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Amuru High School location, New Curriculum Implementation, Teaching and Learning Resources, ICT Lab and Clubs

Amuru High School location, New Curriculum Implementation, Teaching and Learning Resources, ICT Lab and Clubs

Amuru High School is located in Toro Parish, Amuru Subcounty,  Amuru District, Acholi Region, Northern Uganda. On this page, you will get the details on Amuru High School location, New Curriculum Implementation, Teaching and Learning Resources, ICT Lab and Clubs.

Amuru High School is registered by the Ministry of Education and Sports (MoES). Its EMIS code is 1432.

Keyo Secondary School Location

Keyo Secondary School institution of learning is located in Amuru District. Sub-Region: Acholi, District: Amuru, County: Kilak, Sub-County: Amuru, Parish: Toro-Lamogi.

ICT Computer Laboratories

KAWA makes an effort to empower learners who are members of the ICT club under the Mandate of UCC and the Ministry of Education and Sports to take Care and Maintenance of the ICT Computer Lab through training and empowerment in hands-on skills.

Tooling and Retooling of teachers.

Expect more updates on this page and the individual school website about the progress made by KAWA towards the tooling and retooling of teachers from this school and the new plans for teacher professional Development covering areas like assessment for Learning and Recordkeeping, Implementation of the New Competence-Based Curriculum and New teacher policy, Learner Centred Teaching and Learning, Integration of ICT for enhanced teaching and learning, Classroom management and Project-Based Learning in this school


Implementation Lower Secondary Competency-Based Curriculum (CBC)

The School is implementing the Lower Secondary Competency-Based Curriculum (CBC) with S.1 learners as they progress to the next class. With the support of NCDC and the Master Trainers, teachers are gaining a deeper understanding of the implementation of the curriculum.

Project-Based Learning (PBL) is a key focus with projects that students will undertake at every end of the topic. Teachers will then be required to note the student’s progress before any new topic is introduced.

Teachers will be administering end-of-year exams in order to give feedback to parents and guardians.

KAWA recommends the creation of Teacher mentors and a Professional Learning Community (PLC) in the school so that teachers who have not been oriented to the revised curriculum can get help from their colleagues at school to understand the expectations of the new curriculum.

In the new curriculum, there is a provision for the pre-Vocational component of education which is in the line with the World of Work requirements and in line with the Skilling Uganda strategy. This is aimed at preparing learners at an early age with the opportunity to understand and appreciate vocational work, recognize it’s importance and later join the world of work in this area.

Subjects that will benefit from this arrangement include performing arts, Agriculture, ICT, Nutrition and Food Technology, Art and Design, Technology and Design, Physical Education, and Entrepreneurship.

Learners studying these subjects will have the option of being assessed in the occupational competence equivalent to Level 1 at the Directorate of Industrial Training (DIT) at the end of senior three.

Students who will decide to register for the DIT assessment will exit with two certificates, one from DIT and the other from UNEB.

End of Cycle Summative Assessment

After attending the four-year period of study, learners will be subjected to sit Uganda Certificate of Education (UCE) Examinations.

Each of the subject syllabi presents specifications that will identify the knowledge, understanding, and skills that will be assessed in each examination. The validity of each examination will be judged in relation to this specification.

It was established that the old curriculum is overloaded with subjects that are expensive to implement, focus on academic achievements and its assessment only encourages cram work. The new curriculum considers the new changes in science and technology and promotes creativity among learners. It aims at providing a learning environment, opportunities, interactions, and tasks that foster deep learning by putting the learner at the centre of the learning experience.

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