOR 3: TERM 3 Theme: Theory and Practice of Physical Education

TOPIC 3.13: PE AND SPORTS AT NATIONAL AND INTERNATIONAL LEVEL 10 PERIODS

Competency: The learner understands the historical trend, development and organization of Physical Education and sports at
national and international level.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY

The learner should be able to: • With guidance from the teacher learners Task the learners to
a. understand the role of sports in prepare presentations illustrating the • write a letter to primary pupils’ parents/
educational institutions. (u) value of school’s sports to the student,
guardians explaining why they should
school, and society.
b. know the competitions that are allow their children to take part in PE
organized at school levels, national • Learners are guided to carry out some lessons and school sports competitions.
research to develop a chart showing
and international level • prepare and organize a class debate
competitions organized at different
c. understand the value of community levels of education, national and on the Unit “Organizing Continental
participation and courtesy in the international level. competitions is a waste of resources”.
community. (k) • write an essay on how international
• In groups learners discuss sports
d. articulate the value of competitions that are organized in sports competitions can be used to
continental competitions. Africa under headings such as sports identify regions without peace.
(u, gs,a) involved, timing, venue, how to enter, • form groups and debate on the
e. appreciate the role of international etc. Include regional competitions.
Unit: “Should Olympic Games be
competitions in fostering world • Learners are supported to trace the abolished”.
peace. (u) origin of the Commonwealth Games to
the former British Empire. Observe
f. understand the origin and
• Support students to identify world • generic skills; teamwork,
importance of Olympic Games. (u)
competitions other than the Olympic communication, presentation respect,
Games and enumerate the conditions collective responsibility, confidence and
under which these competitions are self-esteem.
held. • focus of the discussions and debates on
• Learners form groups and debate the the task.
value of international competitions.
• active participation.
• Through research learners are guided
to briefly trace the origin of the modern In a Conversation probe learners to check
Olympic Games, describing differences • response given by the learner from their
and similarities between ancient and brainstorming.
modern Games. • relevancy of the questions and
responses raised by the learners
Product
Presentations, debate write ups.

47
PHYSICAL EDUCATION SYLLABUS

SENIOR 3: TERM 3 Theme: Theory and Practice of Physical Education

TOPIC 3.14: FITNESS TESTING AND TRAINING 14 PERIODS
Competency: The learner performs fitness activities and understands how to test and train for ones’ wellbeing.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY

The learner should be able to: • Learners observe and practice exercises Task the learners to choose one component
a. perform training exercises for various that can be used to improve thespecific of skill-related physical fitness and:
specific components of fitness. (s) components of physical fitness: a) demonstrate exercises that can be
b. understand the principles of training. (u) - health related: cardio used to improve it.
c. design a program that can be used to respiratory, flexibility, muscular b) illustrate how that component can be
improve performance using the basic strength, muscular endurance, tested for fitness.
principles of training. (u, s) body composition.
Observe learners active participation
d. carry out tests for both health related and - skill related: speed, power accuracy of exercises generic skill used.
skill related fitness. (s) agility, coordination, balance,
In a conversation probe learner to ascertain
reaction time
e. perform exercises that test health of their understanding and choices made.
the back, health related and skill related • Learners are guided to discuss the
Product should be a demo of the correct
fitness. (s) meaning of fitness training and to
exercise and test which should be recorded
describe the principles of training that are
f. appreciate the value of maintaining body mainly used to improve performance.
hygiene (a,v)
• In groups, learners carry out some
research in order to explore how to
improve performance based on the
basic principles of training and make a
presentation of their findings in class.
• Learners in their groups are guided to
design a fitness training program based
on what they have learnt and prepare a
presentation for the rest of the class.
• Learners observe and are given time to
practice the various exercises that can be
used to test one’s health related and skill
related fitness.
• In groups learners are guided to measure
each other’s Body Mass Index (BMI)
in relation to personal fitness and in
a discussion suggest ways in which
personal fitness can be maintained
• Learners test their fitness levels, keeping
records of findings and devise ways of
maintaining their fitness for lifelong
wellbeing.

48
 THE LOWER SECONDARY CURRICULUM

SENIOR 3: TERM 3 Theme: Games

TOPIC 3.15: INTERMEDIATE SKILLS IN RUGBY 12 PERIODS

Competency: The learner performs intermediate skills in Rugby, designs simple training sessions and applies the skills acquired in
a game situation.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY

The learner should be able to: • In small teams, learners practice the basic Observe
a. apply basic skills and tactics in game skills used in Rugby. • demonstration of the different
situation in Rugby.(s) • Learners are guided to practice the intermediate skills of Rugby by the
b. perform and develop intermediate following intermediate skills in rugby learner.
Rugby skills and integrate them in game - rucking and its variation • application of safety precautions.
situations, recognizing the sense of - mauling and its variation • application of the rules that govern
belonging gained from participation in Rugby.
games. (s,a) - the Scrum and its variation
• In small groups, learners are guided to • generic skills exhibited by learners during
c. develop body conditioning through
identify the playing positions and players a game situation.
various training drills. (s)
roles in the respective playing positions. In a conversation
d. design a suitable program for a Rugby
training session. (gs, s,u) • In manageable groups, learners practice • ascertain the impact of learners’ input
suitable activities to enhance their in relation to the final output as they
e. understand how to prevent and deal with physical fitness to play Rugby. perform the skills.
injuries in Rugby game situations. (u, s)
• In a guided discussion, learners interpret • ask learners to describe the measures put
the rules and regulations of the game. in place to ensure a safe environment for
• In groups, learners designtraining play.
sessions and practice them with Product
colleagues. • Proper execution of Intermediate skills in
• In groups learners use the knowledge Rugby.
of first aid and demonstrate how to deal • Application of rules and regulations of
with injuries that are common in Rugby. Rugby during a game situation.

49
PHYSICAL EDUCATION SYLLABUS

SENIOR 3: TERM 3 Theme: Games

TOPIC 3.16: INTERMEDIATE SKILLS IN HOCKEY 12 PERIODS

Competency: The learner performs intermediate skills in Hockey, designs simple training sessions and applies the skills acquired in
a game situation.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY

The learner should be able to: • Learner are guided to practice the Observe
a. perform intermediate Hockey skills and following intermediate skills in Hockey: • demonstration of the different
integrate them in game situations. (s) Ball control: intermediate skills of Hockey by the
b. develop body conditioning through - dribbling, learner.
various training drills. (s) - use of both stick and reverse stick, • application of safety precautions.
c. design a suitable program for a Hockey - side stick and reverse stick. • application of the rules that govern
training session. (gs, s,u) Hockey.
Dodging and tackling:
d. apply basic skills and tactics in game • generic skills exhibited by learners during
situation in Hockey. (s) - scoop dodge,
a game situation.
e. understand how to prevent and deal with - right dodge,
In a conversation
injuries in Hockey game situations. (u, s) - left dodge,
• ascertain the impact of learners’ input
- square dodge in relation to the final output as they
Scoring and goal keeping perform the skills.
• In manageable groups, learners practice • ask learners to describe the measures put
suitable activities to enhance their in place to ensure a safe environment for
physical fitness to play Hockey. play.
• Learners are guided to practice the Product
principles of play in defense and attack in • Proper execution of Intermediate skills in
game situations. Hockey.
• In small set teams, learners practice the • Application of rules and regulations of
learnt skills using mini games; using small Hockey during a game situation.
sided conditioned games in teams of 6
and 9, learners practice mini hockey for
6 Vs 6, 9 Vs 9 while others take turns in
officiating roles.
• In a guided discussion, learners interpret
the rules and regulations of the game.
• In groups, learners design training
sessions and practice them with
colleagues, evaluating as they go along,
their effectiveness.
• In groups learners use the knowledge
of first aid and demonstrate how to deal
with injuries that are common in Hockey.

50
 THE LOWER SECONDARY CURRICULUM

SENIOR 3: TERM 3 Theme: Games

TOPIC 3.17: INTERMEDIATE SKILLS IN CRICKET 12 PERIODS

Competency: The learner performs intermediate skills in Cricket, designs simple training sessions and applies the skills acquired in
a game situation.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY

The learner should be able to: • In small teams, learners are given a Observe
a. apply basic skills rules and tactics in game chance to practice the skills in mini cricket • demonstration of the different
situation in Cricket. (s) games while the other group members intermediate skills of Cricket by the
b. perform intermediate Cricket skills and take officiating roles: learner.
integrates them in game situations. (s) • umpiring applying rules and signals. • application of safety precautions.
c. develop body conditioning through • clerks scoring and keeping records. • application of the rules that govern
various training drills. (s) • As a class, learners assess the ground, set Cricket.
d. design a suitable program for a Cricket the play area for cricket game and identify • generic skills exhibited by learners during
training session. (gs, s,u) areas that may need special care and a game situation.
e. understand how to prevent and deal with maintenance.
In a conversation
injuries in Cricket game situations. (u, s) • In groups, learners practice the following
• ascertain the impact of learners’ input
intermediate skills and techniques in
in relation to the final output as they
Cricket:
perform the skills.
- batting
• ask learners to describe the measures put
- fielding in place to ensure a safe environment for
- bowling: over arm action play.
- wicket keeping Product
• In manageable groups, learners practice • Proper execution of Intermediate skills in
suitable activities to enhance their Cricket.
physical fitness to play Cricket. • Application of rules and regulations of
• Under the teacher’s guidance, learners Cricket during a game situation.
explore different ways of applying
scientific principles in skill development
such as spins: top, side, down spins.
• In groups, learners design training session
and practice them with colleagues,
evaluating the effectiveness of their
programs as they go along.
• In groups learners use the knowledge
of first aid and demonstrate how to deal
with injuries that are common in Cricket.

51
PHYSICAL EDUCATION SYLLABUS

SENIOR 3: TERM 3 Theme: Games

TOPIC 3.18: INTERMEDIATE SKILLS IN BASKETBALL 12 PERIODS

Competency: The learner performs intermediate skills in Basketball, designs simple training sessions and applies the skills acquired
in a game situation.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY

The learner should be able to: • In small groups, learners are given time to Observe
a. apply basic skills rules and tactics in game practice the basic skills used in basketball • demonstration of the different
situation in Basketball. (s) following the rules of the game. intermediate skills of Basketball by the
b. perform intermediate Basketball skills and • Learners are guided to practice the learner.
integrates them in game situations. (s) following intermediate skills: • application of safety precautions.
c. develop body conditioning through Ball control • application of the rules that govern
various training drills. (s) - types of dribble passing special Basketball.
d. design a suitable program for a Basketball attention to stance, footwork, ball • generic skills exhibited by learners during
training session. (gs, s,u) position, heights, arms. a game situation.
e. understand how to prevent and deal with - feinting/dodging. In a conversation
injuries in Basketball game situations. (u, s) Shooting • ascertain the impact of learners’ input
- jump shot, hook shot in relation to the final output as they
- lay-up shot, set-shot and free throw/ perform the skills.
jump shot. • ask learners to describe the measures put
Rebounding in place to ensure a safe environment for
play.
- under the teacher’s guidance, learners
practice drills for skill development Product
aimed at mastery of the intermediate • Proper execution of Intermediate skills in
skills. Basketball.
- as a class, learners go through a set • Application of rules and regulations of
of conditioning and physical fitness Basketball during a game situation.
development activities.
- learners are guided through set drills
for developing accurate shooting
under defense and in free throw.
- in manageable groups, learners
practice suitable activities to enhance
their physical fitness to play Basketball.
- in groups, learners design training
session and practice them with
colleagues.
- in groups learners use the knowledge
of first aid and demonstrate how to
deal with injuries that are common in
Basketball.

52
 THE LOWER SECONDARY CURRICULUM

SENIOR 3: TERM 3 Theme: Games

TOPIC 3.19: INTERMEDIATE SKILLS IN BADMINTON 12 PERIODS

Competency: The learner performs intermediate skills in Badminton, designs simple training sessions and applies the skills
acquired in a game situation.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY

The learner should be able to: • Learners play mini games to apply the Observe
a. apply basic skills rules and tactics in basic skills and rules of the game. • demonstration of the different
game situation in Badminton. (s) • Learners are paired and on a mini defined intermediate skills of Badminton by the
b. perform intermediate Badminton court, practice proper footwork on court learner.
skills and integrates them in game in preparation for a service and in action • application of safety precautions.
situations. (s) during play.
• application of the rules that govern
c. develop body conditioning • In pairs learners observe and practice Badminton.
through various training drills. the following intermediate skills in
• generic skills exhibited by learners during
(s) Badminton:
a game situation.
d. design a suitable program for - smash: forehand, backhand, around.
In a conversation
a Badminton training session. - clears: overhead, underarm, attacking
(gs, s,u) • ascertain the impact of learners’ input
clear, defensive clear.
in relation to the final output as they
e. understand how to prevent and - drop shots: slow, fast, forearm, perform the skills.
deal with injuries in Badminton backhand, around the head.
game situations. • ask learners to describe the measures put
- drive: forehand, backhand. in place to ensure a safe environment for
f. (u, s)
- Net play/net shots: net kill, net lift. play.
• On mini set courts, players are introduced Product
to game play for singles and doubles with • Proper execution of Intermediate skills in
emphasis on the display of the skills as Badminton.
well as following rules during play.
• Application of rules and regulations of
• In pairs, learners take roles in officiating Badminton during a game situation.
the games in the mini competitions.
• In manageable groups, learners practice
suitable activities to enhance their
physical fitness to play Badminton.
• In groups, learners design training session
and practice them with colleagues,
consider the impact of their designs on
performance.
• In groups learners use the knowledge
of first aid and demonstrate how to
deal with injuries that are common in
Badminton.

53
PHYSICAL EDUCATION SYLLABUS

SENIOR 3: TERM 3 Theme: Games

TOPIC 3.20: INTERMEDIATE SKILLS IN TABLE TENNIS 12 PERIODS

Competency: The learner performs intermediate skills in Table tennis, designs simple training sessions and applies the skills
acquired in a game situation.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY

The learner should be able to: • Learners are paired and on a mini table, Observe
a. apply basic skills rules and tactics in game practice proper footwork around the table • demonstration of the different
situation in Table tennis. (s) in preparation for a service and in action intermediate skills of Table tennis by the
b. perform intermediate Table tennis skills during play. learner.
and integrate them in game situations. (s) • On mini tables, players are introduced to • application of safety precautions.
c. develop body conditioning through game play. Emphasis is put on the display
• application of the rules that govern Table
various training drills. (s) of the skills as well as following rules
tennis.
during play.
d. design a suitable program for a Table • generic skills exhibited by learners during
tennis training session. (gs, s,u) • In pairs learners observe and practice
a game situation.
the following intermediate skills in Table
e. understand how to prevent and deal with tennis In a conversation
injuries in Table tennis game situations. • ascertain the impact of learners’ input
(u, s) - spins
in relation to the final output as they
- smash
perform the skills.
- shots: near net, wings, far
• ask learners to describe the measures put
- net play in place to ensure a safe environment for
• Learners form teams, organize and run play.
mini tournaments. Product
• Different learners take roles in officiating • Proper execution of Intermediate skills in
the games in the tournament. Table tennis.
• In manageable groups, learners practice • Application of rules and regulations of
suitable activities to enhance their Table tennis during a game situation.
physical fitness to play Table tennis.
• In groups, learners design training
sessions and practice them with
colleagues, considering the effectiveness
of their sessions on performance in
games.
• In groups learners use their knowledge of
first aid to demonstrate how to deal with
injuries that are common in Table tennis.

54
 THE LOWER SECONDARY CURRICULUM

SENIOR 4: TERM 1 Theme: Theory and Practice of Physical Education

TOPIC 4.1: HEALTH, PHYSICAL ACTIVITY AND STRESS MANAGEMENT 12 PERIODS

Competency: The learner understands the importance of physical exercises in maintaining a stress free and healthy body and
mind.
LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY

The learner should be able to: • Guide the learners to take each of the Task learners to develop a training session
a. illustrate the different ways that they can well-being terms mentioned below and with activities that they think can be used
keep healthy including by performing explain in more detail what they think by a student to manage stress/ emotions.
physical exercises to improve personal fitness. they mean; And in a write-up explain how the
(u, s) - physical wellbeing suggested activities contribute to stress
b. perform physical exercises to manage stress - mental wellbeing management.
and emotions. (s,a) - social wellbeing Observe the learners’ performance noting
c. understand the different applications of - fitness and health • generic skills of creativity, team work,
different fitness components in daily life. (u) • Each learner designs an individual plan leadership, respect.
d. engage in fitness exercises for lifelong well- on how to keep active and health and • appropriateness of activities chosen.
being. (s,v,a) indicates how to practice the activities
In a conversation
in their plan.
• In groups, learners do a research on • ascertain the impact of learners’ input
lifestyles that cause emotional stress, in relation to the final output as they
write a report and share their findings. perform the skill.
• In groups, learners discuss and generate • ask learners to describe the measures
ideas why stress management helps put in place to ensure a safe
one to keep healthy. environment for play.
• Learners are guided to practice physical Product
activities that can help one to relax and • Proper execution lifesaving skills
manage stress.
• Learners use physical rehearsals as a way
of releasing tension.

55
PHYSICAL EDUCATION SYLLABUS

SENIOR 4: TERM 1 Theme: Aesthetics

TOPIC 4.2: INTERMEDIATE SKILLS IN AEROBICS 20 PERIODS

Competency: The learner performs intermediate aerobics skills, and applies these skills in designing and conducting sessions for
healthy living.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY

The learner should be able to: • In small groups, learners are given turns to Ask learners to
a. perform basic aerobics movements with run aerobics session using basic aerobics 1. illustrate intermediate movement skills on
higher level of mastery during aerobics moves. rhythm.
sessions. (s) • Learners observe and practice the 2. exhibit the physical fitness qualities of
b. perform intermediate aerobic steps and following intermediate steps of aerobics strength, flexibility, ability and endurance
arm movements in aerobics. (s) individually and in small groups; while performing advanced aerobics.
c. display the advanced movement skills 8 & 16 count steps: I-step, K-step, L-step,
3. display aesthetic quality, positive
in aerobics sessions while exhibiting Repeater, Rocking Horse, Split Basic,
attitude towards participation in
strength, flexibility and endurance. (s, u) Straddle, T-step, X-step, Y-step, Z-step.
advanced aerobics.
d. plan and conduct aerobics sessions. (s, gs) • Learners are guided to practice the
4. design a plan for aerobics and execute it.
following arm movements in aerobics
individually and in small groups; Observe the learners’ performance and keep
arm movements: low row, overhead a record of their progression.
press, overhead pull, pec press, slice, Probe learners in a conversation to ascertain
shoulder punch, triceps kickbacks, up- their understanding of the relevance of the
right row. different movements.
• As a class, learners are guided on the
components of an aerobics session.
• In small groups, learners draft a plan to
conduct aerobics. They should
critically evaluate the quality of each
other’s aerobics sessions.

56
 THE LOWER SECONDARY CURRICULUM

SENIOR 4: TERM 1 Theme: Aesthetics

TOPIC 4.3: SWIMMING TECHNIQUES 20 PERIODS
Competency: The learner performs various swimming strokes and observes safety measure while in
water.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY

The learner should be able to: • Learners are taken through and given Ask learners to
a. apply the basic water movements while time to practice the basic arm and leg 1. illustrate the basic arm and leg movement
in water. (s) movements in Front crawl. in Front crawl and Breast stroke
b. perform basic swimming strokes. (s) • In manageable groups, learners are 2. display breathing in swimming the Front
c. observe safety while in water. (s, gs) taken through drills of breathing while crawl and Breast strokes.
swimming the Front crawl.
3. demonstrate different types of dives.
• Learners are taken through and given
4. execute the Breast swimming stroke.
time to practice the basic arm and leg
movements in Breast stroke. Observe the learners’ performance and keep
a record of their progression.
• In manageable groups, learners are
taken through drills of breathing while
swimming the Breast stroke.
• Learners are taken through and given
time to practice the basic arm and leg
movements in Back stroke.
• In manageable groups, learners are taken
through drills of body alignment, arm and
leg actions in Back stroke.
• Learners should be given the opportunity
to watch others swim in order to learn
from the swimming styles and strengths
of others.

57
PHYSICAL EDUCATION SYLLABUS

SENIOR 4: TERM 1 Theme: Athletics

TOPIC 4.4: DEVELOPMENT OF THROWING SKILLS 16 PERIODS

Competency: The learner applies throwing skills and techniques to perform the throwing events in athletics as well as in other
physical activities in daily life.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY

The learner should be able to: • In groups, learners use previous Learners can
a. set up the throwing area for throws using knowledge to make throwing materials 1. illustrate the 5-step rhythm in Javelin
improvised material. (s, gs,s,v,a) and to set up the areas for performing throw.
b. apply rules for the throws throws
2. illustrate the single turn rotational
through officiating. (s, v) • Learners are guided through the rules that
govern throws. technique in Discus throw.
c. perform intermediate skills in javelin. (s)
• Learners listen, observe and then 3. demonstrate the heal-toe turn in hammer
d. perform intermediate skills in hammer. (s) throw.
practice activities involving manipulation
e. officiate the throws using the basic rules of missile, strength in arms and legs, 4. outline the regulations followed while
and regulations, developing intermediate coordination, gliding, hip twist (torque), officiating any throwing event of your
skills across all ball games. (s) recovery, etc. choice.
• Learners are guided to throw in the circle Observe the learners’ performance and keep
emphasizing proper hold and placement a record of their progression.
of missile in the groove of the neck and Probe learners in a conversation to ascertain
gliding. their understanding of the relevance of the
• Learners listen, observe and practice different movements.
activities involving manipulation of
missile, turning, co-ordination, hip torque,
recovery, side on throw etc.
• Learners put the shot using the O’Brien
technique and throw the discus using one
turn.
• Learners are guided to practice and
demonstrate the 5-step whole
sequence throws in javelin throw.
• Learners are guided to practice and
demonstrate the Heel-toe turn (one turn)
with 2-3 swings in hammer throw.
• Learners interpret and apply the rules
during throwing events.
• Learners are assigned roles to officiate any
throwing events.

58
 THE LOWER SECONDARY CURRICULUM

SENIOR 4: TERM 2 Theme: Theory and practice of Physical Education

TOPIC 4.5: ACCESS TO SPORTS 12 PERIODS

Competency: The learner understands the relevance of improved and equal access to sports.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY

The learner should be able to: • In small groups, learners make a survey Task learners to
a. understand the availability and access of and document the available sports 1. present a write-up of the status of
different sports to the various groups of activities for different people in the sports access to different groups of
people in the community. (u) community: special needs, children,
people in their community.
youths, adults, and the old.
b. advocate for the right to sports and play for 2. justify the need for sports for all people
• Learners, in a guided discovery,
all. (s,v,a) in the community.
recognize the notion that sport should
c. develop ways of ensuring growth in facilities be accessible to all, irrespective of 3. give ways in which a named
with access for participants/ performers with race, colour, gender, religious beliefs or discriminatory pointer can be addressed
disabilities as well as women. (s,gs) disability. to enable access to sports for all.
d. promote the relevance of sports in improving • In a class discussion, learners address 4. explain ways in sports can improve the
status of women in recent years. (gs, u, s,a) the different pointers to discrimination status of women.
such as access to sports equipment
e. design simple sports sessions to engage and play areas, access to the sports 5. state ways in which sports contributes
community. (s, gs) teachers and coaches, access to to community development.
f. engage in Community awareness creation on sportswear, frequency of sports trips Observe the participation of learners and
the importance of an active lifestyle. (gs,v,a) and competitions. the use of generic skills.
• As a class, learners identify some women Probe with conversations to ascertain their
sports personalities and discuss how understanding.
sports has impacted on their status.
Products should be write-ups,
• In groups, each designs a set of
presentations, articles or posters
activities to form an inclusive sports
session for their community. After the where applicable.
sessions, learners can suggest ways
in which sports can contribute to the
development of their community.
• In small groups, learners produce
articles for the school magazine
or notice board highlighting the
importance of an active lifestyle
for all.

59
PHYSICAL EDUCATION SYLLABUS

SENIOR 4: TERM 2 Theme: Theory and Practice of Physical Education

TOPIC 4.6: PHYSICAL EDUCATION AND SPORTS FOR PEACE AND DEVELOPMENT 16 PERIODS
Competency: The learner understands the role of PE and sport in promoting Peace and Development.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY

The learner should be able to: • Learners brainstorm and come up with Task the learners to design activities that can
a. understand the meaning of the peace the meaning of peace and development. be used to promote Peace among youth in
and development. (u) • Learners in pairs identify the different Refugee camps.
b. analyse the various ways that PES can be ways that PES has promoted Observe the learners’ performance noting
used to promote Development. (u, gs) development in Uganda. • generic skills of creativity, team work,
c. Understand the core values of • In their groups, learners are guided leadership, respect.
sportsmanship that make sport a valuable through discussion to propose other • appropriateness of activities chosen.
method for promoting peace. (u, gs) ways that PES can be used to promote
Engage learners in conversation to ascertain
d. engage in physical activities that can be Development.
their understanding.
used to promote peace. (s, gs,) • Learners refer to previous lesson on
Keep a record of the learner’s performance.
e. design activities that can be used to agreeable behavior and identify the core
promote peace. (gs, s) values of sportsmanship that make sport
a valuable method for promoting peace.
• Learners are guided through
activities that can be used to
promote Peace.
• In groups learners design activities
that can be used to promote Peace in
various categories of vulnerability such as
Refugees, Ghetto/slum areas.
• With reference to their communities
learners in their groups design activities
that can promote peace.

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SENIOR 4: TERM 2 Theme: Aesthetics

TOPIC 4.7: VARIATION IN AEROBICS SESSIONS 20 PERIODS

Competency: The learner performs aerobics sessions using steps and moves from traditional dances and manages an aerobics
session.
LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY

The learner should be able to: • Learners take turns to demonstrate and Task the learners to
a. perform a complete aerobics session. (s, lead an aerobics session. 1. run an aerobics session using selected
gs,) • In small groups, learners make a selection traditional moves and steps.
b. integrate traditional dance steps and of steps and moves from Ugandan 2. create a mixed aerobics session using
moves into Aerobics and fitness sessions. traditional dances and match them to both traditional and classical steps.
(s, gs, u) form an Aerobics session.
3. explain the rules and regulations
c. manage aerobics demonstrations at • Learners in their groups can then practice governing displays.
school level in a safe environment. (gs, s) the traditional move aerobic sessions that
Observe the learners’ performance noting
d. design unique aerobics sessions for fitness they formed.
• generic skills of creativity, team work,
training. (s, gs) • In groups, learners make an integration of
leadership, respect.
traditional dance moves into the classical
ones forming full sessions at different • rhythmic floor of the movements.
levels and intensities. Engage learners in conversation to ascertain
• In groups, learners are given tasks to their understanding
execute in regard to the management Keep a record of the learner’s performance
of the displays: set up of the activity
area, sound system, selection of music,
management of the stage.
• Different groups form teams, and organize
competitive displays while other learners
take roles in officiating the displays.
• Learners take on a project to design an
aerobics session for fitness building of
their choice.

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SENIOR 4: TERM 2 Theme: Aesthetics

TOPIC 4.8: LIFESAVING TECHNIQUES IN SWIMMING 20 PERIODS

Competency: The learner performs the life saving techniques and applies these techniques while observing their own safety in
water.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY

The learner should be able to: • Learners then observe and practice basics Observe
a. perform the basic skills involved in life of lifesaving using different objects such • demonstration of the lifesaving skills by
saving in a water environment. (s) as life rings. the learner.
b. apply the skill of life saving as a rescue • Learners observe and practice the life- • application of safety precautions.
technique to ensure water safety. (s, u) saving strokes and techniques of back
• generic skills exhibited by learners.
c. demonstrate how to identify a case that stroke and side stroke.
requires lifesaving skill for rescue. (u, s, gs) • In a discussion, learners are guided to In a conversation
d. apply knowledge and skills of water brainstorm on the meaning of life saving • ascertain the impact of learners’ input
survival and rescue tactics. (s, gs,) and the relevance of learning life saving in relation to the final output as they
techniques in water. perform the skill.
• In groups, learners are guided through a • ask learners to describe the measures put
discussion on the various lifesaving skills in place to ensure a safe environment for
that can be used to ensure water safety. play.
• Learner are guided to identify cases in Product
water that require life saving for rescue. • Proper execution lifesaving skills.
• In small groups, the learners are guided
through and given time to practice
survival swimming techniques namely;
survival float, relaxation, water treading,
swimming and undressing in water.
• Learners are engaged in drills to practice
dives for dodging and in pairs, they work
together and practice deep water bobs
and rehearse the lifesaving skills using any
stroke and technique of their choice.

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SENIOR 4: TERM 3 Theme: Aesthetics, Athletics and Games

TOPIC 4.9: PRACTICAL ASSESSMENT IN PHYSICAL EDUCATION 20 PERIODS
Competency: The learner displays understanding and skills acquired form the practical activities in Athletics, Aesthetics and
Games.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY

The learner should be able to: 1. Learner demonstrates skills of running, • Observe and keep a record each
a. demonstrate his/her understanding, jumping and throwing learners’ performance
knowledge and skills acquired in running, 2. Leaner identifies the tools and • Oral responses of the learners should
jumping and throwing events equipment used for running, jumping be graded and a record of their
and throwing events
performance made
3. Learner describes the rules and
regulations followed in the running • The products of the learners
jumping and throwing events performances should be recorded in
4. Learner explains the safety precautions a video for further reference
that should be considered for running
jumping and throwing events
The learner should be able to: 1. Learner illustrates the skills in the
b. Demonstrate his/her understanding, chosen activity
knowledge and skills in the activity chosen 2. Learner describes the activity chosen
from Aesthetics from Aesthetics
3. Leaner mentions the rules and safety
precautions followed while playing the
chosen activity
4. Leaner explains the relevancy of the
chosen activity to their daily life
The learner should be able to: 1. Learner illustrates the skills in the
c. Demonstrate his/her understanding, chosen activities
knowledge and skills in the two activities 2. Learner demonstrates the intermediate
chosen from Games skills used in the chosen activities
3. Learner describes the activities chosen
from Games
4. Leaner outlines the rules and safety
precautions followed while playing the
chosen activities
5. Leaner explains the relevancy of the
chosen activities to their daily life

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PHYSICAL EDUCATION SYLLABUS

ASSESSMENT
PHYSICAL EDUCATION SYLLABUS

different approach to assessment.

Assessing the new expectations for learning
The “Learning Outcomes” in the syllabuses are set
The new curriculum sets new expectations for learning, with
out in terms of Knowledge, Understanding, Skills,
a shift from Learning Outcomes that focus mainly on
and Attitudes. This is what is referred to by the
knowledge to those that focus on skills and deeper
letters k, u, s, v/a
understanding. These new Learning Outcomes require a
that we must value things that we cannot easily assess.
It is not possible to assess attitudes in the same way as
knowledge, understanding and skills because they are more So this guidance booklet focuses on knowledge,
personal and variable and are long-term aspirations. This skills and understanding. Each has its own
does not mean that attitudes are not important. It means implications for learning and assessment.

Knowledge The retention of information.

Understanding Putting knowledge into a framework of meaning – the development of a ‘concept’.
Skills The ability to perform a physical or mental act or operation.
Values The inherent or acquired behaviours or actions that form a character of an individual.
Attitudes A set of emotions, beliefs or behaviours toward a particular object, person, thing or event.

To assess knowledge, skills and understanding we need to look for different things. Knowledge can be assessed to some extent
through written tests, but the assessment of skills and deeper understanding requires different approaches. Because of this, the
role of the teacher in assessment becomes much more important.

Understanding
Knowledge
Knowledge is the easiest to assess because it is Assessing deeper understanding is much more
fairly straightforward to find out whether or not a difficult, so we usually ask learners to explain, compare
learner has retained some information: a simple or outline a process. This can be done orally (in
question can usually find this out. We ask them conversation) or in writing, and will give us some idea
of the extent of their understanding.
to name something, or state something, or label a
diagram.

Skills
Skills are the ability to perform a mental or physical Values and Attitudes
operation, so we have to observe the skill being
performed or look at the product, or outcome, of the Values and Attitudes determine how we interact with
skill; for example a piece of writing, a picture or diagram. others, working in a team, meeting deadlines, being
Some skills, such as speaking or a physical education skill self-driven, holding democratic values, and having
do not have a product so need to be observed. respect for democracy, race, gender, disability, human
dignity, culture, nation, life and social justice.

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Examinations The general purpose of formative assessment is to improve

learning and achievement; give educators in-process feedback
There will be examinations or tests set at the end of every about what students are learning or not learning so that
year. There will also be a summing up of on-going teacher instructional approaches, teaching materials, and academic
assessments made in the context of learning. support can be modified accordingly. Formative assessments are
usually not scored or graded, and they may take a variety of forms,
Formative Assessment from more formal quizzes and assignments to informal
questioning techniques and in-class discussions with students.
Assessments are used for a wide range of purposes in schools
and education systems. Just as academic lessons have The general goal of formative assessment is to collect detailed
different functions, assessments are typically designed to information that can be used to improve instruction and student
measure specific elements of learning—e.g., the level of learning while it’s happening. What makes an assessment
knowledge a student already has about the concept or skill “formative” is not the design of a test, technique, or self-evaluation,
the teacher is planning to teach or the ability to comprehend per se, but the way it is used, that is, to inform in-process teaching
and analyze different types of texts and readings. This syllabus and learning modifications.
focusses on the evaluation of progressive day-to day If assessment is to make a difference to teaching and learning,
classroom learning; hence Formative Assessment. Formative then teachers must use the information they gain from assessment
assessment refers to a wide variety of methods that teachers to make some change to the teaching and learning process. The
use to conduct in-process evaluations of student changes that can be made include decisions about:
comprehension, learning needs, and academic progress • What needs to be learned next
during a lesson, unit, or activity. • Whether an element of the syllabus needs to be taught again
in a different way
• Changing teaching approaches if necessary
• Identifying learners who need more support, or who are
making exceptional progress
• Enabling learners to understand what they have to do to improve

What changes need to be Use of data to

made to plans for future improve student Find these listed in the “Learning
Establish learning
teaching and learning? learning Outcomes” column of the
outcomes
syllabuses.

Analyse, compare and Collect and Analyze Look for examples of

evaluate learning against Assessment Data assessment
expected learning outcomes. opportunities in the
Develop “Suggested Learning
assessment Activities” and the
“Sample Assessment
Strategies” columns of
the syllabuses.
Actual
Be ready to assess alongside learning and
learners where possible. educational
experience

FORMATIVE ASSESSMENT INVOLVES USING ALL PARTS OF THE CYCLE

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ASSESSMENT

How do we find the opportunity to make formative assessments?

In the new curriculum, the teacher’s assessment role is not to These opportunities occur in three forms and are often called:
write tests for learners, but to make professional judgements
• Observation – watching learners working (good for assessing
about learners’ learning in the course of the normal teaching
skills and values)
and learning process. The professional judgement is about
how far the learner meets the Learning Outcomes that are set • Conversation – asking questions and talking to learners
out in this syllabus. To make these judgements the teacher (good for assessing knowledge and understanding)
needs to look at how well the learners are performing in terms • Product – appraising the learner’s work (writing, report,
of each Learning Outcome. translation, calculation, presentation, map, diagram, model,
School-based formative assessment is a part of the normal drawing, painting etc.). In this context, a “product” is seen
teaching and learning process, and so the assessment as something physical and permanent that the teacher can
opportunities will also occur during this normal process. It is keep and look at, not something that the learner says.
not something that needs to be added on after learning; it is
When all three are used, the information from any one can
an integral part of it.
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 is often referred to as “triangulation”.

Observation

Triangulation

Product Conversation

Triangulation of assessment opportunities

To find these opportunities, look at the syllabus topics. These set out the learning that is expected and give
‘Sample Assessment Strategy”, and in doing so they contain a range of opportunities for the three forms of
assessment.

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Generic Skills Attitudes

The Generic Skills have been built into the syllabuses and are It is not possible to assess attitudes in the same way as
part of the Learning Outcomes. It is therefore not necessary to knowledge, understanding and skills because they are more
assess them separately. It is the increasingly complex context personal and variable and are long-term aspirations. This does
of the subject content that provides progression in the Generic not mean that attitudes are not important. It means that we
Skills, and so they are assessed as part of the subject Learning must value things that we cannot easily assess.
Outcomes.

Record keeping
Keeping detailed records of learners’ individual progress is also unnecessary. It is much more useful to make an overall
always difficult with very large numbers of pupils. For the assessment about whether or not each learner met the
purposes of school-based formative assessment, it is not even Learning Outcomes for each Topic as a whole.
always necessary to keep such detailed records anyway. If
Each Topic is made up of a number of Learning Outcomes.
feedback is given immediately and action is taken, then
Therefore, teachers need to consider all the Learning
learning is changed and the record would soon become out of
Outcomes when making an overall judgement about the
date and redundant.
topic as a whole. It is not always necessary for every individual
Most formative class-based assessments are dynamic in that Learning Outcome to be achieved for the topic as a whole to
they feed straight back into the teaching and learning process. be achieved. This will vary with the subject and topic.
Therefore, detailed records of these are not appropriate.
By looking at the Learning Outcomes within each topic, it is
What is needed is record of assessments of learners’ learning possible to identify four broad groups of learners in terms of
made in terms of each Topic or unit. This means recording their achievements:
the on-going summative assessments of each unit. There is
no need to make separate records of each of the Learning
Outcomes because this would be very time-consuming and

Descriptor

No Learning Outcome (LO) achieved

Some LOs achieved, but not sufficient for overall achievement

Most LOs achieved, enough for overall achievement

All LOs achieved – achievement with ease

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ASSESSMENT

These overall assessments should be made on the basis of the many each category for different subjects and topics. They will also identify
formative assessments that the teacher has made during the course easily those learners who need extra support or who may not be
of teaching the topic. If teachers have been working with the ready to move on to the next grade at the end of a year.
learners over the course of the topic, they will be able to make a
broad judgment about which learners have achieved or have failed If records are kept of the learning outcomes of each syllabus topic
to achieve the topic’s overall Learning Expectation. through the year, then there will be no need for an end of year test.
These “Authentic Assessments” will be more valid and valuable than Teachers will already have a record of those learners who have met
a test set by the school. the learning outcomes, and those who have not done so. Therefore,
teachers will know if there were any learners not ready to progress to
Recording these overall assessments will be simple, manageable and the next grade.
yet valuable, and can be recorded on a sheet such as the one below
in which the categories are indicated with a number. An overall record should be made of the individual topic
assessments by subject in terms of the 4 descriptors. If numbers
Although a very simple process, these four categories will give rich (0-3) are used as identifiers, then it will be possible to arrive at an
data when a comparison is made between the learners in overall number for a year by aggregating the identifiers for each
topic.

Descriptor Identifier

No Learning outcome achieved 0

Some LOs achieved, but not sufficient for overall achievement 1

Most LOs achieved, enough for overall achievement 2

All LOs achieved – achievement with ease 3

In the example below, the table shows the end-of-unit assessment for six learners.

Physical Education

T1 T2 T3 T4 T5 T6 T7 T8 T9 T10

Learner A 3 3 2 3 3 3 3 2 3 3

Learner B 2 2 3 2 3 2 2 2 3 2

Learner C 1 1 2 1 1 2 2 3 2 3

Learner D 1 1 2 1 1 2 1 1 2 1

Learner E 0 1 2 1 0 1 0 1 1 1

Learner F 0 0 1 0 0 1 0 0 1 0

This method will give much more information than using a tick. For All of this is very valuable assessment information and can be
example, at a glance it can be seen that learners A & B are achieving used to improve learning.
much higher than learners E & F. It can be seen that Learner C has
improved during the year. We can even see that more learners This summative teacher assessment will contribute 20%
achieved success in Topic 9 than Topic 7. to the final grade of the School Leaving Certificate as
elaborated in the Assessment Framework.

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Glossary of Key Terms

TERM DEFINITION
One in which learners develop the ability to apply their learning with confidence in a range
Competency Curriculum
of situations.
The design or adaptation of learning experiences to suit an individual learner’s needs,
Differentiation
strengths, preferences, and abilities.
The process of judging a learner’s performance, by interpreting the responses to tasks, in
Formative Assessment
order to gauge progress and inform subsequent learning steps.
Skills which are deployed in all subjects, and which enhance the learning of those subjects.
Generic skill
These skills also equip young people for work and for life.
An approach to planning learning experiences which allows each student to feel confident,
Inclusion
respected and safe and equipped to learn at his or her full potential.
A statement which specifies what the learner should know, under-stand, or be able to do
Learning Outcome
within a particular aspect of a subject.
A capability acquired by following the programme of study in a particular Subject;
Process Skill
enables a learner to apply the knowledge and understanding of the Subject.
A strategy which gives a learner the opportunity to show the extent to which she has
Sample Assessment Strategy achieved the Learning Outcomes. This is usually part of the normal teaching and
learning process, and not something extra at the end of a topic.
An aspect of the normal teaching and learning process that will enable a formative
Suggested Learning Activity
assessment to be made.

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