The National Curriculum Development Centre has introduced a new handbook aimed at helping pre-primary and lower primary teachers use gamification to improve learning outcomes under Uganda’s Competency-Based Curriculum.
The guide comes as Uganda’s education system continues to implement the Competency-Based Curriculum, which promotes learner-centred instruction and places greater emphasis on skills acquisition rather than rote learning.
Targeting preschool and lower primary teachers, the handbook builds on existing play-based learning methods and offers practical guidance on how games can be structured to support the development of key competencies while ensuring inclusivity for all learners.
The guide also addresses differences in access to technology across schools. In institutions with digital resources, teachers can use computers and other tools to support gamified lessons and track learner progress.
For low-resource settings, the handbook recommends simple alternatives such as charts, scoreboards, and visual progress markers to help learners monitor their development and stay motivated.
Joyce Nansubuga, the Acting Manager for Pedagogy and Innovations at the National Curriculum Development Centre, said the new approach reflects a shift in the role of teachers from instructors to facilitators of learning.
“Teachers are now expected to closely track each learner’s progress, performance, and mastery of specific competencies,” Nansubuga said.
She explained that teachers must carefully plan lessons and select games that help learners reflect on and retain what they have learned, with motivation reinforced through rewards such as stars and badges.
“A learner who progresses more slowly is allowed to remain at a particular level until they acquire the required skill. This approach enables the teacher to clearly demonstrate each learner’s progress and account for individual performance,” she said.
Nansubuga noted that the handbook is designed for young learners who are naturally curious and eager to explore new ideas independently.
“We expect learners to extend their learning beyond the classroom by engaging in activities at home that help them acquire essential life competencies,” she said.
She also emphasized the importance of integrating play naturally into lessons.
“Teachers should gamify learning without explicitly labeling it as a game, allowing learners to discover and engage naturally,” Nansubuga said.
The handbook is expected to support teachers as they adapt classroom practices to meet the demands of competency-based education across Uganda.
