In an effort to create more engaging learning experiences and strengthen skills acquisition, the National Curriculum Development Centre (NCDC) has launched an innovative handbook to guide pre-primary and lower primary teachers on the use of gamification in teaching and learning.
The handbook is coming at a period when Uganda’s education sector is undergoing significant reforms, notably the implementation of the Competency-Based Curriculum (CBC), which emphasizes learner-centered education and requires learners to take an active role in their own learning.
Designed specifically for preschool and lower primary teachers, the handbook builds on existing play-based learning approaches commonly used at this level. It provides practical guidance on how games can be structured to support the acquisition of key competencies while maintaining inclusivity for all learners.
Recognizing disparities in access to technology, the handbook outlines strategies for both technology-enabled and non- technology learning environments. In schools with access to digital tools, learners can engage in gamified lessons using computers to track their progress.
In low- resource settings, teachers can use simple tools such as charts, scoreboards, and visual progress markers to help learners monitor their development. Joyce Nansubuga, Acting Manager for Pedagogy and Innovations at the National Curriculum Development Centre, said that the role of the teacher is evolving from instructor to facilitator.
She said teachers are now expected to closely track each learner’s progress, performance, and mastery of specific competencies. Nansubuga said teachers must carefully plan their lessons and identify appropriate games that help learners reflect on and retain what they have learned. Motivation is reinforced through rewards such as stars and badges, encouraging learners to advance at their own pace.
“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.
She added that the handbook targets young learners who are naturally curious, quick to acquire new skills, and eager to explore and learn 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.
Nansubuga noted the importance of play in learning, urging teachers to integrate gamification seamlessly into lessons.
“Teachers should gamify learning without explicitly labeling it as a game, allowing learners to discover and engage naturally,” she said.
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