Proposed ICT Syllabus for Primary Schools Curriculum in Uganda
The Primary School Curriculum in Uganda does not include ICT or Computer Studies as a subject, but due to increased need and trends in other countries especially in the developed countries, many schools are teaching ICT as an extra curricula activity. There is no standard guiding syllabus for primary schools to teach ICT.
The ICT Teachers Association has now established a forum for several teachers of ICT in primary schools to suggest and discuss a suitable syllabus to use. It is intended to introduce learners to computers and provide them with skills, which they can use in their schoolwork, in further education and in future employment.
ICT is a critical and topical issue in the modern times and a key requirement for engaging in the 21st century. Since the world is moving technological, it supports the teaching and learning process across all subjects by providing a wide range of resources while preparing learners for the future. ICT not only contributes to the development of critical thinking, creativity, invention and innovation, but also to practical performance and functional application of knowledge and skills. ICT helps the learner to apply knowledge and skills to provide individual and community needs and solve problems in everyday life.
ICT adequately equips today’s learners in entry-level work and beyond, in further study and lifelong learning, and in their personal lives as inquisitive, reflective, discerning and caring citizens. ICT is significantly enhancing and altering human activities, enabling us to live, work and think in ways that most of us never thought possible. Since technology has an increasingly significant impact, and such broad implications for every individual, groups and entire nations, learners must be prepared to understand, control use and apply ICT in effective and efficient ways.
AIMS OF THE PROPOSED PRIMARY SCHOOL ICT SYLLABUS
The proposed syllabus aims to:
- develop in pupils an interest in and enjoyment of the many uses of ICT.
- develop in pupils an awareness of computer technology and its role in society.
- appreciate the role and impact of ICTs, safety and security as they apply to self,work and society
- develop an understanding of the operating skills required, be creative and innovative in solving problems through ICTs
- infuse ICTs in other subjects across the curriculum
- develop in pupils an appreciation of the use of computers in solving a wide variety of problems in information and communication technology
- help pupils acquire computer skills and knowledge which can be applied in future training or studies
- develop an appreciation of different computer applications
- encourage creativity and logical thinking.
METHODOLOGY
A pupil-centered approach is essential. This is a hands-on process approach involving problem identification and problem solving using the computer. The hands-on process approach stimulates curiosity and encourages learners to be innovative. With this approach the development of concepts and skills is achieved simultaneously in the learning activities.
Some of the participatory and pupil centered methods that could be used to teach computer studies include:
- Demonstration and observation
- Hands on Practice
- Discussion
- Question and answer
- Group work
- Discovery and experimentation
- Research
- Field trips
- Project work
- Visual display
- Games
- Use of audiovisual media
TIME ALLOCATION
The allocation of time (in periods) caters for 2 periods a week of 30 minutes each for each term. It is assumed that there will be ten weeks of effective teaching
At least 1hour per week per class should be allocated to computer lessons.
PROPOSED SYLLABUS OUTLINE CLASS BY CLASS (P1-P7)
Primary One (P1)
| P1 | TOPIC | SUB TOPICS |
| TERM1 | INFORMATION | -Definition of Information Sources of Information -Types of Information Information on a television and radio |
| TERM2 | COMMUNICATION AND TECHNOLOGY | -Definition of Communication and Technology -Technology tools used for creating and communicating information -Sender Message Channel Receiver —–Communicating with a phone |
| TERM3 | INTRODUCTION TO ICT DEVICES AND PROGRAMS FOR CHILDREN | Educative and simple game apps on smartphones or tablets like the EduTab such as Zoolingo, Flow Free, Marble Math Multiplication, Mazes & More ABCmouse, Epic Reading App, Hungry Caterpillar Play School, Nkoza & Nankya (a 3D Animated Children’s Video and Book Series, Fostering a Love for Reading, Creativity and Storytelling) |
Primary Two (P2)
| TERM1 | MOUSE SKILLS | Pointing (moving mouse cursor) -Single left Click for selecting items -Dragging mouse to draw shapes using paint brush -Right Clicking -Double Clicking -Scrolling -Use of Games Applications to reinforce mouse skills |
| TERM2 | KEYBOARD SKILLS 1 | -Typing letters of the alphabet using Notepad -Using numeric keys to type numbers -Using spacebar and backspace keys |
| TERM3 | INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) | -Definition of ICT -Uses of ICT in Society Using Simple ICT Tools (Phone, TV with remote, Radio, Camera, Computers, Tablet etc) |
Primary Three (P3)
| TERM1 | THE COMPUTER SYSTEM | -Definition of a Computer -Parts of a computer -Switching on a computer -Interacting with a computer (Start Menu, Icons, -Opening, Minimizing, Maximizing, Closing Windows |
| TERM2 | DRAWINGS AND GRAPHICS | -Start Using a Drawing/Painting Application -Create a new drawing -Drawing Tools -Manipulate, Format of Images & Drawings -Saving images and using them |
| TERM3 | KEYBOARD SKILLS 2 | -Finger Touch Typing Typing of words using the home, bottom and qwerty rows keys. -Combining of upper and lower case characters in typing -Use of basic text application like WordPad to type text -Use of Typing Tutors like Mavis Beacon to Master the keyboard |
Primary Four (P4)
| TERM1 | COMPUTER HARDWARE | -Categories of Computer Hardware (Input, output, storage, processing and communication tools) -A list of hardware devices per category |
| TERM2 | COMPUTER SOFTWARE | -Definition of Computer Software -System vs Application Software -Examples of Application and System software -Functions of an operating system |
| TERM3 | WORD PROCESSING | -Starting with a Word Processing Application -Types of Documents -Basic Text Formatting -Basic Paragraph Formatting -Copy and Move -Use of pictures and graphics in a document -Document Layout Printing |
Primary Five (P5)
| TERM1 | FILE MANAGEMENT | -Booting and Exploring a computer -Files and Folders -Creating, Renaming, Sorting, Copying, Moving, Deleting Files and Folders -Common File types |
| TERM2 | PRESENTATIONS 1 | -Start with a presentations application -Using Presentations -Basic data editing/formatting to a slide -Using, formatting images & objects -Insert images and objects -Use multimedia and animation effects to a presentation -Presentation of a slide show |
| TERM3 | SPREADSHEETS | -Starting with a Spreadsheet Application -Using Spreadsheets/Workbooks & Worksheets -Basic Data Editing -Format Cell Contents -Use Formulas and Functions -Pie Charts/Graphs Printing Worksheets |
Primary Six (P6)
| TERM1 | DESKTOP PUBLICATIONS | -Introduction to desktop publishing -Using a template and blank page to create different publications (Birthday Cards, Flyer, Success Card, Certificate etc), -Adding content (shapes, images and text) -Adjusting measurement units (inches, centimeters). -Saving a publication as a PDF and printing |
| TERM2 | PROGRAMMING FOUNDATIONS | -Introduction to Programming -Familiarizing with Programming Applications for kids such as those on the smile-pi (smile-pi.github.io): Blockly Games, Snap!, Turtle Academy, Code Monster, etc. -Programming With Scratch (scratch.mit.edu) -Familiarising with MicroWorlds and the Logo Programming Language to create and share interactive games, perform mathematical experiments, explore science simulations and write multimedia stories. |
| TERM3 | INTERNET | -Basic Internet Concepts -Starting with a Web Browsing Application -Finding Information on the Internet -Using Favorites / Bookmarks |
Primary Seven (P7)
| TERM1 | EMAIL and SOCIAL MEDIA | Creating an E-mail address Basic Use of Electronic Mail Messages Attachments Basics of Social Media Netiquette and Cyber security Fundamentals |
| TERM2 | DIGITAL LIBRARIES FOR RESEARCH | Introduction to Digital Libraries (Online and Offline) Carry out academic research on Internet and other academic applications like “Encarta”, “Britannica”, RACHEL, etc. Advanced Search Engine Strategies for Electronic, Digital or ICT based Information Resources Information Literacy and Evaluation |
| TERM3 | ICT INTEGRATION IN OTHER SUBJECTS | Use of ICT to learn concepts other subjects eg Locating places on a map, Presentation in class, Creating statistical charts from data Use audio and video recordings for Role play, narrations Project work (Project of Integration) |
NB: This syllabus is still a draft being discussed through our various ITAU forums listed at socialmedia.ictteachersug.net.
References
To come up with this draft,
- We got ideas from what model Ugandan schools like Ark Schools Naguru Campus and Dream Africa Schools are doing.
- We also considered the New NCDC Lower Secondary ICT Syllabus ,
- The ECDL Syllabus for Kids,
- ICT Syllabus for Primary Schools by Directorate for Learning and Assessment Programmes, Government of Malta,
- ICT Curricullum in India,
- Zimbabwe ICT and Computer Science Syllabus for Infant Level, Junior Level, Olevel and Alevel
- the ICT in Primary Education Analytical survey by the UNESCO Institute for Information Technologies in Education
- and the ICT-in-Education Toolkit Reference Handbook.
The initial contributions to this proposal were submitted by the following members:
- Mr. Ayo Rafile, an ICT Teacher at Ark schools – Naguru main campus
- Mr. Tumusiime Emmanuel, an ICT teacher at Dream Africa School – Seeta,
- Mr. Stephen Dumba, an ICT Teacher at eZone School of Computing, Nabbingo
- Coordinated by Mr. Mukalele Rogers, an ICT Instructor at Makerere University Jinja Campus).
We request all members to make an input to the discussion by posting comments on this page (below in the comment section. Primary School ICT Teachers are also requested to register with ITAU through (primary.ictteachersug.net) and we shall keep you updated on all developments regarding teaching ICT in primary schools in Uganda.
We also encourage members to undertake this course timely FREE course during this period to improve their pedagogical skills development. Click here –> ICT in Primary Education Course: Transforming children’s learning across the curriculum.
Perspectives on Proposed Syllabus for Primary Schools
In on 4th June 2020, we conducted a discussion via Zoom, on the Primary School ICT Syllabus for Uganda proposed above and we were joined by Mr. Tuhame Moses, an ICT Specialist at National Curriculum Development Center (NCDC). Follow the discussion through the following video recording.
For more inquiries, please contact
Rogers Mukalele
National Coordinator – ITAU 2018-2020
0776960740 / 0706060740
6 Comments
Thanks Mr. Mukalele for the draft primary ICT curriculum/syallabus for primmary schools, so far so good! The biggest challenge at hand now is that our Ugandan education system especially the old system didn’t cater for ICT content causing us to much scratch our heads to look into the current secondary ICT content and down-place it in primary section. when doing this, we need to put a variety of factors in mind such as; The learner’s ability, content pre-requisites, language of mediation at that level, age, among others.
Primary education in Uganda is divided into 3 section, namely; lower primary p1 to p3, middle primary p4 to p5 and lastly upper primary p6 to p7. The lower section primary mostly uses the local/regional local language and does more of role play activities than actual writing of notes as per the thematic curriculum, middle section uses more of English and purely English for the upper section.(much emphasis on rural gov’t owned schools that rarely implement the “hidden agenda” curriculum). One of my strongest suggestions is that we create the spiral type of curriculum/syllabus (https://study.com/academy/lesson/spiral-curriculum-definition-example.html). I advocate for it by borrowing ideas from how SESEMAT is doing content delivery- a topic being broken for example by using a computer based example, a topic like word processing being split into two and be handled at two different levels may be wp1 at p2 then wp2 at p3. Refer to the provided link for better examples n merits.
One of the Topic arrangement determinants are the principles and maxims of teaching such as teaching from simple to difficult/complex, unkown to known, small to big etc. ICT concepts at primary one should be term one should have their content driven way back from the old/analogue technologies of communicating information such as use of drums, so that learners can appreciate the current technology upon having carriedout a guided comparison between old and current technologies of doing things.Skilling activities such as keyboarding, mouse usage, should start from primmary one, this should also apply to the definition and parts of a computer so that even a p.1 or p2 dropout can be able to define a computer and name its basic parts.
More supplements to follow soon after critically studying the available draft.
Thanks once again for the good team spirit and coordination.
Thank you very much for this input. The suggestion to split a topic like Word Processing and teach it across several classes is a great one!
Thanks Rogers for this wonderful artcle. Let me study it and will comment further.
For any input regarding the proposed ICT Curriculum for Primary Schools under consideration, please drop comments here.
Thank you mr. Mukalele and the group for that initiative. Allow me also take time to carefully read through, i will give more comments if necessary.
Thank you Mr. Mukalele and other members for that great work. The curriculum is good. However to add on the curriculum i suggest that mouse and keyboard skills begin from p.1 such that pupils interact with them earlier. Also Microsoft office skills should begin from lower primary such that by the time the pupil reaches p.7 will be good at hands on.
Thanks