CHEMISTRY SYLLABUS

INTRODUCTION
The UNESCO Education Strategy (2014 – 2021) advocates for
CONTENTS a humanistic and holistic vision of education as a
fundamental human right that is essential to personal and
socio-economic development. UNESCO further recommends,
• Introduction 2 societies that are just, inclusive, peaceful and sustainable by
• Background to the new curriculum 3 2030. The Uganda Vision 2040 aims to transform Uganda into
a modern and prosperous country, while the NDP recognises
• Key Changes 4 the existing weaknesses in education, including the low
efficiency and variable quality at the secondary level. The
• The new curriculum 6
Sustainable Development Goal 4 advocates for inclusive and
- Key Learning Outcomes 6 quality education, while the National Development Plan II
- Values 6 focuses on enhancement of human capital, development,
- Generic Skills 7 strengthening mechanisms for quality, effective efficient
service delivery and improvement of quality and relevance of
- Generic Skills within Chemistry 8
skills development. The NRM Manifesto (2016-2021),
- Cross-cutting Challenges 8 emphasises continuous assessment examination systems ,
- Chemistry within the new curriculum 9 strengthening soft skills, which promote self-esteem,
- Time allocation 9 conscientiousness and a generally positive attitude to work,
- Rationale 9 promoting e-learning and computer literacy in order to
- Teaching and Learning: Chemistry 10 enhance learning outcomes. All these are lacking and where
they exist it is at a minimum level.
• The Chemistry Syllabus 11 In alignment with the above, the Education and Sports Sector
• Detailed Syllabus 13 Strategic plan (2017/20) advocates for delivery of equitable,
relevant and quality education for all. The current secondary
• Assessing Chemistry 42 school curriculum of Uganda, although highly regarded by
- Examinations 43 some, is focused on the needs of a tiny academically oriented
elite yet the needs of the majority of learners need to be the
- Formative Assessment 43
focus. The Ministry of Education and Sports (MoES) through
- How do we find the opportunity the National Curriculum Development Centre (NCDC)
to make formative assessments? 44 therefore, undertook a review of the Lower Secondary
- Generic Skills 45 Curriculum, aimed at providing a learning environment,
- Attitudes 45 opportunities, interactions, tasks and instructions that foster
- Record keeping 45 deep learning by putting the learner at the centre of the
learning experience. This is in line with aims of secondary
• Glossary of Key Terms 47 education in Uganda as outlined opposite.

The aims of secondary education in Uganda are to:

• I nstill and promote national unity, an understanding of
the social and civic responsibilities, strong love and care
for others and respect for public property, as well as an
appreciation of international relations and beneficial
international co-operation;
• P romote an appreciation and understanding of the
cultural heritage of Uganda including its languages;
• I mpart and promote a sense of self discipline, ethical and
spiritual values, personal and collective responsibility and
initiative;
• E nable individuals to understanding of
acquire and develop emerging needs of
knowledge and an

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THE LOWER SECONDARY CURRICULUM
society and the respect for the dignity
economy; of labour and those
• P rovide up-date and who engage in
productive labour
comprehensive
knowledge in activities;
theoretical and • D evelop a positive
practical aspects of attitude towards
innovative production, learning as a lifelong
modern management process.
methods in the field of
commerce and industry
and their application in
the context of
socioeconomic
BACKGROU
development of
Uganda; ND TO THE
• E nable individuals to
develop basic scientific,
NEW
technological, technical,
agricultural and CURRICULU
commercial skills
required for self- M
employment; The reform was based on
• E nable individuals to the Education Sector
develop personal skills Strategic Plan (ESSP), 2009
of problem solving, – 2018) which set out
information gathering strategies to improve the
and interpretation, quality and relevance of
independent reading secondary education. The
and writing, self ESSP’s subobjective 2.2 was
improvement through to ensure that “Post-
learning and primary students [are]
development of social, prepared to enter the
physical and leadership workforce and higher
skills such as are education”. This is also in
obtained through line with the current
games, sports, societies strategic plan of 2017-
and clubs; 2020. To achieve this
objective, one of the
• Lay the foundation for Ministry’s strategies was to
further education; revise the curriculum and
• E nable the individual to improve instruction and
apply acquired skills in assessment by eliminating
solving problems of the short comings in the
community, and to current curriculum.
develop a strong sense The review focused on:
of constructive and producing a secondary
beneficial belonging to school graduate who
that community; has the competences
• I nstill positive attitudes that are required in the
towards productive 21st century; promoting
work and strong values and attitudes;
effective learning and

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CHEMISTRY SYLLABUS
acquisition of skills in • A focus on the key
order to reduce skills that are essential
unemployment among to work, to learning,
school graduates. and to life, and which
The reform also aimed at will promote life-long
learning
reducing the content
overload and contact hours • A n integrated and
in the classroom so as to inclusive approach that
create time for: research will develop the ability
and project work; talent to apply learning in
development and practical situations.
creativity; allowing for
emerging fields of
knowledge across all
subjects and doing away
with obsolete information.
There was a need to
address the social and
economic needs of the
country like the mining The ESSP further
sector, tourism, services outlines what the
provision, science and reforms imply:
technology development
“This reform will
and to ensure rigorous
necessitate a
career guidance
sweeping revision of
programme to expose
the general secondary
learners to the related
curriculum, away
subjects. This will enable
from strictly academic
learners to make informed
learning objectives
choices as they transit and
that are thought to
to equip them with
prepare students for
knowledge and skills that
erudite higher
will enhance their
education and
competitiveness in the
towards a set of
global value chain.
competencies that
serve both those who
To meet these continue their
requirements, the reforms education after S4
are based on: and those who choose
to enter the
• T he development of a workforce. The new
holistic education for curriculum will enable
personal and national learners to acquire
development based on specific vocational
clear shared values skills that they can use
• A commitment to once they enter the
higher standards, world of work. The
deeper understanding new curriculum will
and greater help learners make
opportunities for informed decisions as
learners to succeed citizens and family
members, and it will
give those who

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 THE LOWER SECONDARY CURRICULUM

KEY CHANGES
continue with their centred rather than
education, either passive, teacher-centred
immediately in S5 or approach.
later in life, the This approach to teaching
learning skills they and learning is in support of
need to think critically the Sustainable
and study efficiently.” Development Goals
The key change in the new (SDG’s), otherwise known
curriculum is a move from a as the Global Goals. These
knowledge-based are a universal call to action
curriculum to a to end poverty, protect the
competence and skillbased planet and ensure that all
curriculum. It is no longer people enjoy peace and
sufficient to accumulate prosperity. The key changes
large amounts of in the curriculum will
knowledge. Young people ensure that Uganda is
need to develop the ability making good progress
to apply their learning with towards SDG 4 in particular
confidence in a range of which aims to ensure
situations. They need to be inclusive and equitable
able to use knowledge quality education and
creatively. A level of promote lifelong learning
competence is the ability to opportunities for all.
use knowledge rather than The change can be
just to acquire it. This
summarised in the
requires an active, learner-
following diagrams.

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CHEMISTRY SYLLABUS

PREVIOUS KNOWLEDGE-BASED

TEACHER

KNOWLEDGE

STUDENT STUDENT STUDENT

TEST AND SUMMATIVE A

Knowledge-based teaching was based on transferring

knowledge from the teacher to the students. The teacher
had knowledge and transferred this knowledge to the
students by lecturing, talking, asking them to read the text
book or writing notes on the board for the students to copy
and learn. Students acquired the knowledge, often without
fully understanding it, and were tested at the end of a unit,
term or school course to see if they had remembered it. The
knowledge was based mainly on the knowledge in the
subjects traditionally taught at University, and little attempt
was made to make it relevant to young people’s own lives.
The whole education system was seen by many people as a
preparation for University, but the vast majority of learners
never reach university. The new curriculum will cater for this
majority as well as those who later go on to University.

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 THE LOWER SECONDARY CURRICULUM

NEW COMPETENCE BASED CURRICULUM

ACTIVITY

STIMULUS MATERIAL, LEARNERS’ E

PROBLEM-SOLVING, INVESTIGATION, GR
EXPLORATION, EXPERIMENTS, FIE

DISCUSSION
LEARNER TEACHER LEARNER

FEEDBACK AND INTER

FORMATIVE ASSESSM

In the new competence-based approach, the “student”

becomes a “learner”. The new Learning Outcomes can only
be achieved through active engagement in the learning
process rather than simply absorbing knowledge given by the
teacher.
The teacher needs to build on the learners’ own knowledge
and experience and create Learning Activities through which
learners can explore the meaning of what is being learned
and understand how it is applied in practical situations.

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CHEMISTRY SYLLABUS
Teaching and learning becomes a two way process of
dialogue between the Teacher and Learners. Learners also
learn from each other through discussion. Assessment also
becomes a two way process of formative assessment; not
just to give grades but to find out problems the learners may
be having and help to solve them.
behavioural change. It is
THE NEW based on a clear set of
values which must be
CURRICULU imparted to learners during
the learning process.
M At the heart of every
subject there are generic
skills that allow
development into life-long
The new curriculum
learners. Besides, there are
focuses on four “Key
also cross cutting
Learning Outcomes” of:
challenges that are
self – assured individuals;
embedded across subjects
responsible and patriotic
to enable learners
citizens; lifelong learners;
understand the
positive contributors to
connections between the
society. The curriculum
subjects and complexities
emphasises knowledge,
of life.
application and
appropriately to
Key Learning different social
situations
Outcomes
The new curriculum sets • Relate well to a range of
out ‘Key Learning personality types
Outcomes’ that sum up the
Responsible and patriotic
expectations of the
citizens who:
curriculum as a whole, and
set out clearly the qualities • Cherish the values
that young people will promoted in the
develop. curriculum
By the end of the • P romote the
educational process, young development of
people will become: indigenous cultures and
languages and
Self-assured individuals
appreciate diversity,
who:
equity and inclusiveness
• D emonstrate self-
• A pply environmental
motivation, self-
and health awareness
management and self-
when making decisions
esteem
for themselves and
• Know their own their community
preferences, strengths
• A re positive in their
and limitations
own identity as
• A djust their behaviour individuals and global
and language citizens

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THE LOWER SECONDARY CURRICULUM
• A re motivated to • A ctively seek lifelong
contribute to the learning opportunities
wellbeing of for personal and
themselves, their professional
community and the development
nation Positive contributors to
society who:
Lifelong learners who:
• Have acquired and can
• Can plan, reflect and
apply the Generic Skills
direct their own
learning • D emonstrate
knowledge and
understanding of the
emerging needs of
society and the
economy
• U nderstand how to
design, make and
critically evaluate
products and processes
to address needs
• A ppreciate the
physical, biological and
technological world and
make informed
decisions about
sustainable
development and its
impact on people and
the environment.

Values
The new curriculum is
based on a clear set of
values. These values
underpin the whole
curriculum and the work of
schools. They are also the
values on which learners
need to base their lives as
citizens of Uganda.
• Peace and harmony
• Integrity and honesty
• Patriotism
• Positive attitude
towards work
• Respect for human
rights

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CHEMISTRY SYLLABUS

Generic Skills Communication

The generic skills lie at the heart of every Subject. They are the • Listen attentively and with comprehension
skills that enable the learner to access and deepen learning
• Talk confidently and explain things clearly
across the whole curriculum. They are the same skills that are
sought by employers and which will unlock the world of work. • Read accurately and fluently
They are the skills that allow young people to develop into • Write and present coherently
lifelong learners who can adapt to change and cope with the
challenges of life in the 21st Century. • Use a range of media to communicate idea
Young people need to be able to think critically and solve
problems, both at school and at work. They need to be
creative and innovative in their approach to learning and life.
They need to be able to communicate well in all forms, co-
operate with others and also work independently. They need
to be able to use functional mathematics and ICT effectively. • Interact effectively with others
• Take responsibility for own learning
• Self-Control they be assessed, but they
will inform and shape all
These values are not taught
directly in lessons, nor will teaching and learning.

Co-operation and Learning

• Work effectively in diverse
teams

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THE LOWER SECONDARY CURRICULUM

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CHEMISTRY SYLLABUS

Critical thinking and problem-solving

• Plan and carry out investigations

GENERIC SKILLS WITHIN CHEMISTRY

• Sort and analyse information
Calculation and ICT
• Identify problems and ways forward
• Predict outcomes•andUse numbers
make and decisions
reasoned measurements accurately

• Evaluate different• solutions

Interpret and interrogate mathematical data
• Use mathematics to justify and support decisions
• U se technology to create, manipulate and process
information
Creativity and innovation
• Use imaginations•to explore
U se technology
possibilities
to collaborate, communicate and
• refine their work
Work with others to generate ideas
• Suggest and develop new solutions • Work
• Try out innovative alternatives
• Look for patterns and make generalisations

independently with persistence

• Manage goals and time
These skills are not learners to communicate,
separate subjects in co-operate, and to think
themselves; they are critically about how the
developed within the world works and to
subjects of the curriculum. understand the world from
They also help learning a scientific point of view.
within those subjects. It is The Subjects also provide
when these generic skills the contexts for
are deployed that learning progression within the
is most effective. skills. The same skill
The generic skills are a key definitions apply to all year
part of the new curriculum. groups, and skills
They have been built into progression is provided by
the syllabuses for each of the increasing complexity
the Subjects, and these of the subject matter
Subjects provide the within each Subject. For
context for the skill example, within ‘critical
development. Chemistry thinking’, learners begin
provides a rich context for thinking critically about the

CRITICAL THINKING AND PROB

CREATIVITY & INNOV

COMMUNICATIO
COMPULSORY SUBJECT

COMPULSORY SUBJECT
COMPULSORY SUBJECT

COMPULSORY SUBJECT

2 SOCIO-ECONOMIC CHAL

CITIZENSHIP
 THE LOWER SECONDARY CURRICULUM
relatively simple subject the progression is in the
matter in Senior 1 and then increasing complexity of
progress to thinking about the matters being thought
the much more complex about.
matters in Senior 4. Thus
and diverse world in which
Cross-cutting we live.
Challenges Rationale
There are some issues that The application of scientific
young people need to learn principles and the conduct
about, but which are not of relevant research are of
confined to one Subject. significant importance in
These are the ‘Cross-cutting identifying, assessing and
Challenges’ and they need realising the potential of
to be studied across the the resources of Uganda. A
Subjects. These issues good foundation in the
develop learners’ sciences will help citizens of
understanding of the Uganda to respond to the
connections between the challenges of a rapidly
Subjects, and so of the changing world using the
complexities of life. The scientific approach.
Cross-cutting Challenges
Chemistry is concerned with
identified in the curriculum
the physical and chemical
are:
properties of substances
• Environmental and the interaction of
awareness energy and matter. The
• Health awareness study of Chemistry involves
an investigation into
• Diversity and inclusion
chemical reactions and
• Socio-economic
processes. The discipline
challenges
seeks to explain and predict
• Citizenship
events at the atomic and
These have been built into molecular level. Through
the syllabuses of each the principles of Chemistry,
Subject. The way in which learners will understand
they operate within the everyday life, nature and
Subject is very similar to the technology, and the
generic skills. Chemistry significance of the well-
provides a very good being of man and the
context for considering environment.
environmental and health The Ugandan Chemistry
awareness, and to Syllabus is redesigned to
understand the complex allow learners to work
individually and with others

CHEMISTRY WITHIN THE NEW CURRICULUM

Chemistry is a compulsory subject from Senior 1 to Senior 4.

Time allocation 3
SENIOR 1 & 2 SENIOR 3 & 4

CHEMISTRY periods a week periods a week

CHEMISTRY SYLLABUS
in practical, field and themselves and society.
interactive activities that This syllabus aims to:
are related to theoretical • a ppreciate and
concepts in the course. It is understand natural
expected that learners will phenomena and the
apply investigative and ways in which materials
problem-solving skills, behave;
effectively communicate
• b e aware of the power,
scientific information and
impact and influence
appreciate the contribution
which Chemistry has in
that a study of chemistry
a modern scientific
makes to their
world and to emphasise
understanding of the world.
that there is a
The syllabus places greater
responsibility that
emphasis on the
Chemistry be used for
understanding and
the good of the society
application of chemical
and for the preservation
concepts and principles and
of the environment;
different learning styles and
needs, so that learners will • appreciate, understand
develop skills that will be of and use methods of
longterm value in an science;
increasingly technological • see the relevance of
world, rather than focusing Chemistry to everyday
on large quantities of life;
factual information. In • a ppreciate and
addition, it encourages the understand the role of
use of various teaching and Chemistry in enabling
learning strategies while at materials to be used in
the same time catering to the service of mankind,
multiple intelligences. in Uganda and
It contributes to the elsewhere;
development of the ideal • u nderstand basic
Ugandan citizen as chemical concepts in
articulated by the sufficient depth to
Education White Paper of provide an adequate
1992 in the following foundation for
areas: respect for human specialisation;
life, awareness of the • d evelop the spirit of
importance of living in inquiry and to continue
harmony with the the search for new ways
environment; in which materials may
demonstrates multiple be used in the service of
literacies, independent mankind;
and critical thinking and
• a ppreciate the inter-
the innovative application
relationships among
of science and technology
Chemistry, Biology,
to problem solving. In
Physics, Mathematics
keeping with the UNESCO
and other subjects;
Pillars of Learning, on
completion of this course • m ake use of chemical
of study, learners will data, concepts,
learn to do, learn to be principles and
and learn to transform terminology in

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 THE LOWER SECONDARY CURRICULUM
communicating curriculum and can only be
chemical information; acquired through active
• d evelop the ability to approaches.
work independently and The role of the teacher is to
collaboratively with build on learners’ existing
others when necessary; knowledge and experience,
• a ppreciate the but to extend that by
significance and posing problems to the
limitations of science in learners. This makes them
relation to social and think about their own ideas
economic development; and experiences as well as
• i ntegrate Information adding new knowledge and
and Communication skills to it.
Technology (ICT) tools Learners need to interact
and skills into the with real situations inside
teaching and learning of and outside the classroom.
chemical concepts. They need to look at

Teaching and Learning: Chemistry

The thrust of the new pictures or diagrams,
syllabuses is experiential examine statistics, or read
and towards deeper texts from a range of
understanding. The focus sources. They need to find
in Chemistry is on the out knowledge and ideas
development of for themselves. They should
understanding through then be expected to
scientific enquiry and express these in their own
rational thought. words, not those of the
teacher, and so
The new syllabuses provide
demonstrate that they have
learners with a wide range
understood what they have
of contexts in which to
learnt.
develop this understanding,
and these contexts are In this approach, learners
designed to engage the are encouraged to:
interest of the learner and
• Be responsible for their
to provide opportunities to
own learning
build life-related
knowledge, experience and • T hink for themselves
skills. Teachers are and form their own
encouraged to go beyond ideas and opinions
the textbooks and provide • B ecome critical
as many meaningful thinkers, ready to face
contexts as possible. The new challenges and
generic skills have been
integrated throughout the

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CHEMISTRY SYLLABUS
situations for
themselves

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THE CHEMISTRY SYLLABUS

Programme Planner
DURATION
SENIOR 1 THEME TOPIC (NUMBER OF
PERIODS)

Chemistry and Society 6

Introduction to Chemistry and
Experimental Experimental Chemistry 12
Term 1
States and changes of states of matter 9
Particle Nature of Matter
Using materials 9

Temporary and permanent changes 16

Temporary and Permanent
Term 2
Changes to Materials Mixtures, Elements and compounds 20

Air 10
Air and environment
Term 3 Water 14

Earth and Space Rocks and Minerals 12

Total 108

DURATION
SENIOR 2 THEME TOPIC (NUMBER OF
PERIODS)

Acids and alkalis 12

Acids and Alkalis
Term 1 Salts 12

The Periodic Table The Periodic Table 12

Term 2 Carbon in the Environment Carbon in the Environment 36

Term 3 Order of Reactivity of Metals The Reactivity Series 36

Total 108

DURATION
SENIOR 3 THEME TOPIC
(NUMBER OF PERIODS)

Carbon in Life Carbon in Life 30

Term 1
Structures and Bonds Structures and Bonds 18
DETAILED SYLLABUS FOR
Using Equations in Chemistry
CHEMISTRY
Formulae, Stoichiometry and mole concept 30
Term 2
Structures of Substances Properties and Structures of Substances 18

Fuels and Energy Fossil Fuels 20

Term 3
Reactants and Products Chemical reactions 28

Total 144

DURATION
SENIOR 4 THEME TOPIC (NUMBER OF
PERIODS)

Oxidation and Reduction Reactions 18

Term 1 REDOX Reactions
Industrial Processes 30

Periodicity Trends in the Periodic Table 20

Term 2
Thermochemistry Energy Changes during Chemical Reactions 28

Chemical for Consumers 20

Term 3 Consumable Chemicals
Nuclear Processes 12

Total 128

The syllabus details for all subjects are set out in three columns:

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT ACTIVITIES
The learner should be able to:
The sort of learning activities that
The knowledge, understanding or skills
include the generic skills and that will Opportunities for assessment within
expected top be learned by the end of
help learners achieve the Learning the learning
the topic
Outcomes.
Teachers should base their lesson plans on the Learning Outcomes using the Suggested Learning Activities as a guide. These are
not the only possible learning activities, and teachers are encouraged to extend these and devise their own that are
appropriate to the needs of their class.

SENIOR 1: TERM 1 Theme: Introduction to chemistry and experimental techniques

TOPIC: CHEMISTRY AND SOCIETY 6 PERIODS

Competency: The learner is able to assess the application of chemistry in our everyday life and its contribution to our economy.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY
The learner should be able to:
a. know appropriate activities to explain the • In groups, learners discuss what they • Observe group interactions and
discrete nature of chemistry (k, u) already know about chemistry and engagement in field study and research,
b. understand why chemistry is studied and common chemicals in pharmaceutics and offering guidance to ensure all are
cosmetics, plastics, food and beverages, participating and learning.
 how it overlaps with other subjects such soaps and detergents, water treatment, • Listen to learners discussing common
as biology, physics, mathematics, and and indigenous chemistry in local chemicals, the reasons for studying
geology (k, u) environments. They produce a mind-map chemistry and brainstorming on the
c. understand the importance of chemistry to show their conclusions. careers related to chemistry, intervening
and relate knowledge of chemistry to • In groups, learners brainstorm why we to ask questions to help them achieve
relevant careers (u) study chemistry and careers related to learning outcomes.
d. know the contribution of chemistry to the knowledge of chemistry; areas such as • Gauge learners’ progress towards
Ugandan economy (k) human and animal medicine, pharmacy, achieving learning outcomes by
chemical engineering, teaching, etc. and assessment of their products: common
produce a table to present their ideas. chemical mind-maps; tables of reasons
• Learners research how chemistry for studying chemistry and chemistry
contributes to the economy of Uganda: careers; group reports and presentations
medicines, industries, transport, on chemistry in Uganda; individual
agriculture
reports.
• In groups, learners make a field visit and
carry out research to explore the
common industrial products in our
country and relate their uses to the
importance of chemistry. Groups write a
report on their research and give a
presentation in class.
• Individuals write reports of visits to show
a knowledge of the importance of
chemistry to the Ugandan society.
SENIOR 1: TERM 1 Theme: Introduction to chemistry and experimental techniques

TOPIC: EXPERIMENTAL CHEMISTRY 12 PERIODS

Competency: Understand that chemistry is a process of evidence-based enquiry involving the collection of evidence about the
natural world, the identification of trends and patterns in the evidence and the development of theories that help us explain the
evidence.
LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY
The learner should be able to:
a. know laboratory rules and • In groups, learners a) examine a list of • Observe the learners in the laboratory
regulations and understand the laboratory rules and produce a table or when taking part in practical experiments
importance of risk assessment in diagram showing the reasons for each rule; and offer guidance to ensure safe practice
order to work safely, and action b) observe a demonstration of how to deal and effective use of techniques so that
required in the event of an with a fire and how a fire extinguisher is learning
accident (k) used, and produce a set of guidelines • outcomes are achieved
b. know and use laboratory • In groups, learners plan and carry out an Listen to group discussions and:
equipment (such as burettes, investigation using measuring cylinders, • g uide learners as necessary on the use
pipettes, measuring cylinders, separating funnel, a thermometer, Bunsen of different apparatus and correct
thermometers, the Bunsen burner and balance to mix 5g of sand and 200 techniques for using them safely
burner, and balance) appropriately cm3 water, separating them and recording
• i ntervene to ensure knowledge,
for measuring time, temperature, detailed observations and measurements.
understanding and skills are developing
mass and volume (s, k) Learners should:
appropriately
c. understand the scientific method • p lan by selecting techniques, apparatus •
Gauge learners’ developing knowledge,
to carry out investigations and the and materials
importance of risk assessment to understanding and skills through
• m ake predictions based on prior
keep self and others safe (u) assessment of products: reasons for lab
knowledge and propose a hypothesis
rules and fire guidelines; observations
e. know how to purify a mixture, • record observations and measurements in
given information about the and results re boiling water; experiment
a table
substances involved (s, k) reports on separating mixtures, including
• i nterpret observations and report results
 f. know how to identify substances • compare observations and results with chromatography; purity of substances.
and their purity by using their other groups
melting and boiling points (k, s) • d iscuss and develop explanations In
• groups, learners plan and carry out
investigations, using the scientific method
to purify named impure substances and
formally write up investigations
individually. Techniques: •
physical separation e.g. sulphur and
iron filings
• d issolving, filtration and crystallization, e.g.
salt and sand
• distillation of a solution and fractional
distillation, with particular references to
the
• fractional distillation of crude oil, liquid air
and fermented liquor
• In groups, learners carry out chromatography
• using some common dyes/inks and then:
interpret chromatograms
• develop and apply knowledge of paper
chromatography in explaining results
research and use locating agents in
chromatography of colourless compounds
Groups discuss, research and agree
explanations of their observations.
Individuals record results and conclusions.
LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY
The learner should be able to:
• In groups, learners investigate the melting
and boiling points of substances, comparing
their results with those of pure substances
and drawing conclusions about the purity of
their samples. Groups produce tables
comparing their actual results with
theoretical results and show conclusions and
possible experimental errors.
SENIOR 1: TERM 1 Theme: Particle nature of matter

TOPIC: STATES AND CHANGES OF STATES OF MATTER 9 PERIODS

Competency: The learner uses knowledge of the arrangement and motion of particles to explain the properties of solids, liquids
and gases.
LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY
The learner should be able to:
 a. understand that matter is anything • Individually, learners research what is known • Observe how individuals use texts or the
which occupies space and has mass about states of matter and kinetic theory, Internet and use it to contribute to group
and can exist in a solid, liquid, gas and in groups, they discuss where they are discussion about the kinetic theory, and
and plasma form (u) observed in everyday life. then use the information to explain states of
b. understand that solids, liquids and • In groups, learners use the results from Topic matter. Intervene to pose questions to
gases have different properties 1.2 and explain them in terms of how matter clarify and deepen understanding.
including shape, pouring and exists and kinetic theory. • Listen to gauge progress towards achieving
compressing (u, s) • In groups, learners plan and use the scientific an understanding of kinetic theory and
c. know the kinetic theory of matter method to investigate changes of state of states of matter as solid, liquid, gas and
and use it to explain particle matter and record observations in a table, e. plasma, and intervene to ensure knowledge
arrangement, inter-particle forces, g melting a candle wax, or ice, boiling water and understanding are developing
movement of particles and the (observe the change of state with appropriately.
properties of solids, liquids and temperature), heating iodine or • Evaluate learners’ knowledge of the
gases (k, u) naphthalene. kinetic theory through their explanations
d. understand that a change from one • In groups, learners investigate diffusion in a of diffusion and pressure illustrated by
state to another involves either heat gas, liquid and solid using the scientific common phenomena.
gain or heat loss (u, s) method • Listen to group discussion and the
e. appreciate the cooling effect of • A mmonia, from concentrated ammonia explanation of changes of state to: •
evaporation and how this solution and, concentrated hydrochloric acid check understanding of kinetic
contributes to maintaining constant to form ammonium chloride. theory
body temperature (k, u, s) • P otassium manganate (VII) in water and in a • evaluate understanding of changes in
hot gel solution. states of matter and heating and cooling.
• I n groups, learners observe Brownian • intervene where misconceptions are
motion and use the particle theory to explain identified
• t he properties of solids, liquids and gases
and phenomena such as gas pressure,
clothes drying, rain formation and making a
cup of tea, and
• h ow diffusion takes place faster in a gas than
in a liquid or a solid, and then explain why
this is the case.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY
The learner should be able to:
• In groups, learners use the scientific method
to investigate the heat changes as ice melts
and water is heated and cooled, and then
produce diagrams to explain why heat is
taken in during melting and boiling but given
out during condensing and freezing.
• In groups, learners use their knowledge of
kinetic theory to discuss and explain the
importance of evaporation in preventing the
body from overheating on a hot day.
ICT Support
The learner can:
• use Internet to download or view an appropriate simulation about particle nature of
matt • use data collection tools such as a temperature sensor to capture temperature-
time data. er.
SENIOR 1: TERM 1 Theme: Particle nature of matter

TOPIC: USING MATERIALS 9 PERIODS

Competency: The Learner should be able to explore how materials are used and relate these uses to their molecular structures.
LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY
The learner should be able to:
a. know that materials used in • In groups, learners classify samples of • Observe learners in discussion and how
everyday life can be classified into natural and synthetic material (wood, they come to a group judgement about an
natural and synthetic group, and paper, natural and synthetic fibres, plastics, agreed standard for ‘physical properties and
how this affects their use in cotton, sisal, silk, nylon, wood, polythene, their use’.
everyday life (s, k) polyester, protein, rubber, starch, wool, • Listen and gauge learners’ progress
b. understand how the physical polystyrene, Glass polytetrafluoroethene) towards an understanding of:
properties of polymers determine on the basis of physical properties such as o how the physical and molecular
uses in everyday life such as in tensile and compressive strength, flexibility, structure of materials makes them suitable for
building, as fabrics, fabricating elasticity, ability to absorb water, etc. and use in building
utensils used in homes, etc. (k, u) tabulate the observations. Learners identify
o how natural and artificial polymers
c. know about the molecular • patterns in their observations. Individually,
determine their use
structures of materials and relate learners research and write a report on the
molecular structure of materials and relate • Observe how learners carry out the
this to their use (k, u)
the structure of polymers to their use test on burning materials, pay due regard to
d. know that polymers are useful long safety, the accuracy of their observations and
chain molecules made by both • In groups, learners plan and use the
whether they can identify patterns in the
natural and synthetic processes scientific method to investigate:
nature of changes
(k, u) a) t he tensile strengths of cement strips
• Using products of activities, gauge
e. understand how the physical made with different proportions of sand
and cement learners’ understanding that some materials
properties of polymers determine are resistant to change, others change in form
uses in everyday life such as in b) t he insulating properties of common
and colour, and may give off fumes, and some
building, as fabrics, fabricating roofing materials such as tiles, corrugated
utensils used in homes, etc. (k, u) iron and thatch may be recycled and reused in the same or a
different form.
f. know how common materials can • Individuals write reports to explain why the
pollute environment and which physical and molecular structure of some
materials can be recycled (k) materials makes them suitable for building

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY
The learner should be able to:
g. understand that heating changes the • In groups, learners classify materials in
structure and properties of some everyday use (wood, paper, natural and
materials (u, s) synthetic fibres, plastics, cotton, sisal, silk,
nylon, polythene, polyester, protein, rubber,
starch, wool, polystyrene, glass,
polytetrafluoroethene), into those that can
be recycled and those that are not recyclable;
record result in a table, use prior learning to
label them according to a) their molecular
structure and b) whether they are natural or
synthetic
• Individually, learners carry out research and
write reports on ways to:
• d ispose of materials using appropriate
methods to guard against polluting the
environment
• i dentify which of the following materials can
be recycled: paper, ink cartridges, plastic
plates, old TVs, clay pots, light bulbs, broken
glass, fabrics/textiles/ clothing etc.

SENIOR 1: TERM 2 Theme: Temporary and permanent changes to materials

TOPIC: TEMPORARY AND PERMANENT CHANGES 16 PERIODS
Competency: The learner should be able to recognise occurrence of temporary and permanent changes, and their importance in
everyday life.
LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY
The learner should be able to:
a. understand that many substances • In groups, learners draw on prior learning • Observe group interaction and
undergo permanent changes when from Topic 2 and identify which materials engagement in the practical investigation
they are heated or burnt, forming underwent permanent change when and gauge skill in making and recording
new materials while other heated. observations; intervene to help them
substances change temporarily (u, • In groups, learners plan and carry out a understand temporary (reversible) and
s) practical investigation to find out which are permanent (irreversible) changes to
b. recognise temporary (reversible) temporary, and which are permanent • matter.
and permanent (irreversible) changes and record the results in a table: Listen to discussions and ask questions to
changes to matter under different • boiling and condensing water • deepen learning.
conditions (u) • heating and cooling candle wax Evaluate how well learners apply their
learning to explain which are permanent
• sublimation of iodine
and which are temporary changes.
• breaking a wooden stick
• melting of ice
• boiling an egg
• dissolving salt in water
• rusting an iron nail

SENIOR 1: TERM 2 Theme: Temporary and permanent changes to materials

TOPIC: MIXTURES, ELEMENTS AND COMPOUNDS 20 PERIODS

Competency: The learner should be able to recognize the characteristics of mixtures and compounds.
LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY
The learner should be able to:
a. know the criteria for determining • In groups, learners plan and carry out a • Observe learners investigating, note their
whether a substance is pure or not practical investigation to find out whether understanding of a fair test, and intervene
(k, s) 100g of crushed ice made from distilled to check their understanding that pure
b. understand that substances are water melts faster or slower than crushed (distilled) water melts at a different rate
either elements, mixtures or ice made from tap water which contains from tap (impure) water which is a
compounds (u) salts; they should record their results in a • mixture.
table and discuss. Listen to group discussion and intervene
c. identify different mixtures and
devise ways of separating pure • Individually, learners research and then where appropriate to assist understanding.
substances from them (u, s) discuss in groups examples of elements, Encourage learners to add to their list of
compounds and mixtures and list the characteristics and share them and check
d. know that, when added together,
characteristics. These might include: • the correct use of definitions.
some liquids mix while others form
• Elements: made from one type of atom Gauge learners’ progress towards achieving
two layers (k)
• C ompounds: a mixture of elements that can • learning outcomes
only be separated by chemical means Listen to learners and encourage use of
• M ixtures: made up of two or more the terms: solvent, solute and solution
substances that can be separated by and link their thinking to prior learning
physical means • about mixtures.
• In groups, learners research and then Listen to learners in the process of planning
classify substances into compounds, the separation of salt and encourage
mixtures or elements: e.g. carbon dioxide, learners to use and record the process using
 hydrochloric acid, sugar, air, chlorine, gold, • the correct terms.
chlorophyll, oxygen, salt plus other Intervene where necessary to avoid
examples misunderstandings and gauge learners’
ELEMENT COMPOUND MIXTURE progress towards achieving learning
outcomes through the products of activities.

• In groups, learners use a spatula to slowly

add 10gms sugar to 150cm3 distilled water
and record their observations. Learners
should discuss whether dissolving and
disappearing are the same and explain their
thinking. They should be introduced to the
terms: solvent, solute and solution, and if
necessary revise their observations using
these terms.
• Individually, learners research the terms
soluble and insoluble. Having been informed
that rock salt is a mixture of rock which is
insoluble in water and salt which is soluble
in water, in groups, learners plan and
implement a procedure to separate the rock
from the salt. Learners use the following
terms to explain their method: filtration,
dissolve, soluble, solute and solution.
• Learners use their experience of
evaporation to plan a procedure to separate
the solute from the solvent (water) and so
recover the salt by crystallisation.
LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY
The learner should be able to:
• Learners discuss what will happen when palm
oil is mixed with tap water, using the terms
miscible and immiscible liquids, and how they
might separate them.
ICT Support
The learner can:
• use the Internet to research elements, compounds and mixtures
• use a digital camera to take images to show the stages of separating rock and salt, and then purifying the salt by crystallisation.

SENIOR 1: TERM 3 Theme: Air and environment

TOPIC: AIR 10 PERIODS

Competency: The learner appreciates air is a mixture of gases in which oxygen is the active constituent, and he/she can describe
processes that may affect air quality..
LEARNING OUTCOMES
The learner should be able to:
SUGGESTED LEARNING ACTIVITIES

SAMPLE ASSESSMENT STRATEGY

a. understand that air is a mixture of different gases that can be separated and used (k, u)
 b. understand how air pollution can affect the atmosphere (u)
c. Understand and appreciate that processes such as burning and rusting/corrosion use oxygen from the air to form oxides (k, u)
• In pairs or individually, learners research:
• the composition of air,
• t he percentage of each chemical from a pie chart of the composition of air;
• consider what else might be in the air
• In groups, learners examine a fractionating column and draw on research to discuss how different liquids have different boiling points, and
how this is used to separate them into fractions.
• In groups, learners research and discuss how air pollution occurs when excessive quantities of gases and particles change the composition
of air, and report on the causes and consequences
• Individuals or pairs research and explain how oxygen and nitrogen can be separated from liquid air using a fractionating column, and then
discuss in groups
• In groups, learners discuss what is necessary for wood to burn and understand that oxygen is the active ingredient in air that allows
burning to take place and causes iron to rust.
•

•
Listen to discussions and gauge learners’ understanding of why air is considered a mixture of gases rather than a compound, how the gases
can be separated, how air pollution occurs, and its consequences. Intervene appropriately to clarify understanding about the composition of
air and fractional distillation.
Evaluate how learners draw on prior knowledge of burning and rusting (and breathing) to develop the idea that there is an active ingredient
(oxygen) in air.
Observe and listen to discussions about group planning and guide learners on the equipment required and the importance of controlling
variables. Note the accuracy of their observations and whether their conclusions reflect their observations and predictions.
Listen to discussion about word equations and guide learners to understand that oxygen from the air combines with other element to form
oxides.
Evaluate quality of learning through assessment of products: outcomes of investigation reports and correct use of scientific notation.

LEARNING OUTCOMES
The learner should be able to:
SUGGESTED LEARNING ACTIVITIES
 SAMPLE ASSESSMENT STRATEGY

• Groups plan an investigation of the factors that affect the rate of rusting of iron, using the scientific method. Steps include:
• selecting apparatus and materials
• m aking predictions based on prior knowledge and proposing a hypothesis
• r ecording observations and measurements
• i nterpreting observations and reporting results
• c omparing observations and results with other groups
• discussing and developing explanations Conditions to include a clean nail placed:
• i n air where water is removed with anhydrous CaCl2
• in normal air containing water vapour
• in tap water
• i n boiled water (where air has been removed by boiling)
• In groups, learners write word equations for the reaction between elements (metals and non-metals) and oxygen when they burn or
corrode to form oxides

ICT Support
The learner can:
• use a digital camera to take images to show how oxygen reacts with iron.

SENIOR 1: TERM 3
Theme: Air and environment

TOPIC: WATER
14 PERIODS

Competency: The learner should investigate evaporation and condensation as natural processes essential to replenishing
supplies of fresh water in the water cycle.
LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY
The learner should be able to:
a. understand the occurrence of • In groups, learners draw on prior learning • Listen to group discussion and encourage
water as a natural resource, its to brainstorm ideas about evaporation and learners to draw on and consolidate prior
physical and chemical properties condensation of water, ice and steam as learning about changes of state, solvents
and importance in everyday life (u, changes of state, and produce a chart of and solutions, and then apply it to their
s) the water cycle to explain its physical and understanding of the water cycle, the
b. appreciate how water is recycled chemical properties and the role of the causes and prevention of water pollution,
by natural processes (u, v) sun in providing energy to drive the cycle. and the treatment of sewage.
c. understand the process of water • In groups, learners use their water cycle • Gauge learners’ progress towards achieving
and sewage treatment (u, k) charts, and prior learning about the the learning outcomes by assessing their
characteristics of water, to identify and understanding of the characteristics of
report upon where pollution might occur, water and the chemistry of water through
its causes, impact and possible ways to
 prevent it. their products of the activities.
• Learners visit a sewage treatment plant
and find out how effluent is recycled into
useable water. Individuals produce reports
to explain the process of sewage
treatment using their prior learning about
the characteristics of water.
ICT Support
The learner can:
• use mind-mapping/graphic or word processing software to draw a diagram of the water cycle.
• use a digital camera to take images showing different stages for water purification.

SENIOR 1: TERM 3 Theme: Earth and space

TOPIC: ROCKS AND MINERALS 12 PERIODS

Competency: The learner appreciates that rocks are composed of different minerals and these determine the properties of the
rocks.
LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY
The learner should be able to:
a. understand how igneous, • In groups, learners examine and discuss the • Observe group interaction and assess the
sedimentary and metamorphic general appearance of igneous, sedimentary accuracy of observations and words used to
rocks are formed, that they are and metamorphic rocks and record record the results, and gauge learner’s
made up of minerals, and that characteristics such as colour, patterns, ability to transfer this information to use it
some minerals are useful (k, u, s) texture, and particle size in a chart. to create a dichotomous key; observe their
b. identify the physical properties of Individually, learners create a dichotomous progress towards the learning outcomes.
rocks and distinguish between the key using the information from their • Gauge learners’ ability to access and
different types (s) observations. summarise information from complex text
c. understand the process of • Individuals or pairs research and report on and understand where minerals (chemicals)
weathering and how weathered the minerals found in granite, sandstone originate.
rock particles form the basis of soil and slate, and identify any patterns. MINERALS IN MINERALS IN MINERALS
(u, s) Learners share their research with the class GRANITE SANDSTONE IN SLATE
and discuss the use made of the minerals. (IGNEOUS) (SEDIMENTARY) (METAMORPHIC)

MINERALS IN MINERALS IN MINERALS quartz quartz quartz

GRANITE SANDSTONE IN SLATE feldspar mica feldspar calcium muscovite
(IGNEOUS) (SEDIMENTARY) (METAMORPHIC) carbonate chlorite feldspar

• Listen to learners’ discussions and

presentations on weathering and where
• Groups discuss the role that water (rain, ice, appropriate, make suggestions to improve
rivers) might play in extracting the minerals clarity and understanding
from the rocks, and how these minerals are • Evaluate quality of learning through
deposited in the soil. Individually, learners assessment of products: keys; tables;
write a report about their understanding of reports.
weathering.
ICT Support
The learner can:
• use Internet to research on useful minerals and present to the class.
• use any word processor to write the research report.
CHEMISTRY SYLLABUS
SENIOR 2: TERM 1

Theme: Acids and alkalis

TOPIC: ACIDS AND ALKALIS 12 PERIODS
Competency: The learner should be able to appreciate the properties and importance of acids, alkalis/bases and salts in
everyday life.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY
The learner should be able to:
a. recognise that locally available • In groups, learners brainstorm what they • Observe learners engaged in activities,
materials’ substances are either know about acids and alkalis and, from offering guidance to ensure all participate
acidic or alkaline (k) personal experience, identify the and make good progress in terms of their
b. understand the concept of pH as a characteristics of some familiar substances learning.
measure of the strength of acids (e.g. the sharp taste of acids such as lemon • Listen to group discussions and if
and alkalis (u) juice and vinegar, the bitter taste of alkalis appropriate, warn about the dangers of
such as ash filtrate from banana peel, and tasting unknown chemicals and therefore
c. understand the reaction between
the soapy feel of alkalis) and record the need to find a chemical test (or
acids and alkalis (u, s) information in a chart. indicator) of acidity in the form of litmus
• In groups, learners drop lemon juice into a paper. Ask probing questions to promote
solution made from red fruit (grapes, red • thinking. Discuss with individuals and
cabbage) and universal indicator solution, groups to check their progress towards the
discuss and report on the colour change and learning outcomes and if appropriate, offer
how this provides an indicator of acidity. guidance to understand the pH scale and
• In groups, learners use litmus paper to the notion of the balance between an acid
decide whether a range of solutions (e.g. and alkali solution (a base) or neutral.
lemon juice, vinegar, diluted bleach, diluted • Evaluate learning through products: charts,
liquid soap, tea, cola, tap water, carbonated reports.
water) are acid or alkali, and record their
results in a chart, making note of the final
colour.
• Individually, learners record the group
results and write an explanation about the
level of acidity in each solution.
• In groups, learners review litmus colour
charts and note that different shades have a
numerical value of acidity, the pH, and use
this information to add a numerical value to
their personal report and compare it with
others. Learners to agree consistency or
discuss where there is inconsistency.
• In groups, learners discuss and record their
thinking about the following:
• W here there is no change in colour this is
the balance between acid and alkali (or a
base) solution or neutral point.
• O ur stomachs contain hydrochloric acid,
and too much of this causes indigestion.
Antacid tablets contain bases such as
magnesium hydroxide and magnesium
carbonate to neutralise the extra acid.
• B ee stings are acidic. They can be
neutralised
Theme: Acids and alkalis
TOPIC: SALTS 12 PERIODS
Competency: The learner should appreciate that acids and alkalis form salts.

2
SENIOR 2: TERM 1 THE LOWER SECONDARY CURRICULUM

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY
The learner should be able to:
a. be familiar with, and be able to • In groups, learners half-fill a plastic water • Listen to group discussions and where
carry out, neutralisation reactions bottle with vinegar and place a spatula of appropriate, intervene to ensure complete
to prepare salts (k, u, s) baking soda (sodium bicarbonate) into a understanding of the reaction between an
b. Know and appreciate the uses of balloon and fix it over the mouth of the acid and a base to form a salt and water
common salts in everyday life (k, s) bottle so that the baking soda mixes with and how this can be represented using
the vinegar and they observe and report on • symbols. Observe groups preparing
the reaction they observe. magnesium sulphate and listen to the
• Individuals research the reaction between discussion to check: there is understanding
an acid and a base and explain what about the process; a risk assessment has
happens when hydrochloric acid and sodium taken place; flow charts show that the
hydroxide react. Then they produce a word sequence of action and chemical terms are
equation. used correctly; word equation shows an
• In groups, learners discuss the word understanding about neutralisation and
equation and use symbolic representation forming a salt. If appropriate, guide learners
to predict the outcome from the chemical to use correct terms such as filtrate,
reaction. residue, evaporation, crystallisation,
• In groups, learners make magnesium solubility, soluble, insoluble and
sulphate by gently heating 50cm3 of diluted • precipitation.
sulphuric acid in a beaker to 60C and adding Listen to the discussion about the use of
magnesium oxide powder, stirring until a common salts and how they draw on prior
milky solution is formed. This is filtered, and learning and research to suggest chemical
the clear liquid or filtrate is magnesium formulae. Where appropriate, guide
sulphate solution. The water can be • learners toward using the correct symbols.
removed by gentle heating and evaporation. Evaluate quality of learning through
• Individually, learners make a record of the assessment of investigations and where
process based on careful observation in the appropriate, help learners to understand
form of a flow chart and create a word the importance of establishing a consistent
equation to explain the chemical reaction. approach, or fair tests, which may involve
Individually, learners research the use of observation or timing of changes so results
common salts and record their results in a can be compared.
table and discuss in a group. e.g. sodium
chloride, sodium hydrogen carbonate
(sodium bicarbonate), calcium carbonate,
potassium nitrate, lead chloride, barium
sulphate, potassium carbonate, sodium
phosphate, ammonium chloride.
• Groups use prior learning to suggest the
chemical formulae of these salts: sodium
chloride, calcium carbonate, potassium
nitrate, potassium carbonate and discuss
how to write a simple equation to explain
how they might have been made.
• Groups plan an investigation to find out the
solubility of some of the following salts in
water, record the results in a table and
assess solubility: sodium nitrate, barium
sulphate copper sulphate, potassium
carbonate, sodium chloride, lead chloride.
Theme: The periodic table
TOPIC: THE PERIODIC TABLE 12 PERIODS
Competency: The learner investigates the diversity of the elements in the Periodic Table.
LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY
The learner should be able to:

3
CHEMISTRY SYLLABUS
SENIOR 2: TERM 1

a. understand that elements can be • In groups, learners use prior learning and • Observe group interaction and assess the
grouped into metals and nonmetals research to discuss how: accuracy of observations and words used to
and relate the physical properties of • t hey might identify a metal and a non-metal record the results, and gauge learner’s
metals and non-metals to their uses and present to other groups. ability to transfer this information to use it
(k, u, s) to create a dichotomous key; observe their
• t o arrange elements into a table according
b. know that the Periodic Table is a progress towards the learning outcomes.
to whether they are metals or non-metals:
classification of elements according e.g. iron, sulphur, copper, hydrogen, silver, • Gauge learners’ ability to access and
to their atomic or proton number aluminium, oxygen, chlorine, argon, sodium, summarise information from complex text
(k) magnesium, and understand where minerals (chemicals)
c. relate the arrangement of electrons calcium, iodine, nitrogen, zinc originate.
in the first 20 elements to their Learners present conclusions to other groups • Listen to learners’ discussions and
positions in the Periodic Table (u, s) presentations on weathering and where
• Individuals carry out research to find the
d. understand the relationship appropriate, make suggestions to improve
chemical symbol and physical properties of
between the position of elements clarity and understanding
each element and record their results in a
in groups and the charge on the chart. • Evaluate quality of learning through
ions that they form (u) • In pairs, learners study the Periodic Table assessment of products: keys; tables;
and carry out research and complete reports.
reports explaining:
• t he work of Mendeleev and others in
classifying the elements
• t he meanings of the terms: proton/atomic
number and mass number
• t he relationship between the proton
(atomic) number of an element and the
number of electrons.
• In groups, learners discuss their findings and
use a card activity and research to give each
of the 13 most abundant elements in Earth’s
crust, listed from most to least abundant, its
symbol, proton number, atomic mass,
electron configuration, and element
classification
• oxygen
• silicon
• aluminum
• iron
• calcium
• sodium
• magnesium
• potassium
• titanium
• hydrogen
• phosphorus
• sulphur
• carbon

2
 THE LOWER SECONDARY CURRICULUM

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY
The learner should be able to:
ICT Support
The learner can:
• use Internet to research on useful minerals and present to the class.
• use any word processor to write the research report.

SENIOR 2: TERM 2 Theme: Carbon in the environment

TOPIC: CARBON IN THE ENVIRONMENT 36 PERIODS
Competency: The learner investigates the diversity of carbon compounds in the environment.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY
The learner should be able to:
a. understand how and why carbon • In groups, learners draw on their experience • Listen to learners’ conversations and ask
compounds are used as fuels (k, u) and research to discuss the main uses of probing questions to help them draw on
b. know and appreciate the difference common carbon-based fuels in Uganda: prior learning and use it to build on new
between renewable and charcoal, paraffin, petrol, firewood and learning.
nonrenewable fuels and understand diesel. • Observe learners carrying out activities
that non-renewable fuels are not • Individually, learners use prior learning to and intervene to ensure all participate
sustainable (k, u) write a word equation to show the reaction and develop knowledge, skills and
c. know and appreciate the impact on when carbon-based fuels burn in oxygen. understanding.
the environment of burning • In groups, learners discuss and report on the • Evaluate quality of learning through
carbonbased fuels (k, u) meaning of the terms ‘renewable’ and assessment of products: how learners
d. appreciate the impact on the ‘nonrenewable’ as applied to fuels, and then present their ideas to the wider group
environment of burning use data to estimate how long the world’s and their progress towards the learning
carbonbased fuels (u) coal, oil and natural gas reserves are likely outcomes
to last at the current rates of usage. • Listen to group discussions and intervene
e. understand the processes of making
charcoal but recognise that the use • Individually, learners research the idea of appropriately, especially where learners
of charcoal as a fuel is cheap, ‘sustainability’ and write a report on how misunderstand. Encourage discussion about
efficient and sustainable only if it is the use of fuel in their locality can be made the outcomes from personal and group
made from wood that can be more sustainable. research such as posters and models
regrown easily (u, s) • In groups, learners discuss and produce
f. know and appreciate the physical posters to explain why air pollution is a
properties and uses of carbon global problem and why it can only be
dioxide (k, u) properly controlled if all the countries of the
world agree to collaborate.
g. understand how the increase in
carbon dioxide in the air can cause • Individuals research the making of charcoal
the atmosphere and the oceans to from waste organic material and
get warmer (u) energysaving charcoal stoves, and then
explain the chemistry of what happens
h. understand what greenhouse gases
when organic material burns in a limited
are, where they come from and
supply of oxygen.
how they are affecting climate (u)
• Groups draw on prior learning to make
i. understand the origin of hard water
carbon dioxide by reacting limestone with
in limestone areas and investigate
dilute hydrochloric acid; use apparatus to
how it can be softened (u, s)
collect the gas, and then explain the
chemical reaction and the property when
tested with a lighted splint.

3
CHEMISTRY SYLLABUS

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY
The learner should be able to:
j. understand how the properties and • In pairs, learners research and report how
uses of the allotropes of carbon an increase in carbon dioxide in the air can
relate to their structures (u) cause the atmosphere and the oceans to
get warmer, what this tells us about the
nature of carbon dioxide, and then they
compare their findings with other learners
to explain the effect on climate.
• In pairs, learners research how rainwater
becomes hard as it soaks through limestone
and how it affects soap.
• In groups, learners discuss, research and
explain in a poster how adding washing
soda (sodium carbonate) results in reducing
‘hardness’.
• Groups research and make models to
explain the structures of diamonds and
graphite and explain how the properties
determine the uses of carbon structures
such as carbon fibres and grapheme.
ICT Support
The learner can:
• use any word processor to write the required equations and investigation report.
• use a spreadsheet to record and calculate the longevity of natural gas reserves.
• search the web for digital models of the structure of diamond and graphite.

SENIOR 2: TERM 3 Theme: Order of reactivity of metals

TOPIC: THE REACTIVITY SERIES 36 PERIODS
Competency: The learner evaluates data on reactivity in order to arrange metallic elements according to their reactivity.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY
The learner should be able to:
a. appreciate that metals vary in their • Groups design and carry out an • Observe and listen to group discussions to
chemical reactivity and can be investigation, using the scientific method, check:
arranged in a reactivity series (k, u, to compare the reactivity of calcium, • w hether their investigation is valid and
s) copper, iron, magnesium and zinc placed in reflects the scientific method and
b. understand that alloys are cold water and dilute hydrochloric acid.
• t he recording of results is accurate and
mixtures of a metal with other Learners should discuss how they will
informs their learning about the reactivity
metals and/ or non-metals and measure and record the level of ‘reactivity’
series
compare the and evaluate the limitations of the
investigation. • u nderstanding of how reactivity is related
properties of common metals with
to the electronic structure of the element
their alloys (u, s) • Individually, learners research how the
reactivity of an element depends on its • Listen to learners’ conversations about the
electronic structure, and they draw extraction of copper from copper oxide, and
structure diagrams of calcium, copper, iron, how the level of reactivity of alloys and
magnesium and zinc to explain their level of unreactive elements are related to their use.
reactivity and how this determines their • Evaluate quality of learning through
uses. assessment of products to determine the
• In small groups, learners use a charcoal progress of learners towards achieving the

2
 THE LOWER SECONDARY CURRICULUM

block and blowpipe to extract copper from learning outcomes.

copper oxide, explaining their observations
and writing a word equation for the
process. They should research and discuss
with the wider group why the more reactive
metals (e.g. groups I and II metals and
aluminium) cannot be extracted on a
charcoal block, and how gold is an
uncombined metal at the bottom of the
reactivity series that can be recovered in
pure form from alluvial deposits.
• Groups examine a collection of objects
made from or containing alloys. They
should research and report on the
difference in chemical composition and
properties, and then explain on a poster
how this determines their use.
ICT Support
The learner can:
• use web-based animations to illustrate key aspects of metal reactivity and displacement reactions.
• use Internet to research and get support information about chemical properties, composition and reactivity.

SENIOR 3: TERM 1 Theme: Carbon in

life
TOPIC: CARBON IN LIFE 30 PERIODS
Competency: The learner appreciates the diversity of organic carbon compounds including the alkanes, alkenes, alcohols and
fatty acids.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY
The learner should be able to:
a. recognise that there is a diversity of • Individually, learners research and report • Listen to discussions about the
carbon compounds in living things on the uses of some common organic composition of carbon compounds and the
and materials derived from living compounds derived from living things, process of fractional distillation and, where
things, and that these may be such as ethanol, sucrose and ethanoic acid. appropriate, pose questions to secure
classified into groups (u, s) • In groups, learners research and explain understanding and assess progress toward
b. understand that crude oil is a the characteristics of alkanes, alkenes, the learning outcomes.
mixture of different alkanes which alcohols, and carboxylic acids on a poster • Listen to group discussion about methane
can be separated by fractional and then classify common carbon and invite peer feedback to ensure full
distillation and that these products compounds such as ethanol, methanoic understanding
are used in fuels and to make other acid, butane, ethene, ethane, methanol, • Observe learners carrying out practical
useful products (k, u) butanoic acid, and propene. tasks and intervene to steer learning and
c. know and appreciate that natural • Individually, learners revisit prior learning endure scientific method is adhered to.
gas deposits are found worldwide, on fractional distillation and use it to • Evaluate quality of learning through
that their main constituent is explain on a poster how crude oil can be assessment of contributions to discussion
methane and that gas deposits are separated into fractions by distillation.
and written reports, including about the
a useful source of fuels and Groups discuss and list the main fractions
chemical feedstock (k, u) in order of boiling point, and discuss their conversion of glucose sugar to ethanol,
uses in everyday life (fuel, polymers, drugs, inviting peer feedback to ensure full
d. appreciate that biogas is a carbon-
dyes, pesticides, explosives, and soapless understanding of the conditions necessary
based fuel useful for cooking and
lighting (u, s) detergents). to produce ethanol.

3
CHEMISTRY SYLLABUS

e. know some common synthetic and • In groups, learners research and make a
natural polymers and how their poster to explain how methane is used to
properties relate to their uses (u, s) make other organic compounds which in
f. understand and appreciate that turn can be used to make a wide range of
alcohols form a group of useful natural or synthetic polymers
compounds of which ethanol is a including plastics, starch, cellulose,
typical member and has many uses proteins, sugars, fats and oils, and research
(u, s) the properties and uses of some polymers.
g. understand how ethanol is made • Individually, learners research and discuss
naturally by fermentation of sugars with the class the chemical nature of
and other organic substances, and biogas, how it is made and why it is
be aware of the dangers of abuse of described as a renewable fuel, before
ethanol (u, s) writing a report.
h. know the process of making soapy • Groups make a poster to show the
detergents from natural fats and structure of ethanol, explaining in an
oils and appreciate that soaps are equation how it can be made from glucose
effective in removing oily stains (u, sugar, and explain the conditions
s) necessary for successful fermentation.
Learners debate and report on the uses of
ethanol and how excess consumption of
alcoholic drinks can have serious
consequences.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY
The learner should be able to:
i. know that soapless detergents are • In groups, learners use sodium chloride, • Listen to discussions about the composition
made from crude oil and that coconut oil (25cc) and 20% sodium of carbon compounds and the process of
soapless detergents are better hydroxide (30cc) to create a suspension and fractional distillation and, where
cleaning agents in hard water than 15g salt to create a solid (soap) which is appropriate, pose questions to secure
the soapy detergents but have a separated by filtering. Individually, learners understanding and assess progress toward
more deleterious effect on the record the process using flow charts and the learning outcomes.
environment (k, u, s) words such as suspension, precipitation, • Listen to group discussion about methane
j. understand how organic solution. and invite peer feedback to ensure full
compounds can be grouped into • In groups, learners plan, carry out and understanding
homologous series, each of which report on an investigation to find out how • Observe learners carrying out practical tasks
has similarities in structure and effective different types of soap are at and intervene to steer learning and endure
removing a food stain on cotton fabric and scientific method is adhered to.
properties (k, u)
research how soap emulsifies fats and oils.
• Evaluate quality of learning through
• In groups, learners research, discuss and assessment of contributions to discussion
report on why a soapless detergent is more
and written reports, including about the
efficient for cleaning than a soapy detergent
in a hard water area, and explain why conversion of glucose sugar to ethanol,
problems are created when soapless inviting peer feedback to ensure full
detergents are released into the understanding of the conditions necessary
environment. to produce ethanol.
• In groups, learners plan, carry out and
report on an investigation to compare how
well a soapy and a soapless detergent form
lather in soft water and in hard water.
• Individually, learners research the structural
formulae of common homologous series
(alkanes, alkenes, alcohols and carboxylic
acids) and identify the functional groups
responsible for their characteristic chemical

2
 THE LOWER SECONDARY CURRICULUM

properties and compare findings with other

learners.
ICT Support
The learner can:
• use Internet to as a research tool for information and images about fractional distillation, production of biogas and the production of
soap.
SENIOR 3: TERM 1 Theme: Structures and bonds
TOPIC: STRUCTURES AND BONDS 18 PERIODS
Competency: The learner appreciates how atoms are composed of fundamental particles, and how molecules and compounds
are composed of atoms.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY
The learner should be able to:
a. understand that atoms are the • Individually, learners revisit prior learning • Observe how learners draw on prior
building blocks from which all on the names and symbols of some learning to inform their understanding
matter is made (u) common about elements, atoms, compounds and
b. understand the terms ‘element’, elements, research the terms ‘element’, molecules and how their interactions help
‘atom’, ‘molecule’ and ‘compound’, ‘atom’, ‘molecule’ and ‘compound’ and the them make progress towards learning
and appreciate how they are names and formulae of some common outcomes.
related compounds, recording conclusions. • Evaluate quality of learning through
(u) • In groups, learners apply what they know assessment of products (reports; tables;
c. understand how atoms of different about e.g. water, iron, carbon dioxide, models; posters) and where appropriate
elements differ in their subatomic sodium chloride, aluminium, copper (II) intervene to secure their understanding of
structure (u) oxide, oxygen, hydrochloric acid, chlorine, how the fundamental particles in an atom
gold and organise them in a table are arranged
d. appreciate that atoms are made up
according to whether they are elements or • Listen to discussions and ask probing
of subatomic particles and know the
compounds. questions to promote critical thinking
properties of these particles (k, u)
• In groups, learners research atomic and secure progress towards the
e. understand the terms relative
structure and use their understanding to learning outcomes.
atomic mass, proton number,
make models of some simple atoms,
nucleon number and isotopes (u, s)
showing protons, neutrons and electrons,
f. understand and appreciate that the and include the relative charges and
atoms of elements join together to approximate relative masses.
form compounds (u, s)
• Groups research the elements and write:
g. understand the processes involved
a. the symbols of elements
in the formation of ionic, covalent
and metallic bonds (u) b. t he standard representation for an
h. recognise the difference in the atom of any element. where:
physical properties of ionic and A X = element
covalent compounds and relate
them to their bonding (u, s)
Z X A = nucleon number Z=
proton number

• In a group, learners discuss how the proton

number and the structure of atoms can be
used to explain the basis of the Periodic
Table, with special reference to the
elements of proton numbers (atomic
number) 1 to 20 and make a model to
show the buildup of electrons in ‘shells,’

3
CHEMISTRY SYLLABUS

and explain the significance of the noble

gas electronic structures and of valency
electrons.
• Individually, learners research how ideas of
atomic structure have developed, and then
contribute to a class discussion
• Individually, learners research the terms
‘proton number’ and ‘nucleon number’ and
then in a group, discuss the meaning of the
concept of isotopes and compare the
composition of isotopes of the same
element in a table.
LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY
The learner should be able to:
• In groups, learners research and report on
common compounds (e.g. water, salt, carbon
dioxide) and identify the elements they are
made from, and explain on a poster ionic,
covalent and metallic bonds and how the
nature of bonding is reflected in their
physical properties (e.g. solubility in water).
ICT Support
The learner can:
• use Internet to research about isotopes and obtain appropriate simulations.

SENIOR 3: TERM 2 Theme: Using equations in chemistry

TOPIC: FORMULAE, STOICHIOMETRY AND MOLE CONCEPT 30 PERIODS
Competency: The learner should be able to use formulae and equations to determine quantities of matter.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY
The learner should be able to:
a. understand the concepts of relative • In groups, learners collect and interpret • Listen to group discussion and intervene
atomic mass and relative molecular data concerning relative atomic mass and appropriately to help understanding of
mass (k, u) relative molecular mass based on carbon- relative atomic and molecular mass, and the
b. analyse the relationship between 12 scale and discuss its use as a standard significance of the Avogadro constant and its
the number of moles and the for determining relative atomic mass and relationship with molar mass.
number of particles (k, u) relative molecular mass. • Listen to group discussion and ask questions
c. analyse the relationship between • In groups, learners research the mole to identify misconceptions and to clarify
the number of moles of a substance concept on a computer simulation (where understanding about particles, moles, mass
and its mass (k, u) available) and research the relationship of a substance and volume of gases, the
between the number of particles in one chemical formulae of compounds and the
d. analyse the relationship between
mole of a substance with the Avogadro construction of balanced equations.
the number of moles of a gas and
constant, and how to convert the number • Observe group activities and step in as
its volume (k, u)
of moles to the number of particles for a appropriate to guide learners and build
e. synthesise chemical formulae (u) given substance. knowledge and understanding.
f. interpret chemical equations (k, u) • In groups, learners collect and interpret • Evaluate quality of learning through
g. practise scientific attitudes and data on molar volume of a gas and use assessment of products and presentations,
values in investigating matter (u) computer simulation (where available) or
encouraging group feedback and
graphic representation to explain the
relationship between molar volume and determining progress towards meeting the
Avogadro constant, and make learning outcomes.

2
 THE LOWER SECONDARY CURRICULUM

generalization on the molar volume of a gas

at STP or room conditions.
• Groups:
• c onstruct a mind-map to show the
relationship between number of particles,
number of moles, mass of substances and
volume of gases at STP and room
conditions.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY
The learner should be able to:
• c arry out problem solving activities
involving number of particles, number of
moles, mass of a substance and volume of
gases at STP or room conditions.
• c alculate the volume of gases at STP (or
room conditions) from the number of moles
and vice versa.
• d etermine the empirical formula of copper
(II) oxide, using computer simulation (where
available), the empirical formula of
magnesium oxide, and compare and
contrast empirical formula with molecular
formula.
• c arry out problem solving activities
involving empirical and molecular formulae
• c onstruct chemical formulae of compounds
from a given ionic formula, and state names
of chemical compounds using IUPAC
nomenclature.
• c onstruct balanced chemical equations for
the selected reactions and display on a
poster
• In groups, learners research and prepare a
presentation to identify and justify positive
scientific attitudes and values practised by
scientists in doing research on mole
concept, chemical formulae and chemical
equations for easy and systematic
communication in the field of chemistry.

SENIOR 3: TERM 2 Theme: Structures of substances

TOPIC: PROPERTIES AND STRUCTURES OF SUBSTANCES 18 PERIODS
Competency: The learner appreciates that in a chemical reaction, starting materials or reactants interact to form products.
LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY
The learner should be able to:
a. understand the concepts of relative • In groups or pairs, learners: • Observe groups involved in activities and
atomic mass and relative molecular • r esearch and report on the physical check their understanding about chemical
mass (k, u) properties of giant molecular, giant ionic and reactions using the mole concept and their
b. analyse the relationship between giant metallic structures and explain the progress towards the learning outcomes.

3
CHEMISTRY SYLLABUS

the number of moles and the differences in physical properties in a poster • Listen to discussions and ask questions to
number of particles (k, u) or presentation. promote thinking and deepen learning.
c. analyse the relationship between • w rite equations for common covalent • Evaluate learning through products: reports,
the number of moles of a substance reactions and show that some bonds are posters, presentations, balanced equations,
and its mass (k, u) broken, and others are formed, stoichiometric calculations.
d. analyse the relationship between • c arry out simple stoichiometric calculations
the number of moles of a gas and its using the mole concept.
volume (k, u)
e. synthesise chemical formulae (u)
f. interpret chemical equations (k, u)
g. practise scientific attitudes and
values in investigating matter (u)

ICT Support
The learner can:
• use equation editor to write balanced chemical equations for common chemical
reaction
• use spreadsheets to carry out simple stoichiometric calculations. s.

SENIOR 3: TERM 3 Theme: Fuels and energy

TOPIC: FOSSIL FUELS 20 PERIODS

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY
The learner should be able to:
a. understand and appreciate • In groups, learners plan, carry out and • Observe learners planning and carrying out
that chemical reactions take place at report on several investigations to find out investigations, check that their procedures
different rates (u) how temperature, the concentration of will lead to meaningful results and
b. understand the effect of reactants and particle size affect the rate of intervening as required.
various factors on the rate of chemical chemical reactions, identifying whether • Listen to groups planning and interpreting
reactions and recognise that many reactions can be reversed or not. results, asking questions to ensure valid
reactions are reversible (u, s) Groups report on results and conclusions, results are achieved and valid conclusions
c. Understand the importance of making use of graphs to show patterns. are drawn.
reversible reactions in industrial • Individually, learners research examples of • Evaluate quality of learning and progress
processes (u) reversible reactions, including the reversible towards the learning outcomes through
steps in the industrial manufacture of assessment of products: reports on
sulphuric acid, and explain, using a flow procedures and effects of factors on rates
chart. of reaction; recognition of significance of
reversible/irreversible reactions.
ICT Support
The learner can:
• use an online or downloaded simulation to illustrate key aspects of chemical reactions.
Competency: The learner understands the origins of fossil fuels and appreciates their importance as an energy resource.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY
The learner should be able to:
a. understand the types and origins • In pairs, learners brainstorm and research • Observe pair interaction and engagement
of fossil fuels and why they can common fossil fuels and produce reports in the activity, intervening to ensure all
be used as sources of energy and explaining: make progress towards learning outcomes.
useful materials. (u, s) • why they all contain carbon • Listen to discussions and ask questions to
deepen learning.

2
 THE LOWER SECONDARY CURRICULUM

• h ow they were formed, using diagrams • Evaluate learning through quality of

(including gas, oil and coal) reports.
• h ow they can be used as sources of energy
and useful materials
• w hy they are described as non-renewable
and their use is unsustainable.
ICT Support
The learner can:
• use the Internet to research fossil fuels.

SENIOR 3: TERM 3 Theme: Reactants and Products

TOPIC: CHEMICAL REACTIONS 28 PERIODS
Competency: The learner understands the effects of external conditions on rate of reaction and how this can be explained in
terms of a kinetic particle model.

SENIOR 4: TERM 1 Theme: REDOX Reactions

TOPIC: OXIDATION AND REDUCTION REACTIONS 18 PERIODS
Competency: The learner understands oxidation and reduction in terms of gain or loss of oxygen and in terms of electron
transfer, and he/she appreciates that the two processes always occur together.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY
The learner should be able to:

3
CHEMISTRY SYLLABUS

a. understand the processes of • In groups, learners research, explain and • Listen to group discussions and intervene
oxidation and reduction and their report on the terms: ‘oxidation’ and appropriately to check understanding of
importance in the chemical industry ‘reduction’ in terms of: oxidation and reduction, especially in
(u, s) • loss or gain of oxygen terms of electron transfer. Pose questions
b. explain redox reactions in terms of to check understanding of electrolytes
• loss or gain of hydrogen
electron transfer (u) and electrolysis in terms of discharge at
• transfer of electrons the electrodes.
c. understand the changes that take
• change in oxidation number • Observe groups engaged in activities and
place during the electrolysis of
Individuals then calculate the oxidation offer guidance to deepen learning.
some compounds (u, s)
number of an element in a compound. • Evaluate quality of learning through
• In groups, learners: assessment of products: presentations
• c ollect and interpret data on the existence about chemical change and equations to
of various ores in Uganda and determine progress towards the Learning
• produce a chart to explain the contribution Outcomes.
of metal extraction to the Ugandan
economy
• e xplain the relevance of
reduction/oxidation to metal extraction
• In groups, learners plan, investigate and
report on oxidation and reduction in a
selection of reactions, writing ionic
equations and explaining reactions in terms
of electron transfer
• Groups discuss electrolysis and produce
illustrations to explain:
• the meaning of electrolyte
• moving ions and electrical conductivity
• Groups use carbon electrodes in the
electrolysis of copper (II) sulphate solution
and dilute sulphuric acid and:
• i dentify cations and anions in the aqueous
solutions
• d escribe the electrolysis of the aqueous
solutions
• w rite half equations for the discharge of
ions at the anode and the cathode

SENIOR 4: TERM 1 Theme: REDOX Reactions

TOPIC: INDUSTRIAL PROCESSES 30 PERIODS
Competency: The learner appreciates the principles behind some industrial processes and the importance of the products
formed.
LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY
The learner should be able to:
a. know about some of the main • In pairs, learners list some common • Observe pairs and groups working and offer
industries that produce useful products and identify which of the main advice and guidance to aid their progress
chemicals, such as the oil industry chemical industries in Uganda were involved towards the learning outcomes.
for our organic chemicals, the in their production. • Listen to learners’ discussions and provide
production of metals, the acid • Pairs research and describe the reactions opportunities for pairs/groups to present
industry, the alkali industry, the involved in the extraction and purification of their charts and ideas to the class,
fertiliser industry and the cement metals from their ores (iron, copper and encouraging peer review, asking questions
industry (k, u) aluminium) and prepare presentation flow to promote thinking and deepen learning.

2
 THE LOWER SECONDARY CURRICULUM

b. understand the processes for charts outlining the main processes. • Evaluate quality of learning through
obtaining useful chemicals from • In pairs, learners research the importance of assessment of products and presentations
rocks (k, u) nitrogen and show in a flow chart how about the benefits and problems associated
c. understand the processes involved nitrogen from the air is captured and with industrial processes.
in extracting and purifying metals, eventually becomes nitrogen in nitrate
with particular reference to fertiliser.
processes used in Uganda (k, u) • In groups, learners identify four industrial
d. understand the importance of processes that make use of natural
nitrates as fertilisers in food resources obtained in Uganda (including the
production and know how they are manufacture of lime and cement and the
produced from the nitrogen in the production of chlorine), creating charts to:
air (k, u) • e xplain the processes
e. outline four industrial processes • identify the social benefits
that make use of natural resources
• i dentify some of the dangers to the
obtained in Uganda
community arising from these industrial
f. recognise the importance of processes
industrial processes in utilising
• i dentify steps taken to minimise the
natural resources to make useful
dangers
chemicals, and appreciate that
industrial processes have social • I n groups, learners research and prepare a
benefits and cause problems of presentation about natural and synthetic
pollution and environmental polymers, methods of disposal, the uses of
destruction. (u, s) biodegradable polymers and the
g. describe some of the dangers to the environmental effects of nonbiodegradable
community arising from these synthetic polymers
industrial processes and the steps
that may be taken to minimise
these dangers (u)
h. understand the process of the
manufacture of lime and cement (u)
i. understand the production of alkali
and chlorine by the electrolysis of
salt solution (u)
j. evaluate uses of synthetic polymers
(u)
ICT Support
The learner can:
• use the Internet to research extraction and purification of metals, manufacture of lime and cement.
• use an appropriate software to prepare an electronic flow diagram for any process.

SENIOR 4: TERM 2 Theme:

Periodicity
TOPIC: TRENDS IN THE PERIODIC TABLE 20 PERIODS
Competency: The learner appreciates the diversity of properties of elements and how these properties change across the
periods and groups of the Periodic Table.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY
The learner should be able to:

3
CHEMISTRY SYLLABUS

a. know the trends in physical • In groups, learners revisit prior learning • Listen to group discussion and debate
properties of the elements across about the Periodic Table and identify and gauge learners’ understanding of
the periods in the Periodic Table (k) patterns in the arrangement of elements in how the electron arrangement of an
b. know the trends in typical physical groups and across periods in terms of: element determines its position in the
and chemical properties of simple • proton number Periodic Table and trends in physical and
compounds of the elements of the chemical properties, asking questions to
• electron arrangement
third period (u, s) boost learning.
• properties
c. predict physical and chemical • Observe group interactions, intervening
• In groups, learners research, discuss and to consolidate and deepen learning and
properties of different elements in
report on: accelerate progress towards the Learning
Group 1 (u, s)
• t he electron arrangement of elements in Outcomes.
each group and across each period • Evaluate quality of learning through
• t he positions of the metals, non-metals and assessment of products: reports on
semi-metals elements of the periodic table in general
• t rends in physical properties, such as and group 1 in particular.
melting point, boiling point and density,
across the periods
• t rends from metals to non-metals from
sodium to argon
• r eactions of the elements of the third
period with water, oxygen and chlorine
Groups contribute to class discussion and
conclusions about trends.
• In groups, learners research, discuss and
report on group 1 elements:
• g eneral physical properties of lithium,
sodium and potassium
• c hanges in the physical properties from
lithium to potassium with respect to
hardness, density and melting point
• c hemical properties of lithium, sodium and
potassium
• t he similarities in chemical properties of
lithium, sodium and potassium
• t he relationship between the chemical
properties of Group 1 elements and their
electron arrangements
Groups contribute to class discussion and
conclusions about group 1 elements

SENIOR 4: TERM 2 Theme: Thermochemistry

TOPIC: ENERGY CHANGES DURING CHEMICAL REACTIONS 28 PERIODS
Competency: The learner appreciates that in any chemical reaction, energy is lost or gained and that this is usually in the form
of heat.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY
The learner should be able to:

2
 THE LOWER SECONDARY CURRICULUM

a. recognise and appreciate the • In groups, learners research, discuss and • Listen to group discussions and pose
difference between endothermic report on: questions to gauge the level of
and exothermic reactions and • e xamples of important everyday reactions understanding and promote critical
understand that substances store (such as fermentation, respiration, cooking, • thinking.
chemical energy in their bonds (k, burning, etc.) in which energy is either Observe learner interactions and offer
u) absorbed or released • advice to improve progress and deepen
b. understand and appreciate the • i nvestigations of endothermic or learning. Evaluate quality of learning
importance of exothermic and exothermic reactions using the scientific through assessment of products, determine
endothermic reactions in our method by dissolving substances (e.g. and encourage progress towards the
everyday lives (u, s) sodium hydroxide, sodium hydrogen learning outcomes.
c. recognise that the burning of fuels carbonate, ammonium nitrate, etc.) in
is an exothermic process producing water and noting the temperature changes
useful energy (u, s) in each case as the energy stored in bonds is
d. understand the concept of heat of released.
reaction and interpret energy • t he energy transformations in burning
profiles of chemical reactions (u, s) ethanol, paraffin or wood and the change
from chemical energy to heat and light.
• Individually, learners research the flow of
energy through an ecosystem in which
reactions are endothermic (e.g.
photosynthesis) and which are exothermic
(e.g. respiration) and produce a chart to
explain energy flow and loss
• In groups, learners design and carry out an
investigation to compare the heat given out
when different fuels burn (e.g. peanuts, oils,
paper, wood)
• In groups, learners research heat of
reaction, interpret energy profiles and
create a presentation to explain energy
profile diagrams for exothermic and
endothermic chemical reactions.
SENIOR 4: TERM 3 Theme: Consumable chemicals
TOPIC: CHEMICALS FOR CONSUMERS 20 PERIODS
Competency: The learner should be able to appreciate that the products used in everyday life exist as chemicals and some of
them can be prepared at home or in the laboratory.
LEARNING OUTCOMES
The learner should be able to: SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY

3
CHEMISTRY SYLLABUS

a. analyse properties of soap and • Groups revisit prior learning on the • Listen to learners’ discussions to gauge
detergent and compare and production of soap and its cleansing action progress towards achievement of learning
contrast the effectiveness of their and research and interpret data in the form outcomes. Ask probing questions to
cleansing action (u, s) of a presentation on: promote critical thinking.
b. evaluate the use of food additives • the history of soap manufacturing • Observe how learners interact, collect and
(k, u, s) • t he chemical nature of soap and detergent analyse data and present reports, offering
c. understand the importance of guidance to deepen learning.
• t he additives in detergent such as biological
chemicals in medicine (k, u) enzymes and whitening agents • Evaluate quality of products: reports and
d. appreciate the importance of the interpretation of research exercises.
• the preparation of detergents
chemical industry and its • Groups plan, carry out and report on an
contribution to our lives (u) investigation to find the differences in the
effectiveness of the cleansing action of soap
and detergent.
• In pairs, learners collect and interpret data
and report on the types of chemicals used
in food additives and their functions as:
• preservatives and antioxidants, e.g. sodium
nitrite, sodium benzoate, ascorbic acid
• flavouring agents, e.g. monosodium
glutamate (MSG), aspartame
• stabilizers and thickening agents, e.g.
gelatine, acacia gum
• dyes, e.g. azo compound, triphenyl
compound
• the use of banned substances such as alkyl
benzene sulphonate
• In groups, learners collect and observe food
labels, identifying the additives used,
discussing and reporting on:
• the rationale for the use of food additives
• t he effect of food additives on health and
the environment
• life without food additives
• In groups, learners carry out research and
prepare a presentation on types and
functions of chemicals used in medicine, eg:
• t raditional medicines derived from plants
and animals
• a nalgesics such as aspirin, paracetamol and
codeine
• a ntibiotics such as penicillin and
streptomycin

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY
The learner should be able to:
• p sychotherapeutic medicine such as
stimulants, antidepressants and
antipsychotics
Reports should also focus on the side
effects of modern and traditional
medicines, and the importance of the
correct usage of modern and traditional

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 THE LOWER SECONDARY CURRICULUM

medicines.
ASSESSING CHEMISTRY
• In groups, learners carry out research and
prepare a presentation on chemicals that
have had a significant impact on humanity:
• d iscovery of chemicals that improve the
quality of life, such as antibiotics and
detergent
• s ide effects of chemicals on life and the
environment
• In pairs, learners research and report on
good practice and common traits among
scientists in carrying out research, such as
patience, meticulousness and perseverance.
SENIOR 4: TERM 3 Theme: Consumable chemicals
TOPIC: NUCLEAR PROCESSES 12 PERIODS
Competency: The learner should understand atomic structure and the nuclear processes by which energy is released.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY
The learner should be able to:
a. understand atomic structure, the • In pairs, learners research atomic structure, • Listen to pairs’ conversations and their
processes of nuclear fission and nuclear decay and radioactivity and produce explanations of their research findings to
fusion, the use we can make of a joint report which will consider: others in plenary sessions. Ask questions to
them and the dangers associated • the structure of the atom, sub-atomic encourage critical thinking and to deepen
with them (k, u) particles, nuclides and their atomic and learning.
b. understand the spontaneous and mass numbers • Observe pairs carrying out research and
random nature of nuclear decay • nuclear fission and nuclear fusion preparing reports, offering guidance to help
and them understand and develop their skills.
interpret decay data in terms of • r adioactivity and the types and properties
of the particles emitted • Evaluate quality of learning through
halflife (u, s)
assessment of products/presentations,
c. understand and appreciate that • t ypes and properties of radiation emitted
during radioactive decay and balanced provide feedback as appropriate to
there are significant social, political accelerate progress towards the learning
equations for nuclear reactions
and environmental dimensions outcomes.
• i nterpretation and drawing of graphs
associated with use of nuclear
showing the decay of radioactive isotopes
power (u)
and the concept of half-life
• t he applications of radioactivity, its dangers
and safety precautions

This section should be considered alongside the Assessment The “Learning Outcomes” in the syllabuses are set out in
Guidelines. terms of Knowledge, Understanding, Skills, and Attitudes.
This is what is referred to by the letters k,u,s & a.
Assessing the new expectations for learning
The new curriculum sets new expectations for learning, with It is not possible to assess attitudes in the same way as
a shift from Learning Outcomes that focus mainly on knowledge, understanding and skills because they are more
knowledge to those that focus on skills and deeper personal and variable and are long-term aspirations. This
understanding. These new Learning Outcomes require a does not mean that attitudes are not important. It means
different approach to assessment. that we must value things that we cannot easily assess.
So this guidance booklet focuses on knowledge, skills and
understanding. Each has its own implications for learning
and assessment.

3
CHEMISTRY SYLLABUS

Examinations
There will no longer be examinations or tests set at the end
of every year. Instead, there will be a summing up of on- Formative Assessment
going teacher assessments made in the context of learning. The final examination at the end of Senior 4 will be very
different in nature, and will focus on the learners’ ability to
apply their learning in new situations, rather than on the
ability to recall information.
If assessment is to make a difference to teaching and
learning, then teachers must use the information they gain
from assessment to make some change to the teaching and
learning process. This is formative assessment. If teaching
and learning stay the same, there would have been no point
in carrying out the assessment. The changes that can be
made include decisions about:
• What needs to be learned next
• Whether an element of the syllabus needs to be taught
again in a different way
• Changing teaching approaches if necessary
• Identifying learners who need more support, or who are
making exceptional progress
• Enabling learners to understand what they have to do to
improve
It is the use of the assessment data within this cycle to
improve learning that is key to the success and impact of
formative assessment.
It is this cycle that enables formative assessment to impact
on learning:
• The syllabuses set out the learning outcomes
• The lessons seek to achieve these outcomes
• A ssessment finds out whether or not the outcomes has
been achieved
• T his information guides the next steps in learning and so
sets new learning outcomes
The process of teaching, making formative assessments and
then changing the teaching and learning in some way can be
seen as a cycle:

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 THE LOWER SECONDARY CURRICULUM

What changes need to be Use of data to

made to plans for future improve student Find these listed in the “Learning

ASSESSING CHEMISTRY
teaching and learning? learning Outcomes” column of the
syllabuses.

Analyse, compare and Collect and Analyze

Look for examples of
evaluate learning against Assessment Data
Develop assessment opportunities
expected learning outcomes. assessment in the “Suggested
Learning Activities” and
the “Sample Assessment
Strategies” columns of the
Actual syllabuses.
learning and
Be ready to assess alongside educational
learners where possible. experience
Establish learning outcomes

FORMATIVE ASSESSMENT INVOLVES USING ALL PARTS OF THE CYCLE.

How do we find the opportunity to make formative assessments?

In the new curriculum, the teacher’s assessment role is not to
write tests for learners, but to make professional judgements
about learners’ learning in the course of the normal teaching These opportunities occur in three forms and are often
and learning process. The professional judgement is about called:
how far the learner meets the Learning Outcomes that are
• O bservation – watching learners working (good for
set out in this syllabus. To make these judgements the
assessing skills)
teacher needs to look at how well the learners are
performing in terms of each Learning Outcome. • C onversation – asking questions and talking to learners
(good for assessing knowledge and understanding)
School-based formative assessment is a part of the normal
teaching and learning process, and so the assessment • P roduct – appraising the learner’s work (writing, report,
opportunities will also occur during this normal process. It is translation, calculation, presentation, map, diagram,
not something that needs to be added on after learning; it is model, drawing, painting etc). In this context, a
an integral part of it. “product” is seen as something physical and permanent

3
CHEMISTRY SYLLABUS

that the teacher can keep and look at, not something
that the learner says.
When all three are used, the information from any one can
be checked against the other two forms of assessment
opportunity (eg evidence from “observation” can be
checked against evidence from “conversation” and
“product”). This is often referred to as “triangulation”.

Observation

Triangulation

Product Conversation

Triangulation of assessment opportunities

To find these opportunities, look at the syllabus units. These set out the learning that is expected and give ‘Sample
Assessment Activities”, and in doing so they contain a range of opportunities for the three forms of assessment.

2
 THE LOWER SECONDARY CURRICULUM

ASSESSING CHEMISTRY

Generic Skills Attitudes

The Generic Skills have been built into the syllabuses and are also unnecessary. It is much more useful to make an overall
part of the Learning Outcomes. It is therefore not necessary assessment about whether or not each learner met the
to assess them separately. It is the increasingly complex Learning Outcomes for each Topic as a whole.
context of the subject content that provides progression in Each Sub-Strand is made up of a number of Learning
the Generic Skills, and so they are assessed as part of the
Outcomes. Therefore teachers need to consider all the
subject Learning Outcomes.
Learning Outcomes when making an overall judgement
about the Sub-Strand as a whole. It is not always necessary
for every individual Learning Outcome to be achieved for the
Record keeping Sib-Strand as a whole to be achieved. This will vary with the
Keeping detailed records of learners’ individual progress is Learning Area and Topic.
always difficult with very large numbers of pupils. For the By looking at the Learning Outcomes within each Topic, it is
purposes of school-based formative assessment, it is not possible to identify four broad groups of learners in terms of
even always necessary to keep such detailed records anyway. their achievements:
If feedback is give immediately and action is taken, then
learning is changed and the record would soon become out There is no need to set a test to find this out.
of date and redundant. These overall assessments should be made on the basis of
Most formative class-based assessments are dynamic in that the many formative assessments that the teacher has made
they feed straight back into the teaching and learning during the course of teaching the unit. If teachers have been
process. Therefore detailed records of these are not working with the learners over the course of the unit, they
appropriate. will be able to make a broad judgment about which learners
have achieved or have failed to achieve the unit’s overall
Learning Expectation. These “Authentic Assessments” will be
Descriptor
more valid and valuable than a test set by the school.
No Learning Outcome (LO) achieved Recording these overall assessments will be simple,
manageable and yet valuable, and can be recorded on a
Some LOs achieved, but not sufficient for overall achievement
sheet such as the one below in which the categories are
Most LOs achieved, enough for overall achievement indicated with a number.
Although a very simple process, these four categories will
All LOs achieved – achievement with ease give rich data when a comparison is made between the
What is needed is record of assessments of learners’ learners in each category for different subjects and units.
learning made in terms of each Topic or unit. This means They will also identify easily those learners who need extra
recording the on-going summative assessments of each support or who may not be ready to move on to the next
unit. There is no need to make separate records of each of grade at the end of a year.
the Learning Outcomes because this would be very time- If records are kept of the learning outcomes of each syllabus
consuming and It is not possible to assess attitudes in the unit through the year, then there will be no need for an end
same way as knowledge, understanding and skills because of year test. Teachers will already have a record of those
they are more personal and variable and are long-term learners who have met the learning outcomes, and those
aspirations. This does not mean that attitudes are not who have not done so. Therefore teachers will know if there
important. It means that we must value things that we were any learners not ready to progress to the next grade.
cannot easily assess.
An overall record should be made of the individual unit
assessments by subject in terms of the 4 descriptors. If

3
CHEMISTRY SYLLABUS

numbers (0-3) are used as identifiers, then it will be possible to arrive at an overall number for a year by aggregating the
identifiers for each unit.

2
 THE LOWER SECONDARY CURRICULUM

Descriptor Identifier
No Learning outcome achieved 0
Some LOs achieved, but not sufficient for overall achievement 1
Most LOs achieved, enough for overall achievement 2
All LOs achieved – achievement with ease 3
In the example below, the table shows the end-of-unit assessment for six learners.
Chemistry

T1 T2 T3 T4 T5 T6 T7 T8 T9 T10

Learner A 3 3 2 3 3 3 3 2 3 3
Learner B 2 2 3 2 3 2 2 2 3 2
Learner C 1 1 2 1 1 2 2 3 2 3
Learner D 1 1 2 1 1 2 1 1 2 1
Learner E 0 1 2 1 0 1 0 1 1 1
Learner F 0 0 1 0 0 1 0 0 1 0
This method will give much more information than using a All of this is very valuable assessment information and can be tick.
For example, at a glance it can be seen that learners A & B used to improve learning.
are achieving much higher than learners E & F. It can be seen This summative teacher assessment will contribute to the that
Learner C has improved during the year. We can even see final grade of the School Leaving Certificate. that more learners
achieved success in Topic 9 than Topic 7.

Glossary of Key Terms

TERM DEFINITION DEFINITION
One in which learners develop the ability to apply their learning with confidence in a
Competency Curriculum
range of situations.
The design or adaptation of learning experiences to suit an individual learner’s needs,
Differentiation
strengths, preferences, and abilities.
The process of judging a learner’s performance, by interpreting the responses to tasks, in
Formative Assessment
order to gauge progress and inform subsequent learning steps.
Skills which are deployed in all subjects, and which enhance the learning of those
Generic skill
subjects. These skills also equip young people for work and for life.
An approach to planning learning experiences which allows each student to feel
Inclusion
confident, respected and safe and equipped to learn at his or her full potential.
A statement which specifies what the learner should know, under-stand, or be able to do
Learning Outcome
within a particular aspect of a subject.
A capability acquired by following the programme of study in a particular Learning Area;
Process Skill
enables a learner to apply the knowledge and understanding of the Learning Area.
An activity which gives a learner the opportunity to show the ex-tent to which s/he has
Sample Assessment Activity

3
CHEMISTRY SYLLABUS

achieved the Learning Outcomes. This is usually pat of the normal teaching and learning
process, and not something extra at the end of a topic.
An aspect of the normal teaching and learning process that will enable a formative
Suggested Learning Activity
assessment to be made.

2
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Ministry of Education, Science, Technology and Sports,
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Website: www.ncdc.go.ug