Project work (PW) under the NLSC

Learning Outcomes
By the end of the session, you will have learned:
 What a project is
 Why we do projects
 Types of projects
 Examples of projects
 Steps for writing a project
 How projects are assessed
 A sample project report
What is a project

Projects are structured activities undertaken to:

 Deepen understanding and application of classroom
content
 Address pressing and unanswered questions
 Develop problem-solving and generic skills
 Solve societal problems and contribute to communities
Why Do Students Do Projects?

 Deepen Understanding: Enhance comprehension and application of

classroom content.
 Problem Solving: Develop critical thinking and problem-solving skills.
 Real-World Application: Address real-world and societal issues.
 Skill Acquisition: Gain generic and specific skills.
 Engagement: Increase engagement and motivation through hands-on
activities.
 Collaboration: Foster teamwork and collaboration.
 Creativity: Encourage creativity and innovation.
 Assessment: Provide a comprehensive way to assess understanding and
skills.
Types of Projects

Simple and Routine:

 These projects are straightforward with direct process lines and require
limited resources.
 Religious Education (R.E.): Investigating methods of worship in the
community and how they build relationships.
 Geography: Exploring community activities and their impact on the local
climate.
 Process: Involves simple investigation, recording, and reporting.
Types of Projects
 Simple and routine project  The projects take short time.
 These projects are  Process: Involves simple
straightforward with direct investigation, recording, and
process lines and require reporting.
limited resources.  The primary goal is often to
 Examples of such projects reinforce knowledge and
include experiments with skills acquired during the
well defined procedures, teaching and learning
book reviews, developing process and to develop the
maps for a given learner’s ability to follow
location/use of campus to instructions and execute
locate places, identifying tasks correctly.
ones origin among others.
 English  Projects in History
 Write collection of poems  School Museum
(not less than 20 on the  Documentation of family
same theme) background, school,
 Developing a calendar Important Personalities in
 Write and stage drama skit school and environment
 Produce school or class  News bulletin on school
magazines not less than 70 history
pages  Documentation on migrations
e.g refugees
 CRE  Performing Arts
 Worship projects, start a  Concerts
choir, Worship instruments,  Songs, plays, dances
Thematic plays thematically
 Charity to the needy etc.  Art and Design
 Entrepreneur  Products of art with new
 Any money-making venture innovations
derived from the learning
outcomes
???????
Simple and Non-Routine:

 These projects involve innovative and creative approaches with direct process lines, though
they are somewhat extraordinary but still require limited resources.
 These projects require the learner to identify a problem or challenge and formulate
a solution to the identified problem.
 The projects require the learners to demonstrate the application of knowledge and
skills from different subject disciplines from the start to completion of the project.
 Inventing new uses for cassava beyond the usual applications.
 Developing a homemade water filtration system using common materials to provide clean
drinking water.
 Creating artwork using recycled materials to promote environmental awareness.
 Designing a new recipe that incorporates local, underutilized ingredients in innovative ways.
 Building a simple weather station to monitor and record local weather patterns using basic
sensors.
 Projects from S.3 to S.4
i) The learner shall be required carry out one
integrated project from S.3 to S.4. This project
shall run from S.3 term 1 to S.4 term 2.
ii) S.3 to S.4 carry out simple non-routine project.
iii) S.3 to S.4 do an individual project.
iv) Project work from S.3 will be guided by a theme
provided by UNEB on annual basis.
Competency
s/n Project Competency Timelines

1 PROJECT PLANNING Term 2 S.3

2 PROJECT IMPLEMENTATION Term 3 S.3

3 PROJECT REPORTING Term 1 S.4

4 PROJECT DISSEMINATION Term 2 S.4

PROJECT PLANNING
1. Identifies a project
2. Develops a project Title
3. Establishes the purpose of the project
4. Develops project objectives
5. Justifies the project i.e explains the reason for carrying out the project
/ the benefits/positive impact the project
6. Identifies resources for the project
7. Develops a project activity/plan
8. Integration of different subject disciplines.
9. Incorporates cross cutting issue
10. Generic skills
Project Planning
Identifying and Planning a Project

1. How to Identify a Project

 Interest & Passion: Choose areas that excite you.
 Skills & Expertise: Leverage your strengths.
 Needs & Gaps: Address specific community needs.
 Feasibility: Ensure you have the resources and support.
2. What is Making You Angry?
 Specific Issues: Identify what triggers your anger.
 Root Cause: Understand why it bothers you.
3. Pressing Problem to Solve
 Research & Analysis: Identify a relevant problem.
 Evaluate Solutions: Assess the practicality of your solutions.

4. Desired Community Impact

 Vision & Goals: Define the difference you want to make.
 Impact Assessment: Ensure your efforts have a positive
effect.
The Project Theme

 This is a statement that gives the major idea to guide

project ideas of learners for a specific period.

 Environmental Sustainability, a responsibility for all

What is environmental sustainability?

 Environmental sustainability is the ability to preserve

and protect the natural environment over time through
appropriate practices and policies, meeting present
needs without compromising the availability of
resources in the future.
Key Areas of Focus for Environmental Sustainability

•Resource Efficiency
Optimizing material, energy, and water use to minimize environmental impact.
•Waste Reduction
•Strategies: Reduce, reuse, and recycle materials throughout project lifecycle.
•Example: "Eco-Hub" project can divert 95% of construction waste from landfills through on-site sorting
and local recycling partnerships.
•Sustainable Sourcing
•Choosing environmentally friendly materials and suppliers.
•Example: "Riverdale Park" project used locally sourced, recycled materials like steel and wood to
reduce carbon footprint and support local economy.
•Carbon Footprint
•Total greenhouse gas emissions from project activities.
What goals should we aim to achieve?

 To achieve environmental sustainability, a number of key goals must be

achieved, including:
 Reducing greenhouse gas emissions, especially in crucial sectors such as power
generation, industry, agriculture and transportation.
 Increasing the production and use of energy from renewable sources.
 Implementing policies to conserve biodiversity by addressing its causes.
 Adopting sustainable practices in agriculture and the food chain, such as
precision agriculture strategies, optimizing and increasing soil quality and
productivity through a series of targeted interventions using
technology, regenerative agriculture and agrivoltaics, non-soil cultivation
methods such as hydroponic or aeroponic systems, and reducing food waste.
 Raising awareness and engaging communities on the issue of environmental
sustainability.
 Key Environmental Challenges

[Link] Warming and Greenhouse Gas Emissions

[Link] Destruction and Species Extinction
[Link] and Scarcity of Natural Resources
[Link] Waste Management and Plastic Pollution
[Link] and Transport Pollution
[Link] Fuel Dependency and Energy Consumption
[Link] Degradation and Water Waste in Agriculture
[Link] Sprawl and Inefficient Land Use
[Link] Economic Growth Harming the Environment
[Link] of Awareness and Participation in Environment Conservation
TOPICS

[Link] Change Mitigation

[Link] Conservation
[Link] Resource Management
[Link] Waste Reduction and Recycling
[Link] Control for Air and Water
[Link] Energy Transition
[Link] Agricultural Practices
[Link] Urban Development and Land Use
[Link] Development with Environmental Protection
[Link] Education and Public Engagement
Project Identification
 Over time, there have been long-term changes in temperatures and weather patterns
resulting in remarkable shifts in climate worldwide. Since the 1800s, human activities have
been the main drivers of climate change, primarily due to the burning of fossil fuels (like
coal, oil, and gas), which produces heat-trapping gases and clearing of plant cover.
 In Uganda, several households mainly use firewood and charcoal as the main source of fuel
for cooking. This has resulted in the accumulation of carbon dioxide in the atmosphere as
the trees are cut down. This phenomenon has accelerated climate change in Uganda. This
is realized in general increase in temperature in the country, and changes in rainfall
patterns and amounts.
 However, many local food markets and households release much food waste into the
environment. Therefore, to cut down the usage of firewood and charcoal, biogas production
using food waste, and potentially faecal waste at the household level should be
encouraged.
Project Title

 Biogas production from food waste as an alternative to firewood

and charcoal, a household solution to climate change in
Uganda
 Community-Driven Biogas Production Initiative for Sustainable
Development in Uganda
 Transforming Food Waste into Biogas: A Domestic Strategy for
Mitigating Climate Change in Uganda
 Empowering Rural Communities with Solar Cookers: Promoting
Renewable Cooking Solutions in Uganda
OBJECTIVES

 To produce biogas using household food wastes

sufficient for cooking and lighting in a home.
 To reduce the amount of food waste released by
homesteads into the environment.
 To reduce the rate of deforestation and the amount of
carbon dioxide produced.
 To raise awareness about the benefits of sustainable
energy and promote environmental conservation.
Purpose of the Project

 To use household food waste to produce biogas for

cooking and lighting to replace the usage of firewood
and charcoal
Other Project ideas

 Solar cooker
 Making trays
 Biogas production
 Biomass briquettes
 Solar chargers
 Hatching machine
 List of items that can be recycled - PAPER

Empty &
rinse
before
recycling
 List of items that cannot be recycled - PAPER

Paper packaging that is Disposable cup Tissue paper

contaminated with food
Toilet paper

Wax paper
 List of items that can be recycled - PLASTIC

Plastic film

Empty and Rinse

before recycling

Bubble wrap
 List of items that cannot be recycled -
PLASTIC

Melamine
Disposable Products
cutlery (Plastic Plate)
Food packaging Biodegradable
with foil Plastic Bag

Polystyrene
Foam Used straws

Do not put food waste in the recycling bin

 List of items that can be recycled - GLASS

Empty and Rinse

before recycling
PROJECT IMPLEMENTATION

 Gathers resources for the project

 Uses the gathered resources
 Engages stakeholders
 Creates a product/service
 Generic skills
PROJECT REPORTING
 Uses an appropriate report format
 Title
 Introduction
 Body
 Conclusion
 Develops content of the project report for the introduction
 Develops content of the project report for the body;
 Develops content of the project report for the conclusion
 Keeps project records
 Generic skills
PROJECT DISSEMINATION
 Disseminates the project through speaking or signing.
 Publishes the project report
 Generic skills
PROJECT DISSEMINATION

 Disseminates the project  Publishes the project report

report  School library
- Presentation of the report  News Papers
- Use power point  Magazines
 Posters/Bill boards/Notice
` boards
 Project exhibition
 Generic skills
 Project work is one of the curriculum requirements of
the New Lower Secondary Curriculum without which
learners shall not be graded. School administrators and
teachers are called upon to ensure that learners are
assessed in project work in line with the assessment
modalities provided by UNEB.
 A Teaching Win for Me

"A teaching win for me is when students stop asking, 'Will this be tested in UNEB or on the
exam?' and start caring more about the material's relevance to society than just memorizing
it for a test. It's a true victory when they no longer ask, 'How many marks will this item take?'
but instead engage deeply with the content, driven by genuine curiosity and a desire to make
a difference.“
KAZIBA STEPHEN#2024