Halcyon High School has reported a significant increase in the number of Senior Five (S.5) students opting for science subjects.
This development coincides with the launch of the new competence-based curriculum for Uganda Advanced Certificate of Education (UACE), which school management has welcomed as a progressive shift in education.
Speaking on the preparedness of Halcyon High School to implement the new curriculum, Head Teacher Paul Mark Onyait assured stakeholders that the school is ready.
“We have been prepared over time. First of all, we need to note that the competence-based curriculum started in 2020. What brought challenges was that, as soon as it was introduced, COVID-19 disrupted learning. However, from 2020 up to now (2025) we should be physically, mentally, and psychologically prepared to face the competence-based curriculum,” he said.
According to Mr. Onyait, Halcyon High School has already successfully implemented the competence-based curriculum at the Uganda Certificate of Education (UCE) level, and the results have been promising.
“The first cohort sat in 2024, and I must say it was a nightmare for some. There were concerns about grading and the overall outcome of the curriculum, but success was registered. Tremendous success,” he stated.
The introduction of the competence-based curriculum at UACE has been met with speculation, with some people suggesting that it might extend beyond the traditional two-year period.
However, Mr. Onyait clarified that the new curriculum remains a two-year program, just like the previous system.
“I want to clear some controversies outside. Some people have been thinking that this competence-based curriculum at A’ Level will go beyond two years. But it is very clear from the syllabus and the books released by the Ministry of Education and Sports (MoES) and the National Curriculum Development Centre (NCDC) that the curriculum remains two years,” Onyait emphasized.
He further explained that the new curriculum aligns well with what students have been learning at UCE, ensuring continuity in pedagogy and assessment.
“The methodology must continue. The arrangement that students have been in for the last four to five years at UCE should now continue at A’ Level,” he said.
One of the major changes in the new curriculum is its learner-centered approach, which focuses on skill development and real-world application of knowledge.
The syllabus has also been streamlined to remove unnecessary content, making it more focused and manageable.
“The aligned curriculum has tried to remove overload. The Ministry and NCDC have done a commendable job in omitting excessive content, compressing it, and making it more practical for students and teachers alike,” Onyait noted.
The curriculum also incorporates scenario-based assessments and activities of integration, a shift from the traditional rote memorization system.
This approach is expected to improve learners’ ability to apply knowledge in real-life situations and enhance critical thinking skills.
Halcyon High School has taken proactive steps to ensure a smooth transition to the new curriculum.
Each department has been equipped with the updated syllabus, and teachers have been instructed to adhere strictly to it.
“One of the things we have done is to ensure that each department is well-prepared. The students report on March 3rd, and right now, teachers are critically analyzing the syllabus, identifying changes, and adapting to new teaching methodologies,” Onyait revealed.
He emphasized the importance of teachers following the new syllabus closely to avoid teaching outdated content.
“I have told my teachers that they should not go to class without looking at the syllabus. Otherwise, they may end up teaching irrelevant topics,” he warned.
Halcyon High School has observed a notable increase in the number of students opting for science subjects at S.5.
According to Mr. Onyait, this shift is largely due to the competence-based curriculum, which has simplified the teaching and learning of science.
“The new curriculum actively involves learners, making science subjects more understandable and accessible. We have noticed that students are excelling in both arts and sciences, but the preference is now tilting towards science,” he said.
Currently, 60% of students at Halcyon High School are enrolling in science subjects, while 40% are choosing arts.
The school has, however, encouraged students to choose subjects based on their interests and strengths.
“We recognize that while science is gaining popularity, arts subjects remain equally valuable. We have encountered parents and students at our admission desks who genuinely prefer literature, economics, and other arts disciplines, and we support their choices,” Onyait added.
The Ugandan government has been actively promoting science education, with President Yoweri Museveni emphasizing its role in national development.
The government’s initiatives, including science-based scholarships, research funding, and investment in innovation, have contributed to the growing interest in science subjects among students.
“The president has preached a lot about science, and rightly so. The world is moving towards scientific research, discovery, and innovation. We cannot afford to lag behind,” Onyait said.
He acknowledged that while the government’s emphasis on science is valid, a balanced approach that values both sciences and arts is necessary.
“We must acknowledge the role of social sciences, humanities, and arts in society. Every field has its significance, and students should pursue careers based on their passion and abilities,” he noted.
With the increasing number of students enrolling for science subjects and the successful adoption of the competence-based curriculum, Halcyon High School is optimistic about the future.
“We are fully prepared. Our goal is to maintain academic excellence while producing competent, innovative, and skilled graduates. The competence-based curriculum is an opportunity for us to nurture a new generation of problem-solvers and critical thinkers,” Onyait concluded.
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