International General Certificate of Secondary Education (IGCSE)
The International Baccalaureate (IB) Diploma
The Local Curriculum
Uganda Certificate of Education (UCE)
Uganda Advanced Certificate of Education (UACE)

The School offershe local Uganda Certificate of Education (UCE or O-level), the Uganda Advanced Certificate of Education (UACE or A-level) and international examinations, including the International General Certificate of Secondary Education (IGCSE) and, from September 2005, the International Baccalaureate (IB) Diploma.

Though the curriculum is available in two strands, local and international, the organization of the School, its educational vision, teaching quality, facilities and professional practice apply uniformly. The dual curriculum offered responds to students’ needs and provides choices for parents.

International General Certificate of Secondary Education (IGCSE)
In 2005, pioneer IGCSE students sat for examinations. The International General Certificate of Education (IGCSE) is a world-recognized qualification, based on the British General Certificate of Education (GCSE). The IGCSE caters to different levels of ability and is a flexible course of study that provides a broad knowledge base and lifelong skills.

The five-year High School international programme, culminating in its last two years with the IGCSE, is guided by the British National Curriculum (BNC). The School however, enriches with curricular themes.

The BNC curriculum framework provides detailed content, lesson planning guidelines, assessment, objectives, target setting and evaluation for all subjects offered. It provides a platform for students to progress to the International General Certificate of Secondary Education (IGCSE).

Students enjoy interesting, creative, more applied aspects of the subjects. They develop skills, which are assessed and credited based on specified criteria. Two particularly notable skills are the mastery of language and interpretation of data/research material. Parents, employers and university staff appreciate this focus: young people who think, enquire and articulate ideas.

Course requirements and examinations are administered from the Cambridge University. There is an assessed coursework option alongside examinations. Find out more

The IGCSE ideally prepares students for the International Baccalaureate (IB) Diploma programme.

In the lower classes, students explore their interests and likely future options, gaining an understanding of High School culture and expectations. They take a range of subjects: English Language and Literature, Mathematics, Social Studies (History, Geography, Business), Sciences (Chemistry, Biology, Physics), a second language (French), Computer Studies, Art, PSHE (Personal, Social and Health Education) and Sport.

In years 10 and 11, students must sit for Mathematics, English Language and six optional subjects at IGCSE level. In preparation for the next level, the International Baccalaureate Diploma, students must pursue English Literature, a Second language (French or Swahili), a Science and Humanity subject. A second Science subject is strongly recommended.

The International Baccalaureate (IB) Diploma
After an extensive inspection of teh School's teaching philosophy, methodlogy and facilities, the Aga Khan High School was authorized to teach the IB Diploma programme, starting in September 2005. The IB Diploma is a two-year pre-university skills-based course administered from the IB Organisation in Geneva. Currently, there are 1,400 IB schools in 119 countries all over the world. In the 40 years since it was founded, the IB Diploma has become the educational world’s benchmark of academic integrity and focused personal development for high school leavers.

The course is challenging, but well within the means of average but hardworking students. Each year, about 80 percent of the 50,000 students attempting the Diploma succeed in earning it. The biggest challenge most students face is meeting deadlines. Coursework for the Diploma involves research leading to written or oral presentations. This experience builds student confidence and a can-do attitude. Subjects are usually available at either Higher Level (HL) or Standard Level (SL). Candidates are required to offer one subject from each of the six groups below. Three are taken at Higher Level, and three at Standard Level.

Subjects offered
Language A (1st language)	English: the study of a selection from World Literature
Language B (2nd language)	French, Kiswahili
Individual and Societies	History, Geography, Economics, Business and Management, Information Technology in a Global Society
Experimental Sciences	Biology, Chemistry, Physics, Environmental Systems
Mathematics	Higher Maths and Maths Studies
Elective	Visual Arts, a second subject from Group II, III or IV

There are 3 unique components of the Diploma course:

Theory of Knowledge (TOK)
This is a course intended to stimulate critical reflection upon the knowledge and experiences gained inside and outside the classroom, especially the origins and validity of various forms of knowledge, and ways of knowing. It aims to develop a coherent approach to learning, which transcends and unifies the academic subjects and also encourages appreciation of other cultural perspectives.

Extended Essay
Diploma candidates undertake an original research project and write a dissertation of some 4,000 words on a topic related to one of the six subjects offered by the student. This project acquaints students with the kind of independent research and writing skills expected at the university. Emphasis is placed on the development of the skills of organising and expressing ideas logically and coherently; together with acceptable forms of presentation

Creativity, Action, Service (CAS)
The CAS requirement takes seriously the importance of life outside the world of scholarship, providing a refreshing counter-balance to the academic programme. Its aim is to achieve ‘education of the whole person’ and to bring about self-discovery. Students are encouraged to develop attitudes and values such as tolerance, social and cultural awareness, self-control, creativity and responsibility.

‘Creativity’ is interpreted as imaginatively as possible, covering a wide range of arts and other activities, and design of service projects. ‘Action’ includes participation in expeditions, team sports and physical training. ‘Service’ is community or social service.

Makerere University, Uganda, and universities worldwide give the same recognition to the IB Diploma as they do for GCE A-level. In North America and increasingly in the U.K. , the Diploma is strongly preferred. The IB Diploma qualifies students to enter universities in India, Australia, the Far East, South Africa and Continental Europe.

Most subject syllabuses require coursework and projects that teachers themselves assess. Examinations count about 75 percent of the total marks, and are graded externally. Whether or not a student qualifies for the full Diploma, the subjects passed earn the students Certificates, which qualify for college and many university courses, especially in North America. Some students take a Certificate course from the beginning.


The local curriculum
The Uganda Certificate of Education (UCE) and Advanced Certificate (UACE) are based on the original British ‘O’ and ‘A’-level models. The Ugandan National Examinations Board sets the syllabus and examinations.

As with British qualifications, the local programme allows students entry to international universities. The Ugandan programme is highly regarded in the region and attracts students from neighbouring countries.

It aims to develop scientific, technical and cultural knowledge and understanding for individual and national advancement; equip learners with the ability to contribute to a self-sustaining and independent national economy; produce well-balanced individuals who relate positively to society.

The syllabus is fairly traditional though high standards are set with rigorous study of eight or nine subjects at ‘O’ level and three or four subjects at ‘A’ level. Most schools depend heavily on a teacher-centred approach, with written examinations and less emphasis on skills building and assessment.


Uganda Certificate of Education (UCE)
Subjects taught in the UCE S1 and S2 classes are similar to the IGCSE: Mathematics, English, French, Sciences (Physics, Chemistry and Biology), Geography, History, Business Studies, Art, Computer Studies, PSHE (Personal, Social and Health Education) and Physical Education. This provides students with a broad area of study.

At S3 and S4 levels, all students pursue English, Mathematics and select six optional subjects. Options include; Biology, Physics, Chemistry, Geography, History, Commerce, Art, French, Religion (IRE or CRE), Literature and Computer Studies. It is essential to select subject groupings according to requirements stipulated by the Ugandan National Examinations Board. Students who do not pursue Computer Studies are taught computer skills informally as part of the timetable.


Uganda Advanced Certificate of Education (UACE)
For UACE, students select a combination of three Principal subjects from: Biology, Chemistry, Physics, Mathematics, Economics, History, Geography, Literature, Religion (CRE or IRE) and Art. Though demanding, many students prefer to study four subjects.

General Paper is a compulsory Subsidiary subject. As a supplement to their examined subjects, A-level students are offered relevant computer courses.

Assessment
A student’s performance is recorded in the termly "Record of Achievement" containing subject grades based on examinations (50 percent), tests (30 percent) and assignments/projects (20 percent).

This composite grade approach encourages students to work consistently and steadily through the academic year. ‘Mock’ examinations, effort and itemized skill, grades are recorded separately on report forms with the student’s strengths, weaknesses and general approach to learning.

At the end of each term, students are given this report to share with their parents/guardian, who prepares a written response for the Class Teacher. This written response allows parents to communicate and address concerns to the Class Teacher. The report and student’s progress are normally discussed with parents at teacher-parent interviews and follow up strategies, if necessary, are agreed upon.