The purpose of my study was to explore the implementation of thematic curriculum on literacy, numeracy and life skills development in Sembabule District primary schools. Using questionnaires, observations and interviews, the study collected data from pupils, head teachers, and teachers of lower primary classes in Sembabule District. The major results of the study indicated that all stakeholders were aware of the importance of good performance of thematic curriculum on literacy, numeracy and life skills development in the academic development of the pupils. However, they noted that there were anonymous factors that hampered the effective implementation of this curriculum in lower primary in Sembabule District. It was also revealed that causes of poor implementation of this curriculum in the district was lack of scholastic materials and resources to facilitate the counting, listening, writing and reading skills in developing the learners’ education process in Sembabule District.

The research also observed that head teachers tended to value literacy and numeracy skills with a presumption that those skills are more academic and in the process neglected life skills. Therefore, the study suggests that literacy, numerous and life skills should be clearly identified in the curriculum and vigorously taught in the district. It also recommends that teachers should be given refresher courses in order to acquire knowledge and skills critical to effective implementation of the Thematic Curriculum in lower primary schools in the district.