Professional Documents
Culture Documents
FOREWORD
In line with the Constitution of the Republic of Uganda (1995
Edition) Section 30, which highlights Education as a Childrens
Right; the Education For All (EFA) Goals 2 and 3, which call for
achievement of universal primary education and promoting
gender equality and women empowerment respectively; and the
Millennium Development Goals, Government of Uganda in 1997
launched Universal Primary Education (UPE). The introduction of
UPE led to a drastic increase in primary school enrolment, which
was a big achievement. The major challenge now is to ensure that
the increase in enrolment is matched with quality.
Among the critical interventions which have been made in an effort
to improve the quality of UPE is the review of the Primary School
and Primary Teacher Education (PTE) Curricula. This has been done
to make the curricula more responsive to the current education
needs of the country and to address the national goals of Primary
Education and Primary Teacher Education (Government White
Paper on Education, 1992) more effectively.
A lot of effort has also been invested in training and retraining
of primary school teachers as one way of addressing the quality
demands. The introduction of the Life skills curriculum and the
Handbook as support materials for the reviewed PTE and Primary
school curricula is yet another important milestone to enhancing
the quality of our teachers, hence, the quality of Universal Primary
Education.
It is the hope of the Ministry of Education and Sports that tutors in
Primary Teachers Colleges and teachers in primary schools will use
the life skills curriculum and the Handbook effectively to improve
life skills education in primary schools.
Signed
.............................
Francis X.K. Lubanga
PERMANENT SECRETAY
Ministry of Education and Sports LIFE SKILLS CURRICULUM FOR PRIMARY SCHOOL TEACHERS IN UGANDA
ACKNOWLEDGEMENT
The Ministry of Education and Sports acknowledges the following
organisations for their contribution in developing the life skills
curriculum for Primary school teachers and the accompanying
Handbook:
Forum for African Women Educationalists Uganda Chapter (FAWEU),
Literacy and Adult Basic Education (LABE), Uganda National
Teachers Union (UNATU) for initiating the idea and coordinating the
developmentofthiscurriculumandtheHandbook;OxfamNOVIBand
Education International for funding the Quality Educators (QUED)
Project under which the curriculum and Handbook were developed;
the education and civic leadership of Gulu, Apac, Amolatar and
Pader, which were the focus districts for the Project for hosting
the Project and for making input into the materials during the
development process; the leadership, CCTs and pre-service tutors
of Gulu, Loro, Kitgum and Shimoni Core PTCs as well as tutors
of Christ the King and Canon Lawrence PTCs for their input and
support during eld testing of the materials; Kyambogo University
and National Curriculum Development Centre for availing ofcers
to serve on the steering committee of the Project and making input
during the development of the materials.
The Ministry also recognises: M.N. Nsereko Commissioner
Teacher Instructor Education and Training, Janet Florence Aguti
Acting Assistant Commissioner Primary Teacher Education,
Jane Egau Okou Assistant Commissioner Instructor and Tutor
Education; Web Elicard Ndyabahika Assistant Commissioner
Secondary Teacher Education, for providing policy guidance to the
QUED project during the development of the materials; and the
following members of the Project Steering Committee: Godfrey
Bakaira- Kyambogo University-Department of Teacher Education
and Development Studies; Wilber Wanyama- Department of
Teacher, Instructor Education and Training, MoES; Gabriel Obbo
Katandi-National Curriculum Development Centre; Lydia NakijobaDirectorate of Education Standards, MoES; Martha MuhweziForum for African Women Educationalists Uganda Chapter; Stella
LIFE SKILLS CURRICULUM FOR PRIMARY SCHOOL TEACHERS IN UGANDA
ii
iii
TABLE OF CONTENT
FOREWORD
ACKNOWLEDGEMENT
i
ii
12
14
16
16
16
18
20
22
23
25
27
27
28
30
31
32
34
THEME FIVE: APPLICATION OF LIFE SKILLS IN THE WORLD OF WORK
34
Learning Outcomes for the Theme
Topic One: Life skills as a tool for identifying alternatives of earning a living
35
36
iv
a)Deneslifeskills
b)Explainsthe
conceptoflife
skillseducation
c)Identiesthe
variouscategories
oflifeskills
d)Statesthe
importanceoflife
skillsandlifeskills
education
e)Identies
indicatorsoflife
skillsdevelopment
Content
a)ConceptofLife
skills
b)Whatlifeskills
educationis
c)Categoriesof
lifeskills
d)Importance
oflifeskills
andlifeskills
education
e)General
indicators
oflifeskills
development
SuggestedTeaching/
InstructionalStrategies
a)Brainstormingonthe
conceptoflifeskills
b)Explainingthe
conceptoflifeskills
educationthrough
Think-Pair-Share
c)Identifyingdifferent
categoriesoflifeskills
throughlisteningto
storiesandreading
casestudies
d)Discussingthe
importanceofvarious
categoriesoflifeskills
ingroups
e)Brainstormingon
indicatorsoflifeskills
development
Further Reading
1. Life skills for Young Ugandans 1998.
2. Life skills Brochure 2002
3. NFE Life skills Module 2002.
a)Denesselfawareness
b)Statesthe
importanceof
selfawareness
c)Identiesthe
valuesand
indicatorsof
self-awareness
d)Analysesself
e)Supports
learnersin
developingself
awareness
Content
a)Meaningofself
awareness
b)Importanceof
selfawareness
c)Valuesand
indicatorsof
selfawareness
d)Characteristics
ofself
e)Activitiesfor
developing
selfawarenesse.g.
counselling,
giving
feedback
andtrying
outdifferent
experiences
SuggestedTeaching/
InstructionalStrategies
a)Brainstormingon
theconceptofself
awareness
b)Discussingthe
importanceofself
awarenessinpairs
c)Discussinginsmall
groupsoranalysing
casestudiesandstories
toidentifythevalues
andindicatorsofself
awareness
d)Analysingawareness
ofselfingroups,using
JOHARIsWindow
e)Purposefulengagement
oflearnersinactivities
whichdevelopself
awarenesse.g.games,
sports,music,dance,
dramadebate,talk
shows
Further Reading
Figurski, T. J., (1987) Self Awareness and other awareness: The
use of Perspective in everyday life.
Burns, R. B. (1982) Self Concept Development and Education,
London: Holt, Rhinehart and Winston
a)Denesselfesteem
b)Statesthe
importanceof
highself-esteem
c)Identiesthe
valuesand
indicatorsofhigh
andlowselfesteem
d)Supportslearners
indeveloping
highself-esteem
Content
a)Meaningof
selfesteem
b)Importance
ofhighself
esteem
c)Valuesand
indicatorsof
highandlow
self-esteem
d)Activitiesto
develophigh
self-esteem
SuggestedTeaching/
InstructionalStrategies
a)UsingVIPPcardsto
deneselfesteem
b)Brainstormingonthe
importanceofhighself
esteem
c)Usingcasestudies/
stories/dramatoelicit
indicatorsofhighand
lowselfesteem
d)Engaginglearnersin
purposefulactivities
suchasroleplays,
debate,drama,
speeches,hotseat,
paneldiscussions,which
develophighself
esteem
Further Reading
Curry, N.E & Johnson, C.N. (1990) Beyond Self Esteem: Developing
a genuine sense of value. In Porter L. (2003) Young Childrens
Behaviour: Practical approaches for Caregivers & Teachers,
Australia: Paul Chapman Publishing.
Content
SuggestedTeaching/
InstructionalStrategies
a)Denes
assertiveness
b)Distinguishes
passive,
aggressive
andassertive
behaviour
c)Identiesthe
valuesand
indicatorsof
assertiveness
d)Identies
situations
whichrequire
assertiveness
e)Explains
factorswhich
leadtononassertive
behaviour
f)Demonstrates
assertive
behaviour
g)Supports
learners
developthe
skillof
assertiveness
a)Meaningof
assertiveness
b)Passive,
aggressiveand
assertive
behaviour
c)Valuesof
assertiveness
e.g.condence,
responsibility;
andindicators
e.g.openness,
leadership
d)Situationsthat
require
assertiveness
e.g.sayingNo,
makingrequests,
networking,
giving
complimentsor
praise
e)Factors
whichleadto
nonassertive
behavioure.g
fearofupsetting
othersfearof
rejection.
f)Activitiesfor
developing
assertive
behaviour
a)Brainstorming
theconceptof
assertiveness
b)Simulatingpassive,
aggressiveand
assertivebehaviour
c)Analysingshortplays,
stories,poems,songs
toidentifyvalues
andindicatorsof
assertiveness
d)Groupdiscussionto
identify:-situations
whichrequire
assertiveness
-factorswhichleadto
nonassertive
behaviour
-activitiesand
scenarios
whichwillbeusedto
supportlearners
developassertiveness
e)Modellingassertive
behaviour
f)Engaginglearnersin
activitiessuchas
debate,dramawhich
promotedevelopment
ofassertiveness
10
Further Reading
Strutzenberger,M.,(2003)ChannelIslandTrainingandDevelopment
Ltd Assertiveness & Communication Skills. Available: www.
citd.co.uk/courses/course_details.cfm?id=E600FC834F8A-4535
accessed: February 28th, 2010.
11
12
Content
a)Denesemotion
b)Demonstrates
differentemotions
c)Statesthecauses
ofdifferent
emotions
d)Statestheeffects
ofdifferent
emotions
e)Explainsthe
functionsof
emotions
f)Identiesthe
valuesand
indicatorsof
personswhocope
withemotions
g)Identies
strategiesof
copingwith
emotions
h)Supportslearners
todevelopskills
ofmanaging/
copingwith
emotions
a)Meaningof
emotion
b)Emotions
e.g.anger,
fear,
sadness,
happiness,
love
c)Causesof
different
emotions
d)Effectsof
different
emotions
e)Functionsof
emotions
f)Valuesand
indicatorsof
copingwith
emotions
g)Strategiesof
copingwith
emotions
h)Activities
forcoping
emotions
SuggestedTeaching/
InstructionalStrategies
a)Brainstormingonthe
meaningofemotions
b)Simulatingdifferent
emotions
c)Discussingingroups
thecauses,effectsand
functionsofemotions
d)Usingbuzzgroupsto
identifythevaluesand
indicatorsofcoping
withemotions
d)Discussinginsmall
groupsactivitieswhich
canbeusedtoenable
learnersdevelopthe
abilitytocopewith
emotions
e)Discussinginsmall
groupsthestrategiesof
copingwithemotions
f)Involvinglearners
inactivitiessuchas
drama,gameswhich
developtheirabilityto
copewithemotions
Further Reading
Tull, M., Post Traumatic Stress (PTSD), How to Monitor Your
Emotions and Increase Emotional Awareness http://ptsd.about.
com/ Accessed30/01/2010.
LIFE SKILLS CURRICULUM FOR PRIMARY SCHOOL TEACHERS IN UGANDA
13
14
Content
SuggestedTeaching/
InstructionalStrategies
a)Denesstress
b)Statesthe
causesof
stress,
itssignsand
effects
c)Identiesthe
valuesand
indicatorsof
stressand
copingwith
stress
d)Explains
strategiesfor
managingstress
e)Supports
learnersto
developtheskill
ofcoping
withstress
a)Meaningof
stress
b)Causes,signs
andeffectsof
stress
c)Valuesand
indicatorsof
stressand
copingwith
stress
d)Strategies
formanaging
stresse.g.
socialsupport,
activities
thatpromote
asenseof
humour,eating
abalanced
diet,regular
exercise,
relaxation
activities,
planningahead
e)Activitiesthat
demonstrate
stress
management
a)Brainstormingthe
conceptofstress
b)Discussinginsmall
groupsthecauses,
signsandeffectsof
stress
c)Usingsmallgroup
discussionstoidentify
thevaluesand
indicatorsofstress
andcopingwith
stress
d)Discussingingroups
toidentifyand
explainstrategiesfor
managingstress
e)Engaginglearnersin
purposefulactivities
suchasrelaxation
andplanningahead
whichdevelopthe
skillofcopingwith
stress
f)Engaginglearnersin
activitiesthatenable
themdevelopthe
abilitytocopewith
stress
Further Reading
CopingSkillat<http://en.wikipedia.org//wiki/coping_skillAccessed
02/02/2010
15
16
Content
a)Describesthe
varioustypesof
relationships
b)Identiesfactors
whichinuence
relationship
formation
c)Identiesthe
valuesand
indicators
ofhealthy
relationships
d)identies
activitiesfor
developing
healthy
relationships
e)Supportslearners
todevelopthe
skillofforming
andmaintaining
healthy
relationships
a)Typesof
relationshipse.g.
friendship,peer
relationships,
family
relationships
b)Factorsthat
inuence
relationship
formation
c)Valuesand
indicators
ofhealthy
relationships
d)Activitiesto
supportthe
development
andmaintenance
ofhealthy
relationships.
e)Developing
learnersability
toformhealthy
relationships
SuggestedTeaching/
InstructionalStrategies
a)Brainstormingon
differenttypesof
relationships
b)UsingVIPPcards
toelicitdifferent
factorsthatinuence
relationshipformation
c)Thinkpairshareon
valuesandindicators
ofhealthyrelationships
d)Actingroleplaysto
illustrateformation
andmaintenanceof
healthyrelationships
e)Workingingroupsto
identifyactivitiesand
scenarioswhichwill
beusedtosupport
learnersindeveloping
healthyrelationships
f)Purposefulexposureof
learnerstoactivities
whichpromote
developmentof
healthyrelationships
Further Reading
UNICEF Uganda (1996) Life skills for Young Ugandans, Kampala,
Uganda Printing and Publishing Co-operation.
Asher, S. R. and Williams, G. A. (1987) Helping children without
friends in home and school, in Webster-Stratton,(1999) How to
promote Childrens Social and Emotional Competence, London:
SAGE Publications Ltd.
LIFE SKILLS CURRICULUM FOR PRIMARY SCHOOL TEACHERS IN UGANDA
17
Content
a)Denesnegotiation
b)Explainsthe
importanceof
negotiation
c)Identiesthe
valuesand
indicatorsof
negotiation
d)Identiesthe
requirements
foreffective
negotiation
e)Illustratesthe
negotiationprocess
f)Supportslearners
todevelop
negotiationskills
a)Meaningof
negotiation
b)Importanceof
negotiation
c)Valuesand
indicatorsof
negotiation
d)Requirements
foreffective
negotiation
e)Thenegotiation
process
f)Activities
todevelop
negotiation
skills,such
asroleplays
onselling
andbuying,
negotiating
forabride
tobe-atan
introduction
ceremonyand
debates
SuggestedTeaching/
InstructionalStrategies
a)Brainstormingthe
meaningofnegotiation
b)Think-pair-shareto
discusstheimportance
ofnegotiation
c)Workinginsmall
groupstoidentifythe
valuesandindicators
ofnegotiation
d)Analysingstories,
poemsandcase
studiestoidentify
therequirementsfor
effectivenegotiation
e)Actingroleplaysto
illustratetheprocessof
negotiation.Youcould
makeuseofresource
personsfromthelocal
environment
f)Engagelearnersin
purposefulactivities
meanttodevelop
negotiationskills
18
Further Reading
Negotiation
skills
manual
http://www.jci.cc/docs/university/
NegotiationSkills-Manual-2007-ENG.pdf Essentials of negotiation
http://www.leighthompson
19
20
a)Describes
empathy
b)Distinguishes
between
empathyand
sympathy
c)Statesthe
importanceof
empathy
d)Identiesthe
valuesand
indicatorsof
empathy
e)Supports
learnersto
developempathy
Content
a)Meaningof
empathy
b)Difference
between
empathyand
sympathy
c)Importanceof
empathy
d)Valuesand
indicatorsof
empathy
e)Activities
todevelop
empathy
SuggestedTeaching/
InstructionalStrategies
a)Explainingthemeaningof
empathy,throughThinkPair-Share
b)Actingroleplaysto
illustratethedifference
betweenempathyand
sympathy
c)Brainstormingonthe
importanceofempathy
d)Discussingingroupsor
analysingstories,poems
songsandcasestudies
toidentifythevaluesand
indicatorsofempathy
e)Discussingingroupsto
generateactivitieswhich
willbeusedtosupport
learnersindeveloping
theskillofempathyand
purposefullyengaging
learnersinthoseactivities
Further Reading
Mullen, E. A., Empathy, Seeing Value in the Experience of Others.
Available: www.edmullen.com Accessed 16/01/2010
21
a)Explainsthe
meaningof
peerinuence
b)Distinguishes
between
positiveand
negativepeer
inuence
c)Identiesthe
valuesand
indicatorsof
positivepeer
inuence
d)Supports
learners
develop
theskillsof
managingpeer
inuence
Content
SuggestedTeaching/
InstructionalStrategies
a)Meaningofpeer
inuence
b)Difference
betweenpositive
andnegative
peerinuence
c)Valuesand
indicatorsof
positiveand
negativepeer
inuence
d)Activitiesto
developtheskill
ofmanaging
peerinuence
a)Brainstormingonthe
meaningofpeerinuence
b)Usingcasestudiesto
identifythecharacteristics
ofpositiveandnegative
peerinuence
c)Discussingingroupsor
usingcasestudies,stories
toidentifythevaluesand
indicatorsofpositivepeer
relationships
d)Actingroleplaysto
illustratemanagementof
bothpositiveandnegative
peerinuenceand
purposefulengagementof
learnersinactivitieswhich
promotethedevelopment
ofskillstomanagepeer
inuence
Further Reading
Asher, S. R. and Williams, G. A. (1987) Helping children without
friends in home and school, in Webster-Stratton, (1999) How to
promote Childrens Social and Emotional Competence, London:
SAGE Publications Ltd.
LIFE SKILLS CURRICULUM FOR PRIMARY SCHOOL TEACHERS IN UGANDA
22
23
a)Denes
communication
b)Identies
thedifferent
typesof
communication
c)Explainsthe
purposeof
communication
d)Describesthe
processof
communication
e)Identiesthe
valuesand
indicators
ofeffective
communication
f)Identies
thebarriers
toeffective
communication
g)Supports
learnersin
developing
skillsfor
effective
communication
Content
SuggestedTeaching/
InstructionalStrategies
a)Meaningof
communication
b)Typesof
communicationi.e.
verbalandnonverbal
c)Purposeof
communication
d)The
communication
process
e)Valuesand
indicators
ofeffective
communication
f)Barrierstoeffective
communication
g)Activitiesfor
developing
effective
communication
suchasdebate,
drama,hotseating,making
speeches,telling
storiesandsinging
a)Inbuzzgroups,
brainstormingon
themeaning,types
andpurposeof
communication
b)Actingroleplays
toillustratethe
communicationprocess
c)Analysingspeeches,
stories,conversations,
songstoidentifythe
valuesandindicatorsof
effective
communication
d)Discussinginpairsand
thensharingwith
theclassthe
barrierstoeffective
communication
e)Engaginglearners
purposefullyin
activities
suchasdebate,drama,
hot-seating,making
speeches,telling
stories,
whichpromotethe
developmentofskills
foreffective
communication
Further Reading
Adder, R. B., Rosenfeld, L.B. & Proctor, R. F. (2001) Interplay The
Process of Interpersonal Communication, (8th ed) Fort worth, TX:
Harcourt College.
LIFE SKILLS CURRICULUM FOR PRIMARY SCHOOL TEACHERS IN UGANDA
24
Content
SuggestedTeaching/
InstructionalStrategies
a)Denes
conict
b)Identies
thetypesof
conict
c)Statesthe
causesand
effectsof
conict
d)Identies
strategiesfor
nonviolent
conict
resolution
e)Identiesthe
valuesand
indicatorsof
nonviolent
conict
resolution
a)Meaningof
conict
b)Typesof
conicte.g.
relationship
conict,
interest
conict,
structural
conict,value
conict
c)Causesand
effectsof
conict
d)Strategiesfor
nonviolent
conict
resolution
a)Brainstormingonthe
meaningofconict
b)Usingsmallgroupsto
discussthetypesof
conict;theircauses,
effectsandstrategiesfor
resolvingthemthrough
non-violentmeans
c)Roleplayingnonviolentmeansofconict
resolution
d)Discussinginsmall
groups
oranalysingstories,short
playstoidentifythe
values
andindicatorsofnon
violentconictresolution
25
Competences
Content
SuggestedTeaching/
InstructionalStrategies
f)Supportslearners
indeveloping
theskillsfornon
violentconict
resolution
e)Valuesand
indicatorsof
nonviolent
conict
resolution
f)Activities
todevelop
skillsfornon
violentconict
resolution
e)Engaginglearners
purposefullyin
simulatingconict
situationsand
discussinghowthey
canberesolved
withoutreverting
toviolentmeans
Further Reading
Conict resolution workshop: www.ifuw.org/training/pdf/conictfacilitator-2001.pdf Conict
edu/bfc/pubs/handouts.pdf
resolution:
www.extension.iastate.
26
27
Content
a)Explainsthe
meaningof
creativethinking
b)Demonstrates
themethodsof
creativethinking
c)Identies
obstaclesto
creativethinking
d)Identiespositive
attitudesfor
creativity
e)Identiesthe
valuesand
indicatorsof
peoplewhothink
creatively
f)Supportslearners
todevelop
creativity
a)Meaning
ofcreative
thinking
b)Methods
ofcreative
thinkinge.g.
evolution,
synthesis,
revolution
c)Obstacles
tocreative
thinking
d)Positive
attitudesfor
creativity
e)Valuesand
indicators
ofcreative
thinking
SuggestedTeaching/
InstructionalStrategies
a)Thinkpairshareto
discussmeaningof
creativethinking
b)Workingingroups
toreectoncases
depictingthemethods
ofcreativethinking
c)Actingroleplaysto
illustratetheobstacles
tocreativethinking
d)Writingshortplays
andstoriestoillustrate
positiveattitudesfor
creativity
e)Usingaplenarycontest
toidentifythevalues
andindicatorsof
creativethinking
28
Competences
Content
f)Activitiesto
developskills
forcreativity
suchas
composing
andacting
shortplays,
imaginative
composition
inArtand
Technology
SuggestedTeaching/
InstructionalStrategies
f)Purposefullyengaging
learnersinactivities
suchcomposingand
actingsimpleplays,
poemsanddelivering
impromptuspeeches
topromotethe
developmentofthe
skillofcreativethinking
Further Reading
Craig, R., (2001) Creative Thinking Skills for Life and Education
(teaching
creativity)
available:
http://www.asa3.org/ASA/
education/think/creative/htm accessed 22/01/2010
29
a)Denescritical
thinking
b)Explainsthe
elementsof
criticalthinking
c)Statesthe
importanceof
criticalthinking
d)Identiesthe
valuesand
indicatorsof
criticalthinking
e)Supports
learnersin
developingthe
skillofcritical
thinking
Content
a)Meaningof
criticalthinking
b)Elements
ofcritical
thinkingi.e.
conceptualising,
analysing,
synthesising,
evaluating
andapplying
information
c)Importanceof
criticalthinking
d)Valuesand
indicatorsof
criticalthinking
e)Activitiesto
developcritical
thinking
SuggestedTeaching/
InstructionalStrategies
a)Usingbuzzgroupsto
explainmeaningof
criticalthinking
b)Brainstormingtoelicit
elementsofcritical
thinking
c)Workinginsmallgroups
todiscussimportanceof
criticalthinking
d)Usingsmallgroup
discussionsoranalysing
simpleplays,case
studies,storiesto
identifythem,valuesand
indicatorsof
criticalthinking
e)Insmallgroups
discussingactivities
whichcanpromote
developmentofcritical
thinkingandpurposefully
engaginglearnersinthe
activities
Further Reading
Beyer, B. K., (1995) Critical Thinking, Bloomington, IN: Philadelta
Kappa Educational Foundation
LIFE SKILLS CURRICULUM FOR PRIMARY SCHOOL TEACHERS IN UGANDA
30
Content
a)Conceptof
decision
making
b)Theprocess
ofdecision
making
c)Valuesand
indicators
ofeffective
decision
making
d)Activities
todevelop
effective
decision
making
SuggestedTeaching/
InstructionalStrategies
a)Brainstormingthe
meaningofdecision
making
b)Usingroleplaysand
gamestoillustratethe
processofdecision
making
c)Discussinginsmallgroups
oranalysingshortplays,
speeches,storiesto
identifythevaluesand
indicatorsofeffective
decisionmaking
d)Purposefullyengaging
learnersinactivities
whichcallfordecision
makingandmakingthem
discussotherpeoples
decisionmakingprocesses
Further Reading
McNamara, Basic Guidelines of Problem Solving Authenticity
Consulting LLC Available: http:// managementhelp.org/prsn_prd/
prb_bsc.htm Accessed: 22/01/2010
31
a)Denesaproblem
b)Explainsthe
meaningof
problemsolving
c)Identiesvalues
andindicatorsof
problemsolving
d)Relatesskillsof
decisionmaking
toproblem
solving
e)Demonstrates
theprocessof
problemsolving
f)Supportslearners
todevelop
problemsolving
skills
Content
a)Conceptofa
problem
b)Meaningof
problemsolving
c)Valuesand
indicatorsof
problemsolving
d)Relationship
between
decisionmaking
andproblem
solving
e)Theproblem
solvingprocess
f)Activities
todevelop
problemsolving
skills
SuggestedTeaching/
InstructionalStrategies
a)Brainstormingonthe
meaningofaproblem
b)UsingThink-pair-share
toelicitthemeaningof
problemsolving
c)Discussinginsmall
groupstoidentifythe
valuesandindicators
ofeffectivedecision
making
d)Actingroleplaysto
demonstratethe
relationshipbetween
decisionmakingand
problemsolving
e)Actingroleplaysto
demonstratethe
problemsolvingprocess
f)Purposefullyengaging
learnersinactivities
whichsupportthe
developmentofproblem
solvingskills
Further Reading
McNamara, Basic Guidelines of Problem Solving Authenticity
Consulting LLC Available: http:// managementhelp.org/prsn_prd/
prb_bsc.htm Accessed: 22/01/2010
LIFE SKILLS CURRICULUM FOR PRIMARY SCHOOL TEACHERS IN UGANDA
32
33
Content
a)Identies
different
alternativesfor
earningaliving
b)Explainshow
differentlifeskills
canbeimportant
inearningaliving
c)Identiesvalues
andindicatorsfor
applicationoflife
skillsinactivities
forearninga
living
d)Supportslearners
toapplylifeskills
effectivelyto
situationsfor
earningaliving
a)Alternatives
ofearninga
living,their
advantages
and
disadvantages
b)Importance
oflifeskills
inearninga
living
c)Valuesand
indicatorsof
application
oflifeskills
inactivities
forearninga
living
d)Projectsfor
earninga
living
SuggestedTeaching/
InstructionalStrategies
a)Brainstormingon
alternativesforearninga
living,theiradvantages
anddisadvantages
b)Simulatingsituations
forearningalivingfor
examplebusinessand
discussinghowvarious
lifeskillsapplyinthose
situations
c)Discussinginsmall
groupsoranalysingcase
studies,shortplays,
toidentifyvaluesand
indicatorsofapplication
oflifeskillsinactivities
forearningaliving
d)Engagingleanersin
simplemoneygenerating
projectsandguiding
themtoapplyvariouslife
skills
Further Reading
Robert Kiyasaki (1997), Rich Dad Poor Dad
LIFE SKILLS CURRICULUM FOR PRIMARY SCHOOL TEACHERS IN UGANDA
34
Content
a)Denes
entrepreneurship
b)Statesthe
functionsof
entrepreneurs
c)Identiesthe
characteristics
ofagood
entrepreneur
d)Identiesthe
lifeskillsone
requiresto
carryoutthe
functionsofan
entrepreneur
effectively
a)Meaningof
entrepreneurship
b)Functionsof
entrepreneurs
e.g.planning,
organisation
building,
management,
riskand
uncertainty
bearing,
innovation
c)Characteristics
ofgood
entrepreneurs
e.g.strongbelief
inself,creativity,
abilitytolead,
independenceof
mind,tolerance,
motivation
SuggestedTeaching/
InstructionalStrategies
a)Explainingtheconcept
ofentrepreneurship
throughThink-Pair
Share
b)Brainstorming
onfunctionsof
entrepreneurs
c)Discussingthe
characteristicsofa
goodentrepreneurin
groups
d)Discussingthelifeskills
onerequirestocarry
outthefunctionsofan
entrepreneur
effectively
e)Usingcasestudiesto
identifyfactors
toconsiderwhen
choosingabusiness
35
Competences
Content
SuggestedTeaching/
InstructionalStrategies
d)Lifeskillsone
requirestocarry
outthefunctions
ofanentrepreneur
effectively
e)Factorstoconsiderin
startingabusiness
i.e.marketpotential,
existingcompetition,
location,knowledge/
experience,capital
f)Projectstopractise
entrepreneurship
f)Engaginglearners
intheformulation
andmanagement
ofprojectswhich
supportdevelopmentof
entrepreneurshipskills
Further Reading
Nowshade Kabir. Seven Key Qualities of Successful Entrepreneurs
Article Source: http://EzineArticles.com/?expert=Nowshade_Kabir
36
37
Content
a)Denesleadership
b)Statesthefunctions
ofaleader
c)Describesdifferent
leadershipstyles
d)Distinguishes
betweenagood
andbadleader
e)Identieslifeskills
requiredforgood
leadership
f)Explainsthe
importanceoflife
skillsinleadership
g)Demonstratesgood
leadershipskills
h)Supportslearners
todevelop
leadershipskills
a)Meaningof
leadership
b)Functionsofa
leader
c)Leadership
styles
d)Qualitiesof
goodleaders
e)Lifeskills
required
forgood
leadership
f)Importanceof
lifeskillsin
leadership
g)Skillsfor
effective
leadership
h)Activitiesfor
developing
leadership
skills
SuggestedTeaching/
InstructionalStrategies
a)Brainstormingonthe
conceptofleadership
b)Discussingingroupsthe
functionsofaleader,
differentleadership
stylesandqualitiesofa
goodleader
c)Analysingcasestudies
toidentifythelifeskills
requiredforeffective
leadershipand
discussingtheir
importance
d)Actingroleplays
todemonstrategood
leadership
e)Assigninglearners
leadershiproles
f)Mentoringlearnersto
becomegoodleaders
Further Reading
Adair, J, (1997). Leadership Skills. Chartered Institute of Personnel
Development, London, 1997
38
REFERENCES
Adder, R. B., Rosenfeld, L.B. & Proctor, R. F. (2001) Interplay The
Process of Interpersonal Communication, (8th ed) Fort worth, TX:
Harcourt College.
Article Source: http://EzineArticles.com/?expert=Nowshade_Kabir
Asher, S. R. and Williams, G. A. (1987) Helping children without
friends in home and school, in Webster-Stratton, (1999) How to
promote Childrens Social and Emotional Competence, London:
SAGE Publications Ltd.
Craig, R., (2001) Creative Thinking Skills for Life and Education
(teaching
creativity)
available:
http://www.asa3.org/ASA/
education/think/creative/htm, accessed 22/01/2010.
Curry, N.E & Johnson, C.N. (1990) Beyond Self Esteem: Developing
a genuine sense of value.
InPorterL.(2003)YoungChildrensBehaviour:Practicalapproaches
for Caregivers & Teachers, Australia: Paul Chapman Publishing.
Entrepreneurship,Availableat:http://www.nos.org/Secbuscour/30.
pdf.
Essentials of negotiation http://www.leighthompson.
Figurski, T. J., (1987) Self Awareness and other awareness: The
use of Perspective in everyday life.
Kiyasaki, R. (1997) Rich Dad Poor Dad.
Life skills Brochure 2002
LIFE SKILLS CURRICULUM FOR PRIMARY SCHOOL TEACHERS IN UGANDA
39
40
41
42