The National Curriculum Development Centre

(NCDC) is indebted to the Government of

Uganda for financing the alignment of the Advanced Level Curriculum to Lower Secondary
Education in Uganda.
Our gratitude goes to the Ministry of Education and Sports for overseeing the adaptation of the
curriculum, the Curriculum Task Force of the Ministry of Education and Sports for the oversight
role and making timely decisions whenever necessary, and members of the public who made
helpful contributions towards shaping this curriculum.
NCDC is also grateful to Members of Parliament, schools, universities, and other tertiary
institutions, the writing panels, and professional bodies, for their input in the design and
development of the Adapted A level curriculum. To all those who worked behind the scenes to
finalise the adaptation process of this teaching syllabus, your efforts are invaluable.
NCDC takes responsibility for any shortcomings that might be identified in this publication and
welcomes suggestions for effectively addressing the inadequacies. Such comments and
suggestions may be communicated to NCDC through P. O Box 7002, Kampala, or Email:
admin@ncdc.go.ug or on the Website: www.ncdc.go.ug

Dr Grace K. Baguma
Director National Curriculum Development Centre

ADVANCED SECONDARY CURRICULUM

www.ncdc.go.ug

vi
ACKNOWLEDGEMENTS
The National Curriculum Development Centre (NCDC) is indebted to the Government of
Uganda for financing the alignment of the Advanced Level Curriculum to Lower Secondary
Education in Uganda.
Our gratitude goes to the Ministry of Education and Sports for overseeing the adaptation of the
curriculum, the Curriculum Task Force of the Ministry of Education and Sports for the oversight
role and making timely decisions whenever necessary, and members of the public who made
helpful contributions towards shaping this curriculum.
NCDC is also grateful to Members of Parliament, schools, universities, and other tertiary
institutions, the writing panels, and professional bodies, for their input in the design and
development of the Adapted A level curriculum. To all those who worked behind the scenes to
finalise the adaptation process of this teaching syllabus, your efforts are invaluable.
NCDC takes responsibility for any shortcomings that might be identified in this publication and
welcomes suggestions for effectively addressing the inadequacies. Such comments and
suggestions may be communicated to NCDC through P. O Box 7002, Kampala, or Email:
admin@ncdc.go.ug or on the Website: www.ncdc.go.ug

Dr Grace K. Baguma
Director National Curriculum Development Centre

1
1

1.0 INTRODUCTION

The Advanced Secondary Curriculum has been aligned with the Lower Secondary competency-
based model for ease of progression of learners from the Lower to Advanced Secondary Level.
The alignment is a result of the analysis of the Advanced Level Curriculum published in 2013, to
determine whether the content is:
i) appropriate.
ii) high-pitched or overloaded.
iii) covered at lower secondary.
iv) obsolete.
v) repeated in different topics and redundant.
The results from the curriculum analysis revealed that there were overlaps of concepts with
what was covered at the Lower Secondary, as well as concepts within different topics of the
same subject. In addition, a number of syllabuses had content that is no longer necessary for
today’s contemporary society and the 21st century.
1.1 Changes in the Curriculum
The alignment of the A -Level Curriculum to that of the Lower Secondary led to changes in the

pedagogies of learning from a knowledge- and objective-based, to an integrated and learner-

centred competency-based approach. The adapted syllabus, therefore, is a result of

rationalising, integrating, and merging content with overlaps and similar skills, dropping topics
that had been studied at Lower Secondary, or are no longer critical and relevant for the current
learning needs, while upgrading those that were of low competencies to match with the
advanced level. The programme planner details the learning progression derived from the
learning outcomes. The detailed syllabus section unfolds the learning experiences with
corresponding assessment strategies.
This Chemistry syllabus is part of the Advanced Secondary Curriculum. The teacher is
encouraged to read the whole syllabus before planning your teaching programme, since many
topics have been merged, upgraded, or removed. While aligning this syllabus, efforts were made
to ensure a smooth progression of concepts from the Lower Secondary Level, adapting topics
and content with familiar features that are of value to the learner and society. In addition, the
process of developing this syllabus document removed what was considered obsolete, high
pitched as well as content overlaps and overloads.
1.2 Classroom-Based Assessment
This syllabus requires classroom learning to be experiential, through the suggested learning
activities for the acquisition of the learning outcomes. This is the gist of a learner-centred and
activity-based approach to learning, which emphasises the acquisition of required
competencies. Formative assessment in Chemistry will focus on the acquisition of knowledge
and skills, through performance of the learning activities.

1.0 INTRODUCTION

The Advanced Secondary Curriculum has been aligned with the Lower Secondary competency-
based model for ease of progression of learners from the Lower to Advanced Secondary Level.

The alignment is a result of the analysis of the Advanced Level Curriculum published in 2013, to
determine whether the content is:
i) appropriate.
ii) high-pitched or overloaded.
iii) covered at lower secondary.
iv) obsolete.
v) repeated in different topics and redundant.
The results from the curriculum analysis revealed that there were overlaps of concepts with
what was covered at the Lower Secondary, as well as concepts within different topics of the
same subject. In addition, a number of syllabuses had content that is no longer necessary for
today’s contemporary society and the 21st century.
1.1 Changes in the Curriculum
The alignment of the A -Level Curriculum to that of the Lower Secondary led to changes in the

pedagogies of learning from a knowledge- and objective-based, to an integrated and learner-

centred competency-based approach. The adapted syllabus, therefore, is a result of

rationalising, integrating, and merging content with overlaps and similar skills, dropping topics
that had been studied at Lower Secondary, or are no longer critical and relevant for the current
learning needs, while upgrading those that were of low competencies to match with the
advanced level. The programme planner details the learning progression derived from the
learning outcomes. The detailed syllabus section unfolds the learning experiences with
corresponding assessment strategies.
This Chemistry syllabus is part of the Advanced Secondary Curriculum. The teacher is
encouraged to read the whole syllabus before planning your teaching programme, since many
topics have been merged, upgraded, or removed. While aligning this syllabus, efforts were made
to ensure a smooth progression of concepts from the Lower Secondary Level, adapting topics
and content with familiar features that are of value to the learner and society. In addition, the
process of developing this syllabus document removed what was considered obsolete, high
pitched as well as content overlaps and overloads.
1.2 Classroom-Based Assessment
This syllabus requires classroom learning to be experiential, through the suggested learning
activities for the acquisition of the learning outcomes. This is the gist of a learner-centred and
activity-based approach to learning, which emphasises the acquisition of required
competencies. Formative assessment in Chemistry will focus on the acquisition of knowledge
and skills, through performance of the learning activities.

CHEMISTRY SYLLABUS

The learning activities sprout from the learning outcomes, which are evidenced by acquiring
and demonstrating the application of the desired skills, to show that learning has taken place.
The sample assessment strategies have been provided to guide the teacher on classroom-based
assessment. The teacher can develop more assessment strategies based on the same principles
of observation, conversation, and product, for the acquisition of the desired knowledge, skills,
values, and attitudes. (See detailed syllabus)
1.3 Learners with Special Educational Needs
The Advanced Secondary Curriculum is designed to empower all learners, including those with
Special Educational Needs (SEN), to reach their full potential and contribute meaningfully to the

nation. By incorporating inclusive strategies, the curriculum ensures equitable access to high-
quality learning opportunities while maintaining high academic standards. It emphasises

creating an inclusive learning environment that supports the diverse needs of learners with SEN,
enabling them to succeed alongside their peers.