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In a push to enhance Foundational Learning in Oyam District, FICH, working in close partnership with the Oyam District Education Department, has successfully concluded classroom observation and support visits to all 26 primary schools in the district, implementing Equal Foundations Empowered Futures. The visits, which followed Continuous Professional Development (CPD) sessions held at the beginning of the term, brought together Inspectors of Schools, Coordinating Centre Tutors (CCTs), and FICH staff to provide targeted support aimed at strengthening teaching practices and improving learner outcomes, particularly in foundational learning from Primary 3 to Primary 5.
The exercise revealed encouraging progress in several areas, including improved schemes of work, lesson planning, the use of locally made instructional materials, and the integration of Teaching at the Right Level (TaRL) approaches. At the same time, it offered an honest platform for identifying gaps and charting a clear path forward.
Isingoma Ivan, Inspector of Schools and a key member of the observation team, used the closing sessions to deliver a strong message on professional integrity. He cautioned teachers against the practice of “doctoring” lessons and schemes of work to impress inspectors during visits.
“Some teachers prepare documents only when they know inspectors are coming,” he noted. “This defeats the purpose of genuine professional growth. I am, however, pleased with those teachers who are very consistent with their schemes and lesson plans. This is the good practice we want to see in every school.”
Making Learning Lively Through Play-Based Approaches
Sharon Achan, FICH’s Program Officer for Education, urged teachers to go beyond basic compliance and create truly engaging learning environments. She encouraged them to develop Instructional Materials (IMs) and deliberately incorporate play-based TaRL activities into their daily lessons.
“Teachers should endeavour to make IMs and apply play-based TaRL activities in their lessons,” she emphasised. “This is what makes the learning environment lively and helps children grasp foundational concepts more effectively.”
Her call aligns with a shift from traditional “chalk-and-talk” methods to more interactive, child-centred approaches that have proven effective in improving literacy and numeracy outcomes.
Schools Respond Positively and Take Ownership of Improvement
Teachers and headteachers across the visited schools received the feedback constructively and demonstrated strong commitment to acting on the recommendations.
At Aloni Primary School, which has an enrolment of over 1,500 learners but fewer than 15 teachers, the reality of large class sizes was openly discussed. Anthony Nam, speaking on behalf of the school, acknowledged the feedback and expressed readiness to improve.
“We are going to reflect on the outcome of this conferencing and make improvements,” he said. The school faces significant pressure from high pupil numbers, which makes individualised attention and effective classroom management particularly challenging. Despite these constraints, the team at Aloni PS showed determination to adapt and strengthen their practices.
At Loro Primary School, Rev. David Oluma, the Headteacher, warmly appreciated FICH’s support and took immediate ownership of the next steps.
“We shall organise an internal CPD to address the shortcomings identified during the support visit,” he stated. “We plan to invite you back at the end of this month for further support on understanding life skills and values, lesson planning, and scheming, so that every teacher is at the same level.”
Throughout the visits, the Inspectors, CCTs, and FICH staff worked side by side, conducting observations, holding post-observation conference sessions with all teachers at each school, and producing detailed, school-specific analyses. The approach ensured that support was context-based, relevant and actionable.
Despite notable positives, challenges such as large class sizes, difficulties integrating life skills and values competencies, and inconsistent planning in some schools remain; however, teachers and headteachers signal a desire for change.
As the visits conclude, FICH and Oyam District Education Department are planning follow-up support, including the requested sessions at Loro PS and continued engagement across the 26 schools. The focus remains firmly on foundational learning; ensuring that every child in Oyam District acquires the literacy, numeracy, and life skills they need to succeed.
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