NCDC AEP CHEMISTRY LSC Level-1and-2 Web-File Final-08.03.2024

ACCELERATED EDUCATION PROGRAMME
CHEMISTRY
SYLLABUS
REVISED LOWER SECONDARY (Level 1 and 2)
ACCELERATED EDUCATION PROGRAMME
CHEMISTRY
SYLLABUS
REVISED LOWER SECONDARY (Level 1 and 2)
MINISTRY OF
EDUCATION
AND SPORTS
THE REPUBLIC OF UGANDA
Copyright © National Curriculum Development Centre, Uganda, 2023
A product of the National Curriculum Development Centre for the
Ministry of Education and Sports with support from the Government
of Uganda
Revised Edition
National Curriculum Development Centre

P.O. Box 7002,
Kampala- Uganda
www.ncdc.go.ug
ISBN: 978-9970-494-59-0
All rights reserved: No part of this publication may be reproduced,

stored in a retrieval system or transmitted in any form or by any means,
electronic, mechanical, photocopying, recording, or otherwise,
without the prior permission of the copyright holder
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CHEMISTRY SYLLABUS
Content
Foreword ........................................................................................... V
Introduction .................................................................................... VIII
Background to Accelerated Education Project (AEP) Curriculum ............. X
Key Changes ..................................................................................... XII
Cross-Cutting Challenges................................................................ XVIII
Chemistry within the AEP Curriculum .............................................. XVIII
Ict Integration .................................................................................. XX
Ict Application in the New Curriculum .............................................. XXI
Integration of Special Needs Education (SNE) ................................... XXII
Teaching and Learning ................................................................... XXIV
Programme Planner ........................................................................ XXV
Level One Term 1 ................................................................................ 1
Topic 1: Chemistry and Society......................................................................... 1
Topic 2: Experimental Chemistry ...................................................................... 4
Topic 3: States and Changes of States of Matter.............................................. 6
Topic 4: Temporary and Permanent Changes.................................................. 9
Topic 5: Mixtures, Elements and Compounds ................................................ 11
Level One Term 2 ............................................................................. 14
Topic 6: Air Water and the Environment ......................................................... 14
Topic 7: Rocks and Minerals ............................................................................ 18
Topic 8: Acids, Alkalis and Salts ...................................................................... 20
Topic 9: Atomic Structure, the Periodic Table and its Trends ....................... 26
Level One Term 3 ............................................................................. 32
Topic 10: Carbon in Life ................................................................................... 32
Topic 11: Carbon In Environment ................................................................... 38
Level Two Term 1 .............................................................................. 42
Topic 12: Chemical Bonding and Structure .................................................... 42
Topic 13: The Mole Concept ............................................................................ 46
Level Two Term 2 .............................................................................. 50
Topic 14: Chemical Reaction Rates................................................................. 50
Topic 15: Oxidation, Reduction, Reactivity Series and Electrochemistry ..... 52
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ACCELERATED EDUCATION PROGRAMME (AEP)
Level Two Term 3 .............................................................................. 57

Topic 16: Energy changes during Chemical Reactions .................................. 57
Topic 17: Chemicals for Consumers................................................................ 59
Topic 18: Nuclear Processes ........................................................................... 63
Assessment ...................................................................................... 65
Assessing the Expectations for Learning ........................................................ 65
Formative Assessment .................................................................................... 66
Triangulation of Assessment Strategies ......................................................... 70
Record Keeping ................................................................................ 71
Glossary of Key Terms ....................................................................... 74
References ....................................................................................... 76
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CHEMISTRY SYLLABUS
Foreword
Education is a fundamental tool for the protection of conflict- and disaster-
affected children and youth from harm and exploitation. This is a crucial part
of UNESCO’s advocacy messages. Under appropriate conditions of security, the
provision of education can help protect children and youth from recruitment
into fighting forces, forced labour, prostitution, drug abuse and other criminal
activities. In post-conflict settings, education contributes to the reintegration
into society of former soldiers and other children and youth associated with
fighting forces.
Uganda’s Education Act of 2008, in Part IX, Miscellaneous Provisions 49, clearly
states that “there shall be non-formal education centres” for purposes of
providing non-formal education.
Examples of non-formal education programmes include Accelerated Education
Programmes (AEPs) for the conflict areas at both primary and secondary levels,
Alternative Basic Education for Karamoja (ABEK), Basic Education for Urban
Poverty Areas (BEUPA), Complementary Opportunity for Primary Education
(COPE) and Child-Centred Alternative Non-Formal Community Based
Education (CHANCE), among others.
The National Curriculum Development Centre (NCDC), in collaboration with
War Child Canada, embraced the Accelerated Education Programme (AEP) and
has condensed the lower secondary curriculum to come up with the Lower
Secondary Accelerated Education Programme appropriate to learners in
refugee camps and the host communities of secondary school age (ages 16–
45+).
The AEP at lower secondary school level focuses on completing learning in a
shorter period of time, i.e., two years. The AEP is complementary both in
providing an alternative route and in matching its curriculum to the ‘official’
curriculum, thus allowing learners to return to formal schooling at an
opportune stage.
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The programme intends to promote access to education in an accelerated

timeframe for disadvantaged groups, out-of-school and over-age children, and
youth who missed out or had their education interrupted owing to poverty,
violence, conflict or any calamity.
The goal of this programme is to provide learners with competencies

equivalent to those in the formal system in an accelerated time frame, with
learners either transitioning back into the mainstream education or exiting
with some of the competencies required for work.
It is my hope that AEP will register considerable success in meeting the
educational needs of these underserved populations not only in terms of
access and equity, but also in helping them return to school and complete the
education cycle, and especially in getting measurable learning outcomes.
I recommend the AEP and trust that the materials will be valuable in your
endeavour to meet the educational needs of the refugee learners and other
beneficiaries from the host communities.
Prof. George Openjuru

CHAIRPERSON
NCDC Governing Council
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CHEMISTRY SYLLABUS
Acknowledgement
National Curriculum Development Centre (NCDC) would like to express

gratitude to all those who, in one way or another contributed and worked
tirelessly towards the development of this Accelerated Education Programme
(AEP) syllabus. Special thanks go to War Child Canada – Uganda for the
financial support, their guidance in overseeing and taking timely decisions
whenever necessary during the development and production of this AEP
Chemistry syllabus.
We also express our gratitude to NCDC Chemistry subject specialist and panel
members for their professional guidance and technical assistance. Their efforts
are invaluable towards having this curriculum and for improved quality of AEP
in Uganda.
NCDC takes responsibility for any shortcomings that may be identified in this
syllabus and welcomes suggestions for addressing the inadequacies. Such
comments and suggestions may be communicated to NCDC through; P.O. Box
7002, Kampala, E-mail Address: admin@ncdc.go.ug or NCDC website:
www.ncdc.go.ug
Dr. Grace K. Baguma

Director
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Introduction
The UNESCO Education Strategy (2014 – 2021) advocates for a humanistic and
holistic vision of education as a fundamental human right that is essential to
personal and socio-economic development. UNESCO further recommends
societies that are just, inclusive, peaceful and sustainable by 2030. Vision 2040
of Uganda aims to transform Uganda into a modern and prosperous country,
while the National Development Plan III (NDPIII) recognises the existing
weaknesses in education, including the low efficiency and variable quality at
the Secondary level. Furthermore, NDPIII focuses on enhancement of human
capital, development, strengthening mechanisms for quality, effective and
efficient service delivery as well as improvement of quality and relevance of
skills development.
The Sustainable Development Goal 4 advocates for inclusive and quality
education. The NRM Manifesto (2016-2021), emphasises continuous
assessment examination systems, strengthening soft skills, which promote
self-esteem, conscientiousness and a generally positive attitude to work,
promoting e-learning and computer literacy in order to enhance learning
outcomes.
The above aspects are lacking and where they exist, it is at a minimum level in
implementation of the curriculum.
In alignment with the above policies, the Education and Sports Sector Strategic
Plan (2017/20) advocates for delivery of equitable, relevant and quality
education for all. The current Secondary school curriculum for Uganda,
although highly regarded, has focused on the needs of a small academically
oriented elite leaving out the needs of the majority of learners. The Ministry of
Education and Sports (MoES) through the National Curriculum Development
Centre (NCDC) therefore, undertook a review of the Lower Secondary
Curriculum, aimed at providing a learning environment, opportunities,
interactions, tasks and instructions that foster deep learning by putting the
learner at the centre of the learning experience. This is in line with the following
aims of secondary education in Uganda:
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The aims of Secondary education in Uganda are to:

 Instil 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;
 Promote an appreciation and understanding of the cultural heritage of
Uganda including its languages;
 Impart and promote a sense of self discipline, ethical and spiritual
values, personal and collective responsibility and initiative;
 Enable individuals to acquire and develop knowledge and an
understanding of emerging needs of society and the economy;
 Provide up-date and comprehensive knowledge in theoretical and
practical aspects of innovative production, modern management
methods in the field of commerce and industry and their application in
the context of socio-economic development of Uganda;
 Enable individuals to develop basic scientific, technological, technical,
agricultural and commercial skills required for self-employment;
 Enable individuals to develop personal skills of problem solving,
information gathering and interpretation, independent reading and
writing, self-improvement through learning and development of social,
physical and leadership skills such as are obtained through games,
sports, societies and clubs;
 Lay the foundation for further education;
 Enable the individual to apply acquired skills in solving problems of
community, and to develop a strong sense of constructive and
beneficial belonging to that community;
 Instil positive attitudes towards productive work and strong respect for
the dignity of labour and those who engage in productive labour
activities;
 Develop a positive attitude towards learning as a lifelong process.
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Background to Accelerated Education Project (AEP)

Curriculum
Worldwide, substantial alternative schooling programmes are developed to
meet basic education needs of under-reached children. Of recent, it has been
increasingly recognised that the goals of ‘Education for All’ cannot be achieved
unless more attention is paid to educating out-of-school children (UNESCO,
Global Monitoring Report, 2008). Indeed, the UNESCO, Global Monitoring
Report, 2010 “Reaching Marginalized” focused on this issue. In a bid to help
developing countries achieve the Millennium Development Goals, there should
be initiatives to incorporate elements of accelerated learning to achieve SDG4.
The Accelerated Education Programme (AEP) in Uganda is a curriculum option
which combines the stronger features found in the mainstream approaches, so
as to raise the success rates for refugee community learners. The AEP
secondary school tier is a bigger stride to address the education gap within
refugee communities not only in Uganda, but also in other neighbouring
countries. Benchmarking with the Primary AEP programmes, the Secondary
Department intends to infer the entire process of education and its cognitive,
emotional and social components.
The AEP at secondary school level focuses on completing learning in two years,
a period shorter than the normal secondary school programme. The AEP is
complementary both in providing an alternative route and in matching its
curriculum to the “official” curriculum, thus allowing learners to return to
formal schooling at some stage. The programme intends to promote access to
education in an accelerated time frame for disadvantaged groups, out of
school and over-age children, and youths who missed out or had their
education interrupted due to poverty, violence, conflict and crisis. The goal of
this programme is to provide learners with competencies equivalent to those
in the normal system in an accelerated time frame, to enable learners either
transit back into the mainstream education or exit with some competencies
required for work. Ideally, teaching the AEP calls for a methodology that is
interactive and learner-centred, incorporating other aspects of multiple-
intelligence learning.
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CHEMISTRY SYLLABUS
Since the teaching and learning process is accelerated, and the curriculum
content is compressed and condensed, the four ‘P’ elements, namely
processes, psychological, physiological and physical are at the core of the
accelerated learning cycle. These core elements provide the ideal space in
which the learner can learn more effectively.
Alternative areas of study such as life skills, peace education, environment, HIV
and AIDS which are relevant to the target learners have been purposively
included in this programme. Learners of AEP need alternative knowledge and
life skills to support their survival in their challenging environment and life.
It is equally important to note that this conception of accelerated learning

requires extremely well-resourced classroom and exceptionally well-trained
teachers. The expanded learning time from the norm is because the teaching
methodology is interactive and learner-centred.
It is our hope that AEP will register considerable success in meeting the
educational needs of these underserved populations, not only in terms of
access and equity, but most importantly in supporting them to be able to
return to school and complete their education, having received measurable
learning outcomes.
To meet these requirements, the AEP reviews since this programme is the first
at this level then it cannot be referred to as a review are based on:
 The development of a holistic education for personal and national
development based on clear shared values.
 A commitment to higher standards, deeper understanding and greater
opportunities for learners to succeed.
 A focus on the key skills that are essential to work, to learning, and to life,
and which will promote life-long learning.
 An integrated and inclusive approach that will develop the ability to apply
learning in practical situations.
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Key Changes
The key change in the revised Lower Secondary Curriculum which has been
used to develop the AEP, is a move from a knowledge-based curriculum to a
competency- and skill-based curriculum. It is no longer sufficient to
accumulate large amounts of knowledge. Young people need to develop the
ability to apply their learning with confidence in a range of situations. They
need to be able to use knowledge creatively. A level of competency is the ability
to use knowledge rather than just to acquire it. This requires an active, learner-
centred rather than passive, teacher-centred approach.
This approach to teaching and learning is in line with the Sustainable

Development Goals (SDG’s) also known as the Global Goals. These are a
universal call to action to end poverty, protect the planet and ensure that all
people enjoy peace and prosperity. The key changes in the curriculum will
ensure that Uganda is making good progress towards SDG 4 in particular which
aims to ensure inclusive and equitable quality education and promote lifelong
learning opportunities for all. The changes in education at the secondary level,
can be summarised in the following diagrams which show the old and the
revised curriculum designs.
THE KNOWLEDGE-BASED CURRICULUM
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CHEMISTRY SYLLABUS
Knowledge-based teaching was based on transferring knowledge from the

teacher to the learner. 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 curriculum was based mainly on the knowledge in the
subjects traditionally taught at university, and little attempt was made to
make the curriculum 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.
THE NEW COMPETENCE-BASED CURRICULUM
ACTIVITY
STIMULUS MATERIAL, EXPERIENCE,
PROBLEM-SOLVING, INVESTIGATION, GROUP ACTIVITIES,
EXPLORATION, EXPERIMENTS, FIELD WORK
DISCUSSION
LEARNER TEACHER LEARNER TEACHER LEARNER
FEEDBACK AND INTERACTION
FORMATIVE AND SUMMATIVE

ASSESSMENT
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.
Teaching and learning become 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.
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Key Learning Outcomes

The revised AEP curriculum sets out ‘Key Learning Outcomes’ that sum up the
expectations of the curriculum as a whole, and set out clearly the qualities that
young people will develop.
By the end of the educational process, young people will become:

Self-assured individuals who:
 Demonstrate self- motivation, self-management and self-esteem
 Know their own preferences, strengths and limitations
 Adjust their behaviour and language appropriately to different social
situations
 Relate well to a range of personality types
Responsible and patriotic citizens who:
 Cherish the values promoted in the curriculum
 Promote the development of indigenous cultures and languages and
appreciate diversity, equity and inclusiveness
 Apply environmental and health awareness when making decisions for
themselves and their community
 Are positive in their own identity as individuals and global citizens
 Are motivated to contribute to the wellbeing of themselves, their
community and the nation
Lifelong learners who:
 Can plan, reflect and direct their own learning
 Actively seek lifelong learning opportunities for personal and professional
development
Positive contributors to society who:
 Have acquired and can apply the Generic Skills
 Demonstrate knowledge and understanding of the emerging needs of
society and the economy
 Understand how to design, make and critically evaluate products and
processes to address needs
 Appreciate the physical, biological and technological world and make
informed decisions about sustainable development and its impact on
people and the environment.
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CHEMISTRY SYLLABUS
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
 Self-Control
These values are not taught directly in lessons, nor will they be assessed, but
they will inform and shape all teaching and learning.
Generic Skills
The generic skills also known by several other names, including key skills, core
skills, essential skills, key competencies, necessary skills, transferable skills
and employability skills are versatile skills that have wide applicability across
various jobs, education, and life situations, contributing to personal and
professional success and societal well-being.
Changes in the modern workplace brought about by technology, management
innovations, and increased competition in the global marketplace, have led to
many concerns about the adequacy of workforce skills. In response to calls to
reform education to better prepare young people for the future workforce,
changes to the curriculum have emphasised the teaching of general skills (e.g.
problem solving, creativity, critical thinking, communication, collaboration).
For this reason, generic skills lie at the heart of every subject. Apart from
enabling learners to access and deepen learning across the curriculum, generic
skills allow young people to develop into lifelong learners who can adapt to
change and cope with the challenges of life in the 21st Century.
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Young people need to be able to think critically and solve problems at school,
work and home. They need to be creative and innovative in their approach to
learning and life. They must be able to communicate well in all forms, co-
operate with others and also work independently. They must also be able to
use functional mathematics and ICT effectively.
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CHEMISTRY SYLLABUS
Generic Skills and the Revised AEP Chemistry

These skills are not separate subjects in themselves; they are developed within
Chemistry and help learning within the subject. It is when the generic skills are
deployed that learning is most effective.
Generic skills are a key part of the Chemistry syllabus. They have been built into
the syllabus to provide the context for the skills development. Chemistry
provides a rich context for learners to communicate, co-operate and think
critically about how the world works and to understand the world from a
scientific point of view. Skills progression is provided for by the increasing
complexity of the subject matter within Chemistry.
For example, within the critical thinking skill, learners begin thinking critically
about the relatively simple subject matter in level 1 and then progress to
thinking about the much more complex matters in level 2. Thus, the
progression lies in the increasing complexity of the matters being thought
about.
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Cross-cutting Challenges
There are some issues that young people need to learn about, but which are
not confined to one Subject. These are the ‘Cross-cutting Challenges’ and they
need to be studied across the Subjects. These issues develop learners’
understanding of the connections between the Subjects, and so of the
complexities of life.
The Cross-cutting Challenges identified in the curriculum are:

 Environmental awareness
 Health awareness
 Diversity and inclusion
 Socio-economic challenges
 Citizenship
These have been built into the syllabuses of each Subject. The way in which
they operate within the Subject is very similar to the generic skills. Chemistry
provides a very good context for considering environmental and health
awareness, and to understand the complex and diverse world in which we live.
Chemistry within the AEP Curriculum

Chemistry is a compulsory subject from Level 1 to Level 2.
Rationale
The application of scientific principles and the conduct of relevant research are
of significant importance in identifying, assessing and realising the potential of
the resources of Uganda. A good foundation in the sciences will help the
refugee learners and host community learners to respond to the challenges of
a rapidly changing world using the scientific approach.
Chemistry is concerned with the physical and chemical properties of
substances and the interaction of energy and matter. The study of Chemistry
involves an investigation into chemical reactions and processes. The discipline
seeks to explain and predict events at the atomic and molecular level. Through
the principles of Chemistry, learners will understand everyday life, nature and
technology, and the significance of the well-being of man and the environment.
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CHEMISTRY SYLLABUS
The national Chemistry Syllabus which has been used as benchmark to develop
the AEP chemistry syllabus, has been redesigned to allow learners to work
individually and with others in practical, field and interactive activities that are
related to theoretical concepts in the course. It is expected that learners will
apply investigative and problem-solving skills, effectively communicate
scientific information and appreciate the contribution that a study of chemistry
makes to their understanding of the world.
The syllabus places greater emphasis on the understanding and application of
chemical concepts and principles and different learning styles and needs, so
that learners will develop skills that will be of long- term value in an
increasingly technological world, rather than focusing on large quantities of
factual information. In addition, it encourages the use of various teaching and
learning strategies while at the same time catering to multiple intelligences. It
contributes to the development of the ideal refugee learners and host Ugandan
learners as articulated by the Education White Paper of 1992 in the following
areas: respect for human life, awareness of the importance of living in harmony
with the environment; demonstrates multiple literacies, independent and
critical thinking and the innovative application of science and technology to
problem solving. In keeping with the UNESCO Pillars of Learning, on
completion of this course of study, learners will learn to do, learn to be and
learn to transform themselves and society.
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ICT Integration
ICT has been integrated as a learning and teaching tool across all subjects. ICT
teachers should endeavour to assist other subject teachers in making ICT
integration process a reality. In other subject syllabi, ICT integration guidelines
have been included. The ICT integration draft framework is summarised below.
Category of a Task in the ICT Application (How ICT Will be Integrated

Syllabus for the Task Category)
Fieldwork Use of cameras to take photos and record
videos
Presentations in class Use presentation application
Keywords and meanings Use online dictionary or search online
Drawings/graphics Use Publishing software, Word processor
Role-play, narrations Use audio and video recordings
Present findings in graphic Use Desktop Publishing software or Word
and written formats processor
Showing data charts Use Spreadsheet software
Group discussions Mind-mapping software
Search for extra reading Download files from the Internet or by sharing
materials
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CHEMISTRY SYLLABUS
ICT APPLICATION IN THE NEW CURRICULUM

Under ICT integration, ICT shall be embedded as a learning/teaching tool
across all subjects. ICT teachers should endeavour to assist other subject
teachers in making the ICT integration process a reality.
In other subject syllabi, ICT integration guidelines have been included. ICT
integration draft framework is summarised as follows:
Category of a task in the syllabus ICT application (How ICT will be

integrated for the task category)
Fieldwork Use of cameras to take photos and
record videos
Presentation in class Use projectors, relevant videos and
Audio recordings
Drawing /graphics Use publishing software, word
processor
Role play narrations Use audio and video recordings
Demonstrations Use audio and video recordings and
simulations
Locating and putting marks on an Use digital /online mapping
area
Present findings in graphic and Use desktop publishing software or
written format word processor
Showing data charts Use spreadsheet software
Group discussions Mind-mapping software
Search for extra reading materials Download files on the internet or by
sharing
Writing equations and formulas Use equation editors
Carrying out academic research Using the internet and other
academic applications like;
“Encarta”, “Britannica”, etc.
Sharing or learning with people Forming learning networks,
across the world. formation of blogs, social media,
emails, etc.
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INTEGRATION OF SPECIAL NEEDS EDUCATION (SNE)

In education system, learners of different abilities study together in the same
class and in some developed countries, they are taught separately. In whatever
case, the following methods are important when handling the SNE learners.
Category of impairments SNE Teaching Methods

Blind learners:  Through touching
Learners who cannot see totally  Use of brails
 Recorded / audio materials
Low vision learners:  Use of large print materials
Learners who cannot see  Use of bold teaching materials
properly  Right placement of learners
Deaf learners:  Use sign language
Learners who do not hear at all  Total communication
 Use of illustrations
Hard of hearing learners:  Total communication
Learners who fairly hear  Speak loudly
 Right placement of learners
 Use of illustrations
 Being more practical
Dyslexic learners:  Use less written content
Learners with reading  Talk more than writing
difficulties  Breaking tasks into simple steps
 Repetition in teaching
 Use of audio recordings
Time takers  Give extra time
 Use remedial classes
Hyper learners:  Use of timely breaks in teaching.
Learners with attention deficit
Gifted learners:  Involve them in extra work
 Use of suitable challenging tasks
Physically handicapped  Use of head pointers
 Training to use available limbs
 Creating special sitting arrangements
in class
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CHEMISTRY SYLLABUS
The Aims of the AEP Chemistry Syllabus

This AEP Chemistry Syllabus is aimed at providing the teacher with guidance to
teach Biology to learners who will not go through the normal four years of
Ordinary level classes. It is meant to cover the most critical aspects of
Chemistry without affecting its standards. It will adequately prepare learners
for Uganda Certificate of Education (UCE). However, the creativity of the
classroom teacher is important in this case.
This syllabus aims to:
 appreciate and understand natural phenomena and the ways in which
materials behave;
 be aware of the power, impact and influence which Chemistry has in a
modern scientific world and to emphasise that there is a responsibility that
Chemistry be used for the good of the society and for the preservation of
the environment;
 appreciate, understand and use methods of science;
 see the relevance of Chemistry to everyday life;
 appreciate and understand the role of Chemistry in enabling materials to
be used in the service of mankind, in Uganda and elsewhere;
 understand basic chemical concepts in sufficient depth to provide an
adequate foundation for specialisation;
 develop the spirit of inquiry and to continue the search for new ways in
which materials may be used in the service of mankind;
 appreciate the inter-relationships between Chemistry, Biology, Physics,
Mathematics and other subjects;
 make use of chemical data, concepts, principles and terminology in
communicating chemical information;
 develop the ability to work independently and collaboratively with others
when necessary;
 appreciate the significance and limitations of science in relation to social
and economic development;
 integrate Information and Communication Technology (ICT) tools and skills
into the teaching and learning of chemical concepts.
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TEACHING AND LEARNING

The focus in Chemistry is on the development of understanding through
scientific enquiry and rational thought.
The revised AEP Chemistry syllabus provides learners with a wide range of
contexts in which to develop this understanding, and these contexts are
designed to engage the interest of the learner and to provide opportunities to
build life-related knowledge, experience and skills.
Teachers are encouraged to go beyond the textbooks and provide as many
meaningful contexts as possible. The generic skills have been integrated
throughout the AEP Chemistry syllabus and can only be acquired through
active approaches.
The role of the teacher is to build on learners’ existing knowledge and

experience, but to extend that by posing problems to the learners. This makes
them think about their own ideas and experiences as well as adding new
knowledge and skills to it.
Learners need to interact with real situations inside and outside the classroom.
They need to look at pictures or diagrams, examine statistics, or read texts from
a range of sources. They need to find out knowledge and ideas for themselves.
They should then be expected to express these in their own words, not those of
the teacher, and so demonstrate that they have understood what they have
learnt.
In this learner-centered approach, learners are encouraged to:

 Be responsible for their own learning
 Think for themselves and form their own ideas and opinions
 Become critical thinkers, ready to face new challenges and situations for
themselves.
xxiv
xxiv REVISED LOWER SECONDARY (Level 1 and 2)

CHEMISTRY SYLLABUS
Programme Planner
Level 1 Topic Duration
(HOURS)
Term 1 Topic 1: Chemistry and Society 3
Topic 2: Experimental chemistry 4
Topic 3: States and changes of states of Matter 7
Topic 4: Temporary and permanent changes 7
Topic 5: Mixtures, elements and compounds 9
Term 2 Topic 6: Air water and the environment 9
Topic 7: Rocks and minerals 5
Topic 8: Acids, alkalis and salts 9
Topic 9: Atomic Structure, the Periodic Table 15
and its trends
Term 3 Topic 10: Carbon in Life 15
Topic 11: Carbon in Environment 8
Level 2 Topic Duration

(HOURS)
Term 1 Topic 12: Chemical bonding and structure 9
Topic 13: The Mole 13
Term 2 Topic 14: Chemical reaction rates 5
Topic 15: Oxidation, Reduction, Reactivity 16
series and Electrochemistry
Term 3 Topic 16: Energy Changes During Chemical 5
Reactions
Topic 17: Chemicals for Consumers 7
Topic 18: Nuclear Processes 4
xxv
REVISED LOWER SECONDARY (Level 1 and 2) xxv

xxvi REVISED LOWER SECONDARY (Level 1 and 2)

CHEMISTRY SYLLABUS
LEVEL ONE
TERM 1
TOPIC 1: Chemistry and Society
03 Hours
Competency: the learner is able to assess the application of Chemistry in

everyday life and its contribution to the economy.
Learning Suggested Learning Sample assessment

Outcomes Activities strategies
a) Know  In groups, learners discuss 1) Observe group

appropriate what they already know interactions and
activities to about chemistry and engagement in field
explain what common chemicals in study while carrying
chemistry is pharmaceutics and out the given activity
(k, u). cosmetics, plastics, food and through
and beverages, soaps and research. Offering
b) Understand
detergents, water each group guidance
why
treatment and indigenous to ensure all are
chemistry is
chemistry in local participating and
studied and
environments. They learning
how it
produce a mind map to 2) Listen to learners
overlaps
show their conclusions. discuss and
with other
brainstorm on the
subjects  In groups learners
common chemicals,
such as brainstorm why we study
the reason for
biology, chemistry and careers
studying chemistry
physics, related to knowledge of
and the careers
mathematics chemistry; areas such as
related to chemistry.
and geology human and animal
Intervene by asking
(k, u). medicine, pharmacy,
questions to help
REVISED LOWER SECONDARY (Level 1 and 2) 1


c) Understand chemical engineering, them achieve the

the teaching, etc. Learners learning outcomes.
importance produce a table to present 3) Develop a rubric for
of chemistry their ideas. assessing learners'
and relate performance, such as
 Brainstorm on careers
the their ability to work
related to knowledge of
knowledge collaboratively,
chemistry; such as human
of chemistry communicate
and animal medicine,
to relevant effectively, and
pharmacy, chemical
careers(u). provide well-
engineering, teaching, etc.
reasoned arguments
d) Know the
 Learners research how for why chemistry is
contribution
chemistry contributes to an important subject
of chemistry
the economy of Uganda; to study.
to Ugandan
medicines, industries, 4) Assess learners also
economy(k)
transport, agriculture, etc. on products such as:
common chemicals,
 In groups, learners take a
mind maps, tables of
field visit and carry out
reasons for studying
research to explore the
chemistry and
common industrial
chemistry careers,
products in our country
group/ individual
and relate their uses to the
reports and
importance of chemistry
presentations on the
The groups write a report
contributions of
on their research and
chemistry in to
present it to the rest of the
Uganda’s economy.
class.
2 REVISED LOWER SECONDARY (Level 1 and 2)

CHEMISTRY SYLLABUS

 Individuals write reports 5) Let learners to write

of field visits to show an essay on the
knowledge of the contribution of
importance of chemistry chemistry to the
to Ugandan society. economy of Uganda.
ICT support
Learners can:
Use internet to carry find information about the concepts on contribution of
chemistry to economy and careers related to chemistry during research
Hint to the teacher

i) The field visit mentioned in this chapter means any chemical process
in the neighbourhood such as welding, local beer making, agricultural
farm etc. and not necessarily the big industries.
ii) Encourage the learners to use locally available materials during the
learning activities

Topic 2: Experimental chemistry

04 Hours
Competency: The learner understands that chemistry is a process of evidence-
based inquiry 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 to explain the evidence
Outcomes: Activities strategies
The learner In groups, learners: As learners carry out the

should be able  a) examine a list of experiment observe for:
to: laboratory rules and
1) Safety: Ensure that
produce a table or
a) know the learners are following
diagram showing the
common appropriate safety
reasons for each rule
laboratory procedures
 b) Observe a
rules and 2) Procedure: Ensure
demonstration of how
regulations that learners are
to deal with a fire and
and following the correct
how a fire extinguisher
understand experimental
is used, and produce a
the procedure, including
set of guidelines.
importance measuring accurately
In groups, learners plan
of risk and recording data
and carry out an
assessment correctly.
investigation using
in order to 3) Equipment: Ensure
measuring cylinders,
work safely. that learners are using
separating funnel, a
b) Know the the correct laboratory
thermometer, Bunsen
actions equipment and
burner and balance to mix
required in techniques, and that
5g of sand and 200 cm3
the event of they are using it safely
water, separating them
an and effectively.
and recording detailed
accident(k). 4) Data Collection:
observations and
c) know and use Ensure that learners
measurements. Learners
common are collecting
should:
laboratory accurate and reliable
equipment data, including

CHEMISTRY SYLLABUS

appropriately  select appropriate measuring and

for measuring techniques, apparatus recording data
time, and materials correctly, taking
temperature,  make predictions repeated
mass and based on prior measurements to
volume (s, k). knowledge and ensure accuracy.
propose a hypothesis 5) Analysis: Ensure that
d) understand
 record observations learners are able to
the scientific
and measurements in a analyse and interpret
method to
table their data correctly.
carry out
 interpret observations 6) Communication:
investigations
and report results Ensure that learners
and the
 compare observations are able to
importance
and results with other communicate their
of risk
groups findings effectively,
assessment
 discuss and develop including writing clear
to keep self
explanations and concise reports,
and others
 In groups, learners plan and presenting their
safe(u).
and carry out findings to others in a
investigations, using clear and
the scientific method. understandable way.
ICT Support
Learners watch animation to find out how different science equipment are
used
Hint to the teacher

i) Allow learners to explore the different equipment they will be using in
conducting experiments and ensure they know how to use them
ii) Support the learners to carry out activities following the scientific
method

Topic 3: States and changes of states of Matter

07 Hours
Competency: The learner uses knowledge of the arrangement and motion of
particles to explain the properties of solids, liquids and gases
The learner should  Individually, learners 1) Observe the group
be able to: research what is known discussion, taking
about states of matter and notes on each
a) Understand
kinetic theory, and in learner's
that matter is
groups, they discuss where contributions. Pay
anything which
they are observed in attention to how
occupies space
everyday life. they interact with
and has mass
 In groups, learners plan and each other,
and can exist in
use the scientific method to whether they are
solid, liquid,
investigate changes of state engaging in active
gas and plasma
of matter and record listening, and
form(u).
observations in a table, e. g whether they are
b) Understand melting a candle wax, or ice, staying on topic.
that solids, boiling water (observe the 2) Assess each
liquids and change of state with learner's level of
gases have temperature), heating participation in
different iodine or naphthalene. the discussion.
properties  In groups, learners Are they actively
including investigate diffusion in gas, contributing, or
shape, pouring liquid and solid using the are they
and scientific method. Carry out dominating or
compressing experiments to show the remaining silent?
(u, s). diffusion of: Look for balanced
a) Ammonia, from participation
c) Know the
concentrated ammonia among group
kinetic theory
solution and hydrogen members.
of matter and
6

CHEMISTRY SYLLABUS

use it to chloride, from concentrated 3) Evaluate their
explain particle hydrochloric acid, to form understanding of
arrangement, ammonium chloride or the kinetic theory.
inter-particle bromine in air. Are they using
forces, accurate and
b) Potassium manganate (VII)
movement of relevant
in water and in a hot gel
particles and information in
solution. Write a report of
the properties their responses?
the findings.
of solids, Do they grasp the
liquids and c) In groups, learners observe fundamental
gases (u, s). Brownian motion and use concepts and
the particle theory to principles?
d) Understand
explain the properties of 4) Assess their ability
that a change
solids, liquids and gases and to think critically
from one state
phenomena such as gas during the
to another
pressure, clothes drying, discussion. Do
involves either
rain formation and making a they ask
heat gain or
cup of tea, and how thoughtful
heat loss (u, s).
diffusion takes place faster questions,
e) Appreciate the in a gas than in a liquid and challenge
cooling effect then explain why this is the assumptions, and
of evaporation case. provide reasoned
and how it arguments?
d) and or a solid, and then
contributes to 5) Check whether
explain why this is the case.
maintaining the learners can
constant body  In groups, learners use the apply the kinetic
temperature scientific method to theory to real-
(k, u, s). investigate the heat changes world scenarios or
as ice melts and water is related problems.
heated and cooled, and Can they relate it


then produce diagrams to to everyday
explain why heat is taken in phenomena or
during melting and boiling scientific
but given out during experiments?
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
particulate nature of matter
 Use tools such as a temperature sensor to capture temperature-
time data.
Hint to the teacher

i) Caution the learners about the danger of inhaling ammonia to avoid
health problems
ii) Ask the learner to write reports of the different activities carried out
in the topic.
iii) Ensure that the learners engage in discussions that are within the
scope of what is stated in the learning outcomes.

CHEMISTRY SYLLABUS
Topic 4: Temporary and Permanent Changes

07 Hours
Competency: The learner recognizes and appreciates occurrence of
temporary and permanent changes, and their importance in everyday life.
The learner should  In groups, learners identify  Observe group
be able to: common material which interaction and
undergo permanent and engagement in the
a) Understand that
temporary changes when practical
many substances
heated. investigation and
undergo
assess attainment of
permanent  In groups, learners plan
skills in making and
changes when and carry out a practical
recording
they are heated investigation to find out
observations;
or burnt forming which are temporary, and
intervene to help
new materials which are permanent
them understand
while other changes and record the
temporary
substances results in a table:
(reversible) and
change  boiling and condensing
permanent
temporarily (u, s) water
(irreversible)
 heating and cooling
b) Recognise changes to matter.
candle wax
temporary  Listen to discussions
 sublimation of iodine
(reversible) and and ask questions to
 breaking a wooden stick
permanent deepen learning.
 melting of ice
(irreversible)
 boiling an egg Assess how well
changes to
matter under  dissolving salt in water learners apply their
 rusting an iron nail learning to explain
diffferent
which changes are
conditions.
permanent and which
are temporary.

ICT Support
Use animation to observe common permanent and temporary changes.

Animations that can be used to observe temporary changes in matter
include:
1) Heating and cooling animations: These animations show how the
addition or removal of heat can cause temporary changes in matter, such
as melting or boiling.
2) Dissolving animations: These animations show how a substance can
dissolve in a liquid to form a solution.
3) Elastic deformation animations: These animations show how a material
can temporarily change shape when a force is applied, but then return to
its original shape when the force is removed.
Animations that can be used to observe permanent changes in matter
include:
1) Chemical reaction animations: These animations show how two or more
substances can react to form a new substance with different properties.
2) Phase change animations: These animations show how matter can
change from one state to another, such as from a solid to a liquid or a gas.
3) 3. Physical deformation animations: These animations show how a
material can permanently change shape when a force is applied, such as
stretching or bending.
Hints to the teacher

i) Guide learners as they plan and carry out a practical investigation
emphasising environmental, health and safety concerns
ii) Let learners analyse and present their findings to the rest of the class
to ensure attainment of generic skills such as communication, critical
thinking.
10

CHEMISTRY SYLLABUS
Topic 5: Mixtures, Elements and Compounds

09 Hours
Competency: The learner recognizes and appreciates the characteristics of
mixtures and compounds.
Learning Suggested Learning Activities Sample
Outcomes: assessment
strategies
The learner In groups, learners plan and carry out  Observe learners
should be experiments to determine purity of as they carry out
able to: substances using their boiling and their
melting points. investigations,
a) know how
note their
to identify  In groups, learners plan and carry
understanding of
substance out a practical investigation to find
a fair test, and
s and out whether 100g of crushed ice
intervene to check
their made from distilled water melts
their
purity by faster or slower than crushed ice
understanding
using made from tap water which
that pure
their contains salts; they should record
(distilled) water
melting their results in a table and discuss.
melts at a
and  Individually, learners research and
different rate from
boiling then discuss in groups examples of
tap (impure)
points (k, elements, compounds and
water which is a
s) mixtures and list the
mixture.
b) Understa characteristics. These might
 Listen to the
nd that include:
group discussions
substance
 Elements: made from one type of and intervene
s can be
atom where appropriate
elements,
to assist
compoun  Compounds: A substance formed
understanding.
ds or from different elements
mixtures( chemically combined
u)
11


strategies
c) Identify  Mixtures: made up of two or more  Assess learners’
different substances that can be separated progress towards
mixtures by physical means achieving learning
and outcomes by
 In groups, learners research and
devise listening to their
then classify substances into
ways of presentations
compounds, mixtures or elements:
obtaining  Listen to learners
e.g., carbon dioxide, hydrochloric
pure and encourage
acid, sugar, air, chlorine, gold,
substance use ofthe terms:
chlorophyll, oxygen, salt plus other
s from solvent, solute
examples
them (u, and solution and
 In groups, learners use a spatula to
s). link their thinking
slowly add 10gms sugar to 150cm3
d) Know that to prior learning
distilled water and record their
when about mixtures.
observations. Learners should
liquids are  Listen to learners
discuss whether dissolving and
added in the process of
disappearing are the same and
together, planning the
explain their thinking. They should
some mix separation of salt
be introduced to the terms:
while and encourage
solvent, solute and solution, and if
others them to use and
necessary, revise their observations
form two record the process
using these terms.
layers using the correct
 Individually, learners research the
terms.
terms soluble and insoluble.
 Intervene where
Having been informed that rock
necessary to avoid
salt is a mixture of rock which is
misunderstanding
insoluble in water and salt which is
s and gauge
soluble in water, in groups, learners
learners’ progress
plan and implement a procedure to
towards achieving
separate the rock from the salt.
12

CHEMISTRY SYLLABUS

strategies
Learners use the following terms to learning outcomes
explain their method: filtration, and assess
dissolve, soluble, solute and learner’s products
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.
ICT support
The learner can use:
i) the Internet to research elements compounds and mixtures.
ii) the internet to research similar experiments and their underlying
principles, including the concept of boiling and melting points, how to
set up the apparatus, and safety precautions to take. They can also
research different types of substances and their known boiling and
melting points, which can help them to identify potential sources of
error or uncertainty in their results.
iii) online resources such as videos, interactive tutorials, and quizzes to
provide additional information and support to help them to prepare for
the experiment and identify areas where they may need additional help.
Hint to the teacher

i) Guide learners on the safety precaution to take in order to avoid harm
during heating
ii) Ask learners to analyse, then interpret the changes they observed and
present their findings to the rest of the class. Collect learners reports
for assessment.
iii) Ensure that members in each group have a fair chance to take
part/participate in the activities of the experiments.
13

LEVEL ONE
TERM 2
Topic 6: Air Water and the Environment
09Hours
Competency: The learner demonstrates his/her knowledge of air and water as
important resources which must be well protected to ensure good quality and
sustainability.
Learning outcomes Suggested learning Sample assessment
activities strategy
The learner will be In pairs or 1) Design and administer
able to: individually, learners quizzes to test
research: knowledge and
a) understand that
understanding of key
air is a mixture of  the composition
concepts related to the
different gases of air,
composition of air and
that can be  the percentage of
air pollution to provide
separated and each component
you immediate feedback
used (k, u) and draw a pie
of learners’ knowledge
b) understand how chart showing the
gaps.
air pollution can relative
affect the composition of 2) Evaluate how learners
atmosphere (u) thecomponents. draw on prior knowledge
c) understand and  consider what else of burning and rusting
appreciate that might be in the air (and breathing) to
processes such  In groups, learners develop the idea that
as burning and examine a there is an active
rusting/corrosion fractionating ingredient (oxygen) in
use oxygen from column and draw air.
the air to form on research to
3) Listen to discussions
oxides (k, u) discuss how
about separation of
different liquids
different components of
have different
14

CHEMISTRY SYLLABUS

activities strategy
d) understand the boiling points, and air using fractional
occurrence of how this is used to distillation and assess
water as a separate them learners' participation in
natural resource, into fractions. the discussion, including
its physical and  In groups, learners their engagement with
chemical research and the topic, their ability to
properties and discuss how air listen to and respond to
importance in pollution occurs others' ideas, and their
everyday life (u, when excessive willingness to contribute
s) quantities of to the discussion; Assess
e) appreciate how gases and learners' understanding
water is recycled particles change of the principles of
by natural the composition fractional distillation,
processes (u, v) of air, and report including their ability to
f) understand the on the causes and explain how it works and
process of water consequences how it can be used to
and sewage  Individuals or separate different
treatment pairs research and components of air;
explain how Assess their ability to
oxygen and apply their
nitrogen can be understanding of
separated from fractional distillation to
liquid air using a real-world situations,
fractionating such as industrial
column, and then processes or
discuss in groups environmental issues.
 In groups, learners
4) Listen to discussion
discuss what is
about word equations
necessary for
and guide learners to
wood to burn and
understand that oxygen
15


activities strategy
understand that from the air combines
oxygen is the with other element to
active ingredient form oxides.
in air that allows
5) Evaluate written reports
burning to take
summarizing their
place and causes
research on the
i• In groups,
composition of air and
learners draw on
how air pollution occurs.
prior learning to
brainstorm ideas 6) Evaluate learners’ oral
about evaporation presentations on their
and condensation research, discussing their
of water, ice and findings and conclusions
steam as changes with the rest of the class.
of state, and
7) Listen to the group
produce a chart of discussions and
the water cycle to encourage learners to
explain its draw on and consolidate
physical and prior learning about
chemical changes of state,
solvents and solutions,
properties and the
and then apply it to their
role of the sun in understanding of the
providing energy water cycle, the causes
to drive the cycle. and prevention of water
 In groups, learners pollution, and the
use their water treatment of sewage.
cycle charts, and 8) Assess achievement of
prior learning learning outcomes by
about the ending the lesson with
characteristics of an "exit ticket" where
learners answer brief
16

CHEMISTRY SYLLABUS

activities strategy
water, to identify questions related to the
and report upon day's topic. You may
where pollution engage in one-on-one
might occur, its discussions to gauge
causes, impact each learner’s
and possible ways understanding and
to prevent it. clarify any
misconceptions.
ICT support
The learner can:

i) Use digital camera to take images to show the changes that take place
when oxygen reacts with iron to form rust
ii) Use mind mapping / graphic or word processing software to draw a
diagram of the water cycle
iii) Use digital camera to take images showing different stages of water
purification
Hint to the teacher
i) Ensure that leaners clearly understand the concept of clean and

polluted environment by engaging them into as many activities and
discussions as possible.
ii) Encourage learners to identify features of pollution in their
environment and suggest solutions aimed at solving the problems.
iii) Encourage and guide learners to come up with a variety of models of
domestic water purification.
17

Topic 7: Rocks and Minerals

05 Hours
Competency: The learner appreciates and applies the knowledge of physical
properties to identify different types of rocks, understands how rocks and
minerals are formed, and applies this knowledge to real-world situations.
The learner  In groups, learners 1) Observe learner’s
should be able examine and discuss the interaction and
to: general appearance of participation to find
igneous, sedimentary and out whether they are
a) understand
metamorphic rocks and actively
how igneous,
record their characteristics contributing, or
sedimentary
such as colour, patterns, dominating or
and
texture, and particle size in remaining silent.
metamorphic
a chart. Individually, 2) Observe group
rocks are
learners; create a discussion while
formed, that
dichotomous key using the taking notes of each
they are made
information from their learner's
up of minerals,
observations. contributions. Pay
and that some
attention to how
minerals are  Individuals or pairs
they interact with
useful (k, u, s) research and report on the
each other, whether
c) identify the minerals found in granite,
they are engaging in
physical sandstone and slate, and
active listening, and
properties of identify any patterns and
whether they are
rocks and summarize their findings
staying on the topic.
distinguish in a table.
3) Assess the accuracy
between the
Minerals Minerals in Minerals of observations and
different types
in Sandstone in Slate words used to
(s) Granite (Sediment (Metam record the results.
d) understand (Igneous) ary) orphic) 4) Listen to learners’
the process of Learners share their discussions and
weathering research with the class and presentations on
and how discuss uses of minerals weathering and
weathered where appropriate,
18

CHEMISTRY SYLLABUS

rock particles  Groups discuss the role make suggestions to
form the basis that different forms of improve clarity and
of soil (u, s) water play in extracting the understanding.
minerals from the rocks, 5) Assess learners on
and how these minerals are group presentation
deposited in the soil. of their findings
Individually, learners write regarding
a report about their predictions and
understanding of prevention of soil
weathering erosion to the rest of
the class. Encourage
each group to create
visual aids such as
posters, charts, or
multimedia to
enhance their
presentations.
ICT support
i) the internet to research useful minerals and present the findings to the
rest of the class
ii) Word processor to write a research report on rocks and minerals.
iii) Animation to demonstrate the formation of rocks and rock cycle.
Hint to the teacher

i) Expose learners to the different types of rocks by making them collect
samples of the different types of rocks or taking them sites where the
different types of rocks are found.
ii) Encourage learners to research different types of rocks and their
features
19

Topic 8: Acids, Alkalis and Salts

09 Hours
Competency: The learner demonstrates an understanding and appreciation of

the roles, properties and application of acids, alkalis and salts in everyday life
Learning Outcomes Suggested Learning Sample Assessment

Activities Strategy
The learner should i) In groups, learners 1) Before starting the
be able to: brainstorm what they experiment,
know about acids and assess learners'
a) recognise that
alkalis and, from prior knowledge
locally available
personal experience, by asking them to
materials’
identify the define pH, explain
substances are
characteristics of some the pH scale, and
either acidic or
familiar substances describe what
alkaline (k)
(e.g., the sharp taste of makes a solution
b) understand the acids such as lemon acidic or alkaline.
concept of pH as juice and vinegar, the 2) Provide learners
a measure of the bitter taste of alkalis with a clear
strength of acids such as ash filtrate explanation of the
and alkalis (u) from banana peel, and experimental
the soapy feel of procedure,
c) understand the
alkalis) and record including safety
reaction
information in a chart. precautions,
between acids
ii) In groups, learners handling of
and alkalis (u, s)
drop lemon juice into a materials, and
d) be familiar with, solution made from how to use pH test
and be able to red fruit (grapes, red strips.
carry out, cabbage) and universal 3) Ask learners to
neutralisation indicator solution, predict the pH
reactions to discuss and report on values of the
the colour change and solutions they will
20

CHEMISTRY SYLLABUS

Activities Strategy
prepare salts (k, how this provides an be testing. They
u, s) indicator of acidity. should make
iii) In groups, learners use predictions based
e) Know and
litmus paper to decide on their
appreciate the
whether a range of understanding of
uses of common
solutions (e.g., lemon the substances
salts in everyday
juice, vinegar, diluted being tested.
life (k, s)
bleach, diluted liquid 4) Observe each
soap, tea, cola, tap learner's level of
water, carbonated participation
water) are acid or paying attention
alkali, and record their to whether they
results in a chart, actively
making note of the contributing, or
final colour. are dominating or
iv) Individually, learners remaining silent.
record the group Ensure balanced
results and write an participation
explanation about the among group
level of acidity in each members.
solution. 5) Observe and
v) In groups, learners closely supervise
review litmus colour learners perform
charts and note that the experiment to
different shades of ensure they follow
colour have a proper safety
numerical value of protocols and
acidity, the pH, and use handle acids and
this information to add bases responsibly.
a numerical value to
21


Activities Strategy
their personal report 6) Evaluate how well
and compare it with they work as a
others. Learners to team. Are they
agree consistency or supporting and
discuss where there is building on each
inconsistency. other's ideas, or is
vi) In groups, learners there a lack of
discuss and record cooperation and
their thinking about respect?
the following: 7) Assess as they
record their
vii) Finding the balance
observations and
between acid and
the pH values of
alkali (or a base)
each solution.
solutions where there
8) After obtaining the
is no change in colour
pH values, ask
this is the. neutral
learners to analyse
point
their results and
viii) Observe and report on draw conclusions
the reaction that takes about the acidity
place when they half- or alkalinity of
fill a plastic water each solution.
bottle with vinegar They should
and place a spatula of identify which
baking soda (sodium solutions are
bicarbonate) into a acids, which are
balloon. They then alkalis.
tightly fix the balloon 9) Assess the word
over the mouth of the equation to find
bottle so that the out the level of
22

CHEMISTRY SYLLABUS

Activities Strategy
baking soda mixes understanding
with the vinegar about
neutralisation and
ix) Individuals research
forming a salt.
the reaction between
10) Observe groups as
an acid and a base and
they prepare
explain what happens
magnesium
when hydrochloric acid
sulphate and
and sodium hydroxide
listen to the
react. Then they
discussion to
produce a word
check for
equation.
understanding of
x) In groups, learners
the process,
discuss the word
whether a risk
equation and use
assessment has
symbolic
taken place.
representation to
11) Listen to learners’
predict the outcome
use of the correct
from the chemical
terms such as
reaction.
filtrate, residue,
xi) In groups, learners
evaporation,
make magnesium
crystallisation,
sulphate by gently
solubility, soluble,
heating 50cm3 of
insoluble and
diluted sulphuric acid
precipitation.
in a beaker to 60C and
12) Assess the flow
adding magnesium
charts made by
oxide powder, stirring
learners to show
until a milky solution is
the sequence of
formed. This is filtered,
and the clear liquid or
23


Activities Strategy
filtrate is magnesium action and
sulphate solution. The chemical terms
water can be removed 13) Listen to the
by gentle heating and discussion about
evaporation. the use of
xii) Individually, learners common salts and
make a record in the how they draw on
form of a flow chart prior learning and
and create a word research to
equation to explain the suggest chemical
chemical reaction seen formulae. Guide
from the observations learners in using
made. the correct
xiii) Individually, learners symbols.
research the use of 14) Pose reflective
common salts and questions to help
record their results in learners deepen
a table and discuss in their
a group. e.g., sodium understanding
chloride, sodium and to check their
hydrogen carbonate understanding of
(sodium bicarbonate), the experiment
calcium carbonate, and pH concept.
potassium nitrate, For example:
lead chloride, barium  What did you learn
sulphate, potassium from this experiment
carbonate, sodium about the pH of
phosphate, different substances?
ammonium chloride.  Can you explain why
certain substances
24

CHEMISTRY SYLLABUS

Activities Strategy
xiv) Groups use prior were acidic or
learning to suggest the alkaline based on
chemical formulae of their pH values?
these salts: sodium  How could you use
chloride, calcium pH testing in real-life
carbonate, potassium scenarios?
nitrate, potassium
carbonate and discuss
how to write a simple
equation to explain
how they might have
been made.
ICT Support
Learners can use:
i) YouTube channels that provide interactive and engaging content on

salts, acids and alkalis.
ii) educational websites that offer interactive lessons, quizzes, and

simulations to help them understand the properties and reactions of
acids, salts and alkalis.
iii) online quizzes and tests related to acids, salts and alkalis to help
reinforce their understanding of acids, salts and alkalis.
Hint to the teacher

i) Provide learners with guiding question to research acids, alkalis and
salts before the lesson to save time during the lesson
ii) Guide learners on how to determine acidity and alkalinity using
indicators.
25

Topic 9: Atomic Structure, the Periodic Table and its

Trends
15 Hours
Competency: The learner demonstrates an understanding of the structure of

atoms, appreciates the diversity of the elements and how their properties
change across the periods and groups in the Periodic Table.

The learner i) In groups, learners use 1) Ask learners to create a
should be able prior learning and concept map or diagram
to: research to discuss that illustrates their
how: understanding of the
a) Understand
definition of atom and
that atoms  they might identify a
the key concepts related
are made of metal and a non-
to it. Observe individual
sub-atomic metal and present to
member active
particle other groups;
participation and
which have
 to arrange elements contribution.
different
into a table according 2) Guide learners to form
properties
to whether they are hypotheses to identify
b) understand metals or non-metals: metals and nonmetals.
that e.g., iron, sulphur, For example:
elements copper, hydrogen,  Metals are shiny and
can be silver, aluminium, conductive, while
grouped into oxygen, chlorine, nonmetals are dull and
metals and argon, sodium, non-conductive.
non- metals magnesium, calcium,  Metals are malleable and
and relate iodine, nitrogen, zinc. ductile, while nonmetals
the physical Learners present are brittle and not
properties of ductile.
metals and
26

CHEMISTRY SYLLABUS
non-metals conclusions to other Listen to whether they

to their uses groups are asking thought-
(k, u, s) provoking questions,
ii) Individuals carry out
research to find the challenging
chemical symbol and assumptions and
c) know that providing reasoned
the Periodic physical properties of
each element and arguments.
Table is a
classification record their results in a 3) Listen to learners’
of elements chart. discussions about
according to iii) In pairs, learners study symbols and properties
their atomic the Periodic Table and of elements and observe
or proton carry out research and the results recorded
number (k) complete reports 4) Listen to learners’
explaining: explanations of their
d) relate the
findings on the periodic
arrangement  the work of Mendeleev
and others in table, classification of
of electrons
classifying the elements, the work of
in the first 20
elements Mendeleev and assess
elements to
their understanding of
their  the meanings of the
atomic number, mass
positions in terms: proton/atomic
number and electrons.
the Periodic number and mass
Table (u, s) number
5) Assess learners' findings
e) understand  the relationship from research and
the between the proton activities on the use of
relationship (atomic) number of an the cards. Listen to
between the element and the learners' discussions
position of number of electrons. and assess their
elements in understanding of
iv) In groups, learners
groups and electron configuration
discuss their findings
the charge and classification of
and use a card activity
on the ions element.
and research to give
27

that they each of the 13 most 6) Divide learners into

form (u) abundant elements in small groups and assign
Earth’s crust, listed them different positions
f) know the
from most to least to argue for or against,
trends in
abundant, its symbol, such as one group
physical
proton number, argues that electron
properties of
atomic mass, electron arrangement is the
the elements
configuration, and primary determinant of
across the
element classification an element's position on
periods in
the Periodic  oxygen the periodic table, while
Table (k)  silicon another group argues
 aluminium that other factors, such
 iron as atomic mass is more
know the trends
 calcium important. The groups
in typical
 sodium can then present their
physical and
 magnesium arguments and engage
chemical
 potassium in a discussion with each
properties of
 hydrogen other. As you listen,
simple
 phosphorus assess them for
compounds of
 sulphur accuracy of information,
the elements of
 carbon clarity of explanation,
v) In groups, learners use of visual aids,
revisit prior learning participation and
about the Periodic engagement.
Table and identify 7) During group
patterns in the discussions and report
arrangement of presentations, evaluate
elements in groups the quality and depth of
and across periods in the research conducted
terms of: by each group, how well
 proton number the group has analysed
 electron arrangement the information
28

CHEMISTRY SYLLABUS
 properties gathered during their

vi) In groups, learners information gathering,
research, discuss and how well the group has
report on: worked together during
 the electron information gathering
arrangement of elements and discussion, and the
in each group and across quality of the group
each period presentation or report.
 the positions of the 8) Evaluate learning by
metals, non-metals and asking learners to write
semi-metals a reflection on what they
 trends in physical have learned about the
properties, such as periodic table. This can
melting point, boiling include a summary of
point and density, across key concepts, what they
the periods understood, how they
 trends from metals to applied prior
non-metals from sodium knowledge, and what
to argon areas they feel they need
 reactions of the elements additional support.
of the third period with
water, oxygen and
chlorine
vii) In groups, learners
contribute to
discussions and
conclusions about
trends.
viii) In groups, learners
research, discuss and
report on group 1
elements:
29

 general physical
properties of lithium,
sodium and potassium
 changes in the physical
properties from lithium
to potassium with
respect to hardness,
density and melting
point
 chemical properties of
lithium, sodium and
potassium
 the similarities in
chemical properties of
lithium, sodium and
potassium
 the relationship
between the chemical
properties of Group 1
elements and their
electron arrangements
v) Groups contribute
to class discussion and
conclusions about group 1
elements
ICT Support
Learners can use suitable websites to search for information about

organisation of the periodic table, classification of elements and their
abundance in nature. They can search the following:
 Interactive periodic tables
 Online tutorials and videos
30

CHEMISTRY SYLLABUS
 Simulations
 Online quizzes and games
Hint to the teacher
i) Provide learners with guiding question for research the periodic table
before the lesson to save time during the lesson
ii) Guide learners on how to design cards and use them in the identification
of elements in the periodic table
iii) Guide learners to identify materials from their environment for designing
their own Periodic Table.
iv) Provide learners with materials such as graph papers and manila to
enable them visualise trends of some properties in the Periodic Table.
31

LEVEL ONE
TERM 3
TOPIC 10: Carbon in Life
15hours
Competency: The learner analyses the diversity of carbon compounds and
evaluates their uses in everyday life, as well as demonstrates an understanding
of the impact these compounds have on the environment.
Learning Suggested learning Sample assessment

outcomes activities strategy
The learner should i) Individually, learners 1) Assess reports

be able to: research and report on from the learners’
a) Recognise that the uses of some individual
there is a common organic research by
diversity of compounds derived from evaluating the
carbon living things, such as accuracy, research
compounds in ethanol, sucrose and skills, writing skills
living things and ethanoic acid. (e.g., use of
materials ii) Individually, learners reliable sources),
derived from research the structural critical thinking
living things, formulae of common (e.g., analysis and
and that these homologous series synthesis of
may be (alkanes, alkenes, information to
classified into alcohols and carboxylic include benefits
groups (u, s) acids) and identify the and drawbacks),
b) understand how functional groups and creativity
organic responsible for their (e.g., interesting or
compounds can characteristic chemical innovative uses of
be grouped into properties and compare the compounds).
homologous findings with other Providing
series, each of learners. constructive
32

CHEMISTRY SYLLABUS

which has iii) In pairs, learners feedback on these

similarities in brainstorm and research areas.
structure and on common fossil fuels 2) Assess learner
properties (k, u) and produce reports understanding of
explaining: homologous series
c) Understand the  why they all contain and functional
types and carbon groups by
origins of fossil  how they were listening to
fuels and why formed, using presentations and
they can be diagrams (Including scoring research
used as sources gas, oil and coal) reports.
of energy and  how they can be used 3) Listen to group
useful as sources of energy discussions about
materials. (u, s) and useful materials methane and
d) understand that  why they are invite peer
crude oil is a described as non- feedback to
mixture of renewable and their ensure full
different use is unsustainable understanding of
alkanes which iv) In groups, learners fossil fuels.
can be research and explain the 4) Listen to
separated by characteristics of discussions about
fractional alkanes, alkenes, the composition of
distillation and alcohols, and carboxylic carbon
that these acids on a poster and compounds and
products are then classify common the process of
used in fuels carbon compounds such fractional
and to make as ethanol, methanoic distillation and,
other useful acid, butane, ethene, where
products (k, u) ethane, methanol, appropriate, pose
33


e) know and butanoic acid, and questions to

appreciate that propene. secure
natural gas v) Individually, learners understanding
deposits are revisit prior learning on and assess
found fractional distillation and progress toward
worldwide, that use it to explain how the learning
their main crude oil can be outcomes.
constituent is separated into fractions 5) Listen to group
methane and by distillation. Groups discussion about
that gas discuss and list the main the different
deposits are a fractions in order of homologous series
useful source of boiling point, and named and invite
fuels and discuss their uses in peer feedback to
chemical everyday life (fuel, ensure full
feedstock (k, u) polymers, drugs, dyes, understanding.
f) appreciate that pesticides, explosives, 6) Listen and assess
biogas is a and soapless presentations on
carbon- based detergents). distillation of
fuel useful for vi) In groups, learners crude oil and
cooking and research and make a properties of
lighting (u, s) poster to explain how fractions
g) know some methane is used to make obtained.
common other organic 7) Evaluate progress
synthetic and compounds which in of learning
natural turn can be used to through
polymers and make a wide range of assessment of
how their useful natural or learners reports
properties synthetic polymers and posters
including plastics, designed
34

CHEMISTRY SYLLABUS

relate to their starch, cellulose, explaining uses of

uses (u, s) proteins, sugars, fats and methane as a
h) understand and oils, and research the staring material
appreciate that properties and uses of for manufacture of
alcohols form a some polymers. other chemicals.
group of vii) In groups learners 8) Listen and assess
compounds of research and discuss the learners’
which ethanol is chemical nature of presentations by
a typical biogas, how it is made evaluating their
member and and why it is described research skills
has many uses as a renewable fuel, (e.g., use of
(u, s) before writing a report. reliable sources),
i) understand how They carry out a project content accuracy
ethanol is made to produce biogas. (e.g., relevant
naturally by viii) In groups, learners information),
fermentation of design a model to show critical thinking
sugars and the structure of ethanol, (e.g.,
other organic and explain using an environmental
substances, and equation how it can be impacts and
be aware of the made from glucose. economic
dangers of They also, explain the feasibility of
abuse of conditions necessary for biogas as a
ethanol (u, s) successful production of renewable fuel),
j) know the ethanol by communication
process of fermentation. Learners skills (e.g., clarity
making soapy debate and report on and coherence of
detergents from the uses of ethanol and information), and
natural fats and effects of alcohol abuse. engagement
oils and ix) In groups, learners (active
35


appreciate that  use sodium chloride, participation on

soaps are coconut oil (25cc) and bioga). Provide
effective in 20% sodium hydroxide constructive
removing oily (30cc) to create a feedback on these
stains (u, s) suspension areas.
k) know that  use 15g of salt to create a 9) Observe, and
soapless solid (soap) which is converse with the
detergents are separated by filtering. learners as they
made from  Individually, learners model the
crude oil and record the process using structure of
that soapless flow charts and scientific ethanol. Assess
detergents are terminologies such as the models
better cleaning suspension, produced to
agents in hard precipitation, solution. measure their
water than the x) In groups, learners plan, understanding of
soapy carry out and report on the structure of
detergents but an investigation to find ethanol. Listen
have a more out how effective and assess the
deleterious different types of soap learners’
effect on the are at removing for presentations and
environment (k, example, food stain on a reports about
u, s) cotton fabric and fermentation f
research how soap glucose to form
emulsifies fats and oils. ethanol and also
xi) In groups, learners the effects of
research, discuss and alcohol abuse.
report on why a soapless
detergent is more
efficient for cleaning
36

CHEMISTRY SYLLABUS

than a soapy detergent 10) Observe and

in a hard water area, and discuss with the
explain the challenges learners as they
created when soapless perform activities
detergents are released to prepare soap
into the environment. and detergents.
xii) In groups, learners plan, Assess their ability
carry out and report on to produce a
an investigation to product and their
compare how well a reports on the
soapy and a soapless effects of soap on
detergent form lather in the environment.
soft water and in hard
water.
ICT support
Learners use appropriate websites to carry out research on carbon
compounds in life
Hint to the teacher
i) Provide learners with guiding instruction to research on carbon

compound in life
ii) Ensure that learners are conversant with science process skills and
can appropriately apply it process of making soap and detergents.
37

Topic 11: Carbon in Environment

08 Hours
Competency: The learner investigates the diversity of carbon compounds in
the environment.
The learner i) In groups, learners draw 1) Divide learners into

should be able on their experience and small groups and
to: research to discuss the have them engage in
a) know and main uses of common discussions or
appreciate carbon-based fuels in brainstorming
the Uganda: charcoal, sessions about
difference paraffin, petrol, firewood carbon-based fuels.
between and diesel. Observe their
renewable ii) Individually, learners use conversations, note
and non- prior learning to write a the ideas they bring
renewable word equation to show up, and assess the
fuels and the reaction when depth of their
understand carbon-based fuels burn understanding of the
that non- in oxygen. topic based on their
renewable iii) In groups, learners contributions.
fuels are not discuss and report on 2) Assess group
sustainable the meaning of the terms discussions by
(k, u) ‘renewable’ and ‘non- moving around the
b) know and renewable’ as applied to classroom to monitor
appreciate fuels, and then use data each group for
the impact to estimate how long the individual
of burning world’s coal, oil and contributions; finding
carbon- natural gas reserves are out group members'
based fuels likely to last at the contributions.
on the current rates of usage.
38

CHEMISTRY SYLLABUS

environment iv) Individually, learners 3) Ask each learner to

(k, u) research the idea of write a brief
c) understand ‘sustainability’ and write individual reflection
the a report on how the use on his/her
processes of of fuel in their locality contribution to the
making can be made more group discussion,
charcoal but sustainable. what he/she learned,
recognize v) In groups, learners and how he/she could
that the discuss and produce improve.
d) use of posters to explain why 4) Find out how well
charcoal as air pollution is a global they have understood
a fuel is problem and why it can the topic by
cheap, only be properly conducting a
efficient and controlled if all the question-and-answer
sustainable countries of the world session, and then
only if it is agree to collaborate. provide constructive
made from vi) In groups, learners feedback to the
wood that research on the process groups and individual
can be of making of charcoal learners, highlighting
regrown from waste organic their strengths and
easily (u, s) material and energy- weaknesses and
e) know and saving charcoal stoves. suggesting areas for
appreciate They carry out a project improvement.
the physical to make charcoal from 5) Assess presentations
properties waste material. They or reports on
and uses of explain the effect of charcoal making by
carbon burning carbon evaluating the
dioxide (k, u) containing materials in a accuracy and
limited supply of oxygen. relevance of
39


f) understand vii) Groups draw on prior information to

how the learning to make carbon demonstrate a
increase in dioxide by reacting thorough
carbon limestone with dilute understanding of the
dioxide in hydrochloric acid; use concept, logical flow
the air can apparatus to collect the of the presentations
cause the gas, and then explain the or reports, use of
atmosphere chemical reaction and supporting evidence,
and the the property when the delivery of
oceans to tested with a lighted presentations e.g.,
get warmer splint. tone, pace, and
(u) viii) In pairs, learners clarity, and effective
g) understand research and report how use of any visual aids,
what an increase in carbon such as posters.
greenhouse dioxide in the air can 6) Observe and converse
gases are, cause the atmosphere with learners as they
where they and the oceans to get prepare carbon
come from warmer, what this tells dioxide gas. Assess
and how us about the nature of the responses of the
they are carbon dioxide, and then learners from the
affecting they compare their tasks in the activity.
climate (u) findings with other 7) Listen to
h) understand learners to explain the presentations and
the origin of effect on climate. assess reports by
hard water ix) In pairs, learners learners on effect of
in limestone research how rainwater increase of carbon
areas and becomes hard as it soaks dioxide in air and also
investigate through limestone and explanations on hard
how it can how it affects soap. water from rain.
40

CHEMISTRY SYLLABUS

be softened x) In groups, learners, 8) Listen to

(u, s) research, discuss and presentations, and
i) understand explain how adding score reports from
research about using
the washing soda (sodium
washing soda to
properties carbonate) results in
remove hardness of
and uses of reducing ‘hardness’. water.
the xi) Groups research and 9) Observe and converse
allotropes of make models to explain with learners as they
carbon (u) the structures of make models of
diamonds and graphite allotropes of carbon.
Assess presentations
and explain how the
and reports from
properties determine the research on structure,
uses of carbon structures properties and uses
such as carbon fibres of allotropes of
and graphene. carbon.
ICT support
Learners can:
i) use appropriate websites to find out information on carbon-based
materials, their uses and effects on the environment.
ii) find multimedia resources, such as videos, infographics and interactive
simulations as well as case studies, and news articles to understand how
carbon-based materials are used in different industries and how their use
affect the environment.
Hint to the teacher
i) Provide learners with guiding questions beforehand to research carbon-
based materials so as to save time.
ii) Emphasise the use of low-cost, locally available materials for the practical
activities.
41

LEVEL TWO TERM 1

Topic 12: Chemical Bonding and Structure
9Hours
Competency: The learner demonstrates an understanding of chemical
bonding and applies this knowledge to understand how molecules and
compounds are formed from atoms to give the structural properties for use in
everyday life.
Learning outcomes Suggested learning Sample
activities assessment
strategy
The learner should i) Individually, learners 1) Assess
be able to: revisit prior learning on learners by
a) understand that the names and symbols of engaging
atoms are the some common elements, them in an
building blocks research the terms open-ended
from which all ‘element’, ‘atom’, discussion
matter is made ii) ‘molecule’ and about
(u) ‘compound’ and the elements,
b) understand the names and formulae of atoms,
terms ‘element’, some common molecules,
‘atom’, compounds. They present and
‘molecule’ and a report of their findings compounds
‘compound’, to the rest of the class. to gauge
and appreciate iii) In groups, learners apply their
how they are what they know about understandin
related (u) e.g., water, iron, carbon g and identify
c) understand how dioxide, sodium chloride, any gaps or
atoms of aluminium, copper (II) misundersta
different oxide, oxygen, ndings.
elements differ hydrochloric acid, 2) Listen to
in their chlorine, gold and discussions
subatomic organise them in a table and observe
structure (u) according to whether they the groups,
are elements or taking notes
compounds. of each
42

CHEMISTRY SYLLABUS

strategy
d) appreciate that iv) In groups, learners learner's
atoms are made research on atomic contributions
up of subatomic structure and use their . Pay
particles and understanding to make attention to
know the models of some simple how they
properties of atoms, showing protons, interact with
these particles neutrons and electrons, each other,
(k, u) and include the relative whether they
e) understands the charges and approximate are engaging
terms relative relative masses. in active
atomic mass, v) Groups research the listening, and
proton number, elements and write: whether they
nucleon number a) the symbols of elements are staying
and isotopes (u, b) the standard on topic..
s) representation for an
f) understands atom of any element. 3) Observe the
and appreciate where: learners as
that the atoms A they design
X = element Z X
of elements join the posters
A = nucleon number
together to form and assess
Z = proton number
compounds (u, their
vi) In groups, learners discuss
s) presentation
how the proton number
g) understand the s to gauge
and the structure of atoms
processes their
can be used to explain the
involved in the understandin
basis of the Periodic
formation of g of the
Table, with special
ionic, covalent different
reference to the elements
and metallic structures
of proton numbers
bonds (u)
(atomic number) 1 to 20
h) recognize the 4) Evaluate
and make a model to
difference in the learners'
show the build- up of
physical ability to
electrons in ‘shells,’ and
properties of create
explain the significance of
ionic and effective
43


strategy
covalent the noble gas electronic reports,
compounds and structures and of valency presentation
relate them to electrons. s, and
their bonding (u, vii) Individually, learners illustrations
s) research how ideas of by assessing
i) Understand the atomic structure have their clarity,
atomic, developed, and then coherence,
molecular and contribute to a class visual appeal,
ionic structures discussion and
of different viii) Individually, learners alignment
materials/subst research the terms with the
ances(u) ‘Proton number’ and given topic.
j) Understand that ‘nucleon number’ and Focus on
the different then in a group, discuss their
physical the meaning of the capability to
properties of concept of isotopes and convey
materials such compare the composition information
as density, of isotopes of the same concisely,
appearance, element in a table. engage the
hardness, ix) In groups or pairs, audience,
melting point, learners: and
boiling point  research and report the demonstrate
depend on their physical properties of their
atomic, giant molecular, giant understandin
molecular and ionic and giant metallic g of the
ionic structures structures and explain the subject
(u, g s) differences in physical matter
k) Understand and properties in a poster or through well-
appreciate that presentation. organised
the uses of  Search for the atomic, and visually
materials relate molecular and ionic models appealing
to their and make presentations materials.
structures (u,
v/a)
44

CHEMISTRY SYLLABUS

strategy
l) Understand that  Investigate the density,
heating changes hardness and other physical
the structure properties and relate them
and properties to structure
of some  Discuss how the uses of
materials materials depend on their
structure
In groups, learners carry out
activities to investigate the
effect of heat on different
materials and how this effect
can apply to inform the
recycling and reuse of the
materials.
ICT support
i) animations to demonstrate the process of chemical bonding between
atoms.
ii) digital models to illustrate the structure of atoms, molecules and
compounds.
iii) appropriate websites to search for information about chemical bonding
and structure.
Hint to the teacher

i) Guide learners on the appropriate websites for research on
chemical bonding and structure
ii) Emphasise the use of low cost, locally available materials for the
modelling of bonded and unbonded atoms to demonstrate
chemical combination.
45

Topic 13: The Mole Concept

13 hours
Competency: The learner uses formulae and equations to determine
quantities of matter that reacts or is produced in a chemical reaction.
Outcomes: Activities strategy
The learner i) In groups, learners collect 1) Listen to group
should be and interpret data discussion and
able to: concerning relative atomic intervene appropriately
mass and relative to help understanding
a) understa
molecular mass based on of relative atomic and
nd the
carbon-12 scale and molecular mass, and
concepts discuss its use as a the significance of the
of relative standard for determining Avogadro constant and
atomic relative atomic mass and its relationship with
mass and relative molecular mass. molar mass.
relative ii) In groups, learners 2) Listen to group
research the mole discussion and ask
molecular
concept; the relationship questions to identify
mass (k, between the number of misconceptions and to
u) particles in one mole of a clarify understanding
b) analyse substance with the about particles, moles,
the Avogadro constant, and mass of a substance
relationsh how to convert the and volume of gases,
number of moles to the the chemical formulae
ip
number of particles for a of compounds and the
between
given substance. construction of
the iii) In groups, learners collect balanced equations.
number and interpret data on 3) Observe group
of moles molar volume of a gas and activities and step in as
and the use computer simulation appropriate to guide
number (where available) or learners and build
graphic representation to knowledge and
of
explain the relationship understanding.
particles
between molar volume 4) Assess the progress of
(k, u) and Avogadro constant, learning through
46

CHEMISTRY SYLLABUS

c) analyse and make generalisations assessment of products
the on the molar volume of a and presentations.
relationsh gas at STP or room 5) Group constructing
conditions. mind map:
ip
iv) Groups: Step 1: Introduce the
between
 construct a mind-map to concepts before
the show the relationship learners do the mind-
number between number of map activity.
of moles particles, number of Step 2: Divide learners
of a moles, mass of substances into small groups of 3
substanc and volume of gases at to 5 members and
STP and room conditions. observe them for
e and its
 carry out problem solving effective collaboration
mass (k, activities involving number and participation.
u) of particles, number of Step 3: Observe as
d) analyse moles, mass of a each group creates a
the substance and volume of mind-map showing the
relationsh gases at STP or room relationship between
conditions. the number of
ip
v) Individually learner carries particles, number of
between
out activities to solve moles, mass of
the problems on the volume of substances, and
number gases at STP (or room volume of gases at STP.
of moles conditions) from the Step 4: Have each
of a gas number of moles and vice group present their
and its versa. mind-map to the class
vi) In groups learners carry out as you listen to learners
volume
a class demonstration t to articulate their
(k, u) understanding.
determine the empirical
and molecular formular of Step 5: After
e) synthesis simple compounds such as; presentations,
e copper (II) oxide, facilitate a class
chemical magnesium oxide. They discussion. Clarify any
compare and contrast misconceptions and
empirical formula with reinforce key concepts
47


formulae molecular formula. The related to the
(u) learners present their relationships between
f) interpret results tot the rest of the the variables at STP.
class 6) Observe and converse
chemical
vii) Individually learner with the learners as
equation
constructs chemical they carry out the class
s (k, u) formulae of compounds demonstration. Listen
g) practice from a given pair of ions, to the presentations
scientific and state names of and assess the results
attitudes chemical compounds of each group and
and using IUPAC nomenclature. harmonise them
They construct balanced 7) Assess the results
values in
chemical equations for the produced by the
investiga selected reactions and learners by scoring
ting display on a poster. them to find out the
matter viii) In groups, learners carry learner’s level of
(u) out research to identify understanding
and justify positive 8) Listen to the learners’
scientific attitudes and presentations and
values practised by assess their
scientists in doing understanding on
research on mole positive scientific
concept, chemical attitudes practised by
formulae and chemical scientists when
equations. They should carrying out research
find out how these on the concept named
positive scientific
attitudes and values are
used for easy and
systematic
communication in the
field of chemistry. They
prepare a report and
present to class.
48

CHEMISTRY SYLLABUS
ICT support
 animations to demonstrate the formular of compounds and process of
determination of empirical and molecular formulas.
 digital models to illustrate the structure of compounds.
 appropriate websites to search for information about the formula of
compounds.
Hint to the teacher

i) Guide learners on the appropriate websites for research on the mole
concept formula of compounds
ii) Ensure that learners are fully engaged during a practical demonstration
iii) Ensure that learners individually carry out enough exercises involving
calculations
49

LEVEL TWO TERM 2

Topic 14: Chemical Reaction Rates
5 Hours
Competency: The learner demonstrates understanding of the effect of
external conditions on the rate of reaction and uses kinetic particle model to
explain these effects.
Learning Outcomes: Suggested Learning Sample Assessment
Activities Strategy
The learner should be i) In groups, 1) Observe learners

able to: learners plan, planning and carrying
carry out and out scientific
a) understand and
report on several investigations, check
appreciate that
investigations to that their procedures
chemical
find out how will lead to meaningful
reactions take
temperature, the results and intervening
place at different
concentration of as required.
rates (u)
reactants and 2) Listen to groups
b) understand the particle size, planning and
effect of various affect the rate of interpreting results,
factors on the rate chemical asking questions to
of chemical reactions, ensure valid results are
reactions and identifying achieved and valid
recognise that whether reactions conclusions are drawn.
many reactions can be reversed
are reversible (u, or not. 3) Assess learners'
s) ii) In groups report explanation of
on results and reversible reactions,
c) understand the
conclusions, particularly concerning
importance of
making use of the industrial
reversible
manufacture of
reactions in
sulphuric acid including
50

CHEMISTRY SYLLABUS
Learning Outcomes: Suggested Learning Sample Assessment

Activities Strategy
industrial graphs to show evaluating their

processes (u) patterns. understanding of the
iii) Individually, concept of reversibility,
learners research the chemical processes
examples of involved, and their
reversible ability to articulate the
reactions, steps and factors
including the influencing the
reversible steps in equilibrium.
the industrial
manufacture of
sulphuric acid,
and present their
explanations
using a flow chart.
ICT support
The learner can use animations to demonstrate the graphical presentation
of the different factors that affect the rates of reactions.
Hint to the teacher

i) Ensure that learners are conversant with practical investigation on
different factors affecting rates of reaction
ii) Emphasise elaborate scientific process skills in all the practical
experimentations.
51

Topic 15: Oxidation, Reduction, Reactivity Series and

Electrochemistry
16 Hours
Competency: The learner demonstrates an understanding of oxidation and
reduction, both in terms of the gain or loss of oxygen and in terms of electron
transfer.
Outcomes: Assessment
Strategy
The learner i) In groups, learners research,  Listen to group
should be able to: explain and report on the discussions and
a) understand terms: ‘oxidation’ and intervene
‘reduction’ in terms of:
the processes appropriately to
 loss or gain of oxygen
of oxidation check
 loss or gain of hydrogen
and reduction  transfer of electrons understanding of
and their  change in oxidation oxidation and
importance in number reduction,
the chemical ii) Individuals use calculations to especially in
industry (u, s) calculate the oxidation number terms of electron
of an element in a compound.
b) explain redox transfer.
iii) In groups, learners:
reactions in  Ask questions to
 collect and interpret data
terms of on the existence of various check learners’
electron ores in Uganda and understanding of
transfer (u) produce a chart to explain electrolytes and
c) appreciate the contribution of metal electrolysis in
that metals extraction to the Ugandan terms of
economy
vary in their discharge at the
 explain the relevance of
chemical electrodes.
reduction/oxidation to
reactivity and metal extraction  Observe groups
can be iv) In groups, learners plan, engaged in
arranged in a investigate and report on activities and
reactivity oxidation and reduction in a offer guidance to
series (k, u, s) selection of reactions, writing deepen learning.
52

CHEMISTRY SYLLABUS

Strategy
d) understand ionic equations and explaining  Evaluate quality
that alloys are reactions in terms of electron of learning
mixtures of a transfer through
metal with assessment of
v) Groups design and carry out an
other metals products:
investigation, using the
and/ or non- scientific method, to compare presentations
metals (u,k,s) the reactivity of calcium, about chemical
e) e. compares copper, iron, magnesium and change and
the properties zinc placed in cold water and equations to
of common dilute hydrochloric acid. determine
metals with vi) Learners discuss how they to progress towards
their alloys (u, measure and record the level the Learning
s) of ‘reactivity’ and evaluate the Outcomes.
limitations of the investigation.
f) understand  Observe pairs
the changes vii) Individually, learners research and groups
that take how the reactivity of an working and offer
place during element depends on its advice and
electronic structure, and they
the guidance to aid
draw structure diagrams of
electrolysis of calcium, copper, iron, their progress
some magnesium and zinc to explain towards the
compounds their level of reactivity and how learning
and the this determines their uses. outcomes.
applications of viii) In small groups, learners use a  Listen to
the changes charcoal block and blowpipe learners’
(u, s) to extract copper from copper discussions and
g) know some of oxide, explaining their provide
the main observations and write a word opportunities for
equation for the process. They
industries that pairs/groups to
should research and discuss
produce with the wider group why the
53


Strategy
useful more reactive metals (e.g., present their
chemicals, groups I and II metals and findings.
such as the oil aluminium) cannot be
extracted on a charcoal block,  Evaluate quality
industry for
and how gold is an of learning
our organic
uncombined metal at the through
chemicals, the bottom of the reactivity series assessment of
production of that can be recovered in pure
learners’
metals, the form from alluvial deposits.
products and
acid industry, ix) In groups learners examine a presentations
the alkali collection of objects made about the
industry, the from or containing alloys. They
benefits and
fertilizer research and write reports on
the difference in chemical problems
industry and
composition and properties, associated with
the cement
and then explain how this industrial
industry (k, u)
determines their use. processes.
h) understand
the processes x) Write reports on chemical  Observe and
reactivity of elements
for obtaining listen to group
useful xi) In groups discuss electrolysis discussions to
chemicals and produce illustrations to check:
explain:
from rocks (k,
 whether their
u)  the meaning of electrolyte
investigation
i) understand  moving ions and electrical
conductivity is valid and
the processes
xii) In groups ask learners to use reflects the
involved in
carbon electrodes in the scientific
extracting and
electrolysis of copper (II) method
purifying sulphate solution and dilute
metals, with sulphuric acid and:  whether the
particular  identify cations and anions in recording of
the aqueous solutions
54

CHEMISTRY SYLLABUS

Strategy
reference to  describe the electrolysis of the results is
processes aqueous solutions accurate and
used in  write half equations for the informs their
discharge of ions at the anode
Uganda (k, u) learning about
and the cathode
the reactivity
xiii) Research about the
j) understand production of alkali and series
the chlorine by the electrolysis of
 understanding
importance of salt solution and present a
of how
nitrates as report.
xiv) In pairs, learners list some reactivity is
fertilizers in
common products and related to the
food
identify which of the main electronic
production chemical industries in Uganda structure of
and know how were involved in their the element
they are production.
produced xv) Pairs research and describe the  Listen to
from the reactions involved in the learners’
nitrogen in the extraction and purification of conversations
metals from their ores (iron,
air (k, u) about the
copper and aluminium) and
prepare presentation flow extraction of
k) describe some charts outlining the main copper from
of the dangers processes. copper oxide,
to the xvi) In pairs, learners research on and how the level
community the importance of nitrogen of reactivity of
and show in a flow chart how alloys and
arising from
nitrogen from the air is
these unreactive
captured and eventually
industrial becomes nitrogen in nitrate elements are
processes and fertilizer. related to their
the steps that xvii) In groups, learners research use.
may be taken and identify four industrial
processes that make use of
55


Strategy
to minimise natural resources obtained in  Evaluate quality
these dangers Uganda (including the of learning
(u) manufacture of lime and through
cement and the production of
l) understand assessment of
chlorine), creating charts to:
the process of the learners’
 explain the processes
manufacturing  identify the social benefits products, to
lime and  identify some of the dangers to determine their
cement (u) the community arising from progress towards
these industrial processes achieving the
 identify steps that should be learning
taken to minimise the dangers
outcomes.
ICT support
 Learners use a suitable website to search for information about redox

reactions.
Hint to the teacher

i) Provide learners with information search guidelines: internal (memory)
and external (online search engines, libraries, online databases, social
media, interviews or surveys, professional network, etc.) and how to
evaluate the sources, organizing and analysing informationbefore the
lesson and present their findings in class.
ii) Emphasise adherence to scientific process skills during practical
activities
56

CHEMISTRY SYLLABUS
LEVEL TWO TERM 3

Topic 16: Energy Changes during Chemical Reactions
5 HOURS
Competency: The learner demonstrates knowledge of chemical reaction
involving energy (heat) loss or gain and applies it in everyday life.

Strategy
The learner i) In groups, learners research, 1) Listen to
should be able discuss group
to: and report on: discussions
 examples of important everyday
a) appreciate the and ask
reactions
difference questions to
 (Such as fermentation,
between respiration, cooking, burning, etc.) gauge the
endothermic in which energy is either absorbed level of
and or released understanding
exothermic  investigations of endothermic or and promote
reactions and exothermic reactions using the critical
scientific method by dissolving
understand thinking.
substances (e.g., sodium
that 2) Observe
hydroxide, sodium hydrogen
substances carbonate, ammonium nitrate, learners’
store chemical etc.) in water and noting the interactions
energy in their temperature changes in each case and offer
bonds (k, u) as the energy stored in bonds is advice to
b) understand released. improve
and  the energy transformations in
progress and
appreciate the burning ethanol, paraffin or wood
and the change from chemical deepen
importance of
energy to heat and light. learning.
exothermic
and ii) Individually, learners research
endothermic on the flow of energy through an
reactions in ecosystem in which reactions
57


Strategy
our everyday are endothermic (e.g., 3) Evaluate the
lives (u, s) photosynthesis) and which are quality of
c) recognise that exothermic (e.g., respiration) learning
the burning of and produce a chart to explain
through
fuels is an energy flow and loss
assessment of
exothermic iii) In groups, learners design and
process carry out an investigation to learners’
producing compare the heat given out products, to
useful energy when different fuels burn (e.g., determine and
(u, s) peanuts, oils, paper, wood) encourage
d) understand iv) In groups, learners research progress
the concept of about heats of reaction,
towards the
heat of interpret energy profiles and
reaction and draw energy profiles for learning
interpret exothermic and endothermic outcomes.
energy profiles chemical reactions.
of chemical
reactions (u, s)
ICT support
Learners use a suitable website to search for information about common
forms of energy changes.
Hint to the teacher

i) Provide learners with reading skills to search for information from
external resources before the lesson.
ii) Equip learners with presentation skills before they present their findings
in class.
iii) Provide learners with materials for carrying out practical activities and
caution them on the dangers of acid burns.
58

CHEMISTRY SYLLABUS
Topic 17: Chemicals for Consumers

07 Hours
Competency: The learner recognises that many of the products used in daily
life are composed of chemicals that can be synthesized either at home or in the
laboratory.

Strategy
The learner should i) Groups revisit prior learning 1) Listen to
be able to: on the production of soap learners’
a) analyse and its cleansing action and discussions on
research and interpret data
properties of soap production
in the form of a
soap and presentation on: and why it is an
detergent and  the history of soap effective
compare and manufacturing cleaning
contrast the  the chemical nature of substance.
effectiveness soap and detergent Assess their
of their  the additives in detergent demonstrated
such as biological
cleansing ability to
enzymes and whitening
action (u, s) understanding
agents
b) evaluate the  the preparation of soap production
use of food detergents and its cleaning
additives (k, u, ii) Groups plan, carry out and effect; ability to
s) report on an investigation articulate key
c) understand to find the differences in the concepts related
effectiveness of the
the to soap
cleansing action of soap
importance of and detergent. production and
chemicals in iii) In pairs, learners collect its cleaning
medicine (k, u) and interpret data and effect; ability to
d) appreciate the report on the types of engage in a
importance of chemicals used in food productive
the chemical discussion with
59


Strategy
industry and additives and their other teams; use
its functions as: of evidence to
contribution to  preservatives and support
antioxidants, e.g., sodium
our lives (u) arguments or
nitrite, sodium benzoate,
claims; active
ascorbic acid
 flavouring agents, e.g., listening and
monosodium glutamate respectful
(MSG), aspartame communication
 stabilizers and thickening with other team
agents, e.g., gelatin, members.
acacia gum
 dyes, e.g., azo compound, 2) Divide learners
triphenyl compound into smaller
 the use of banned groups and
substances such as alkyl
assign each
benzene sulphonate
group to either
iv) In groups, learners collect
and observe food labels, investigate
identify the additives used, cleaning effect
and reporting on: of soap or
 the rationale for the use detergent.
of food additives Provide each
 the effect of food
group with the
additives on health and
necessary
the environment
 life without food materials and
additives enough time.
v) In groups, learners use Guide them to
library and or online form
resources to prepare a hypotheses.
presentation on types and
During the
functions of chemicals used
investigation,
in medicine, e.g.:
60

CHEMISTRY SYLLABUS

Strategy
 traditional medicines assess the
derived from plants and group's ability to
animals plan and
 analgesics such as
execute a
aspirin, paracetamol
scientific
and codeine
 antibiotics such as investigation,
penicillin and design an
streptomycin experiment,
 psychotherapeutic collect and
medicine such as analyse data,
stimulants,
and draw
antidepressants and
conclusions.
antipsychotics
 Reports should also 3) Assess learners’
focus on the side effects products such as
of modern and
reports and
traditional medicines,
and the importance of drawings.
the correct usage of
modern and traditional
medicines.
vi) In groups, learners carry out
research and prepare a
presentation on chemicals
that have had a significant
impact on humanity such
as:
 Antibiotics and
detergent
 side effects of chemicals
on life and the
environment
61


Strategy
vii) In pairs, learners use library
and or online resources to
find information and report
on good practices and
common traits among
scientists in carrying out
research, such as patience,
meticulousness and
perseverance.
ICT support
 Learners use a suitable website to search for information about common
forms of energy changes
Hint to the teacher

Provide learners with books or internet search engines to find information
about chemicals for consumers.
62

CHEMISTRY SYLLABUS
Topic 18: Nuclear Processes

04 Hours
Competency: The learner develops an understanding of atomic structure and

the nuclear processes by which energy is released.
Learning Suggested Learning Sample Assessment

Outcomes: Activities Strategy
The learner i) In pairs, learners search 1) Before learners start

should be able information on the the activities, provide
to: atomic structure, resources such as
a) understand nuclear decay and textbooks, scientific
atomic radioactivity and articles, online
structure, the produce a joint report databases, videos, or
processes of which will include: interactive simulations
nuclear fission  the structure of the related to atomic
and fusion; atom, sub-atomic structure, nuclear
the uses and particles, nuclides and fission and radiation.
the dangers their atomic and mass After the learners have
associated numbers gathered information,
with them (k,  nuclear fission and have them reflect on
u) nuclear fusion their findings and share
b) understand  radioactivity and the their understanding
the types and properties with the class. Then
spontaneous of the particles provide constructive
and random emitted feedback to enhance
nature of  types and properties their comprehension.
nuclear decay of radiation emitted 2) Assess the reports
and interpret during radioactive based on the quality of
decay data in decay and balanced learners’ writing, such
terms of half- equations for nuclear as the clarity and
life (u, s) reactions coherence of their
63

Learning Suggested Learning Sample Assessment

Outcomes: Activities Strategy
c) understand  interpretation and ideas, their use of

and drawing of graphs accurate and relevant
appreciate showing the decay information, their
that there are of radioactive ability to use evidence
significant isotopes and the to support their views.
social, concept of half-life Also, assess their
political and  the applications of critical thinking skills,
environmental radioactivity, its such as their ability to
dimensions dangers and safety analyse and evaluate
associated precautions information, and their
with use of creativity in proposing
nuclear power new ideas or solutions.
(u)
ICT support

i) a suitable website to search for information about radioactivity.
ii) animations to demonstrate nuclear fission, nuclear fusion and graphical
features illustrating decay of radioactive isotopes and determination of
half-life
Hint to the teacher

i) Guide learners on the appropriate websites for research on radioactivity
ii) Ensure that learners are fully engaged during research activities
iii) Emphasise graphical illustration of radioactive decay of isotopes
64

CHEMISTRY SYLLABUS
ASSESSMENT
Assessing the expectations for learning
The AEP curriculum sets expectations for learning with a focus on skills and
deeper understanding. These Learning Outcomes require a different approach
to assessment.
The “Learning Outcomes” on this syllabus are set out in terms of Knowledge,
Understanding, Skills, and Attitudes. This is what is referred to by the letters k,
u, s, v/a. It is not possible to assess attitudes in the same way as knowledge,
understanding and skills because they are more personal and variable and are
long-term aspirations. The assessment of each of them can be done based on
their implications for learning and assessment as provided in the table below:
Knowledge The retention of information to be recalled accurately

Understanding laterability to explain in one's own words, interpret, or
The
summarise information, facts, or concepts. ability to
Skill The ability
explain it. to perform a physical or mental act or
operation
To assess knowledge, skills and understanding we need to look for different
things. Knowledge can be assessed based on written tests such as multiple-
choice questions, fill-in-the-blanks, or other forms of recall-based
assessments; understanding may be assessed based on short-answer
questions, essays, or other forms of application-based assessments; but the
assessment of skills may use the following strategies: performance-based
assessments in which learners demonstrate their skills by performing a task or
activity, observation of learners as they perform a task or activity to assess
skills, such as communication skills, respect of each other’s opinions, time
management and teamwork, and peer assessments where learners evaluate
each other's skills and providing feedback especially for promoting
collaboration and communication skills.
65

Knowledge Skills
Knowledge is the easiest to assess Skills are the ability to perform a mental or
because it is fairly straightforward physical operation, so we have to observe
to find out whether or not a learner the skill being performed or look at the
has retained some information: a product, or outcome, of the skill; for
simple question can usually find example, a piece of writing, a picture or
this out. We ask them to name diagram.
something, or state something, or Some skills, such as speaking or a physical
label a diagram. education skill do not have a product so
need to be observed.
Understanding Values and Attitudes

Assessing deeper understanding is Values and Attitudes determine how we
much more difficult, so we usually interact with others, working in a team,
ask learners to explain, compare or meeting deadlines, being self-driven,
outline a process. This can be done holding democratic values, and having
orally (in conversation) or in writing, respect for democracy, race, gender,
and will give us some idea of the disability, human dignity, culture, nation,
extent of their understanding. life and social justice.
Examinations
The role of the teacher in the competency-based curriculum is to create a more
responsive and effective learning environment that supports the ongoing
growth and development of all learners. For this reason, there will no longer be
examinations or tests set at the beginning, mid and end of term. Instead,
teachers will use formative assessment to sum up on-going learning in order to
identify areas where learners may need additional support or intervention.
This way, teachers will be able to provide them with timely and specific
feedback that they can use to adjust their learning strategies and improve their
performance.
Formative Assessment
Formative assessment is a process of gathering and using feedback on learners'
progress and understanding to inform and adjust instruction. It is an ongoing,
classroom-based process that is used to monitor and support learners'
progress toward meeting learning goals. The goal of formative assessment is to
help learners improve their learning by providing them with timely and specific
feedback that they can use to adjust their learning strategies and improve their
performance.
66

CHEMISTRY SYLLABUS
Therefore, if assessment is to make a difference to teaching and learning,

teachers must use the information they gain from assessment to make some
change to the teaching and learning process. The changes that can be made
include decisions about:
 What needs to be learned next.
 Whether the concept/topic 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.
The key to the success and impact of formative assessment is to use of the data
gathered throughout the assessment to improve teaching and learning. In
order to support teacher, implement effective formative assessment, this
syllabus has provided them with a framework for designing and implementing
strategies that support learners' ongoing growth and development:
1) The syllabus sets out the learning outcomes.
2) The suggested activities seek to achieve these outcomes.
3) The suggested assessment strategies help teachers to find out whether or
not the outcomes have been achieved.
The process of teaching, making formative assessments and then changing the
teaching and learning in some way can be seen as a cycle:
67

How do we find formative assessments useful in AEP?

Formative assessment is highly relevant and beneficial in an accelerated
education programme. In an accelerated education setting, learners progress
through the curriculum at a faster pace than in traditional programmes, which
can pose both opportunities and challenges. Formative assessment plays a
crucial role in optimising the learning experience and achieving the desired
learning outcomes. Here's why formative assessment is particularly relevant in
accelerated education:
1) In an accelerated education programme, the pace of learning is

accelerated, and learners cover more material in a shorter time frame.
Formative assessment allows teachers to continuously monitor learners’
progress, understanding, and performance. This real-time feedback helps
identify any learning gaps or misconceptions early on, enabling timely
interventions and adjustments to the teaching approach.
2) Frequent formative assessments can increase learners’ engagement
thereby providing them with a sense of ownership over their learning and
allowing them to reflect on their progress. Quick feedback and visible
growth can motivate them to stay focused and committed to their studies.
3) Formative assessment data helps teachers adjust the curriculum pace,
ensuring that it remains challenging yet manageable for all learners.
4) In accelerated programmes, learners may have opportunities to advance to
higher-level material once they have mastered certain topics. Formative
assessment helps pinpoint areas where learners have achieved mastery,
enabling them to move ahead confidently.
5) Formative assessments can be diverse, catering to various learning styles.
This flexibility allows learners to demonstrate their understanding in ways
that suit their strengths, promoting a more inclusive learning environment.
6) Students become more aware of their strengths and areas of improvement,
enhancing their ability to self-regulate their learning.
7) Frequent formative assessments can help reduce test anxiety in learners.
Since they are continuously assessed throughout the learning process, the
pressure of a single high-stakes exam is lessened.
68

CHEMISTRY SYLLABUS
Generally, formative assessment is part of the normal teaching and learning

process, and so the assessment opportunities will also occur during this
process.
Teachers can employ various strategies, including observation, conversation,

and product assessment, to conduct formative assessments in an accelerated
education programme:
 Observation – Teachers can observe learners during classroom activities,

discussions, and group work to gauge their understanding, engagement, and
learning behaviours. By paying close attention to how learners approach
tasks and interact with the material, teachers can identify areas where
learners may need additional support or extension.
 Conversation – Engaging in one-on-one or small group conversations with

learners allows teachers to assess their comprehension, clarify
misconceptions, and address any questions or concerns. These informal
discussions provide valuable insights into individual learner progress and
help personalise instruction to meet their specific needs. Product – appraising
learners’ work (writing, report, translation, calculation, presentation, map,
diagram, model, drawing, painting etc.) provide tangible evidence of their
learning and understanding.
Teachers can use these products to assess how well learners have grasped the
concepts and whether they are meeting the learning outcomes. Analysing the
quality and depth of the products can guide instructional adjustments to cater
to learners' needs.
When all three are used, the information from any one can be checked against
the other two forms of assessment strategies (e.g., evidence from
“observation” can be checked against evidence from “conversation” and
“product”). This is often referred to as “triangulation”.
69

Triangulation of assessment strategies

Triangulation of assessment refers to the practice of using multiple strategies
of assessment to gain a comprehensive understanding of a learner’s
performance, progress and learning needs. By combining data from various
assessment strategies, teachers can develop a more accurate and well-
rounded picture of a learner’s abilities and challenges. In this syllabus,
triangulation of assessment has been provided in the form of expected learning
outcomes, suggested activities and suggested assessment strategies:
i) Learning outcomes define what learners are expected to know or be able to
do by the end of the learning period. They act as a reference point for
assessing learners' progress and understanding.
ii) Learning activities show the intended learning outcomes. By observing how
learners engage with these activities, teachers can gain insights into their
learning process and understanding.
iii) Assessment strategies, such as quizzes, projects, discussions and
presentations, provide diverse perspectives on learners' learning. By using
a mix of assessment strategies, teachers can obtain a more holistic view of
learners' abilities and identify any gaps or areas for improvement.
By combining these three elements in an integrated manner, teachers can
effectively monitor learner progress, adjust their instructional approach, and
ensure that learners are achieving the intended learning outcomes in an
accelerated education programme.
70

CHEMISTRY SYLLABUS
Record Keeping
Keeping detailed records of learners’ individual progress is always difficult with
very large numbers of learners. For the purposes of school-based formative
assessment, it is not even always necessary to keep such detailed records
anyway. If feedback is given immediately and action is taken, then learning is
changed and the record would soon become out of date and redundant.
Most formative class-based assessments are dynamic in that they feed straight
back into the teaching and learning process. Therefore, detailed records of
these are not appropriate.
What is needed is record of assessments of learners’ learning made in terms of

each topic. This means recording the on-going summative assessments of each
topic. There is no need to make separate records of each of the learning
outcomes because this would be very time-consuming and also unnecessary.
It is much more useful to make an overall assessment about whether or not
each learner met the learning outcomes for each topic as a whole. Each topic
is made up of a number of learning outcomes. Therefore, teachers need to
consider all the learning outcomes when making an overall judgement about
the topic as a whole. By looking at the learning outcomes within each topic, it
is possible to identify four broad groups of learners in terms of their
achievements:
Some LOs achieved, but not sufficient for overall achievement

Most LOs achieved and is enough for overall achievement
All LOs achieved with ease
There is no need to set a test to find this out.
These overall assessments should be made on the basis of the many formative
assessments that the teacher has made during the course of teaching the topic.
If teachers have been working with learners over the course of the topic, they
will be able to make a broad judgment about which learners have achieved or
have failed to achieve the topic’s overall learning expectation. These“authentic
assessments” will be more valid and valuable than a test set by the school.
71

Recording these overall assessments will be simple, manageable and yet

valuable, and can be recorded on a sheet such as the one below in which the
categories are indicated with a number.
Although a very simple process, these three categories will give rich data when
a comparison is made between learners in each category for different subjects
and topics. They will also identify easily those learners who need extra support
or who may not be ready to move on to the next grade at the end of a year.
If records are kept of the learning outcomes of each syllabus unit through the
year, there will be no need for an end of year test. Teachers will already have a
record of those learners who have met the learning outcomes, and those who
have not done so. Therefore, teachers will know if there were any learners not
ready to progress to the next grade.
An overall record should be made of the individual topic assessments by
subject in terms of the 3 descriptors. If numbers (1–3) are used as identifiers, it
will be possible to arrive at an overall number for a year by aggregating the
identifiers for each unit.
Descriptor Identifier
Some LOs achieved, but not sufficient for overall achievement 1
Most LOs achieved and is enough for overall achievement 2
All LOs achieved with ease 3
In the example below, the table shows the end-of-unit assessment for six
learners.
Chemistry
Topic 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
72

CHEMISTRY SYLLABUS
This method will give much more information than using a tick. For example,
at a glance it can be seen that learners A & B are achieving much higher than
learners C & D. It can be seen that Learner C has improved during the year. We
can even see that more learners achieved success in Topic 9 than Topic 7.
All of this is very valuable assessment information and can be used to improve
learning.
Activities of integration (AoI) and projects in AEP chemistry will also be part of
the assessment, contributing to the 20% classroom-based assessment. Then,
80% will be from the end of cycle.
This summative teacher assessment will contribute to the final grade of the
School Leaving Certificate.
73

Glossary of Key Terms

TERM DEFINITION
focuses on specific skills, knowledge and abilities that

Competency-
learners should acquire. It is learner-centred and
based
adaptive to the changing needs of learners, teachers
Curriculum
and society.
The design or adaptation of learning experiences to

Differentiation suit an individual learner’s needs, strengths,
preferences, and abilities.
refers to a wide variety of methods or strategies that

teachers use to conduct in-process evaluations of
learners’ comprehension, learning needs, and
academic progress during a lesson or topic to help
Formative
teachers identify concepts that learners are struggling
Assessment
to understand, skills they are having difficulty
acquiring, or learning standards they have not yet
achieved so that adjustments can be made to the
lessons and instructional techniques.
also known as transferable skills, are essential skills

that can be applied across various subjects,
occupations and contexts. They are not specific to a
Generic skill
particular subject area but are essential in contributing
to a learner's overall success in the learning of all
subjects.
An approach to planning learning experiences which

Inclusion allows each learner to feel confident, respected and
safe and equipped to learn at his or her full potential.
74

CHEMISTRY SYLLABUS
TERM DEFINITION
refers to a statement which specifies what the learner

Learning
should know, understand, or be able to do within a
Outcome
particular aspect of a subject.
is 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.
refers to an activity which gives a learner the

Sample opportunity to show the extent to which she/he has
Assessment achieved the learning outcomes. This is usually part of
Activity the normal teaching and learning process, and not
something extra at the end of a topic.
refers to an activity that is designed to support learners

Suggested in achieving specific learning outcomes. It is typically
Learning provided by the teacher or educational resource as a
Activity way to guide learners in their learning and help them
achieve their goals.
75

References
Byaruhanga S., Muryamanji S. (2021). Baroque New Lower Secondary School
Curriculum, Senior One Chemistry Learner’s Book. Baroque Publishers Ltd.
Curriculum, Senior Two Chemistry Learner’s Book. Baroque Publishers Ltd.
Curriculum, Senior One Chemistry Teacher’s Guide. Baroque Publishers Ltd.
Childs, A. (2000). MacMillan Secondary Chemistry. Edinburg: Macmillan.
Childs, A. (2005). Moran Secondary Chemistry-Student’s Book 1. Nairobi:
Moran(E.A.) Publishers Limited.
Childs, A. (2005). Moran Secondary Chemistry-Student’s Book 3. Nairobi:
Moran(E.A.) Publishers Limited.
Feather, R. M., & Zike, D. (2008). Earth Materials and Processes. Columbus:
McGraw-Hill Companies, Inc.
Johnson, K., Adamson, S., Williams, G., & Ryan, L. (2003). Spotlight Science 8.
Delta Place: Nelson Thornes Ltd.
Jones, M., Fellowes-Free man, D., & Sang, D. (2015). Cambridge Checkpoint
Science Course book 8. London: Cambridge University Press.
Jones, M., Fellowes-Free man, D., & Sang, D. (2015). Cambridge Checkpoint
Science Course book 9. London: Cambridge University Press.
Lee, G., Lan, P. P., Lil, F. P., & Tham, W. (2009). SPM Revision Series Grade A
Chemistry, KBSM Form 4 & 5. Selangor Darul Ehsan: Credik Publications Sdn.
Bhd.
Levesly, M., Johnson, P., & Gray, S. (2008). Exploring Science - How Science
Works 7. Edinburg Gate: Pearson Education.
76

CHEMISTRY SYLLABUS
McMonagale, D. (2015). Chemistry for Cambridge O Level. London: Cambridge

University Press.
Sam Andama (2021). New Lower Secondary School Curriculum, Senior One
Chemistry Learner’s Book. Elimu Publishers Ltd.
Sam Andama (2021). New Lower Secondary School Curriculum, Senior Two
Chemistry Learner’s Book. Elimu Publishers Ltd.
Sam Andama (2021). New Lower Secondary School Curriculum, Senior One
Chemistry Teacher’s Book. Elimu Publishers Ltd.
Sam Andama (2021). New Lower Secondary School Curriculum, Senior Two
Chemistry Teacher’s Guide. Elimu Publishers Ltd.
77

CONTACT US:
Plot M838, Kyambogo.
P.O.Box 7002 Kampala, Uganda
+256-393-112-088
www.ncdc.go.ug

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ACCELERATED EDUCATION PROGRAMME

National Curriculum Development Centre

All rights reserved: No part of this publication may be reproduced,

ii REVISED LOWER SECONDARY (Level 1 and 2)

REVISED LOWER SECONDARY (Level 1 and 2) iii

Level Two Term 3 .............................................................................. 57

iv REVISED LOWER SECONDARY (Level 1 and 2)

REVISED LOWER SECONDARY (Level 1 and 2) v

The programme intends to promote access to education in an accelerated

The goal of this programme is to provide learners with competencies

Prof. George Openjuru

vi REVISED LOWER SECONDARY (Level 1 and 2)

National Curriculum Development Centre (NCDC) would like to express

Dr. Grace K. Baguma

REVISED LOWER SECONDARY (Level 1 and 2) vii

viii REVISED LOWER SECONDARY (Level 1 and 2)

The aims of Secondary education in Uganda are to:

REVISED LOWER SECONDARY (Level 1 and 2) ix

Background to Accelerated Education Project (AEP)

x REVISED LOWER SECONDARY (Level 1 and 2)

It is equally important to note that this conception of accelerated learning

REVISED LOWER SECONDARY (Level 1 and 2) xi

This approach to teaching and learning is in line with the Sustainable

THE KNOWLEDGE-BASED CURRICULUM

xii REVISED LOWER SECONDARY (Level 1 and 2)

Knowledge-based teaching was based on transferring knowledge from the

FEEDBACK AND INTERACTION

FORMATIVE AND SUMMATIVE

REVISED LOWER SECONDARY (Level 1 and 2) xiii

Key Learning Outcomes

By the end of the educational process, young people will become:

xiv REVISED LOWER SECONDARY (Level 1 and 2)

REVISED LOWER SECONDARY (Level 1 and 2) xv

xvi REVISED LOWER SECONDARY (Level 1 and 2)

Generic Skills and the Revised AEP Chemistry

REVISED LOWER SECONDARY (Level 1 and 2) xvii

The Cross-cutting Challenges identified in the curriculum are:

Chemistry within the AEP Curriculum

xviii REVISED LOWER SECONDARY (Level 1 and 2)

REVISED LOWER SECONDARY (Level 1 and 2) xix

Category of a Task in the ICT Application (How ICT Will be Integrated

xx REVISED LOWER SECONDARY (Level 1 and 2)

ICT APPLICATION IN THE NEW CURRICULUM

Category of a task in the syllabus ICT application (How ICT will be

REVISED LOWER SECONDARY (Level 1 and 2) xxi

INTEGRATION OF SPECIAL NEEDS EDUCATION (SNE)

Category of impairments SNE Teaching Methods

xxii REVISED LOWER SECONDARY (Level 1 and 2)

The Aims of the AEP Chemistry Syllabus

REVISED LOWER SECONDARY (Level 1 and 2) xxiii

TEACHING AND LEARNING

The role of the teacher is to build on learners’ existing knowledge and

In this learner-centered approach, learners are encouraged to:

xxiv REVISED LOWER SECONDARY (Level 1 and 2)

Level 2 Topic Duration

REVISED LOWER SECONDARY (Level 1 and 2) xxv

xxvi REVISED LOWER SECONDARY (Level 1 and 2)

Competency: the learner is able to assess the application of Chemistry in

Learning Suggested Learning Sample assessment

a) Know  In groups, learners discuss 1) Observe group

REVISED LOWER SECONDARY (Level 1 and 2) 1

Learning Suggested Learning Sample assessment

c) Understand chemical engineering, them achieve the