Title: Thematic curriculum management and enactment strategies: Evidence from Bwanswa Primary schools Kakumiro district, Uganda
Authors: Mark Kiiza
Volume: 9
Issue: 6
Pages: 126-140
Publication Date: 2025/06/28
Abstract:
The study examined thematic curriculum with particular emphasis on the implementation strategies in the lower primary classes in Bwanswa Kakumiro District. The study used a mixed methodology to collect both qualitative and quantitative data and it engaged sample that were scientifically selected. As ample of 835 representatives was selected among schools across Kakumiro. These research participants were engages using Interviews, survey and focused group discussion. The major results of the study indicate that all stakeholders seemed to be aware of value literacy, numeracy and life skills although there were anonymous factors that humped the effective implementation of the thematic curriculum. The life skills are not clear amongst teachers and those who knew them the skillful way of developing them among the learners were challenging. Most of the schools lacked scholastic materials for effective teaching and learning process of reading, listening and reading skills development. The study concluded Head teachers need to value literacy and numeracy skills that are academic and neglected social life skills. It also concludes life skills had significant account among learners' teachers in the study area. The study recommended that. Thematic curriculum should give adequate attention, numeracy, literacy and life skills should be clearly articulated in the curriculum clash with the cultural values of communities. It recommended for having refresher to teachers and equipping teachers with relevant approaches, strategies for quality service delivery in lower primary. The implications there are need for teachers to be equipped with silent strategies for effective implementing thematic curriculum in lower primary classes in Uganda.