The National Curriculum Development Centre (NCDC) on Friday held a workshop to disseminate its newly developed Gamification Handbook for pre-primary and lower primary teachers at Kololo Senior Secondary School.
The initiative seeks to integrate play and game-based learning into classrooms, enhancing learner engagement and supporting Uganda’s competency-based education system.
Dr Grace K. Baguma, Director of NCDC, opened the workshop with a warm welcome and emphasised the potential of gamification to transform teaching and learning. Quoting Bawotin Tsektria, Director of the Global Women’s Centre, Dr Baguma relayed:
“I am delighted that we are engaging with 21st-century learners—our girls—and exploring ways to shape the future for the benefit of children and the people of Uganda. The Gamification Handbook is designed to help teachers integrate gamified learning strategies that are contextualised to Uganda’s education system, making learning more engaging, enjoyable, and meaningful.”
She further noted the innovation of the approach, highlighting Uganda’s cultural history of learning through games: “This is not entirely new—our traditional indigenous knowledge systems already incorporated learning through games, numbers, and group activities. What we are doing now is modernising these approaches to meet the needs of today’s learners.”
The handbook, she explained, is structured into three chapters covering foundational principles, application in technological and non-technological environments, and guidance on identifying and evaluating learning activities within gamified approaches.
Gamification Principles and Classroom Application
Steven Kirinya, Assistant Curriculum Specialist in Pedagogy and Innovations at NCDC, provided an overview of the handbook. He explained the structure of the three chapters:
“Chapter one covers key concepts and elements of gamification, including potential drawbacks, providing a foundation for teachers. Chapter two details all gamification elements, offering practical guidance for designing learning activities. Chapter three shows how teachers can plan and implement gamified learning experiences, using technology where available or alternative methods in resource-limited settings.”
Kirinya stressed that the handbook was written in simple, accessible language to ensure that all teachers, regardless of experience, could apply gamification effectively: “Initially, the language was too advanced, and some teachers felt intimidated. We have simplified it so that any teacher can confidently use gamification in their classroom.”
Supporting Competency-Based Education
Joyce Nansubuga, Manager of Pedagogy and Innovations at NCDC, linked gamification to Uganda’s broader Competency-Based Curriculum (CBC) rollout.
She explained: “The Gamification Handbook guides teachers on integrating game elements into lessons, from planning to classroom implementation. Learners engage in activities that feel like play while progressing through structured objectives. They are rewarded with points, badges, or avatars, which motivates them and caters to diverse learning styles.”
Nansubuga emphasised accountability in teaching: “Unlike traditional play-based learning, where recognition is collective, gamification ensures individual learners shine, and teachers can monitor each learner’s development. It is not mandatory, but teachers who see the benefits may choose to adopt it in their classrooms.”
The initial dissemination targets 100 teachers from urban, semi-urban, and rural schools within the Kampala Metropolitan area, to cascade knowledge and resources nationally.
Sensory Therapy for Inclusive Learning
In a complementary session, Jackie Kahigiriza, Director of Silent Angels Special Centre, presented strategies for supporting children with special needs through Chigong Sensory Therapy.
She stressed the importance of individualised attention and respect for each child’s autonomy: “Never force a child with autism or sensory sensitivities into activities against their will. Allow them autonomy, as their responses are valid and should be respected,” Kahigiriza said.
She highlighted practical classroom strategies: “Children with hyperactivity or sensory processing challenges benefit from structured exercises such as gentle tapping, clapping, grounding techniques, and balancing male and female energies. These exercises support emotional regulation, social growth, and cognitive development.”
Kahigiriza underscored the holistic benefits of sensory therapy: “It complements academic learning, connects physical, emotional, and social development, and helps maintain balanced energy and reduce stress. Teachers should observe children, respect boundaries, and recognise each child’s progress to motivate and build confidence.”
The NCDC’s gamification initiative represents a strategic effort to modernise teaching and learning in Uganda’s pre-primary and lower primary schools. By integrating gamification and sensory-based approaches, educators are empowered to create inclusive, engaging, and effective learning environments where every child can thrive.
