ADVANCED SECONDARY

CURRICULUM

ART & DESIGN

SYLLABUS
ADVANCED SECONDARY
CURRICULUM

ART & DESIGN

SYLLABUS
Copyright © National Curriculum Development Centre, Uganda 2025

A product of the National Curriculum Development Centre for the

Ministry of Education and Sports with support from the Government
of Uganda

National Curriculum Development Centre

P.O. Box 7002,
Kampala- Uganda
www.ncdc.co.ug

ISBN: 978-9970-675-34-0

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

stored in a retrieval system or transmitted in any form or by any means,
electronic, mechanical, photocopying, recording, or otherwise, without
the prior permission of the copyright holder
 ADVANCED SECONDARY CURRICULUM
C
Contents
Foreword ..........................................................................................................................................vi
Acknowledgements ......................................................................................................................vii
1.0 Introduction ...............................................................................................................................1
1.1 Changes In The Curriculum ..............................................................................................................................1
1.2 Classroom-Based Assessment.........................................................................................................................2
1.3 Learners With Special Educational Needs................................................................................................2
1.4 Generic Skills ..............................................................................................................................................................3
1.5 Cross-Cutting Issues ..............................................................................................................................................4
1.6 Values .............................................................................................................................................................................4
1.7 ICT Integration ..........................................................................................................................................................4
1.8 Projects ..........................................................................................................................................................................5
1.9 The Aims Of Secondary Education ..............................................................................................................5
1.10 Aims Of The Advanced Secondary Curriculum ....................................................................................6
1.11 Rationale For Teaching Art And Design At Advanced Level ........................................................6
1.12 Subject Overview ...................................................................................................................................................7
1.13 Time Allocation ........................................................................................................................................................8
1.14 Suggested Approaches To Teaching Art And Design ......................................................................8
1.15 Note To Users.......................................................................................................................................................... 12
Senior Five Term 1 ......................................................................................................................... 13
Theme 1: Drawing And Painting II ............................................................................................. 13
Topic 1.1: Objective Study Of Nature 13
Theme 1: Drawing And Painting II ............................................................................................. 14
Topic 1.2: Living Person – Body Structure .......................................................................................................... 14
Theme 1: Drawing Or Painting II ................................................................................................ 15
Topic 1.3: Drawing And Painting From Imagination .................................................................................... 15
Duration: 10 Periods ........................................................................................................................................................ 15
Theme 2: Graphic Design ............................................................................................................ 16
Topic 2.1: Graphic Design Concepts ................................................................................................................... 16
Theme 2: Graphic Design II ......................................................................................................... 17
Topic 2.2: Identity Signs And Symbol Design................................................................................................... 17
Duration: 09 Periods ........................................................................................................................................................ 17
Theme: 3 Crafts B II ....................................................................................................................... 18
Topic 3.1: Pottery .......................................................................................................................................................... 18
Theme 4: History And Appreciation Of Art II........................................................................... 19
Topic: 4.1: Appreciation Of Classical Antiquity ............................................................................................... 19
Duration: 10 Periods ........................................................................................................................................................ 19
Senior Five Term 2 ......................................................................................................................... 20
Theme 1: Drawing And Painting II ............................................................................................. 20
Topic 1.4: Drawing And Painting From A Living Person ............................................................................ 20
Duration: 14 Periods ........................................................................................................................................................ 20
Theme 1: Drawing And Painting II ............................................................................................. 21
Topic 1.5: Drawing And Painting From Imagination................................................................................... 21
Duration: 15 Periods ........................................................................................................................................................ 21

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Theme: 2 Graphic Design Ii (Crafts A) ....................................................................................... 22

Topic 2.3: Editorial Design ...................................................................................................................................... 22
Theme 3: Crafts B II ....................................................................................................................... 23
Topic 3.2: Figurative Sculpture In The Round ................................................................................................... 23
Duration: 38 Periods ........................................................................................................................................................ 23
Theme 4: History And Appreciation Of Art II........................................................................... 24
Topic 4.1: Influence Of Gothic Art In Uganda .................................................................................................. 24
Duration: 10 Periods ........................................................................................................................................................ 24
Senior Five Term 3 ......................................................................................................................... 25
Theme 1: Drawing And Painting II ............................................................................................. 25
Topic 1.6: Adaptations From The Cultural Environment........................................................................... 25
Duration: 09 Periods ........................................................................................................................................................ 25
Theme 1: Drawing And Painting II ............................................................................................. 26
Topic 1.7: Drawing And Painting From A Living Person Ii ...................................................................... 26
Duration: 10 Periods ........................................................................................................................................................ 26
Theme 1: Drawing And Painting II ............................................................................................. 27
Topic 1.8: Drawing And Painting From Imagination .................................................................................... 27
Duration: 10 Periods ........................................................................................................................................................ 27
Theme 2: Graphic Design Ii (Crafts A) ....................................................................................... 28
Topic 2.4: Packaging Design .................................................................................................................................... 28
Theme 3: Crafts B II ....................................................................................................................... 29
Topic 3.3: Fibre Arts ..................................................................................................................................................... 29
Theme 4: History And Appreciation Of Art II........................................................................... 30
Topic 4.2: Appreciation Of The Italian Renaissance ...................................................................................... 30
Senior Six Term 1 ........................................................................................................................... 31
Theme 1: Drawing And Painting II ............................................................................................. 31
Topic 1.9: The Material Environment ..................................................................................................................... 31
Topic 1.10: Living Person (Torso) ........................................................................................................................... 32
Theme1: Drawing And Painting II .............................................................................................. 33
Topic 1.11: Drawing And Painting Imaginative Figurative Compositions .................................... 33
Theme 2: Graphic Design Ii (Craft A) ......................................................................................... 34
Topic 2.5: Advertising Design .................................................................................................................................. 34
Theme 2: Graphic Design Ii (Craft A) ......................................................................................... 35
Topic 2.6: Design Illustration ............................................................................................................................... 35
Theme 3: Crafts B II ....................................................................................................................... 36
Topic 3.4: Two-Dimensional Crafts ..................................................................................................................... 36
Theme 4: History And Appreciation Of Art II........................................................................... 37
Topic 4.3: Appreciation Of The 19th Century Art In France And England ...................................... 37
Senior Six Term 2 ........................................................................................................................... 38
Theme: Drawing And Painting II ................................................................................................ 38
Topic 1.12: Drawing And Painting From A Living Person Ii ...................................................................... 38
Theme 3: Crafts B II ....................................................................................................................... 39
Topic 3.5: Two-Dimensional And Three-Dimensional Crafts ................................................................. 39
Duration: 48 Periods ........................................................................................................................................................ 39
Theme 4: History And Appreciation Of Art II........................................................................... 40
Topic 4.4: Contemporary Art In Uganda ............................................................................................................. 40
Senior Six Term 3 ........................................................................................................................... 41

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Theme: Drawing And Painting II ................................................................................................ 41

Topic 1.13: Landscape Representation ............................................................................................................... 41
Theme 2: Graphic Design II ......................................................................................................... 42
Topic 2.7: Simulations In Graphics ...................................................................................................................... 42
Theme 3: Crafts B II ....................................................................................................................... 43
Topic 3.6: Portfolio Making And Art Exhibition ............................................................................................. 43
Duration: 06 Periods ........................................................................................................................................................ 43
Theme 4: History And Appreciation Of Art II........................................................................... 44
Topic 4.5: Art In Society ............................................................................................................................................ 44
3.0 Assessment .............................................................................................................................. 45
3.1 Assessing Art And Design .............................................................................................................................. 45
3.2 Formative Assessment ...................................................................................................................................... 45
3.3 Assessing Generic Skills.................................................................................................................................... 46
3.4 Assessing Values ................................................................................................................................................... 46
3.5 Assessment Of Project ...................................................................................................................................... 46
3.7 Record Keeping .................................................................................................................................................... 47
Glossary Of Key Terms.................................................................................................................. 48
Appendix: Equipment, Tools And Consumables For The Teaching Of Art And Design... 49

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FOREWORD
The Ministry of Education and Sports, through the National Curriculum Development Centre
(NCDC), aligned the Advanced Level Curriculum with the competency-based Lower Secondary
Curriculum (LSC) to ensure a smooth learner transition from lower secondary to advanced level.
The two-year aligned Advanced Level Curriculum adopted learner-centered approaches,
inquiry-based, and discovery methods. The learning outcomes give the learner hands-on
experiences in real-life situations while being cognizant of different learner abilities and learning
styles. The syllabus focuses on assessment for learning with emphasis on criterion-referenced
assessment. It further provides learners with the opportunity to enhance the 21st-century skills
and values that were acquired at the lower secondary level.
The Art and Design Syllabus is one of the 29 Advanced Level syllabi. It is designed to prepare
learners for skills and career development for livelihood and to enable them to make a positive
contribution to the development of Uganda, and the world at large. It aims to equip the learner
with a deeper understanding of the content, and investigative skills of visual design in greater
depth and breadth, in addition to new concepts and perceptions in Art and Design. It promotes
higher-order thinking skills (HOTS) such as inquiry, creativity and innovation, decision-making,
and critical thinking. The broad aim is to facilitate learner decision-making and problem-solving
of everyday socio-economic challenges.
As the Minister responsible for the provision of education, I, endorse this syllabus as the official
document for teaching and learning Art and Design at the Advanced Level of secondary
education in Uganda.

Hon. Janet Kataaha Museveni

First Lady and Minister of Education & Sports

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ACKNOWLEDGEMENTS
The National Curriculum Development Centre (NCDC) is indebted to the Government of
Uganda for financing the alignment of the Advanced Level Curriculum to Lower Secondary
Education in Uganda.

Our gratitude goes to the Ministry of Education and Sports for overseeing the adaptation of the
curriculum, the Curriculum Task Force of the Ministry of Education and Sports for the oversight
role and making timely decisions whenever necessary, and members of the public who made
helpful contributions towards shaping this curriculum.

NCDC is also grateful to Members of Parliament, schools, universities, and other tertiary
institutions, the writing panels, and professional bodies, for their input in the design and
development of the Adapted A level curriculum. To all those who worked behind the scenes to
finalise the adaptation process of this teaching syllabus, your efforts are invaluable.

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:
[email protected] or on the Website: www.ncdc.go.ug

Dr Grace K. Baguma
Director
National Curriculum Development Centre

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 ART & DESIGN SYLLABUS

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1.0 INTRODUCTION
1.0 INTRODUCTION
The Advanced Secondary Curriculum has been aligned with the Lower Secondary competency-
based model for ease of progression of learners from the Lower to Advanced Secondary Level.
The alignment is a result of the analysis of the Advanced Level Curriculum published in 2013, to
determine whether the content is:

i) appropriate.
ii) high-pitched or overloaded.
iii) covered at lower secondary.
iv) obsolete.
v) repeated in different topics and redundant.
The results from the curriculum analysis revealed that there were overlaps of concepts with
what was covered at the Lower Secondary, as well as concepts within different topics of the
same subject. In addition, a number of syllabuses had content that is no longer necessary for
today’s contemporary society and the 21st century.

1.1 Changes in the Curriculum

The alignment of the A -Level Curriculum to that of the Lower Secondary led to changes in the
pedagogies of learning from a knowledge- and objective-based, to an integrated and learner-
centred competency-based approach. The adapted syllabus, therefore, is a result of
rationalising, integrating, and merging content with overlaps and similar skills, dropping topics
that had been studied at Lower Secondary, or are no longer critical and relevant for the current
learning needs, while upgrading those that were of low competencies to match with the
advanced level. The programme planner details the learning progression derived from the
learning outcomes. The detailed syllabus section unfolds the learning experiences with
corresponding assessment strategies.

This Art and Design syllabus is part of the Advanced Secondary Curriculum. The teacher is
encouraged to read the whole syllabus before planning your teaching programme, since many
topics have been merged, upgraded, or removed. While aligning this syllabus, efforts were made
to ensure a smooth progression of concepts from the Lower Secondary Level, adapting topics
and content with familiar features that are of value to the learner and society. In addition, the
process of developing this syllabus document removed what was considered obsolete, high
pitched as well as content overlaps and overloads.

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1.2 Classroom-based Assessment

This syllabus requires classroom learning to be experiential, through the suggested learning
activities for the acquisition of the learning outcomes. This is the gist of a learner-centred and
activity-based approach to learning, which emphasises the acquisition of required
competencies. Formative assessment in Art and Design will focus on the acquisition of
knowledge and skills, through performance of the learning activities. The learning activities
sprout from the learning outcomes, which are evidenced by acquiring and demonstrating the
application of the desired skills, to show that learning has taken place. The sample assessment
strategies have been provided to guide the teacher on classroom-based assessment. The
teacher can develop more assessment strategies based on the same principles of observation,
conversation, and product, for the acquisition of the desired knowledge, skills, values, and
attitudes. (See detailed syllabus)

1.3 Learners with Special Educational Needs

The Advanced Secondary Curriculum is designed to empower all learners, including those
with Special Educational Needs (SEN), to reach their full potential and contribute meaningfully
to the nation. By incorporating inclusive strategies, the curriculum ensures equitable access to
high-quality learning opportunities, while maintaining high academic standards. It
emphasises creating an inclusive learning environment that supports the diverse needs of
learners with SEN, enabling them to succeed alongside their peers.

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1.4 Generic Skills

Generic skills are embedded within all subjects and are essential for learning and workforce

prepare them for lifelong learning. These skills equip learners with the ability to adapt to change
and navigate life’s challenges in the 21st century.
The key generic skills include:

Critical thinking and problem-solving

i) Planning and carrying out investigations
ii) Sorting and analysing information
iii) Identifying problems and proposing solutions
iv) Predicting outcomes and making reasoned decisions
v) erent solutions

Co-operation and Self-Directed Learning

i) Wor
ii) Int
iii) Taking responsibility for own learning
iv) Working independently with persistence
v) Managing goals and time

Creativity and Innovation

i) Using imaginations to explore possibilities
ii) Working with others to generate ideas
iii) Suggesting and developing new solutions
iv) Experimenting with innovative alternatives
v) Looking for patterns and making generalisation

Communication
i) Listening attentively and with comprehension
ii) Talk
iii) Reading accurately and fluently
iv) Writing and presenting information coherently
v) Using a range of media to communicate ideas

Mathematical Computation
i) Using numbers and measurements accurately
ii) Interpreting and interrogating mathematical data
iii) Using mathematics to justify and support decisions

i) Using technology to create, manipulate and process information

ii) Using technology t

Diversity and Multicultural Skills

i) Appreciate cultural diversity
ii) Respectfully responding to people of all cultures
iii) Respecting positive cultural practices
iv) Appreciating ethnicity as a cradle for creativity and innovation

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1.5 Cross-cutting Issues

These are issues which young people need to learn about, and are not confined to a particular
subject but are studied across subjects. They help learners to develop an understanding of the
connections between the subjects and the complexities of life as a whole. They are:
i) Environmental awareness
ii) Health awareness
iii) Life skills
iv) Mixed abilities and involvement
v) Socio-economic challenges
vi) Citizenship and patriotism
These are a concern to all mankind, irrespective of their areas of speciality. They are infused in the
different learning outcomes of the different subjects.

1.6 Values
The curriculum is based on a clear set of values. These values underpin the whole curriculum and
the work of schools. Learners need to base themselves on these values as citizens of Uganda.
These values are derived from Uganda’s National Ethical Values Policy (2013). They are:
i) Respect for humanity and the environment
ii) Honesty, upholding and defending the truth at all times
iii) Justice and fairness in dealing with others
iv) Hard work for self-reliance
v) Integrity; moral uprightness and sound character
vi) Creativity and innovation
vii) Social responsibility
viii) Social harmony
ix) National unity
x) National consciousness and patriotism
These are not taught directly in lessons, nor are they assessed by pen and paper. However, they
are incorporated into some learning outcomes and are developed as learners progress.

1.7 ICT Integration

The integration of ICTs into teaching and learning is strongly encouraged in this A-level adapted
curriculum. ICT enhances the implementation of competency-based learning by fostering learner
engagement, creativity, and lifelong learning. Teachers are encouraged to use technology to
create interactive content, such as digital simulations and videos, to illustrate abstract or complex
concepts effectively. Integrating ICT not only enhances the learning experience but also equips
learners with essential digital skills for the 21st century.
ICT teachers should endeavour to assist other subject teachers in making the ICT integration
process a reality. The table below shows a sample of suggested ICT tools that may be applied to
given tasks.

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Sample Task in the Syllabus Suggested ICT Tool

Fieldwork Use of cameras to take photos and record videos
Locate places on a map Use digital maps such as Google Maps or an
equivalent application.
Presentation in class Use presentation applications or online
presentation tools like Canva
Search for keywords and meanings Use an online dictionary or search online
Make drawing/graphics Use drawing tools like Draw.io or publishing
software/Word processor
Roleplay, narrations Use audio and video recordings
Demonstrations Use audio/video recordings, models, simulations,
or virtual labs
Analyse and present data Use spreadsheet software or any other analytics
tools
Group discussions Mind mapping software
Search for extra reading materials Download files from the Internet from academic
Databases
Writing equations and formulae Use equation editors like MathType
Carry out academic search/research Use the Internet, AI models, and other academic
applications like “Encarta”, “Britannica”, etc.
Collaborate with others across the world Form learning networks with blogs, social media,
emails, and videoconferencing tools like Zoom,
MS Teams, Webex, Google Meet or any other
networking application.

1.8 Projects
Projects and project-based learning are part and parcel of learning in the 21st century. In Art
and Design, the learner will be required to undertake two projects in the course of study, one
in Senior Five and the second in Senior Six. This project will promote academic research and
the development of both the creative and analytical processes based on a theme or subject
of the learner’s choice. Teachers are encouraged to guide learners to engage in projects that
can easily be linked to what is happening in their local environment. Innovating and creating
artworks will give the learner an opportunity to engage in personal research under the
guidance of the teacher, through which they can think, communicate and apply artistic ideas
and messages, using the elements and principles of art and design, to solve a societal problem.

1.9 The Aims of Secondary Education

The aims of Secondary education in Uganda are to:
i) instil and promote national unity, understanding of the social and civic
responsibilities, strong love and care for others and respect for public property, as well
as an appreciation of international relations and beneficial international co-operation.
ii) promote an appreciation and understanding of the cultural heritage of Uganda,
including its languages.

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 ART & DESIGN SYLLABUS

iii) impart and promote a sense of self-discipline, ethical and spiritual values, personal
and collective responsibility and initiative.
iv) enable individuals to acquire and develop knowledge and understanding of the
emerging needs of society and the economy.
v) provide 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 the socio-economic
development of Uganda.
vi) enable individuals to develop the basic scientific, technological, technical, agricultural
and commercial skills required for self-employment.
vii) enable individuals to develop personal skills of problem-solving, information
gathering and interpretation, independent reading and writing, self-improvement
through learning, and the development of social, physical and leadership skills such
as are obtained through games, sports, societies and clubs.
viii) lay the foundation for further education.
ix) enable the individual to apply the acquired skills in solving problems of the
community, and to develop a strong sense of constructive and beneficial belonging
to that community.
x) instil positive attitudes towards productive work and strong respect for the dignity of
labour and those who engage in productive labour activities.
xi) develop a positive attitude towards learning as a lifelong process.

1.10 Aims of the Advanced Secondary Curriculum

i) To adopt a competency-based learning approach.
ii) To develop holistic education for personal and national development based on clear
shared values.
iii) To develop key skills which are essential to work and life, promoting lifelong learning.
iv) To adopt an integrated approach to learning that develops the ability of learners to
apply what has been learnt.
v) To improve on assessments by incorporating school-based assessment into end-of-
cycle assessment.
vi) To emphasise learners’ participation through engagement with the community.
vii) To prepare for further education.

1.11 Rationale for Teaching Art and Design at Advanced Level

The broad aim of Art and Design at Advanced Secondary level is to develop a great range of
skills that will advance awareness as well as critical and cultural understanding in visual and /or
other forms of art. It also aims at enabling the acquisition of the skills of manipulating and
practising artistic and creative techniques, conceptually and technically, for career
opportunities and national development. From their study of Art and Design, learners will:
i) develop knowledge, creativity and skills in art and design, using appropriate
terminology, practices, processes and techniques.
ii) develop ideas and investigate concepts in art by exploring, observing, reflecting and
conceptualising works from a wide range of resources.
iii) communicate and interpret meaning in art by exploring different ways of conveying
ideas and analysing work in response to a wide range of artworks

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iv) understand and examine the functions and values of cultures, and express
themselves creatively through art and design practices.
v) explore types of knowledge and skills acquired in art and design and their values to
cultures, and the variety of career opportunities available in various areas of study.
vi) nurture their creativity, imagination and confidence, which are critically
indispensable in most of the subjects in the curriculum and occupations.
vii) develop important disciplinary and cross-curricular competencies for living in an
interconnected world.
These aims provide an overview of the expected learning outcomes in each area of study.
The areas are often interwoven, enabling learners to make connections between the
different aspects of Art and Design as a subject. Assessment criteria will be based on two
components of Art Making (Practical) and History of Art and Appreciation (Theory) using two
assessment objectives. (Refer to Assessment section, page 56.)

1.12 Subject Overview

The areas of study have been reorganised within the syllabus to come up with the adapted
version. To differentiate the art themes of the LSC from Advanced Level, which are spiral by
nature, the ones of Advanced Level have been coded II as a sign of progression. The themes
are:
1) Drawing and Painting II
Learners are expected to:
i) develop both their knowledge and skills in a broad range of media, processes and
techniques.
ii) demonstrate a personal response through drawing and painting; working on a
theme, a starting point, or a specimen/model.
iii) show ability to consider artistic elements and principles to sort out problems.
iv) work in the following: material environment, natural environment, and the cultural
environment.
2) Graphic Design II
Learners should be encouraged to:
i) develop both their knowledge and skills in a broad range of media, processes, and
techniques.
ii) demonstrate visual meaning through graphic communication, working to a theme,
a starting point or a brief considering design constraints and problems.
iii) consider traditional, contemporary and emerging techniques. The areas of study
are: illustration, printmaking, packaging design, advertising, and typography.
3) Two-dimensional and three-dimensional crafts
Learners should:
i) investigate and define traditional and contemporary techniques and processes of
crafting in both 2- dimensional and 3-dimensional art making.
ii) examine the social and cultural significance of crafts, creating hand-made artworks
by exploring traditional and contemporary approaches to making crafts.

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4) History and Appreciation of Art II

Learners will demonstrate knowledge and understanding of:
i) appropriate materials, processes, technologies and resources.
ii) the importance of social and cultural factors in the making of artworks.
iii) relevant artworks, genres, styles and techniques used by artists and designers, past
and present.
iv) the importance of intention, realization and reflection to the artworks.
v) the implications of the past to the contemporary Ugandan art, artists and society.

1.13 Time Allocation

The learners shall be engaged for nine (9) periods per week for both Senior Five and Senior Six.

1.14 Suggested Approaches to Teaching Art and Design

The suggested approaches enhance learning and empower teachers to support learners as
they prepare for assessment. This will necessitate teachers to work alongside learners to guide,
direct, support and supervise them as they progress through the research process. These
approaches include:
1) Inquiry-based learning: Learners are encouraged to investigate through research
directed by their interest and solve problems through series of ideation and sketches,
enhancing critical thinking, communication and research skills. They carry out in-depth
research into artworks and resources related to the art form in reference to a range of
cultural, social and local context.
2) Experiential learning: Learners actively participate in hands-on experiences during
research and planning sessions, generating ideas and reflecting upon what they are
doing, which leads to the development of reflective skills. Learners apply critical and
creative thinking skills and/or processes to generate ideas, and to understand concepts,
themes and relationships to make informed opinions. Learners are encouraged to develop
both their knowledge and skills in a broad range of media, processes and techniques. They
further develop their ability to use appropriate materials (including recycled) and
techniques to communicate their intentions effectively.
3) Problem- and project-based learning: Learners find solutions to problems through
their experience in research and projects. This leads to the development of critical
thinking, social and research skills. They are encouraged to consider traditional,
contemporary and emerging technologies working to a theme or a brief while
considering design constraints and problems.

Discovery learning: Learners construct their own knowledge through active participation,
exploration and inquiry, which encourages them to critically think, ask questions and
hypothesise through research.

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1.15 Programme Planner

Class/ Theme Topic Periods
Term
1.1: Objective Study of Nature 10
Senior Five 1. Drawing and Natural specimens (plants, insects and
Term 1 Painting II animals)
1.2: Living Person; Body Structure 09
(The human skeleton)
1.3: Drawing or Painting from Imagination 10
(Painting or drawing from thematic
experiences)
2. Graphic Design 2.1: Graphic Design Concepts 10
II (Crafts A)
(Layout, use of type and image)
2.2: Identity Signs and Symbol Design 09
3. Crafts B II 3.1: Pottery 38
(Forming methods: pinch, coil, slab, throwing
and casting)
4. History and 4.1: Appreciation of Classical Antiquity
Appreciation (Greek and Roman art)
10
of Art
i) Identification, analysis, interpretation and
evaluation of artworks in painting,
sculpture and architecture.
Total Periods (12 weeks @ 8 periods) 96
1.4: Drawing and Painting from a Living 14
Person
Senior Five 1. Drawing and
Term 2 Painting II i) Studies of different parts of the human
figure
ii) Portraiture
1.5: Drawing and Painting from Imagination 15
i) Techniques and styles of drawing and
painting
2. Graphic Design II 2.3: Editorial Design 19
(Crafts A) i) Editorial design (books, magazines and
newspapers)
3.2: Figurative Sculpture in the Round 38
3. Crafts B II i) The creative process
ii) Techniques and style (solids, voids,
planes, contours, textures, and colours)

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4. History and 4.1: Influence of Gothic Art in Uganda 10

Appreciation
iii) Research and project work (Gothic art
of Art II
influence on Ugandan artworks)
Total Periods (12 weeks) @ 8 periods 96
1.6: Adaptations from the Cultural
Environment
Senior Five 1. Drawing and 09
Term 3 Painting II i) Creative drawing and painting from
still objects
ii) Portfolio development and
documentation
1.7: Drawing and Painting from a Living 10
Person II
i) Human figure proportions
ii) Posture in the study of full human
figure
1.8: Drawing and Painting from Imagination 10
i) Thematic compositions
ii) Colour application
iii) Composition in drawing and
painting
2. Graphic 2.4: Packaging Design 19
Design II
(Crafts A)
3. Crafts B II 3.3: Fibre Arts 38
i) Weaving and basketry
4. History and 4.2: Appreciation of the Italian Renaissance 10
Appreciation
i) Innovations and adaptations from
of Art II
Renaissance art (architecture, painting,
sculpture)
ii) Project work (Group/individual)
Total Periods (12 weeks) @ 8periods 96
Senior Six 1. Drawing and 1.9: The Material Environment
Term 1 Painting II
i) Multimedia in drawing and painting 13
1.10: Living Person (Torso) 08
ii) The head and facial expression
iii) Human figure in motion
1.11: Drawing and Painting Imaginative 08
Figurative Compositions
i) Exploration of painting techniques
(blotting, masking, splattering, salting,
scraping and brushing/stroking)

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2. Graphic 2.5: Advertising Design 10

Design II
i) Calendars, fliers, brochures, cards
(Craft A)
2.6: Design Illustration 09
i) Colour (psychology and chromatics)
ii) Colour in Illustration
3. Crafts B II 3.4: Two-dimensional Crafts 38
(Phase 1)
i) Screen printing, batik, patchwork,
applique, tie-and-dye
ii) Leather types, tanning and techniques
for making leather articles
iii) Project work (phase one)
4. History and 4.3: Appreciation of the 19th Century Art in 10
Appreciation of France and England
Art II i) 19th century art movements (isms)
ii) 19th century art influences on Ugandan
contemporary artists
Total Periods (12 weeks) @ 8 periods 96
Senior Six 1. Drawing and 1.12: Drawing and Painting from a Living
Term 2 Painting II Person II 36
i) Human figure composition
2. Crafts B II 3.5: Two-dimensional and Three- 48
dimensional Crafts (Final Phase)
ii) Project work
iii) Production, presentation and marketing
of artworks
3. History and 4.4: Contemporary Art in Uganda 12
Appreciation of
Art II
Total Periods (12 weeks) @ 8 periods 96
Senior 1. Drawing and 1.13: Landscape Representation
Six Painting II i) Thematising landscape drawing and 30
Term 3 painting
ii) Portfolio designing and presentation
2. Graphic Design 2.7: Simulations in Graphics 14
II (Crafts A)
i) Hand and computer-aided design*
ii) Hand drawing animations
3. Crafts B II 3.6: Portfolio Making and Art Exhibition 06
i) Documentation of creative process in a
portfolio
ii) Exhibiting personal works
4. History and 4.5: Art in Society 06
Appreciation
of Art II
Total Periods (7 weeks) @ 8 periods 56

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1.15 Note to Users

Each topic has a competency, which is a broad statement that brings out what the learner is
expected to do at the end of the topic. The competency is broken down into learning outcomes,
for which suggested learning activities and sample assessment strategies are developed, as
represented in the three columns below.
Learning outcomes Suggested learning activities Sample assessment strategy

A statement of the The sort of hands- and Opportunities for

knowledge, understanding, minds-on engagements assessment within the
skills, generic skills, values, and which enable the learner to learning process, that is,
attitudes expected to be achieve the learning during and after the lesson.
learnt by the end of the topic. outcome, including the
Hence each learning generic skills and values.
outcome is coded with some They are designed to enable
of these as k, u, s, gs and v/a learners to Discover, Explain,
for emphasis to the teacher Apply and Analyse (DEAA)
on what to consider during as they participate in
the lesson. knowledge construction.

The learning activities and assessment strategies in the syllabus are “suggested” and “samples”,
respectively, and not exhaustive. The teacher is encouraged to develop more learning activities
and assessment strategies that are based on the learning outcomes. In addition, the teacher is
free to customise the suggested learning activities to make them suitable for their respective
learning environments and for learners with Special Educational Needs (SEN).

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2.0 DETAILED SYLLABUS

2.0 DETAILED SYLLABUS
SENIOR FIVE TERM 1
THEME 1: DRAWING AND PAINTING II
TOPIC 1.1: OBJECTIVE STUDY OF NATURE DURATION: 10 Periods
Competency: The learner creates artworks following ideation and planning process by
studying the natural environment as an inspiration for art creation.
Learning Outcomes Suggested Learning Activities Sample Assessment Strategies
The learner should
be able to:
a) generate artistic a) Individually or collaboratively, a) Assess the learner’s ability to:
ideas by studying learners explore the i) work collaboratively with
various sources of environment to get others while studying various
inspiration from the inspiration for art creations, objects from the natural
natural and make sketches with environment.
environment. (k, u, notes. ii) create and refine sketches
v) b) In groups, learners use a and notes as a record of their
b) create nature- variety of strategies (such as observation.
inspired artworks brainstorming, think-pair- b) Converse with learners in their
using different share, discussion) to evaluate groups to evaluate the progress
media that reflect the suitability of the ideas, and development of their initial
the application of reflect and select the most plan based on peer and self-
elements and effective one as the assessment.
principles. (k, s, v, a) foundation for their sketches. c) Assess learner’s artworks for:
c) Individually, the learner i) originality of ideas.
explores different media to ii) growth and development of
create drawings or paintings the initial ideas.
that reflect the elements, iii) reflection and revision of the
principles and personal initial plans.
creativity. iv) creative use of elements and
principles.
v) Choice and use of materials.

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 ART & DESIGN SYLLABUS

THEME 1: DRAWING AND PAINTING II

TOPIC 1.2: LIVING PERSON – BODY STRUCTURE DURATION: 9 Periods
Competency: The learner draws skeletal and structural images using various materials and
tools as a way of demonstrating an understanding of human anatomy.
Learning Outcome Suggested Learning Activities Sample Assessment Strategies
The learner should be
able to:
draw from a living Individually, learners: a) Assess the learner’s ability to
person while studying a) observe the human skeleton observe and relate the different
the human anatomy and muscular structure (from parts of the human anatomy.
using various materials human skeleton models, b) Assess the learner’s ability to
and tools. (k, u, s) miniatures or charts) and draw the skeletal and muscular
discuss the relationship structures of the human figure.
between different parts and c) Assess learner’s drawings or
make notes. paintings for:
b) observe the relationship i) growth and development
between the muscular and of the initial ideas.
skeletal systems of the human ii) reflection and revision of
figure and make sketches. the initial plans.
c) create preliminary drawings iii) use of elements and
based on their study of the principles.
human skeletal and muscular
systems.

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THEME 1: DRAWING OR PAINTING II

TOPIC 1.3: DRAWING AND PAINTING FROM IMAGINATION
DURATION: 10 Periods
Competency: The learner interprets textual or oral information along with personal
experiences to create drawings and paintings for communication and self-expression.
Learning Outcomes Suggested Learning Activities Sample Assessment Strategies
The learner should
be able to:
a) demonstrate an a) Individually or in groups, the a) Converse with the learner to
understanding of learner investigates different ascertain the use of technical
concepts and the ways of gathering content for terms related to drawing and
vocabulary drawing and painting from painting.
associated with imagination (such as interviews, b) Observe the learner’s skills in
the principles, stories, cultural folklores, planning, generation and
practices and societal experiences) in development of their sketches.
techniques of preparation for idea generation. c) Assess the learner’s sketches
imaginative b) Individually, the learner: and final work regarding the
drawing and i) generates sketches by ability to:
painting. (k, u) depicting a theme suitable i) formulate images for
b) create imaginative for drawing or painting. drawing or painting from
compositions ii) develops sketches into different sources (creativity
based on drawing or painting and originality).
imaginary themes compositions by exploring ii) relate composition with the
and/or and experimenting with theme.
experiences. (k ,u, different materials, tools iii) organise images into a
s) and concepts. composition.
iii) reflects and revises the iv) use of elements and
initial sketches into refined principles of art in an
artworks. artwork.
v) use of materials and
techniques.

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 ART & DESIGN SYLLABUS

THEME 2: GRAPHIC DESIGN

TOPIC 2.1: GRAPHIC DESIGN CONCEPTS DURATION: 10 Periods
Competency: The learner creates graphic designs with type and image by organising the
design principles to achieve effective graphic communication.
Learning Outcomes Suggested Learning Activities Sample Assessment Strategies
The learner should be
able to:
a) demonstrate a) Collaboratively, learners: a) Observe the learner’s
understanding of i) use the internet, library, or contribution in group
graphic design as other sources to search for: discussion with regard to:
a language of • different types of graphic i) individual contribution.
visual design and their ii) self-regulation and
communication in application in visual confidence.
the society. (k, u) communication. iii) collaborating with others.
b) make graphic • graphic and lettering iv) the write-up with regard to
designs by elements as part of visual the research conducted.
experimenting imagery. b) Assess the learner’s individual:
with different iii) examine the concepts, i) sketch work in form of
graphic design practices and vocabulary concept development.
concepts that associated with graphic ii) final product in terms of
communicate art. organisation of the designs
messages to iv) relate graphic design with regard to the
various audiences. concepts to daily life effectiveness of
(k, u, s, v) experiences. communication following
v) discuss the findings of the layout principles of:
the research and contrast, emphasis,
document key concepts hierarchy and space to
in graphic design. communicate a design
b) Individually, the learner: concept.
i) creates various thumbnail
layout sketches to suggest
space weight and form.
ii) reorganise, edit and
formulate the sketches
into graphic designs with
focus on contrast,
emphasis, hierarchy and
space to communicate a
design concept.

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THEME 2: GRAPHIC DESIGN II

TOPIC 2.2: IDENTITY SIGNS AND SYMBOL DESIGN
DURATION: 09 Periods
Competency: The learner develops identity signs and symbols using appropriate stages of the
creative process for various publication and advertising purposes.
Learning Outcomes Suggested Learning Activities Sample Assessment Strategies
The learner should
be able to:
a) demonstrate a) Individually, learners research a) Assess the findings of the
understanding of about contemporary designing individual write-up regarding
the design and application of different content authenticity and
concept of identity categories of identity signs, correctness.
signs and symbols symbols, and make notes. b) Assess individual sketches in
and their function. b) Learners use their findings to terms of:
(k, s, v) develop the initial stages of i) originality of concept
identity signs and symbols development.
b) create prototypes based on a given brief. ii) coherence of the
of identity signs c) In plenary, learners discuss, accompanying write-up to
and symbols for revise and refine the sketches the sketches and the final
communicative based on peer and self- product in terms of:
publication and assessment. • effectiveness to
advertising d) Individually, learners reflect on communicate.
designs. (s, v) the developed sketches to • arrangement of
revise and refine the generated elements.
ideas. • effective use of software
e) Where applicable, learners tools (in case of
explore the use of available computer use).
technology to improve on their • precision, accuracy,
ideas to produce final designs. clarity, consistency and
enhanced appearance.

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THEME: 3 CRAFTS B II
TOPIC 3.1: POTTERY DURATION: 38 Periods
Competency: The learner creates functional earthenware by adapting various forming
methods to serve different purposes.
Learning Outcomes Suggested Learning Activities Sample Assessment Strategies
The learner should be
able to:
a) demonstrate a) In groups or individually, a) Observe the learner’s
understanding of the learners research about clay, contribution in a group
materials, processes the different types of discussion with regard to:
and other key earthenware, pinch, coil, slab, i) teamwork
concepts associated throwing and casting forming ii) self-regulation and
with various forming methods. confidence.
methods. (k, s, u, gs) b) Learners explore iii) respect for self, others and
b) create pottery in clay opportunities in the the environment
using various community related to pottery iv) explanations about the
forming methods and document the research material and technique
(pinch, coil, slabs, findings. used.
throwing and c) Individually, learners: b) Assess:
casting). (k, u, s, v/a) i) generate ideas from their i) individual write-ups
findings and develop regarding authenticity
sketches for producing and correctness of ideas.
pottery through a creative ii) the quality and
process. originality of the
ii) use various methods to sketches with regard to
produce pottery. the ideation process.
iii) complete the pottery. (e.g. iii) the quality of the
drying, decorating, firing, forming methods.
glazing). iv) finishing and
functionality.
c) Converse with learners to
establish health and safety
precautions.

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THEME 4: HISTORY AND APPRECIATION OF ART II

TOPIC: 4.1: APPRECIATION OF CLASSICAL ANTIQUITY
DURATION: 10 Periods
Competency: The learner critically analyses the historical Greek and Roman art in order to
compare and assess its adaptation into contemporary art practices in Uganda.
Learning Outcomes Suggested Learning Activities Sample Assessment Strategies
The learner should
be able to:
a) demonstrate a) In groups or individually, a) i) Observe the learner’s
understanding of learners analyse and discuss contribution in group discussion
classical Greek and the classical Greek and Roman with regard to:
Roman art culture. art (architecture, sculpture • teamwork.
(k, u, gs) and pottery) and do a write- • self-regulation, confidence
b) interpret the up. and communication skills.
classical Greek and • respect for self and others.
Roman art and its b) In groups, learners explore ii)Assess learner’s ability to
impact on classical Greek and Roman art conduct research and
Ugandan art. (k, u, in relation to the social, document findings.
v) political and historical events b) Critique the write-up with regard
that may have influenced the to coherence of the findings
creation of the artwork and presented.
present their findings. c) Assess the validity and relevance
of the information with regard to
c) Individually, learners examine
the Ugandan context (quality of
and reflect on the qualities of
the write-up, neatness, language
the classical artworks and their
and grammar).
impact on the Ugandan art
(pre- and post-colonial times).

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SENIOR FIVE TERM 2

THEME 1: DRAWING AND PAINTING II
TOPIC 1.4: DRAWING AND PAINTING FROM A LIVING PERSON
DURATION: 14 Periods
Competency: The learner draws or paints different human body parts focusing on their
proportions for a true representation of the human structure in artworks.
Learning Outcomes Suggested Learning Activities Sample Assessment
The learner should be Strategies
able to:
a) develop a) Individually or collaboratively, a) Observe the learner’s ability to
understanding of the learner explores the concentrate on the task.
the human body relationship of the different b) Assess:
parts. (k. u) human body parts by creating i) individual sketches for
b) create drawings or thumbnail sketches. evidence of trials and
paintings capturing b) Individually or in groups, studies of the different
mood, pose and learners use the language and body parts.
actions. (k, u, s) terminology associated with ii) the final product based
the human anatomy (e.g. on the use of lines, tonal
symmetrical and asymmetrical variations, the form and
divisions, torso, burst, girdle, structure and disposition
limbs, portraiture, phalanges). of drapery, ensuring
accurate reflection of the
c) Individually, the learner:
set model.
i) draws or paints specific
parts of the human body
(head, hands and feet).
ii) experiments with different
materials to reflect the
basics of portraiture.

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THEME 1: DRAWING AND PAINTING II

TOPIC 1.5: DRAWING AND PAINTING FROM IMAGINATION
DURATION: 15 Periods
Competency: The learner creates drawings and paintings using available media and
technologies for self-expression and other purposes.
Learning Outcomes Suggested Learning Activities Sample Assessment
The learner should be Strategies
able to:
a) develop a) Individually or collaboratively, a) Observe the learner’s ability to
understanding of the learners explore different try out different materials and
various materials (dry and wet) and tools for drawing and
characteristics of tools, and discover how best painting.
painting and they can be used for drawing i) Assess individual thumbnail
drawing materials. (k, and painting. sketches for evidence of
u) b) Individually, the learner: planning and development
b) create paintings or i) develops plans of ideas.
drawings by (thumbnail sketches or ii) Assess the learner’s artworks
exploring with the notes) based on themes with regard to:
elements and that address a variety of • originality and creativity.
principles of art challenges. • use of elements and
using available ii) experiments with a principles.
materials, tools and variety of materials and • use of materials.
technologies for self- chooses the most • personal expression.
expression. (k, u, s) suitable ones for drawing iii) Check for the revisions and
c) apply appropriate or painting from edits in the work after peer
standards and imagination. and self-assessment.
practices in iii) organises the elements iv) Assess the learners’
preparation, and principles to suit the portfolios regarding:
production and planned work. • evidence of creativity and
presentation of iv) uses self-reflection and originality.
artworks as evidence peer reflection to edit • growth and development
of study. (k, u, s, v/a) and refine the work. of the idea.
v) produces the final
artwork basing on the
feedback.
vi) creates a portfolio as
evidence of progress and
achievement of his/her
work.

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THEME: 2 GRAPHIC DESIGN II (CRAFTS A)

TOPIC 2.3: EDITORIAL DESIGN DURATION: 19 Periods
Competency: The learner creates editorial designs using a variety of materials, tools and/or
emerging technologies for printing and publication purposes.
Learning Outcomes Suggested Learning Activities Sample Assessment Strategies
The learner should be
able to:
a) examine the use of a) Individually or collaboratively, a) Observe the learner’s ability to:
editorial design in a learners search and discuss a i) work in teams/groups.
variety of layouts. variety of layouts in editorial ii) listen to one another
(k, s, u) designs (e.g. books, magazines and positively
b) create editorial and newspapers). contribute to the
designs using b) Individually, the learner: discussion.
elements, i) experiments with various b) i) Assess individual thumbnail
principles of materials and concepts for sketches for evidence of
design, materials editorial designs as he/she exploring with different
and tools and develops thumbnail materials and tools.
emerging sketches. ii)Assess the learner’s artworks
technologies in a ii) uses self-reflection and with regard to:
variety of layouts. peer reflection to edit or • message.
(u, s) change plan of their work. • use of materials.
iii) develops the trial sketches • originality and creativity.
into final editorial designs • personal expression.
using elements and • Precision.
principles of design. • revisions and edits in the
iv) where applicable, uses work due to peer and self-
available technologies to assessment.
produce final work. • use of technology (where
v) creates a folder with the applicable)
work done as evidence of c) Assess the learner’s folder with
progress and regard to.
achievement.
• sketching.
• finished work, labelled and
dated.

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THEME 3: CRAFTS B II
TOPIC 3.2: FIGURATIVE SCULPTURE IN THE ROUND
DURATION: 38 Periods
Competency: The learner creates figurative sculptures in the round, using various materials,
tools and/or emerging technologies for self-expression, economic purposes and a variety of
adaptive innovations.
Learning Outcomes Suggested Learning Activities Sample Assessment Strategies
The learner should be
able to:
a) generate plans for a) Individually or collaboratively, a) Observe the learner’s ability to
sculpture artworks learners search and discuss a communicate their findings
inspired by nature. (k, variety of sculptures from with peers and suggest possible
s. u) different sources and solutions to a given task.
b) create sculptures locations. b) i) Check for availability of
using available b) Individually, the learner: individual thumbnail sketches
materials, tools, i) generates plans and and notes for ways to solve a
techniques and notes for a figurative problem.
technologies, to sculpture (different ii)Assess the learner’s artworks
serve the intended views). with regard to:
purpose/audience. ii) experiments with • creativity.
(u, s, v) different materials and • organisation of elements
tools to create and principles.
maquettes for the plans. • use of materials
iii) Presents the maquette (technique).
and plans to peers for • expression of ideas.
discussion, reflection • finishing.
and proposal for c) Converse with learners to
adjustments. establish health and safety
iv) creates a refined precautions.
maquette based on self-
critique and peer
critique.
v) create(s) the final
sculpture using suitable
materials and tools,
and/or available
technologies.

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THEME 4: HISTORY AND APPRECIATION OF ART II

TOPIC 4.1: INFLUENCE OF GOTHIC ART IN UGANDA
DURATION: 10 Periods
Competency: The learner analyses the influence of Gothic art on Ugandan art by assessing its
artistic value and significance to the present society.
Learning Outcomes Suggested Learning Activities Sample Assessment Strategies
The learner should be
able to:
a) analyse trends of a) In groups or individually, the a) i) Assess learner’s ability to:
Gothic art in learner: • positively contribute to the
England. (k, u) i) analyses Gothic art in group discussion.
b) analyse and England (architecture, • conduct research and
document the sculpture and glass document the findings.
influence of painting) and make(s) a • critique the write-up with
Gothic art styles write-up. regard to coherence and
on Ugandan art. ii) evaluate(s) and reflect(s) the factual information of
(k, s, u, v, a) on Gothic art styles in the findings.
England and their ii) Converse with the learner(s)
influence on Ugandan art to ascertain their understanding
and make(s) a write-up of the Gothic art influence on
b) In groups, the learners discuss Ugandan art.
and present their findings for b) Assess the quality of the write-
harmony in their notes. up with regard to:
i) validity and relevance given.
ii) coherence and correctness of
the information.
iii) examples and illustrations
cited.

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SENIOR FIVE TERM 3

THEME 1: DRAWING AND PAINTING II
TOPIC 1.6: ADAPTATIONS FROM THE CULTURAL ENVIRONMENT
DURATION: 09 Periods
Competency: The learner creates drawings or paintings inspired by the cultural environment
using available resources to communicate /convey personal expression about people’s culture.
Learning Outcomes Suggested Learning Sample Assessment
The learner should be Activities Strategies
able to:
a) demonstrate a) Individually or in groups, a) i) Observe the learner’s ability
understanding of learner(s) search and discuss to:
cultural objects and forms and functions of • participate in a group
forms in people’s ways objects from the cultural discussion.
of life. (k, u, gs) environment and document • respect self and others.
b) create artworks their findings.
expressing social and b) Individually, the learner ii)Converse with the learner to
cultural practices of creates imaginative ascertain originality and
society. (k, u, s) compositions through authenticity of their findings.
preliminary sketches inspired
from the cultural b) Assess individual learner’s
environment. developmental sketches and
c) In groups, learners discuss final product for:
their sketches using self- i) creativity/originality.
reflection and peer feedback ii) organisation of elements
to refine and enhance their and principles.
plans into improved versions. iii) use of materials
d) Individually, the learner: (technique).
i) develops detailed and iv) expression and
revised artworks based subject matter.
on peer assessment and c) Assess the learner’s folder
self-assessment. with regard to.
ii) compiles the work and • sketching.
creates a folder, which • finished work, labelled
will be part of the and dated.
portfolio.

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THEME 1: DRAWING AND PAINTING II

TOPIC 1.7: DRAWING AND PAINTING FROM A LIVING PERSON II
DURATION: 10 Periods
Competency: The learner draws or paints a human figure proportionally in different poses
while exploring with various materials and techniques for effective communication and human
figure representation.
Learning Suggested learning Activities Sample Assessment
Outcomes Strategies
The learner should
be able to:
draw or paint a a) Individually, the learner: a) i) Observe learners as they
human figure in i) searches for inspiration (from engage in discussion with
proportion and in human figure models, work of regard to:
different poses. (k, u, master artists, video tutorials) as a • active participation.
s) basis for discussion and • respect for self and
development of preliminary others.
sketches. • ability to analyse
ii) draws through observation from information.
the real human figure (seated, ii) Assess individual
standing and in motion). learner’s sketches and
iii) explores human figure drawing drawings or paintings for:
techniques (e.g. gesture drawing, • presentation of
using principles of art) and postures and
modelling form using light and human figure
shade. proportions.
• use of gesture
techniques and
principles.
• tonal effects.
• use of materials.

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THEME 1: DRAWING AND PAINTING II

TOPIC 1.8: DRAWING AND PAINTING FROM IMAGINATION
DURATION: 10 Periods
Competency: The learner draws or paints artworks by applying imaginative skills, through
generating and integrating artistic ideas for self-expression and visual communication.
Learning Outcomes Suggested Learning Activities Sample Assessment
The learner should be Strategies
able to:
a) create thematised a) Individually or collaboratively, a) i) Observe the learner’s
imaginative learner(s) generate imaginative contribution in group work
compositions using ideas and develop plans for the with regard to:
various materials, creation of their artworks based • discussion of ideas.
tools and on a given theme. • self-regulation and
technologies to b) In pairs or groups, learners confidence.
express ideas that discuss the suitability of ii) Assess learner’s ability to
communicate imagined ideas to develop into develop plans based on a
messages. (k, u, s, v) a composition. theme.
b) apply appropriate c) Individually, the learner: b) Converse with the learners
processes and i) reflects and revises the to ascertain peer feedback
practices associated initial idea into a final on their work.
with the preparation sketch. c) Assess the learners work in
and production of ii) creates figurative and non- form of:
artworks as figurative imagined i) write-ups, idea
evidence of study. compositions by development and
(k, u, s, v) experimenting with evidence of progress.
different media/techniques ii) organisation of ideas
to show evidence of using elements of art
revision and artistic growth. to formulate a
iii) documents the use of the composition.
creative process in a d) Assess the learner’s
portfolio as evidence of a products for:
working process. i) originality of ideas.
ii) growth and development
of the initial ideas.
iii) reflection and revision of
the initial plans.
iv) use of elements and
principles.
v) choice and use of
materials.

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THEME 2: GRAPHIC DESIGN II (CRAFTS A)

TOPIC 2.4: PACKAGING DESIGN DURATION: 19 Periods
Competency: The learner creates package designs using skills and technologies for advertising
various market products.
Learning Outcomes Suggested Learning Activities Sample Assessment
The learner should be Strategies
able to:
a) develop an a) Collaboratively or individually, a) Assess learners’ notes with
understanding of the learners research and regard to ability to identify
design principles, document different package the following:
practices and the designs for different products i) package type.
vocabulary used in (e.g. liquids, powders, solids, ii) layout.
packaging design. (k, gases) and the vocabulary iii) use of materials
u) associated with package illustrations.
b) create packaging designing. iv) lettering and colour.
designs and b) In groups, learners identify b) Observe the learner’s ability
prototypes to serve a and discuss a commodity to:
purpose. (k, u, s, v) packaging problem and i) work in teams/groups.
generate possible solutions. ii) listen to one another and
c) Individually, learners create contribute to the
plans of their package designs discussion.
(layout, lettering/labelling and iii) generate a solution to the
colour) using elements and identified problem.
principles of art, and the c) Assess learners’ individual
available technologies to solve plans for evidence of
the identified problem. exploring with different
ii)Collaboratively, learners materials and tools while
discuss their plans reflecting addressing the identified
on the purpose and suitability problem.
of the proposed designs. d) Assess the learner’s package
d. Using peer reflection or self- prototypes with regard to:
assessment, the learner i) purpose/message.
revises the plans and explores ii) use of materials.
with different materials. iii) originality and creativity.
e. Individually, the learner iv) precision.
produces the final prototype
package.

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THEME 3: CRAFTS B II
TOPIC 3.3: FIBRE ARTS DURATION: 38 Periods
Competency: The learner creates fibre crafts using different techniques and processes to serve
various purposes.
Learning Outcomes Suggested Learning Sample Assessment
Activities Strategies
The learner should be able to:
a) analyse the purpose, a) Using project-based a) i) Assess learners’ notes
materials, tools, methods, learning, learners: generated from their
processes and techniques i) collaboratively conduct research to check for
for weaving and basketry. research about woven consistency, correctness
(k, u, v) artworks in traditional and documentation.
b) create fibre artworks and contemporary ii) Observe the learner’s
using available materials, society with regard to contribution in group
tools and techniques to materials, tools and discussion with regard to:
serve different purposes. techniques, processes • teamwork.
(u, s, v) and make a write-up. • self-regulation and
ii) discuss their findings confidence.
describing the aspects • respect for self, others
of design/patterns, and the environment.
function, materials and b) Assess the quality of the
techniques, and finished article in terms of
document the key technique used, neatness
aspects. and consistency in the
b) Individually or in groups, finishing and functionality.
learners: c) Converse with learners to
i) identify a weaving establish health and safety
related societal problem, precautions.
plan and prepare the
required materials and
tools (soliciting various
ideas for weaving).
ii) use an appropriate
technique to create a
woven article to serve a
purpose.

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THEME 4: HISTORY AND APPRECIATION OF ART II

TOPIC 4.2: APPRECIATION OF THE ITALIAN RENAISSANCE
DURATION: 10 Periods
Competency: The learner analyses Renaissance art by investigating its social, cultural and
artistic importance for creating own artistic impressions.
Learning Outcomes Suggested Learning Activities Suggested Assessment
The learner should be Strategies
able to:
a) demonstrate a) In groups, learners conduct a) Assess learner’s ability to:
understanding of the research, analyse and i) conduct research and
concepts and document the impact of document findings.
important
Renaissance civilisation and ii) positively contribute to
developments of
Renaissance art as an culture on artistic practice of the group discussion.
influence to art that period. b) i) Converse with the
production. (k, u, v) learners to find out lessons
b) Learners collaboratively
b) analyse artworks of learnt and aspects of the
discuss:
selected Renaissance style or content of the
master artists. (k, u, v) i) the development of artwork to support their
humanism and classicism opinion.
by selected artists of the ii)Assess the quality of the
Renaissance art period (e.g. write-up with regard to:
Leonardo, Michelangelo, • validity and relevance
Raphael) and describe how given.
their style could be applied • coherence of the
in a variety of areas of information.
personal and professional • correctness of the
life. information.
ii) the artworks of selected
• citing of examples and
Renaissance artists (e.g.
illustrations.
Leonardo da Vinci,
iii) Assess the learner’s
Donatello, Michelangelo,
write-up on:
Phillip Brunelleschi) and
• the proper style.
their influence on Ugandan
• the nature of the
art, with regard to painting,
artwork being
sculpture and architecture.
analysed.
iii) Interpret a variety of
• the period.
Renaissance artworks to
• correctness of
identify and describe their
information.
purpose and style, materials
used, and the meanings the • correct language and
works convey. Do a write- coherence of
up. information.

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SENIOR SIX TERM 1

THEME 1: DRAWING AND PAINTING II
TOPIC 1.9: THE MATERIAL ENVIRONMENT DURATION: 13 Periods
Competency: The learner creates compositions using creative skills, a variety of materials and
processes to develop various ideas for art making.
Learning Outcomes Suggested Learning Sample Assessment
The learner should be able to: Activities Strategies

a) explore various materials a) Using project-based a) Observe the learner’s ability

with regard to their learning, learners explore to:
possibilities in creating various objects employing i) participate in the
drawings and paintings. (k, various methods and group activity.
u, s, v) techniques based on ii) respect self and
b) create compositions in driving questions to create others.
drawing and painting using forms, lines and texture b) Assess the learner’s ability
a combination of materials (e.g. How can we create to:
and tools for various new forms and shapes i) demonstrate originality
purposes. (k, s) needed for industrial and creativity.
production using our ii) generate new ideas in
material environment?). drawing and painting
b) i) Learners experiment guided by the driving
with colour, drawing and questions.
painting tools and iii) plan and make
implement a multimedia informed judgement
approach suitable for while exploring
development into still-life different materials.
compositions. c) Converse with learners to
ii) Make drawings of establish and caution them
selected objects extending on health and safety
into an image using line, precautions.
tone and colour to render
the surface texture and
form of objects.
iii)Use a viewfinder to
enlarge and create a new
composition from the
previous artwork and
render in wet or dry media.
iv)Choose the best option
to employ perspective
devices and overlapping.

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THEME 1: DRAWING AND PAINTING II

TOPIC 1.10: LIVING PERSON (TORSO) DURATION: 08 Periods

Competency: The learner develops artistic impressions of the human torso using various
materials and tools to communicate human body formations.
Learning Outcome Suggested Learning Sample Assessment
The learner will be able to: Activities Strategies
examine and make drawings a) In groups, learners observe a) Observe the learner’s ability
and paintings based on the the human figure and to show focused attention
human torso using different discuss the structure, tonal on the torso.
materials and tools. (k, u, s) effects and proportions of b) Assess the way different
the torso. learners communicate
b) Individually, learners: what they perceive.
i) develop drawings or c) Assess individual learners’
paintings, studying drawings or paintings to
the human torso in depict the different body
different postures postures and disposition of
(front, back and sides, drapery.
body twists and its
effects on the
structure) using a
model.
ii) study the light effects
on the human torso
(tonal variations) and
develop it into a
complete
representation of the
human figure using
dry or wet media.
iii) draw the human face
in addition to the
facial expressions.

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THEME1: DRAWING AND PAINTING II

TOPIC 1.11: DRAWING AND PAINTING IMAGINATIVE FIGURATIVE
COMPOSITIONS DURATION: 08 Periods
Competency: The learner creates figurative imaginative compositions based on the human
figure to communicate messages and ideas.
Learning Outcomes Suggested Learning Sample Assessment
The learner should be able to: Activities Strategies
a) demonstrate a) Learners: a) Observe the learner’s
understanding of colour i) collaboratively explore contribution in group work
and its aspects in painting the different aspects of with regard to:
compositions. (k, u) colour observed from i) discussion and
b) create artistic different paintings of collaboration with
compositions based on great masters and others.
elements and principles of document their ii) self-regulation and
arts. (k, s, u) findings. confidence.
ii) generate b) Assess the learners’
sketches/plans for the documentation in form of
creation of drawings or write-ups/ with sketches.
paintings based on c) Converse with the learners
human activities in a to ascertain the influence
composition (e.g. at the of peer feedback on the
market, a heated work.
discussion, newspaper d) Assess the learner’s product
vending). with regard to:
iii) use brainstorming and i) creativity and
reflection to filter the originality.
sketches in order to ii) organisation of ideas
select the ideas for and elements of art
finished drawings or to formulate a
paintings. composition.
b) Individually, the learner iii) growth and
makes drawings or development of the
paintings expressing and initial ideas.
communicating through iv) evidence of reflection
colour, depicting the and revision of the
human activities in a initial plans.
composition (e.g. at the v) interpretation of the
market, a heated discussion, theme into visual
newspaper vending). image.
vi) colour harmony and
symbolism.

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 ART & DESIGN SYLLABUS

THEME 2: GRAPHIC DESIGN II (CRAFT A)

TOPIC 2.5: ADVERTISING DESIGN DURATION: 10 Periods
Competency: The learner creates graphic design concepts using materials and tools suitable
for commercial communication.
Learning Outcomes Suggested Learning Sample Assessment
The learner should be able to: Activities Strategies
a) apply vocabulary of a) Learners collaboratively: a) Observe the learner’s ability
terms, concepts and i) search for information to:
techniques relating to on the communal and • work in teams/groups.
advertising design. (k, u, educational value of • listen to one another
gs) advertising designs and contribute to the
b) create images and (e.g. calendars, fliers, discussion.
symbols suitable for brochures and cards), b) Assess learners’
advertising designs based examining the documentation from their
on a given theme. (u, s) concepts, practices and information search and
vocabulary associated how the findings informed
with design making. their concept
ii) discuss and record development.
their findings. c) Assess the individual
iii) explore and develop a learner’s product in relation
concept in the set to:
theme on either • the theme.
calendars, fliers, • originality and
brochures or cards. creativity.
b) Individually, learners: • research, planning,
i) experiment with visual drawings and
images used in development of ideas
commercial and visual into final artwork.
displays. • functionality.
ii) develop the final work • precision and finish.
of the chosen design d) Assess the learner’s folder
to serve a given with regard to.
purpose.
• sketching.
iii) develop a folder to
• finished work, labelled
keep the finished
and dated.
work which will
contribute to the
learners’ portfolio.

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THEME 2: GRAPHIC DESIGN II (CRAFT A)

TOPIC 2.6: DESIGN ILLUSTRATION DURATION: 09 Periods
Competency: The learner creates artistic images from a given text using various materials and
available technologies to ease and enhance information dissemination.
Learning Outcomes Suggested Learning Sample Assessment
The learner should be able to: Activities Strategies
a) apply concepts and a) i) Learners collaboratively a) Observe the learner’s
techniques relating to search for information on ability to:
design illustrations. (k, u) various illustrations from i) work in teams/groups.
b) create images and symbols different sources (e.g. text ii) listen to one another.
adopted from written text. books, posters, fliers, iii) contribute to the
(u, s) magazines and discussion.
newspapers) and make a b) Assess group
scrap book. documentation from the
ii) Learners discuss their information search
findings with regard to: following concept
• the key elements and development for
principles of illustration. illustration.
• categories and c) Assess learners’ work with
functions of illustration regard to:
(narrative, decorative i) originality and
and informative). creativity.
b) Individually, the learner: ii) interpretation of the
i) experiments with text.
different materials to iii) development of ideas
illustrate a given text into final artwork.
into various image iv) precision and finish.
possibilities. c) Assess the learner’s folder
ii) uses self-reflection to with regard to:
critique the visual i) communication of
images used to impact ideas.
the commercial and ii) aesthetic design
visual displays. qualities.
iii) produces the final work iii) materials.
using the revisions iv) the technical process.
obtained from self- v) personal response.
reflection.
iv) develops a folder to
keep a record of the
production process of
the work which will
contribute to the
learners’ portfolio.

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 ART & DESIGN SYLLABUS

THEME 3: CRAFTS B II
TOPIC 3.4: TWO-DIMENSIONAL CRAFTS DURATION: 38 Periods
Competency: The learner produces design concepts using available materials, tools and
technologies to decorate different surfaces for various purposes.
Learning Outcomes Suggested Learning Sample Assessment
The learner should be able to: Activities Strategies
a) demonstrate understanding a) In small groups or a) Assess learners’
of the process of concept individually, learners use documentation to check
development based on inquiry learning method to for the designs, patterns of
cultural inspirations in search for information and traditional and
respect to traditional beliefs. discuss the traditional and
contemporary textile and
(k, u, s, v) contemporary methods,
b) demonstrate understanding significance of textile and leather decorations.
of the influence of leather designing (either b) Observe group discussions
artmaking to the economy using field trip or case study) with regard to:
and careers related to the and document the findings. i) teamwork.
visual arts. (k, u, v) b) Individually, the learner ii) self-regulation and
c) demonstrate understanding develops plans and sketches confidence.
of the legal, ethical, health based on cultural iii) respect for self, others
and safety, practices in the inspirations, to suit a specific and the environment.
production of crafts. (k, u, v, textile (e.g. screen printing, c) Converse with learners to
a) batik, patchwork, applique,
defend their thinking on
tie-and -dye) and leather
decoration techniques (e.g.
the choice of plans
stamping, embossing, regarding the suitability
dyeing, painting etc) and relevance of the
conforming to the elements patterns created.
and principles of design, for a d) Assess the learner’s textile
given purpose. and leather designs with
c) Learners: regard to:
i) make trials on a small i) the quality, technique,
scale (e.g. 12 cm by 12 colour choice and
cm for textile) for a given
registration of the trials.
technique using suitable
materials and tools ii) neatness and
based on the market consistency.
demands.
ii) discuss the trials to filter e) Observe and converse with
the ideas and select a learners to establish their
suitable one to serve as understanding of legal and
the basis of their ethical standards, health
artwork. and safety, practices art
iii) revise the plan based on production practices.
peer assessment and
f) Assess the learner’s folder
show attention to detail.
d) Learners opt for a project in
with regard to.
either textile or leather • sketching.
design and decorations while • finished work, labelled
considering the legal, ethical, and dated.
health and safety practices.
e) Learners develop a folder for
the design process.

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THEME 4: HISTORY AND APPRECIATION OF ART II

TOPIC 4.3: APPRECIATION OF THE 19TH CENTURY ART IN FRANCE AND
ENGLAND DURATION: 10 Periods
Competency: The learner evaluates the 19th century art in France and England as a basis to
make personal judgement on historical art in relation to Uganda’s contemporary contexts.
Learning Outcomes Suggested Learning Sample Assessment
The learner should be able to: Activities Strategies
a) analyse the concepts and a) In groups, learners gather a) Assess learner’s ability to:
important developments information from different i) conduct research and
of 19th century art in sources about the document the findings.
France and England as an important 19th century art ii) positively contribute to
influence developments and artists the group discussion.
to art production. (k, u, v) in France and England (e.g. b) Assess the quality of the
Vincent Van Gogh, write-up with regard to:
b) evaluate the artists, their
Auguste Rodin, i) validity and relevance
artworks, and influence on
Dominique, Ingres, Gian given.
contemporary art
Lorenzo Bernini), and ii) coherence of the
production in Uganda. (k,
document. information.
u, v)
b) In groups, learners discuss iii) correctness of the
the influence of the 19th information.
century art in France and iv) accuracy and
England on contemporary examples cited.
art production in Uganda
and make individual notes.
c) Using a variety of
strategies (e.g. peer
assessment and self-
assessment or reflection),
learners reflect on the
qualities within different
art forms (painting and
sculpture) describing the
subject matter, purpose,
style/technique and
materials used.

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SENIOR SIX TERM 2

THEME: DRAWING AND PAINTING II
TOPIC 1.12: DRAWING AND PAINTING FROM A LIVING PERSON II
DURATION: 36 Periods
Competency: The learner draws and paints human figures in artistic compositions using
materials and tools for communication and self-expression.
Learning Outcomes Suggested Learning Sample Assessment Strategies
The learner should be Activities
able to;
demonstrate a) Individually, the learner; a) i) Assess the learner’s ability to:
understanding of i) generates ideas of • generate an artistic idea
elements and principles of human figure through observation of
design to create human compositions using the living person.
figure compositions that thumbnail sketches, • capture and record what
communicate messages based on observation has been observed.
to an audience. (k, u, s, a) of the living person. • develop from simple
(study of the model in gestural drawings to more
different poses, detailed figurative
gesture techniques). composition.
ii) uses exploration or • develop preliminary
experimentation of stages into the final
different materials to composition by using
create plans for the either dry or wet media.
trial compositions. ii)Assess the individual learner’s
iii) uses reflection and final work in terms of:
revision to develop • use of elements and
the final composition principles.
in consideration of the • articulation of body
elements and structure and anatomy.
principles of art and • Treatment of drapery
disposition of drapery.
• message conveyance.
b) Use appropriate practices
• Finish.
to prepare a folder for the
b) Assess the learner’s folder with
artworks for presentation.
regard to.
• Sketching
• Finished work, labelled
and dated

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THEME 3: CRAFTS B II
TOPIC 3.5: TWO-DIMENSIONAL AND THREE-DIMENSIONAL CRAFTS
DURATION: 48 Periods
Competency: The learner creates craft products based on a chosen theme using suitable
materials and technologies to serve different purposes.
Learning Outcomes Suggested Learning Activities Sample Assessment
The learner should be Strategies
able to:
a) demonstrate a) Using projects or project-based a) Assess the learners’ project
understanding of learning, the learners: following:
the process of i) follow a production process of i) themes, planning,
creating a 2D or 3D art making (themes, planning, experimenting and
experimenting, revising) and revising the plans.
craft in respect to
depict cultural influences for ii) the learner’s trials
cultural heritage. (k, the ideation process. based on growth and
u, s, v) ii) explore and experiment with a development of the
b) evaluate the variety of materials, tools and idea.
contribution of art technologies to create trial iii) the final product with
to the Ugandan motifs or maquettes, templates regard to; use of
economy and how for leather articles (create, materials, elements and
economic interpret, explore, develop and principles of art,
considerations communicate ideas). technique used,
influence iii) produce the final product by production process,
choosing the best option to functionality and
artmaking. (k, u, s, v)
develop and focus on a finishing.
c) apply the health successful idea. iv) the information on
and safety, legal iv) identify on the basis of production of artwork
and ethical issues exploration, opportunities in in form of analysis with
to art production. the society related to visual arts regard to opportunities
(k, u, v, a) and the cost of production. in relation to careers of
b) The learner: art.
i) demonstrates safe practices v) meeting the demands
associated with use of materials, of the expected
tools and technologies solution
(precautionary measures for
handling hazardous materials). b) Ensure that learners observe
ii) exercises social, civic and health, safety and legal
environmental responsibility in precautions.
using technologies and the
environment to produce
artworks.
iii) appreciates the legal and ethical
issues associated with the
production of artworks
(Copyright and ownership
issues).
c) Learners present their finished
articles to an audience (exhibition).

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 ART & DESIGN SYLLABUS

THEME 4: HISTORY AND APPRECIATION OF ART II

TOPIC 4.4: CONTEMPORARY ART IN UGANDA DURATION: 12 Periods
Competency: The learner evaluates Ugandan contemporary art practices by examining
artists and their artworks to make informed judgement.
Learning Outcomes Suggested Learning Sample Assessment
The learner should be able to: Activities Strategies
a) analyse Ugandan a) Learners collaboratively a) i) Observe the learner’s
contemporary art in an search for information and ability to:
artistic and meaningful way. document: • work in teams/groups.
(k, u, v, gs) i) the history of studying • listen to one another.
b) evaluate the role of art in Uganda (the • contribute to the
contemporary artists and development of discussion.
their influence on Ugandan Margaret Trowel School ii)Assess the learner’s
society. (k, u, v) of Industrial and Fine documentation of the
Art). research findings in a
ii) the work of prominent write-up.
contemporary b) Assess the quality of the
Ugandan artists write-up with regard to:
(freelance, academic i) validity and relevance
and professional artists, given.
such as Ronix ii) coherence of the
Ahimbisibwe, Naita, information.
Fred Mutebi; George iii) correctness of the
Kyeyune, F.X. information.
Nnaggenda, Lillian iv) the examples cited.
Nabulime, Bruno
Sserunkuuma, Nuwa
Nyanza) with regard to
theme, message, style
and materials.
b) In groups, learners:
i) evaluate the selected
contemporary artists in
Uganda, their
contribution in various
fields of art and the
factors behind their art
production (cultural,
political, foreign inputs
and prevailing
environments).
ii) analyse the Ugandan
artists’ contribution to
the economy and
society, and how the
economy impacts art
production.

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SENIOR SIX TERM 3

THEME: DRAWING AND PAINTING II
TOPIC 1.13: LANDSCAPE REPRESENTATION DURATION: 30 Periods
Competency: The learner creates artworks depicting sceneries from different landscapes for
communication and self-expression.
Learning Outcomes Suggested Learning Sample Assessment
The learner should be able to: Activities Strategies
create depictions of landscapes a) Collaboratively, learners: a) i) Observe the learner’s
by exploring different kinds of i) gather information ability to:
subject matter, about the and write about • work in teams/groups.
natural environment. (k, u, s, gs) different artists and • listen to one another.
their depiction of • contribute to the
landscapes with discussion.
regard to theme,
style, use of ii) Assess the learner’s notes
elements, principles and sketches to ascertain
and materials. the learner’s:
ii) take a field study to • evidence of planning
scan the and focusing ideas for
environment for landscape drawing or
interesting features painting.
to gain inspiration for • creativity.
their work. b) Observe the learner’s
iii) discuss findings with ability to interpret the
peers for self- features of a landscape
assessment and into personal sketches
refinement of facts. (scaling).
b) Individually or in groups, c) Assess the learner’s
learners select a theme for final artwork with
landscape drawing or regard to:
painting and make trials. i) theme.
c) Individually, learners: ii) use of elements and
i) refine their trials into principles.
final sketches and iii) revision and
produce their final refinement.
artworks while iv) style and technique.
following elements v) use of materials and
and principles, style tools.
and use of materials. d) Assess the learner’s
ii) develop a folder for folder with regard to.
their work as • sketching.
evidence of the • finished work, labelled
creation process. and dated.

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THEME 2: GRAPHIC DESIGN II

TOPIC 2.7: SIMULATIONS IN GRAPHICS DURATION: 14 Periods
Competency: The learner develops graphical concepts for simulations using hand or
computer aided designing to serve various purposes.
Learning Suggested Learning Activities Sample Assessment Strategies
Outcome
The learner
should be able to:
explore and a) Collaboratively or individually, a) i) Observe the learner’s ability to:
experiment with learners conduct research from • work in teams/groups.
various ways of the available sources (such as • listen to one another.
expressing ideas the library, the Internet, • contribute to the discussion.
using different markets, interviews) and
graphic techniques identify a theme to guide their ii) Assess the learners’ theme with
to serve different creative process as they regard to:
purposes. (k, u, s, consider the problem to be
gs) solved and the target • problem-based learning.
audience. • the target audience.
b) Learners start the ideation
process by developing images b) Assess the learners’ sketches in
that suit their imaginations for terms of:
the task/theme through • depiction of a theme.
sketching. • progression of the ideation
c) i) Learners experiment with process.
tones and colour to capture c) Assess individual learners’
the simulations of the graphic originality and creativity with
images. The image developed regard to:
could be enhanced with i) the development of ideas
scanned work or an illustration. (sketches) into final artwork.
ii)Learners develop concepts ii) precision and finish.
by eliminating the unwanted d) Observe the learner’s ability to use
creations, enhance the work to appropriate technologies to
show areas of immediate produce the final work with regard
impact by either exaggeration to:
or magnifying to the required i) a message.
size. ii) the use of elements and
d) Individually, learners produce principles.
the final product using either iii) the use of materials and tools
free-hand drawing or or appropriate software.
computer-aided design. e) Assess the learner’s folder with
e) Individually, the learner regard to coherence and
organises a folder for the consistency.
graphic work.

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THEME 3: CRAFTS B II
TOPIC 3.6: PORTFOLIO MAKING AND ART EXHIBITION
DURATION: 06 Periods
Competency: The learner presents artworks in a portfolio showing the production process for
assessment and public viewing.
Learning Suggested Learning Activities Sample Assessment
Outcomes Strategies
The learner should
be able to:
a) create a portfolio a) Individually, learners document the a) Assess learner’s
with visual arts as creative process in a portfolio by: presentation of a portfolio
evidence of work i) compiling personal artworks with regard to:
and achievement (trials and the final works). i) the portfolio cover
over a specified ii) selecting the main artworks design.
period of time. (k, done as classroom tasks. ii) selection and
u, s) iii) arranging the artworks in order arrangement of
b) present and of production and development suitable artworks (with
exhibit the (e.g. research ideas, notes, final accompanying notes
artworks to an work, journals, photographs) and sketches).
audience. (k, u, s, that reflect all that was iii) the glossary.
v, a) experienced and learnt. iv) the reference.
iv) alphabetically compiling a b) If the e/digital portfolio is
glossary of technical words met used, assess the learner’s
throughout the DURATION of ability to use the available
work. technologies to achieve the
v) listing references at the end of above components.
the portfolio. (This is a list of the c. Assess the presentation styles
sources from which the research of the learner’s work regarding:
and information was taken for • trimming.
the portfolio.) • mounting.
vi) writing a statement of what was • labelling.
intended and how it was done • polishing.
throughout the period of • framing.
learning. (This should appear • creating pedestals.
first to guide the viewer of the
portfolio.)
vii) creating a cover design
reflecting and revealing what is
expected in the portfolio.
viii) presenting the finished portfolio
to an audience.
• Where possible, learners present the
e/digital portfolio
b) Individually, the learner prepares and
presents the finished own 2D and 3D
artworks for display (trimming,
mounting, labelling, polishing,
framing, creating pedestals).

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 ART & DESIGN SYLLABUS

THEME 4: HISTORY AND APPRECIATION OF ART II

TOPIC 4.5: ART IN SOCIETY DURATION: 06 Periods
Competency: The learner applies marketing skills of artworks using social, cultural and
commercial attributes for survival in society.
Learning Outcomes Suggested Learning Sample Assessment
The learner should be able Activities Strategies
to:
a) demonstrate an a) In groups, learners reflect on: a) Assess the learner’s write-
understanding of the role i) diverse traditions and up with regard to:
of visual arts in society. (k, societal values and i) language
s, u, v) discuss their impact on (appropriateness to the
b) examine opportunities art making. topic, vocabulary,
for integrating and ii) the various functions of structure and
marketing art in society. artworks in society and punctuations).
(k, s, u, v, a) how they contribute to ii) coherence (logical flow
and belong to the of ideas, explanation of
traditions (e.g. the ideas, illustration
advertising, religious, with examples).
satirical, ceremonial) and b) i) Converse with learners,
make a documentation. prompting them to
b) Learners collaboratively: describe and justify their
i) evaluate the roles of art in likes, choice and value
society (to engage, attached to different
entertain, transmit culture careers in art.
and values and to sell) ii)Observe and assess the
envisaging personal, learner’s presentation
career pathways and with regard to costing,
opportunities to sell their valuing and pricing.
artworks (costing, valuing
and pricing) and/or
applying art in other
occupations (architecture,
advertising and leisure
activities).
ii) give a presentation to a
given audience,
demonstrate an
understanding of
entrepreneurship in art
as a business entity
(marketing strategies,
sales management,
digital marketing,
business strategies and
communication).

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3.0 ASSESSMENT
3.0 ASSESSMENT
3.1 Assessing Art and Design
This Advanced Secondary Curriculum sets new expectations for learning, with a shift from
Objectives to Learning Outcomes that focus mainly on the application of knowledge and
deeper learning that leads to the acquisition of skills. These Learning Outcomes require a
different approach to assessment. The “Learning Outcomes” in the syllabi are set out in terms of
Knowledge, Understanding, Skills, Values and Attitudes. This is what is referred to by the letters
k, u, s v & a.
It is not possible to assess values and attitudes in the same way as knowledge, understanding,
and skills because they are more personal and variable, and are long-term aspirations. This does
not mean that values and attitudes are not important or cannot be assessed. They too can be
assessed but not easily done through tests and examinations. Values and attitudes can be
assessed over a period of time through observing and having interactions with the learner.
To assess knowledge and its application, understanding, and skills, we need to look for different
things. Knowledge can be assessed to some extent through written tests, but the assessment
of skills, application of what is learnt, and deeper understanding requires different approaches.
Because of this, the role of the teacher in assessment becomes much more important. This
section focuses on knowledge, understanding, and skills.

3.2 Formative Assessment

In this curriculum, the teacher’s role in assessment is not only to write tests for the learner but
also to make a professional judgment about the learner’s learning during the teaching and
learning process. The professional judgment is about how far the learner achieves the Learning
Outcomes that are set out in this syllabus. To make these judgments the teacher needs to look
at how well the learner is performing in terms of each Learning Outcome.
The formative assessment opportunities occur in three forms. They can be done through:
•Observation – watching learners working (appropriate for assessing skills, values and
attitudes).
• Conversation – asking questions and talking to learners (appropriate for assessing
knowledge and understanding).
• Product – appraising the learner’s work (writing, reporting, translating, calculating,
presenting diagrams, models and maps, drawing, painting etc). In this context, a
“product” is seen as something physical and permanent that the teacher can keep and
look at.
When all the three are used, the information from any one can 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”.

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 ART & DESIGN SYLLABUS

Observation

Triangulation

Product Conversation

3.3 Assessing Generic Skills

The Generic Skills have been built into the syllabuses and are part of the Learning Outcomes. It
is, therefore, not necessary to assess them separately. It is the increasingly complex context of
the subject content that provides progression in the Generic Skills, and so they are assessed as
part of the subject Learning Outcomes.

3.4 Assessing Values

It is not possible to assess values and attitudes in the same way as knowledge, understanding
and skills, because they are more personal and variable and are long-term aspirations. This does
not mean that attitudes are not important. It means that we must value things that we cannot
easily assess through tests and examinations. However, values and attitudes can be assessed
over a long period of time through observation and interactions.

3.5 Assessment of Project

Project-based learning is a teaching method in which learners or participants gain knowledge
and skills by engaging for an extended period of time to investigate and respond to an authentic
challenge. The task must have a driving question and it involves sustained inquiry.
Project-based learning is assessed using a rubric and an observation checklist.

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3.6 Examinations
There will be only one school-based summative assessment at the end of each academic year.
Examinations or tests will not be set at the beginning and end of every term. Instead, a summing
up of ongoing teacher assessments made in the context of learning through activities and work
in a portfolio will be required. The learners will also be subjected to the end-of-cycle assessment
for certification. Details on the end-of-cycle assessment are provided in the assessment
guidelines document.

3.7 Record Keeping

In Competency-based Learning, accurate and comprehensive record-keeping is crucial to track
learners' progress and achievements. Therefore, the teacher and school must keep accurate
records of learners’ achievement, especially during the Extended Essay writing in Senior Six.
Various assessment tools and strategies are employed to capture learners' demonstration of
abilities and achievements, including observation checklists, rubrics, and scoring grids. These
tools provide a holistic picture of learners' strengths, weaknesses, and areas for improvement.
The collected data and evidence from these assessments are correctly recorded and maintained
in learners' files, portfolios and anecdotal notes.

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 ART & DESIGN SYLLABUS

Glossary of Key Terms

Term Definition
competency curriculum One in which learners develop the ability to apply their
learning with confidence in a range of situations.
differentiation The design or adaptation of learning experiences to suit
an individual learner’s needs, strengths, preferences, and
abilities.
formative assessment The process of judging a learner’s performance, by
interpreting the responses to tasks, in order to gauge
progress and inform subsequent learning steps.
generic skills Skills which are deployed in all subjects, and which
enhance the learning of those subjects. These skills also
equip young people for work and for life.
inclusion An approach to planning learning experiences which
allows each learner to feel confident, respected, safe and
equipped to learn to his or her full potential.
learning outcome A statement which specifies what the learner should
know, understand, or be able to do within a particular
aspect of a subject.
portfolio A collection of an artist’s work (drawings, documents
etc.) intended to showcase the progress and production
of an artwork.
process skill A capability acquired by following the programme of
study in a particular Learning Area; enables a learner to
apply the knowledge and understanding of the
Learning Area.
prototype A sample of a work of art that is used to test concepts
and gather feedback before final production.
sample assessment activity An activity which gives a learner the opportunity to
show the extent to which s/he has 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.
suggested learning activity An aspect of the normal teaching and learning process
that will enable a formative assessment to be made.

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Appendix: Equipment, Tools and Consumables for the

Teaching of Art and Design
i) Brushes
ii) Carving toolbox
iii) Clay
iv) Computers with design programs
v) Cutters
vi) Drawing tools (nibs, pencils, charcoal, coloured pencils)
vii) Dyes
viii) Fibres
ix) Hammers
x) Handsaw
xi) Hard paper
xii) Inking roller
xiii) Linoleum block cutting tool set
xiv) Paper (different types and grammage)
xv) Pieces of cloth
xvi) Poster colours and Inks
xvii) Sketchpads and note books
xviii) Softwood
xix) Squeegees
xx) Potter’s wheel
xxi) Wires
xxii) Drawing boards
xxiii) Painting easels
xxiv) Threads
xxv) Tracing/painting tables
xxvi) Water-based colours
xxvii) Printing paste

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CONTACT US:
National Curriculum Development Centre
Plot M838, Kyambogo.
P.O.Box 7002 Kampala, Uganda
+256-393-112-088
www.ncdc.go.ug