THE DETAILED SYLLABUS

Senior Five Term 1

Topic 1: Introduction to Economics

Topic competency: The learner applies key economic concepts and fundamental economic
problems in subsequent topics by analysing specific data to make proper decisions for
personal and community development.
Learning Outcomes Suggested Learning Sample Assessment Strategies
The learner should be Activities
able to:
a. describe the In groups, learners read a. Observe learners as they
economic extracts/texts on interact during group
concepts, types of economic concepts, discussions and presentations.
goods, economic types of goods, Take note of their:
questions and economic questions i) communication skills.
fundamental and fundamental ii) respect for one another’s
economic economic problems opinions.
problems, in and questions. They iii) cooperation and self-
microeconomics. make presentations to directed learning.
(u, gs, v) the class. b. Converse with learners by
asking probing questions about
economic concepts, types of
goods, economic questions and
fundamental economic
problems to encourage critical
thinking.
c. Evaluate learners’ presentations
and provide feedback for
improvement.
b. Illustrate and a. In pairs, learners a. Observe learners as they study
interpret the analyse a text on the schedule and how they
Production the hypothetical illustrate the PPF taking note of
Possibility Frontier production their illustrating skills and how
(PPF) for effective schedule to they critically analyse the
Learning Outcomes Suggested Learning Sample Assessment Strategies
The learner should be Activities
able to:
resource illustrate a PPF and graphs while taking note of
allocation. (s, gs, v) display graphs in their:
class for a gallery i) communication skills.
walk. ii) respect for one another’s
opinions.
iii) cooperation and self-
directed learning.
b. Ask learners probing questions
about the PPF to allow critical
thinking and conceptualisation
of the concept.
c. Evaluate learners’ illustrations
and give feedback on the quality
of shapes of curves/plotting.
c. Analyse the In groups, learners: a. Observe learners as they present
Economic Systems a. search for and their findings on the Economic
that determine the Systems (Capitalist, Socialist,
discuss the major
allocation and Mixed) while taking note of their:
economic systems
utilisation of i) communication skills.
(Capitalist,
resources in ii) cooperation and self-
Socialist, Mixed),
different countries. directed learning.
highlighting their
(u, s, gs) b. Ask learners probing questions
Characteristics and
about each Economic System
implications.
while taking note of how they
b. make write-ups and
relate the Economic Systems to
share their findings
Uganda.
in plenary.
c. Evaluate write-ups and provide
feedback.
Topic 2: Price Theory
Duration: 80 Periods
Topic competency: The learner supports community actors on the efficient allocation of
resources, by analysing data on market behaviour and household consumption concerning
community welfare.
Learning Outcomes Suggested Learning Sample Assessment Strategies
Activities
The learner should be able
to:
a. Analyse economic a. In groups, learners a. Observe the learners as they
concepts including discuss market and search and make their
market and price, types price, types of price, findings on the market and
of price, functions of functions of price in price, types of price,
price in the market, the market, types and functions of price in the
types and characteristics of a market, types and
characteristics of a market in a market characteristics of a market in
market in a market economy by a market economy. while
economy. (u, v, gs) searching from ICT taking note of their,
devices and other i) communication skills.
resource materials, ii) respect for one
and then make another’s opinions.
presentations. iii) cooperation and self-
directed learning.
b. Converse with learners by
asking probing questions
about the concepts, of
market and price, types of
prices, functions of price in
the market, types and
characteristics of a market in
a market economy.
c. Assess the write-ups and
provide feedback.
b. show understanding of b. Using ICT devices a. Observe learners as they
the Theory of Demand and other resource construct the demand curves
including, types of materials, in groups including exceptional
demand, demand learners search the situations, taking note of
function, the slope of concept of the their;
the demand curve and demand curve, types i) illustrative skills.
Learning Outcomes Suggested Learning Sample Assessment Strategies
Activities
The learner should be able
to:
law of demand, of demand, demand ii) communications skills.
determinants of function, the slope of b. Converse with learners while
quantity demanded, the demand curve guiding them on how to
change in quantity and law of demand, illustrate the demand curve
demanded and change determinants of and allow them to critique
in demand, exceptional quantity demanded, themselves as they take a
demand curves, market change in quantity gallery walk.
demand and its demanded and c. Assess the accuracy of the
determinants, the change in demand, demand curve and provide
indifference curve exceptional demand feedback.
approach and curves, market
consumer’s demand and its
equilibrium, deriving determinants. Make
the equilibrium of the write-ups for pinning
consumer using the on the wall for a
indifference curve gallery walk.
approach, the utility
theory as used in a free
market economy. (u,s,
gs)
c. show understanding of a. In groups, learners a. Observe the learners as they
the theory of supply, use ICT devices and discuss their findings on the
including the law of other resource concepts including the law of
supply and deriving the materials, to search supply while taking note of
normal supply curve, and discuss the law of their;
the supply schedule, supply and derive the i) communication skills.
the slope of the supply normal supply curve, ii) ICT proficiency.
curve, factors the supply schedule,
influencing supply, the slope of the b. Converse with learners on
aggregate supply, supply curve, factors how to illustrate the supply
exceptional supply influencing supply, curves and allow them to
curves, interrelated aggregate supply, critique themselves as they
supply, change in exceptional supply take a gallery walk.
quantity supplied and curves, interrelated c. Assess the accuracy of the
change in supply in a supply, change in graphs and provide
free market economy. quantity supplied feedback.
(u, s, gs) and change in supply
in a free market
Learning Outcomes Suggested Learning Sample Assessment Strategies
Activities
The learner should be able
to:
economy.
d. analyse market In groups learners; a. Observe learners as they
equilibrium including interact in their groups, to
a. discuss the meaning
the meaning of derive the meaning and
of equilibrium price
equilibrium price and illustration of the concepts,
and quantity, market
quantity, derivation of taking note of their;
equilibrium,
the market equilibrium, i) illustration skills.
consumer’s and
consumer’s and ii) communication skills.
producer’s surplus
producer’s surplus. (u, iii) cooperation and self-
b. use the hypothetical
s, gs) directed learning.
data given to
illustrate market
b. Converse with learners by
equilibrium,
asking probing questions
consumer’s and
about the concepts to
producer’s surplus.
encourage critical thinking.
c. Evaluate the displays and
c. display on the wall for
presentations, and provide
a gallery walk to allow
feedback.
critiquing from the
peers.
d. demonstrate an a. In groups, learners a. Observe learners as they
understanding of use textbook extracts study, discuss, calculate and
elasticity of demand, and ICT devices to interpret elasticity of
types of elasticity of study, discuss and demand considering their;
demand, types of price compute elasticity of i) mathematical skills.
elasticity of demand, demand, types of ii) ICT skills
determinants of price elasticity of demand, iii) cooperation and self-
elasticity of demand, types of price directed learning.
incidence of a tax and elasticity of demand, iv) communication skills.
subsidy, income determinants of price
elasticity of demand elasticity of demand, b. Converse with learners as
and it’s factors, uses of incidence of a tax and they discuss, compute and
income elasticity of subsidy, income interpret the coefficients of
demand, cross elasticity of demand elasticity of demand.
elasticity of demand and it’s factors, uses c. Assess the learner’s
and their respective of income elasticity of submissions on the
interpretation in a demand, cross calculated coefficients and
market. (u, s, gs) elasticity of demand provide feedback while
Learning Outcomes Suggested Learning Sample Assessment Strategies
Activities
The learner should be able
to:
and it’s interpretation taking note of their:
in a market. Have i) critical analysis.
learners to present ii) correctness of
their work in the computations and
plenary. interpretations.
iii) correct illustrations of
graphs.
e. illustrate elasticity of a. In groups, learners a. Observe learners as they
supply including the discuss and compute discuss and compute
meaning of elasticity of the meaning of elasticity of supply, types of
supply, types of elasticity of supply, elasticity of supply,
elasticity of supply, its types of elasticity of determinants of elasticity of
computation and supply, determinants supply, incidence of tax and
interpretation, of elasticity of subsidy, and importance of
determinants of supply, elasticity and elasticity of supply in the
elasticity of supply, incidence of tax and market, while taking note of
elasticity and incidence subsidy, and their:
of tax and subsidy, and importance of i) mathematical
importance of elasticity elasticity of supply in computation skills.
of supply in the market. the market and ii) cooperation and self-
(u,s,gs) present in the directed learning.
plenary. iii) communication skills.
b. Probe learners on the
interpretation of coefficients
of elasticity of supply and
their applications to trigger
their critical thinking.
c. Observe the learners’
presentations and provide
feedback.
f. describe price a. In groups, learners use a. Observe learners as they
fluctuations and price ICT devices and print search, discuss and present
control, including resources to search on price fluctuations and price
causes of price price fluctuations and control, including causes of
fluctuations of price control, including price fluctuations of
agricultural products causes of price agricultural products
compared to industrial fluctuations of compared to industrial
products, price control, agricultural products products, price control, types
Learning Outcomes Suggested Learning Sample Assessment Strategies
Activities
The learner should be able
to:
types and implications compared to industrial and implications of price
of price control in the products, price control, control in the market. Take
market. (u, gs, v) types and implications note of their:
of price control in the i) cooperation and self-
market. Make a write- directed learning.
up and present it to the ii) communication skills.
class. iii) ICT proficiency.
iv) honesty and integrity in
the market.
b. Probe the learners to clearly
bring out the implications of
price fluctuations and price
control, for critical thinking.
c. Assess learners' work and
provide feedback.
Senior Five Term 2

Topic 3: Production and Market Structures

Topic competency: The learner participates in evaluating local producers by analysing data
from surveys to understand the dynamics of production and market settings, and applies this
knowledge to efficiently operate firms that support community development.
Learning Outcomes Suggested Learning Sample Assessment Strategies
Activities
The learner should be
able to:
a. analyse the concepts a. Learners brainstorm the a. Observe learners as they
of production, meaning of production, brainstorm and discuss the
including types, wealth, and its concepts, taking note of their;
forms, levels, characteristics and i) communication skills.
factors, and mobility thereafter outline their ii) respect for one another’s
of factors, as well as responses for opinions.
division of labour
presentation in plenary. iii) cooperation and self-
and specialisation,
directed learning.
to understand how
they contribute to b. Converses with the learners
wealth creation in a by posing probing questions
community (u, gs, encouraging learners to think
v). of the activities in their
communities in relation to
production and wealth
creation.
c. Review each group’s notes
presented and provide
feedback for an improvement
b. Learners, in groups, a. Observe learners as they
discuss the types, levels, discuss the concepts listed in
factors of production the activity, taking notes of
and their rewards, the following:
mobility of factors of i) communication skills.
production, also search ii) respect for one another’s
on division of labour and opinions.
specialisation showing
Learning Outcomes Suggested Learning Sample Assessment Strategies
Activities
The learner should be
able to:
their advantages and iii) cooperation and self-
disadvantages. Let them directed learning.
present their work in b. Converse with the learners by
plenary. posing probing questions
encouraging learners to think
of the activities in their
communities in relation to
production and wealth
creation.
c. Review each group’s notes
presented and provide
feedback for improvement.
b. demonstrate an a. In pairs, learners search a. Observe learners as they
understanding of a about the meaning of a search the concepts, taking
firm, its objectives, firm, objectives of firms, note of their;
size, input-output factors influencing the i) communication skills.
relationship, the law size of the firm and its ii) respect for one
of diminishing short term and long- another’s opinions.
returns, location and term decisions, input- iii) cooperation and self-
localisation, their output relationship, the directed learning.
merits and demerits, law of diminishing b. Converse with learners by
survival of firms, and returns and the law of asking them probing
co-existence of returns to scale, factors questions on the concepts, to
small-scale and leading to location and determine their critical
large-scale firms in localisation of firms, thinking.
the production merits and demerits of c. Assess the outputs produced
process. (s, gs, v) localisation of firms, by the learners and provide
survival of firms/ growth feedback.
of firms, concepts of
firm and industry
including mergers, the
co-existence of small
scale alongside large-
scale firms. Let them
display the work for a
gallery walk.
c. analyse the theory of a. In groups, Learners a. Observe learners as they
Learning Outcomes Suggested Learning Sample Assessment Strategies
Activities
The learner should be
able to:
costs including types demonstrate their demonstrate understanding
of costs in the short understanding of types of the concepts, Taking note
run, relationship of costs in the short run, of their:
between total cost, the relationship i) communication skills.
total variable cost, between total cost, ii) respect for one another’s
fixed cost and variable cost, fixed cost opinions.
average costs, and average costs, iii) cooperation and self-
average variable average variable costs, directed learning.
costs, marginal cost, marginal cost. Output, b. Converse with learners by
economies of scale profits and search for asking them probing
and diseconomies of information on the questions on the concepts.
scale and performance of firms in c. Assess the outputs produced
performance of firms terms of economies and by the learners, and provide
in terms of output, diseconomies of scale feedback.
profits and efficiency and present their
in production. (s, gs, findings to class.
v)
d. analyse the theory of a. In groups learners a. Observe learners as they
revenue including search for information demonstrate their
types of revenue, using ICT devises and understanding of the
their relationship, print materials on types concepts, taking note of their:
determination of of revenue, their i) communication skills.
different types of relationship, ii) respect for one another’s
revenue, profits and determination of opinions.
losses, and different types of iii) cooperation and self-
relationship revenue, profits and directed learning.
between, total losses, relationship b. Converse with learners by
revenue, average between total revenue, asking them probing
revenue, marginal average revenue, questions on the concepts.
revenue and marginal revenue and c. Assess the outputs produced
demand in a firm. (s, demand in a firm. Let by the learners. and provide
gs, v) them present their feedback for betterment.
findings to class.
e. classify different a. Learners, in groups, use a. Observe learners as they
market structures text book extracts and discuss the concepts, taking
including, Perfect discuss the classification note of their communication
competition of market structures and skills.
Monopoly, price dynamics and b. Ask learners probing
Learning Outcomes Suggested Learning Sample Assessment Strategies
Activities
The learner should be
able to:
Monopolistic present their findings in questions on the concepts, to
competition and class. allow critical thinking and
Oligopoly, while problem solving skills.
considering the c. Assess the outputs produced
dynamics of price in by the learners, and provide
the market. (u, gs) feedback to the learners.
f. examine market a. Learners search and a. Observe learners as they
structures including discuss the make their presentations on
Perfect competition, characteristics or search the concepts, taking note of
Monopoly, use round robin to their:
Monopolistic discuss the i) communication skills.
competition, and characteristics or salient ii) respect for one
Oligopoly, features of different another’s opinions.
considering their market structures, the iii) cooperation and self-
characteristics, the relationship between directed learning.
relationship average revenue, iv) accuracy in illustrations.
between average marginal revenue, price, b. Converse with learners by
revenue, marginal demand, and present in asking them probing
revenue, price, and the plenary. questions on the concepts,
demand, short and taking note of their analytical,
long-run critical thinking, and
equilibrium, break- presentation skills.
even, and shutdown c. Assess the outputs produced
points of a firm by the learners, and provide
under perfect feedback for improvement.
competition,
a. In groups, learners use a. Observe learners as they
advantages, and
textbook extracts to illustrate the concepts, taking
disadvantages, price
demonstrate the short note of their;
discrimination, price
and long-run i) accuracy in making
determination under
equilibrium of different illustrations.
oligopoly and forms
market structures, ii) communication skills.
of non-price
break-even, and shut- b. Converse with learners by
competition in a
down points of a firm asking them probing
market situation. (u,
under perfect questions on the concepts,
gs, s)
competition and display taking note of their analytical
their work for a gallery and critical thinking skills.
walk. c. Assess the outputs produced
Learning Outcomes Suggested Learning Sample Assessment Strategies
Activities
The learner should be
able to:
by the learners.
b. Using ICT devices and a. Observe learners as they
other resource make their group
materials, learners, in presentations on the
groups, assess the advantages & disadvantages,
advantages and price determination under
disadvantages of each oligopoly, and forms of non-
market structure, price price competition, taking
determination under note of their;
oligopoly, and forms of i) communication skills.
non-price competition ii) collaboration skills.
and present in class. iii) accuracy in
illustrations.
iv) ICT proficiency.
b. Converse with learners by
asking them probing
questions on the concepts,
taking note of their analytical,
critical thinking, and
presentation skills.
c. Assess the outputs produced
by the learners, and provide
feedback for improvement.
c. In groups, learners a. Converse with learners by
discuss the sources and asking them probing
control of monopoly questions on the sources of
power, equilibrium monopoly, equilibrium, and
position, and price price determination taking
discrimination, and note of their analytical,
make write-ups for critical thinking, and
presentation in the presentation skills.
plenary. b. Assess the write-up (output)
produced by the learners, and
provide feedback for
improvement.