Download the Scoring / Marking Guide Here

Download the Scoring / Marking Guide Here

Language and literacy are of personal, social and economic importance. Our ability to use language lies at the centre of the development and expression of our emotions, thoughts, learning and sense of personal identity. Language is a key aspect of culture. Literacy is fundamental to all areas of learning, as it unlocks
access to the wider curriculum, and increases opportunities for individuals in all aspects of life, including laying the foundation for lifelong learning and work, and contributing strongly to the development of all human capacities. Language learning contributes to the development of critical and creative thinking. It develops competence in listening and speaking, reading and writing. Learners acquire the personal,
interpersonal and team-working skills which are so important in life and in the world of work.

English is an important international language, used widely not only in Anglophone countries but also by millions of speakers of other languages as their common means of communication. In their English lessons, students will build on the skills acquired in their primary school to understand and
participate in lengthier, more diverse and complex spoken communication. They will read for information and enjoyment and broaden and deepen their reading habit to include a range of different types of texts, both factual and imaginative.

They will also practice different types of writing, both informal and formal and proofread their own written output. The ability to communicate is fundamental to life and to learning. Facility in speaking, listening, reading and writing enables learners to express themselves creatively and imaginatively and to communicate with others effectively. It enables learners to become enthusiastic and critical readers
of stories, poetry and drama as well as non-fiction. New technologies have extended the contexts of communication so that learners can speak and listen to others electronically, and can read and write in a wide variety of forms.

Topics in the English Language are organized along four broad themes:

• Personal
• Public
• Educational
• Occupational
  These provide communicative situations which are relevant for the lower secondary learner in terms of his or her personal communication needs operating effectively, in public at large, progressing through the educational system and entering the world at work

Download the syllabus using this link

https://www.ncdc.go.ug/resource-form-submissions/secondary-curriculum/o-level-curriculum-revised-competency-based/english-syllabus

Teaching and Learning English

The thrust of the new syllabuses is experiential and towards deeper understanding. The thrust in English is
away from an emphasis on grammar and towards an emphasis on the acquisition of the four key practical skills of:

• Speaking
• Listening
• Reading
• Writing
  This syllabus provide learners with a wide range of contexts in which to develop these four skills and these contexts are designed to engage the interest of the learner and to provide opportunities to build work-related knowledge, experience and skills. Teachers are encouraged to go beyond the
  textbooks and provide as many meaningful contexts as possible. The generic skills have been integrated throughout the curriculum and can only be acquired through active approaches.
• The role of the teacher is to build on learners’ existing knowledge and experience, but 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.
  In this approach, learners are encouraged to:
• Be responsible for their own learning
• Think for themselves and form their own ideas and opinions
• Become critical thinkers, ready to face new challenges and situations for themselves

Download the syllabus using this link

https://www.ncdc.go.ug/resource-form-submissions/secondary-curriculum/o-level-curriculum-revised-competency-based/english-syllabus

https://www.ncdc.go.ug/resource-form-submissions/secondary-curriculum/o-level-curriculum-revised-competency-based/latin-syllabus

Learning Latin enables learners to learn other languages easily to communicate with those in
neighbouring countries and around the world. But Proficiency in Latin is important because it is a
classical language that is studied and read through a rich body of ancient literature like other classical
languages such as Greek, Chinese, Arabic, Hebrew, French and Sanskrit. English vocabulary has a lot of
Latin words and roots too. Learning Latin can build the capacity of a person to learn very many
languages at ago.

As a language of law, logic, government and Theology, Latin is critical for the
learners who may choose to venture into the above professions. That is why learning Latin helps the
nation extend its participation in the global economy. It helps the learner to understand the
culture and traditions of other countries and to appreciate the richness of diversity in the world. It
widens horizons, raises aspirations and enables young people to become global citizens. Language
learning provides a wider communication base for the learners and increases their job opportunities
beyond the borders.

Languages make an important contribution to the development of all five of the generic skills.
Language learning involves a high degree of critical thinking as the learner build his/her understanding
and establishes cross-links between the languages he/she is learning and those with which they are
familiar. Communication is intrinsic to language learning with frequent speaking and listening
activities involving paired work and groups of different sizes. Hence co-operation is developed
along with communication.

Languages reflect the culture of the communities in which they are spoken. Language learning invariably
leads to consideration of culture and heritage associated with both the target language and the home nation.

Teaching and Learning: Latin

The thrust of the new syllabuses is experiential and towards deeper understanding. The focus in Latin is
on the development of understanding through experimentation, scientific enquiry and rational thought.
In common with established best practice around the world, language learning takes place principally
in the target language and the principal focus is on communication. Use of new technologies should be
made as frequently as possible.

The new syllabuses provide the learner with a wide range of contexts in which to develop this
understanding, and these contexts are designed to engage the interest of the learner and to provide
opportunities to build life- related knowledge, experience and skills. The Teacher is encouraged to
go beyond the textbooks and provide as many meaningful contexts as possible. The generic skills
have been integrated throughout the curriculum and can only be acquired through active approaches

Download the Syllabus Here

https://www.ncdc.go.ug/resource-form-submissions/secondary-curriculum/o-level-curriculum-revised-competency-based/latin-syllabus

https://www.ncdc.go.ug/resource-form-submissions/secondary-curriculum/o-level-curriculum-revised-competency-based/literature

Language and literature are of personal, social and economic importance. Our ability to use language lies at the centre of the development and expression of our emotions, thoughts, learning and sense of personal identity. Literature is a key aspect of culture. We gain access to the oral and literary heritage of our people through mother tongue. Learning literature provides learners with a means of simultaneously
exploring and reflecting on our personal world and culture.

Literature in English offers a rich means by which literary and linguistic skills can be imparted to the learners to enable them communicate more effectively. It enables individuals to develop life skills and values such as problem solving, conflict management, information gathering, negotiation, decision
making, critical thinking, tolerance, sharing, respect, self – esteem and confidence.

Literature in English helps develop the learner’s ability to communicate more effectively and creatively through speech and writing. Assist the learner to create works of literature in form of poems, prose and drama.

Teaching and Learning Literature in English

The thrust of the new syllabuses is experiential and towards deeper understanding. The focus in Literature in English is on the development of understanding through literary inquiry and expression, and the development of the skills to do so.

This syllabus provide learners with a wide range of contexts in which to develop this understanding, and these contexts are designed to engage the interest of the learner and to provide opportunities to build life-related knowledge, experience and skills. Teachers are encouraged to go beyond the textbooks and provide as many meaningful contexts as possible. The generic skills have been integrated throughout
the curriculum and can only be acquired through active approaches.

The role of the teacher is to build on learners’ existing knowledge and experience, but 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.
In this approach, learners are encouraged to:

• Be responsible for their own learning
• Think for themselves and form their own ideas and opinions
• Become critical thinkers, ready to face new challenges and situations for themselves

Download the Syllabus Here

https://www.ncdc.go.ug/resource-form-submissions/secondary-curriculum/o-level-curriculum-revised-competency-based/literature

General Guidance on the Teaching and Learning of General Paper
The learners need to be made aware right from the beginning, that their work, both in class and examination, will be assessed in relation to the correct use of English and the relevance to topic as follows:

1. English Use

• Fluency in the use of the English language
• Effective use of expressions
• Correct and appropriate use of vocabulary
• Faultless grammar
• Sentence structure and organization of the paragraphs
• The number of errors which occur in the work
• Spelling errors and proper use of punctuation marks

1. Relevance to the topic

• Comprehensive coverage, clear perception, with strong analytical and focused arguments
• Coherent and engaging discussions with a display of sensitivity, awareness and maturity of thought
• Use of thoughtful, enlightening illustrations from the local, national and international perspectives
• Well-structured presentation of the ideas

https://www.ncdc.go.ug/resource-form-submissions/secondary-curriculum/a-level-curriculum/general-paper-a

Of the 361,695 candidates who sat for the exams, 64,782 achieved Division One, representing 17.9 percent, a notable increase from the previous year.

Additionally, 95.9 percent of candidates qualified for post-UCE institutions.

In terms of gender comparison, boys outshined girls in almost all subjects except English Language, where girls performed better.

Notably, 3.2 percent of males passed with distinctions in English Language compared to 4.1 percent of females.

However, across other subjects, more males performed better in all grades, except at Pass levels, where females outnumbered their male counterparts.

UNEBS’s Executive Director, Dan Odongo, highlighted that while there has been a significant improvement in English Language, Religious Education, Mathematics, and Biology, there were drops in History, Agriculture, and Physics.

Efforts to address gender disparities in completion rates and performances were emphasized by Education and Sports Minister Janet Museveni, who stressed the importance of inclusivity in the education system.

Despite overall improvements in exam results, cases of examination malpractice, particularly external assistance during exams, still persist, according to UNEB reports.

Below is the list of how different schools performed in 2023 UCE exams

According to the officials, 95.9% of the learners acquired minimum grades to the post-UCE level.

UNEB Executive Director, Mr. Dan Odongo said that they registered 364,469 to sit for the exams and that 64,782 candidates (17.9%) were able to pass in the first-grade division.

“The failure rate has also dropped by 0.5%. This means that 329,939 or 95.9% of the learners who presented themselves for the 2023 examination can progress to the post-UCE,” Odongo said.

According to him, there is a significant improvement in the English language, religious education, mathematics and biology.

“However, noticeable drops were recorded in history, agriculture, and physics. Performance in the other subjects have remained comparable.”

Below is a list of how schools in 2023 Examinations results across the country

follow instruction and attempt all questions carefully

S.2 ENGLISH

END OF YEAR EXAMINATIONS 2O23

TIME: 2HRS.

NAME……………………………………………………………………………………………………………………

SCHOOL…………………………………………………………………………………………………………………

STREAM……………………………………………………………………………………………………………………

INSTRUCTIONS: ALL QUESTIONS ARE COMPULSORY

END OF YEAR EXAMS 2023

SENIOR TWO ENGLISH LANGUAGE

TIME: 2 HRS AND 30 MINS

Name of student: ……………………………………….. CLASS: …………

Instruction:

· Attempt all the questions.