Introduction: Students can learn different disciplines effectively even before being exposed to formal school curriculum if basic key concepts are communicated to them early using activity oriented mostly called the Hands-on method of teaching. Most subject content are practical and activity oriented and can best be learnt through inquiry (Okebukola in Mandor, 2002) and through intelligent manipulation of objects and symbols (Ekwueme, 2007). The new lower curriculum is a hands on apporach that moves together with intergaration of ICT. The new lower secondary curriculum was implememted to produce individuals with critical thinking, creativity and problem solving skills to be able to create jobs rather than being job seekers. Over the past years, the rapid growth of ICT has become one of the most important topics discussed by the scholars in education due to the capability of ICT in providing a dynamic and proactive teaching and learning environment favoring discovery learning and critical thinking as well as equiping learners with computer knowledge. The research aimed at finding out the perception of teacher trainees from Makerere University on the implementation of the new lower secondary school curriculum. In this, the extent to which the teacher trainees employed different teaching and learning methods such small group and open classroom discussions, project work and ICT integration as well as the methods of assessment was assessed. Methods Used: The study involved a total of 120 respondents of which 64 were males and 56 were females distributed in different schools within Rubaga, Kawempe and Central divisions of Kampala and Research data was collected from the respondents through the use of questionniares and oral interviews. Results: It was found out that 21% of the respondents used computers, 31% used cell phones, 26% used internet, 13% used laptops/tablets, and 9% used Audio-visual devices like overhead projectors, loud speakers etc. The study showed that all teacher trainees used cooperative learning and direct instruction in the teaching and learning process, 70.8% used inquiry-based learning, 39.2% used role plays and simulations, 4.2% used portfolios/journals, while 12.5% used exhibitions and displays and no teacher used flipped classroom. The study revealed that all the teacher trainees used the Activities of integration (AOI) and examinations (100%) in their evaluation process. 93.3% of the respondents used class assignments and homework, 50% used tests, 37.5% used instructor observation, 15% used quizzes, 90.8% used oral reports or presentations while 59.2% used performance-based (Authentic) assessment (PBA). Conclusion: After meta-analysis of the research results, it was concluded that the teacher trainees had perceived the implementation of the new curriculum well and were therefore implementing the elements of the new curriculum as required by the ministry of education and sports. The teaching methods used, assessment methods, the format of notes acquisition by learners and project development, revealed that the conception of the implementation process of the new curriculum by the teacher trainees was a success. The study shows that there was a component of consistency in the application of the different aspects of the various paradigms of the new curriculum. Although the perception of the implementation process was a Sucess, there is a deep need to indulge into the implementation process in order to smoothen the ongoing work of the educators, the teachers. Recommendation: We recommend provision of enough ICT materials to schools such as computers, projectors etc since these are very limited in many schools and these can be sources of the students’ research. In-service teacher taining to impart technical skills to the teachers so that they can operate ICT gadgets during teaching and learning with expertize knowledge and experience. Electricity installation in schools that lack electricity and also provide electricity in buildings that lack in some schools and Provision of enough textbooks especially the learners’ guides since the numbers are big. This can enhance small group discussions.

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