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PHYSICS SYLLABUS

CONTENTS FOREWORD
This four-year Syllabus for Physics is for one of the 20 subjects of
Foreword 1 the Lower Secondary School Curriculum. The Syllabus builds
Acknowledgement 2 upon concepts, skills, attitudes, and values developed at primary
school level. It provides a firm foundation for further learning of
Introduction 3 Physics to those learners who will proceed to study it at a higher
Background to the New Curriculum 3 level and those who will join science-based vocational
Key changes 5 institutions. The Learning Outcomes of the syllabus are structured
to provide the learner with opportunities to develop
understanding of Physics within the different topics, across the
The New Curriculum four-year study.
- Key learning outcomes 7
- Values 7 The increasing role science and technology have in our lives and
the world of work provides a great need for placing Physics at the
- Generic Skills 8 core of education in the 21st Century. Therefore, everyone,
- Generic Skills in Physics 9 especially those who will develop or apply science and
- Cross cutting Issues 9 technology in their careers, need to study Physics.
- The Physics Syllabus 11 The increasing complexity in the world requires development of
- Time allocation 11 abilities such as complex problem solving, physical modeling, and
- Rationale 11 other general skills like critical thinking, creativity, invention, and
- Teaching and learning Physics 12 innovation which are of great value in everyday living. Physics
provides the foundation for acquisition of such abilities.
Programme planner 13 This syllabus has complemented the indigenous knowledge and
Detailed syllabus Physics 16 skills; therefore, the teachers of Physics are required to shape the
learning experiences by integrating indigenous knowledge and
Assessing Physics 52 skills with new knowledge. They should create learning
- Examinations 53 opportunities that promote acquisition of scientific and technical
- Formative assessment 53 skills, and must ensure that the needs and interests of all learners
- How do we find the opportunity to make are catered for.
formative assessment 55 I, therefore, endorse this Syllabus as the official document for the
- Generic Skills 56 teaching and learning of Physics at Lower Secondary School level
- Attitudes 56 throughout the country.
- Record Keeping 56

Glossary of Key terms 58

Hon. Janet K. Museveni

The First Lady and Minister for Education and Sports

© National Curriculum Development Centre, Uganda, 2019

Published by National Curriculum Development Centre,
P.O. Box 7002, Kampala

ISBN: 978-9970-00-114-9

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

stored in a retrieval system, transmitted in any form or by any means;
electronic, mechanical, photocopying, recording or otherwise without
the prior written permission of NCDC.
Website: www.ncdc.go.ug

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 THE LOWER SECONDARY CURRICULUM

ACKNOWLEDGEMENT
National Curriculum Development Centre (NCDC) would like to
express its appreciation to all those who worked tirelessly
towards the production of this Syllabus.

Our gratitude goes to the Ministry of Education and Sports

(MoES), for overseeing the development of the syllabus and
taking timely decisions whenever necessary. They have worked
as a team with NCDC to produce this syllabus. Their decisions
have been invaluable in getting this work completed as required.
Our thanks also go to our partners in education who provided
the necessary guidance.

We would also like to thank the members of the public who

made helpful contribution towards shaping this syllabus. Their
efforts are instrumental towards having this syllabus
implemented in the schools and for improved quality of
education in Uganda.

The Centre is indebted to the learners, teachers and consultants

from Cambridge Education and Curriculum Foundation UK, who
worked with NCDC specialists. Great thanks go to members of
Physics Working Group who worked tirelessly to put together the
necessary facts and guidance in producing this Syllabus.

Furthermore, NCDC would like to thank the World Bank for the
initial technical and the Government of Uganda for the financial
support towards the Lower Secondary Curriculum Review.

Last but not least, NCDC would like to acknowledge all those
behind the scenes who formed part of the team that worked
hard to finalise the work on this Syllabus.

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 [email protected] or through our Contact
Us page on our website at www.ncdc.go.ug.

Grace K. Baguma
Director
National Curriculum Development Centre

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INTRODUCTION
The Uganda Vision 2040 aims to transform Uganda into a modern
and prosperous country; however, the National Development
• Enabling individuals to develop personal skills of problem
Plan recognises the existing weaknesses in education, including
solving, information gathering and interpretation,
the low efficiency and variable quality at the secondary level. The
independent reading and writing, as well as self-
Sustainable Development Goal 4 advocates for equitable and
improvement through learning and development of social,
quality education, while the NDP II focuses on enhancement of
physical and leadership skills such as are obtained through
human capital, development, strengthening mechanisms for
games and sports, societies, and clubs.
quality, effective and efficient service delivery and improvement
on the quality and relevance of skills development. The NRM • Laying the foundation for further education.
Manifesto (2016-2021), emphasises continuous assessment of • Enabling the individual to apply acquired skills in solving
examination systems and strengthening soft skills, which problems of the community, and
promote self-esteem, conscientiousness, and a generally positive • Instilling positive attitudes towards productive work.
attitude to work, promoting e-learning and computer literacy in
order to enhance learning outcomes. All these are lacking and
where they exist it is at a minimum level. BACKGROUND TO THE
In line with the above, the Education and Sports Sector Strategic CURRICULUM
plan (2017/20) advocates for delivery of equitable, relevant, and
quality education for all. The current secondary school The review was based on the Education Sector Strategic Plan
curriculum of Uganda, although highly regarded by some, is (ESSP), 2009 – 2018) which set out strategies to improve the
focused on the needs of a tiny academically oriented elite, yet the quality and relevance of secondary education. The ESSP’s sub
needs of the majority of learners need to be the focus. The objective 2.2 was to ensure that “Post-primary students [are]
Ministry of Education and Sports (MoES) through the National prepared to enter the workforce and higher education”. This is
Curriculum Development Centre (NCDC), therefore, undertook a also in line with the strategic plan of 2017-2020. To achieve this
review of the Lower Secondary Curriculum, aimed at providing a objective, one of the Ministry’s strategies was to revise the
learning environment, opportunities, interactions, tasks, and curriculum and improve instruction and assessment by
instructions that foster deep learning by putting the learner at eliminating the short comings in the current curriculum.
the centre of the learning experience. This is in line with the aims
of secondary education in Uganda, as provided for in the The review focused on: producing a secondary school graduate
Government White Paper on education (1992) as outlined below: who has the competences that are required in the 21st century;
promoting values and attitudes. Ensure effective learning and
acquisition of skills in order to reduce unemployment among
The aims of secondary education in Uganda are:
school graduates.
• Instilling and promoting national unity, an understanding of
the social and civic responsibilities;
The review also aimed at reducing the content overload and
• Promoting an appreciation and understanding of the contact hours in the classroom so as to create time for; research
cultural heritage of Uganda including its languages; and project work, talent development and creativity, and
• Imparting and promoting a sense of self discipline, ethical emerging fields of knowledge across all subjects, and doing away
and spiritual values, personal responsibility and initiative. with obsolete information. There was a need to address the social
• Enabling individuals to acquire and develop knowledge and and economic needs of the country like the mining sector,
an understanding of emerging needs of the society and the tourism, services provision, science and technology
economy. development and to ensure rigorous career guidance
• Providing up-to-date and comprehensive knowledge in programme to expose learners to the related subjects. This will
theoretical and practical aspects of innovative production, enable learners to make informed choices as they transit and to
modern management methods in the field of commerce equip them with knowledge and skills that will enhance their
and industry and their application in the context of competitiveness in the global value chain.
socioeconomic development of Uganda;
• Enabling individuals to develop basic scientific,
technological, technical, agricultural and commercial skills
required for self-employment.

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PHYSICS SYLLABUS

To meet these requirements, the review is 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, learning,
and life, and which will promote lifelong learning.
• An integrated approach that will develop the ability to apply
learning in practical situations.

The ESSP further outlines what the review implies:

“This review will necessitate a sweeping revision of the

general secondary curriculum, away from strictly academic
learning objectives that are thought to prepare students for
erudite higher education and towards a set of
competencies that serve both those who continue their
education after S4 and those who choose to enter the
workforce. The new curriculum will enable learners to
acquire specific vocational skills that they can use once
they enter the world of work. The new curriculum will
help learners make informed decisions as citizens and
family members, and it will give those who continue with
their education, either immediately in S5 or later in life, the
learning skills they need to think critically and study
efficiently.”

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

THE KNOWLEDGE-BASED CURRICULUM

Knowledge-based teaching was based on transferring knowledge from the teacher to the students. The teacher had knowledge
and transferred this knowledge to the students by lecturing, talking, and 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 topic, term or school course to see if they had remembered it. The knowledge was based mainly on the
knowledge in the subjects traditionally taught at University, and little attempt was made to make it relevant to young people’s
own lives. The whole education system was seen by many people as a preparation for University, but the vast majority of learners
never reach university. This curriculum caters for this majority as well as those who later on go to University.

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THE COMPETENCE BASED CURRICULUM

ACTIVITY
STIMULUS MATERIAL, LEARNERS’ EXPERIENCE,
PROBLEM-SOLVING, INVESTIGATION, GROUP
ACTIVITIES, EXPLORATION, EXPERIMENTS, FIELD WORK

DISCUSSION
LEARNER TEACHER LEARNER TEACHER LEARNER

FEEDBACK AND INTERACTION

FORMATIVE AND SUMMATIVE ASSESSMENT

In the competence-based approach, the “student” becomes a “learner”. The new Learning Outcomes can only be achieved
through active engagement in the learning process rather than simply absorbing knowledge given by the teacher.
The teacher needs to build on the learners’ own knowledge and experience and create Learning Activities through which
learners can explore the meaning of what is being learned and understand how it is applied in practical situations.
Teaching and learning becomes a two-way process of dialogue between the Teacher and Learners. Learners also learn from
each other through discussion. Assessment also becomes a two-way process of formative and summative 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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This curriculum focuses on four “Key Learning Outcomes” of: At the heart of every subject there are generic skills that allow
self – assured individuals, responsible and patriotic citizens, development into lifelong learners. Besides, there are also
lifelong learners, and positive contributors to society. cross cutting issues that are embedded across subjects to
The curriculum emphasises knowledge, application, and enable learners understand the connections between the
behavioural change. It is based on a clear set of values which subjects and complexities of life.
must be imparted to learners during the learning process.

Key Learning Outcomes Positive contributors to society who:

• Have acquired and can apply the Generic Skills.
This curriculum sets out ‘Key Learning Outcomes’ that sum up
the expectations of the curriculum as a whole, and sets out • Demonstrate knowledge and understanding of
clearly the qualities that young people will develop. the emerging needs of the society and
economy.
By the end of the educational process, young people will
become: • Understand how to design, make, and critically
evaluate products and processes to address needs.
Self-assured individuals who:
• Appreciate the physical, biological, and
• Demonstrate self- motivation, self-management,
technological world; make informed decisions
and self-esteem.
about sustainable development and its impact on
• Know their preferences, strengths, and limitations. people and the environment.
• Adjust their behaviour and language appropriately
to different social situations. Values
• Relate well to a range of personality types. This curriculum is based on a clear set of values. These
values underpin the whole curriculum and the work of
Responsible and patriotic citizens who: schools. They are also the values on which learners need to
• Cherish the values promoted in the curriculum base their lives as citizens of Uganda. The values are derived
from The Uganda National Ethics and Values Policy of 2013.
• Promote the development of indigenous cultures They are:
and languages; appreciate diversity, equity, and
equality. • Respect for humanity and environment
• Honesty; uphold and defend the truth at all times
• Apply environmental and health awareness when
• Justice and fairness in dealing with others
making decisions for themselves and their community.
• Hard work for self-reliance
• Are positive in their own identity as individuals and global • Integrity; moral uprightness and sound character
citizens. • Creativity and innovativeness
• Social Responsibility
• Are motivated to contribute to the well-being
• Social Harmony
of themselves, their community, and the nation.
• National Unity
Lifelong learners who: • National Consciousness and patriotism

• Can plan, reflect, and direct their learning. These values are not taught directly in lessons, nor will they be
assessed, but they will inform and shape all teaching and learning.
• Actively seek lifelong learning opportunities for personal
and professional development.

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Generic Skills
The generic skills lie at the heart of every subject. They are the
skills that enable the learner to access and deepen learning
across the whole curriculum. They are the same skills that are
sought by employers and which will unlock the world of work. Communication
They allow young people to develop into lifelong learners who
can adapt to change and cope with the challenges of life in the • Listen attentively and with comprehension
21st Century. • Talk confidently and explain ideas/opinions clearly
Young people need to be able to think critically and solve • Read accurately and fluently
problems, both at school and work. They need to be creative
and innovative in their approach to learning and life. They • Write and present coherently
must be able to communicate well in all forms, co- operate • Use a range of media to communicate ideas
with others, and also work independently. They must also be
able to use functional mathematics and ICT effectively. The
details of the generic skills are:
Co-operation and Self-directed Learning
• Work effectively in diverse teams
Critical thinking and problem-solving • Interact effectively with others
• Plan and carry out investigations • Take responsibility for own learning
• Sort and analyse information • Work independently with persistence
• Identify problems and ways forward • Manage goals and time
• Predict outcomes and make reasonable decisions
• Evaluate different solutions
Mathematical computation and ICT proficiency
• Use numbers and measurements accurately
Creativity and innovation
• Interpret and interrogate mathematical data
• Use imaginations to explore possibilities
• Use mathematics to justify and support decisions
• Work with others to generate ideas
• Use technology to create, manipulate, and process
• Suggest and develop new solutions information
• Try out innovative alternatives • Use technology to collaborate, communicate, and
• Look for patterns and make generalisations refine their work

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GENERIC SKILLS WITHIN PHYSICS

These skills are not separate subjects in themselves; they are The subjects also provide the contexts for progression
developed within the subjects of the curriculum. They also within the skills. The same skills definitions apply to all
facilitate learning within those subjects. It is when these year groups; skills progression is provided by the
generic skills are deployed that learning is most effective. increasing complexity of the subject matter within each
subject. For example, within ‘critical thinking, learners
The generic skills are a key part of the new curriculum. They begin thinking critically about the relatively simple
have been built into the syllabuses for each of the subjects subject matter in Senior 1 and then progress to thinking
which provide the context for the skills development. Physics about the much more complex matters in Senior 4.
provides a rich context for learners to communicate, co-
operate, and think critically about how the world works, and to Thus, the progression is in the increasing complexity of
understand the world from a scientific point of view. the matters being thought about.

Cross-cutting Issues
There are some issues that young people need to learn about, • Mixed abilities and involvement
but which are not confined to one subject These are the ‘Cross- • Socio-economic challenges
cutting issues’ that need to be studied across the subjects. These • Citizenship and patriotism
issues develop learners’ understanding of the connections
(For details on cross-cutting issues, refer to the
between the subjects, and the complexities of life.
Curriculum Framework document, page 11).
The Cross-cutting Issues identified in the curriculum are:
These have been built into the syllabuses of each subject.
• Environmental awareness The way in which they operate within the subject is very
• Health awareness similar to the generic skills. Physics provides a very good
• Life skills context for environmental and health awareness, and to
understand the complex and diverse world in which we live.

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ICT Integration
ICT is embedded as a learning/teaching tool. ICT framework is summarized below and cuts across all the subjects on the curriculum.

ICT APPLICATION (HOW ICT WILL BE INTEGRATED

CATEGORY OF A TASK IN THE SYLLABUS
FOR THE TASK CATEGORY)
Field works Use of cameras to take photos and record videos
Presentations in class Use presentation application
Key words and meanings Use online dictionary or search online
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 area Use digital/online mapping
Present findings in graphic and written format Use desktop publishing software or word processor
Showing data charts Use spreadsheet software
Group discussions Mind-mapping software
Search for extra reading materials Download files on 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 across the world Forming learning networks, formation of blogs, social
media, emails, etc.

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THE PHYSICS SYLLABUS

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

Time allocation
S1&2 S3&4
PHYSICS
3 periods a week 4 periods a week

Rationale
Physics lies at the heart of the natural sciences. Almost any • develop attitudes relevant to science in general and
scientific problem can be approached using the ideas and Physics in particular such as:
methods of physics. Physics explains how the world works
and helps us understand why things in the natural world - concern for accuracy and precision
happen the way they do. It prepares learners to pursue science - objectivity
related disciplines in higher education in line with the Vision - integrity
2040 conceptualisation of Strengthening Fundamentals - enquiry
(Infrastructure, Human Capital, Science, Technology, - initiative
Engineering and Innovations, Security and Defence). - inventiveness
The study of Physics enables learners to: - innovativeness

• acquire sufficient scientific knowledge and understanding • develop awareness that the study and practice of Physics
that will prepare them for the challenges of the 21st are co-operative and cumulative activities, that are subject
century to social, economic, technological, ethical, and cultural
influences, justifications, and limitations,
• become confident citizens in a technological world, able
to take or develop an informed interest in scientific • appreciate that the applications of Physics may be
matters, both beneficial and detrimental to the individual,
community, and the environment,
• recognise the usefulness, and limitations of Physics and
to appreciate its applicability in other disciplines and in • develop interest in and care for the environment and
everyday life, the proper utilisation of resources with respect to
Uganda,
• be suitably prepared for studies beyond the O’ level, carry
out experimental work

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Teaching and Learning Physics

The thrust of the new syllabuses is experiential and towards Learners need to interact with real situations inside and outside
deeper understanding. The focus in Physics is on the the classroom. They need to look at pictures or diagrams,
development of understanding through experimentation, examine statistics, or read texts from a range of sources. They
scientific enquiry, and rational thought. need to find out knowledge and ideas for themselves. They
should then be expected to express these in their own words,
The new syllabuses provide learners with a wide range of
not those of the teacher, and so demonstrate that they have
contexts in which to develop this understanding. These
understood what they have learnt.
contexts are designed to engage the interest of the learner
and to provide opportunities to build life-related knowledge, In this approach, learners are encouraged to:
experience, and skills. Teachers are encouraged to go beyond
• be responsible for their learning.
the textbooks and provide as many meaningful contexts as
possible. The generic skills have been integrated throughout • think for themselves and form their own ideas and
the curriculum and can only be acquired through active opinions.
approaches.
• become critical thinkers, ready to face new challenges
The role of the teacher is to build on learners’ existing and situations for themselves.
knowledge and experience, and 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.

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THE PHYSICS SYLLABUS

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

Introduction Introduction to Physics 6

Term 1 Mechanics and properties of matter Measurements in Physics 30
Mechanics and properties of Matter States of matter 10
Mechanics and properties of Matter Effects of forces 16
Term 2
Heat Temperature measurements 10

Heat Heat transfer 12

Term 3 Heat Expansion of solids, liquids, and gases 8
Light Nature of light; reflection of light at plane surfaces 16
Total 108

SENIOR DURATION
THEME TOPIC
TWO (NUMBER OF PERIODS)

Mechanics and properties of Matter Work, energy, and power 20

Term 1 Mechanics and properties of Matter Turning effect of forces, centre of gravity, and 16
stability
Mechanics and properties of Matter Pressure in solids and fluids 16
Mechanics and properties of Matter Mechanical properties of Materials and Hooke’s law 12
Term 2
Light Reflection of light at curved surfaces 8
Magnetism Magnets and magnetic fields 10
Electricity Electrostatics 8
Term 3 Earth and space physics The solar system 18
Total 108

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PHYSICS SYLLABUS

SENIOR DURATION
THEME TOPIC
THREE (NUMBER OF PERIODS)

Mechanics and properties of Matter Linear and non-linear motion 30

Light Refraction, dispersion, and colour 18
Term 1
Light Lenses and optical instruments 18
Term 2 Waves General wave properties 16
Waves Sound waves 14
Heat Heat quantities and vapours 20
Term 3 Earth and space physics Stars and galaxies 14
Earth and space physics Satellites and communication 14
Total 144

SENIOR DURATION
THEME TOPIC
FOUR (NUMBER OF PERIODS)

Electricity Introduction to current electricity 14

Electricity Voltage, resistance and Ohm’s law 18

Term 1
Magnetism Electromagnetic effects 16
Electricity Electric energy distribution and consumption 28
Atomic models
Term 2 Modern physics 20

Modern physics Nuclear processes 20

Term 3
Modern physics Digital electronics 20
Total 136

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Notes to users: Research involves using knowledge and includes asking

questions of others, discussion, reading, watching films,
The following words and terms are used in this syllabus and
listening to the teacher or use of the Internet to improve
should be interpreted as:
understanding
Knowledge: this is formed from accepted facts or information
Investigations and research seek to encourage learners
which forms a mental model (which may be incomplete)
to apply knowledge and understanding in a new situation,
Understanding: involves thinking and is formed from a analyse information, especially in observations, and create
collection of knowledge which links facts together and can be charts or graphs. Synthesising information from different
used to make generalisations or apply principles sources is combined to establish new patterns and
evaluation which involves making judgements about the
Investigations: involve thinking and the use of scientific
validity of results or evidence. In many cases, this will
equipment to apply understanding and a methodology which
require scaffolding to help learners to benefit from the
involves some or all of:
approach.
• planning to select techniques, apparatus, and materials
• identifying variables and how to control them
• making predictions based on prior knowledge and
propose hypotheses
• recording observations, measurements and estimates in
appropriate format
• identifying patterns in outcomes
• interpreting and evaluating observations and results using
suitable methods e.g. graphs
• identifying possible sources of errors and how to minimize
them

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

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY

The knowledge, understanding or The sorts of learning activities which

Opportunities for assessment within
skills expected to be learned by include the generic skills that will help
the learning
the end of the topic learners achieve the Learning Outcomes.

Teachers should base their lesson plans on the Learning Outcomes using the Suggested Learning Activities as a guide. These are
not the only possible learning activities, therefore, teachers are encouraged to extend these and devise their own that are
appropriate to the needs of their class.

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DETAILED SYLLABUS FOR PHYSICS

SENIOR 1: TERM 1 Theme: Introduction

TOPIC 1: INTRODUCTION TO PHYSICS 6 PERIODS
Competency: The learner should be able to understand the importance of Physics and safe laboratory practice.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY
The learner should be able to:
a. understand the meaning of physics, its • In groups, learners research the • Observe and listen to learners as they
branches and why it is important to study meaning of the word physics; discuss research and discuss the meaning of
Physics (u, v/a)) the science they have studied in primary physics, its importance and safe practice
b. understand why it is important to follow schools, and relate the topics studied to in the laboratory. Intervene to ensure
the laboratory rules and regulations (u, the definition of physics. After class that all are making progress towards
v/a) discussion, individuals produce reports on achievement of learning outcomes.
conclusions. • Evaluate learning by assessment of
• In groups, learners research and discuss products: group and individual reports;
some of the natural phenomena which safety guidance.
can be explained using physics, report to
and discuss with the class.
• In groups, learners discuss and relate
different careers to Physics
• In groups learners
• discuss rules and risk assessment to
keep themselves and others safe in the
laboratory
• produce a poster or chart to guide the
class in safe practice
ICT Support
Learner uses internet to search for some personalities who have made discoveries in Physics and display on a spreadsheet what they did.

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SENIOR 1: TERM 1 Theme: Mechanics and Properties of Matter

TOPIC 2: MEASUREMENTS IN PHYSICS 30 PERIODS
Competency: The learner should be able to estimate and measure length, area, volume, mass, density, and time and express
them using appropriate units.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY
The learner should be able to:
a. understand how to estimate and • In groups, learners examine, discuss, • Listen to group and pair discussions. Ask
measure physical quantities: length, area, research, and make notes on the probing questions to promote critical
volume, mass, and time (u, s, gs) accurate use of tape measures, rulers, thinking and ensure that learners gain
b. explain how they choose the right vernier calipers, stop clocks/watches, expected knowledge, understanding,
measuring instrument and units; balances, measuring cylinders, and and skills.
explain how to use the instruments to displacement cans. • Observe pairs and groups engaged in
ensure accuracy (u, s) • In pairs, learners choose appropriate units, practical activities and intervene to ensure
c. appreciate that the accuracy of record estimates, and then make and practice is safe and investigations are well
measurements may be improved by record accurate measurements of each of planned and conducted.
making several measurements and taking the following: • Evaluate quality of learning through
an average value (gs, v/a) the length of a football pitch, the assessment of products: outcomes
d. identify potential sources of error in width of a classroom, the area of of/reports on measuring exercises;
measurement and devise strategies a desk top, the thickness of a desk investigation reports; scientific notation
to minimise them (u, s, v/a) top, the time a friend takes to calculations.
walk 20 paces, the mass of a pen,
e. understand the scientific method and the volume of water in a
explain the steps used in relation to container, the volume of a regular
the study of physics (u) and an irregular solid
f. know that practical investigations • In pairs, learners compare estimates and
involve a ‘fair test’, analysis, prediction accurate measurements, agree on
and justification of results, and techniques for selecting measuring
observations, and apply learning in instruments
practice (k, s)
and units and for ensuring accuracy/
g. record data in graphs and charts and minimising error before completing
look for trends (u, s) reports on class conclusions.
h. understand and be able to use • In groups, learners plan, carry out, and
scientific notation and significant report on a simple investigation, e.g. to
figures (u, s) compare the rate of cooling of water
i. understand density and its application and a strong salt solution, considering:
to floating and sinking (u) • predictions/hypotheses
j. determine densities of substances and • ensuring a fair test, controlled and
relate them to purity (u, s, gs) measured variables
k. understand the global nature of ocean • selection of equipment and materials
currents and how they are driven by • frequency of measurements
changes in water density and
temperature (u, s) • accuracy of measurements
• recording results in a table
• presenting results in a graph
• analysis of results and
drawing conclusions

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PHYSICS SYLLABUS

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY
The learner should be able to:
• possible sources of error
• possible improvements
• In pairs, learners research on the use of
scientific notation before class discussion
about the need for its use when dealing
with very large or small numbers
(e.g. × 106, 4.31 x 10−3)
• Individuals practice
• Identifying and rounding of numbers
to required significant figures
• converting large & small numbers into
scientific notation
• In groups, learners predict whether solids
float or sink in water and record
conclusions, then plan, carry out and report
on a practical investigation to find the
densities of the solids and compare results
with the theoretical values and predictions
on floating.
• In pairs, learners research, discuss, and
produce a report on:
• how ocean currents are related to
changes in water density
• the possible impact on ocean currents
of the warming of the North Atlantic
due to climate change.
Note:
(i) the reading of vernier calipers and micrometer screw gauge should be left out but only mention instances where these instruments
are used
(ii) both digital and analogue clocks should be used if available
(iii) Accuracy and significant figures to be emphasised throughout the whole syllabus, for both theoretical and practical work
(iv) Scientific method should be continuously applied to ALL other topics and sub-topics
(v) The experiment to determine density using the density bottle should not be carried out, though results obtained from the experiment may
be used in numerical problems
ICT Support
• use spreadsheets to record experimental results, generate graphs and analyse results
• use spreadsheets and enter appropriate formulae to make calculations

18
 THE LOWER SECONDARY CURRICULUM

SENIOR 1: TERM 2 Theme: Mechanics and Properties of Matter

TOPIC 3: STATES OF MATTER 10 PERIODS
Competency: The learner should be able to use the knowledge of the arrangement and motion of particles to explain the
properties of solids, liquids, gases and plasma.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY
The learner should be able
to:
a. understand the meaning of matter (u) • In groups, learners draw on their • Listen to presentations and group
b. understand that atoms are the prior learning and research to discussions and where
building blocks from which all matter produce a presentation on: appropriate, ask questions to
is made; appreciate that the states of • why matter is anything which promote clarification and deepen
matter have different properties (k, u) occupies space and has mass understanding.
c. apply the particle theory to explain • the particle theory of matter • Observe groups and pairs and
diffusion and Brownian motion and intervene to offer guidance.
• how matter exists in different states and
their applications (s) give common examples of solids, • Evaluate the quality of learning
d. understand how the particle theory liquids, and gases and progress towards the
of matter explains the properties of learning outcomes through
• the nature of plasma and why it is assessment of products:
solids, liquids and gases, changes of described as the fourth state of matter
state, and diffusion (u) presentations, investigation
• the properties of solids, liquids, and reports, and personal research.
e. understand the meaning and gases, including shape, pouring,
importance of plasma in physics and compressing
(u, v/a)
• Brownian motion
• In pairs, learners observe/present
demonstrations, research, and report on the
factors that affect rate of diffusion in fluids;
compare diffusion of liquids and gases (link
to transpiration, and osmosis in biology).
• In groups, learners apply knowledge of the
particle theory to explain on a poster:
• the properties of solids, liquids and
gases
• why, when curry is cooking in the
kitchen, it can be smelt in all parts of
the home, even if there are no air
currents
• why diffusion takes place faster in a gas
than in a liquid
• In groups, learners plan, carry out and report
on investigations, using the scientific method
to explain, using water and ice, the changes
of state of matter resulting from heating and
cooling. They use the observations to explain
why heat is taken in during melting and
boiling and given out during condensing and
freezing.

19
PHYSICS SYLLABUS

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY
The learner should be able to:
• In pairs, learners research, discuss and
report on the importance of changes of
state in everyday life, including control
of body temperature in mammals, rain
and the water cycle, cooling drinks with
ice and making ice cream.

Note:
1. More discussion on plasma and its availability to be emphasised
2. Cooling curves should not be introduced at this point
ICT Support
Learners use the internet or video to view simulations of plasma in nature

SENIOR 1: TERM 2 Theme: Mechanics and Properties of Matter

TOPIC 4: THE EFFECTS OF FORCES 16 PERIODS
Competency: The learner should be able to explore the nature and types of force and describe how forces move or change the shape of
objects, and understand some common applications of forces.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY
The learner should be able to:
a. know that a force is a push or a pull and • In pairs, learners use springs, rubber • Listen to pairs/groups and ask probing
that the unit of force is the Newton (k) bands, and force meters to research, questions to promote critical thinking and
b. know the effects of balanced and push, and pull forces and use this to deepen understanding of forces.
unbalanced forces on objects (k, s) • explain the meaning of force • Observe learners involved in activities;
c. understand the existence of the force of • identify a variety of forces and intervening to avoid misconceptions
gravity and distinguish between mass and give instances where they occur and to help with strategies for solving
weight (u) numerical problems related to the
• categorise forces as contact and non- resultant of two or more forces.
d. appreciate that the weight of a body contact
depends on the size of the force of • Listen to discussions and pose questions
• demonstrate the effects of forces where appropriate to deepen thinking
gravity acting upon it (k, u, v/a) on objects on how adhesion and cohesion occur
e. understand the concept of friction in • identify examples of the effects of and the practical implications.
everyday life contexts (u) forces (change of movement • Observe group work and assess
f. understand the meaning of adhesion and and/or shape) on objects presentations to gauge progress towards
cohesion as forms of molecular forces (u) • express forces in Newtons and use the learning outcomes; intervening as
g. explain surface tension and capillarity in the symbol N. appropriate.
terms of adhesion and cohesion and their • In pairs, learners:
application (u, v/a)
• consider a tug of war to explain forces
and predict in diagrams what will happen
when the pulling forces of the teams are
a) unbalanced and b) balanced.
• calculate resultant forces when
linear and perpendicular forces are
applied to an object

20
 THE LOWER SECONDARY CURRICULUM

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

• In groups, learners draw on prior learning and

research about gravity and explain in a
presentation:
• why gravity is less on the moon than on Earth
• why objects are attracted to the Earth
• why the Earth revolves around the sun
• applications of force of gravity such as irrigation
in farming and other consequences of weight
• the relationship between mass and weight
(W=mg)
• why the weight of a body depends on the size
of the force of gravity acting upon it
• In groups, learners draw on prior learning to explain
friction, and plan and carry out a practical
investigation to find the effects and use of frictional
forces to explain:
• the factors that affect frictional force between
two surfaces in contact and determine the
limiting friction between them
• ways of reducing or increasing friction
• why heavy objects can be more easily moved on
rollers
• why objects slide more easily across a smooth
surface than a rough surface
• why car tyres become smoother and thinner
with time and why tyre tread is important
• why it is easier to write with a pencil on paper
rather than on glossy plastic
• In groups, learners investigate the existence of
surface tension on water, observe demonstrations
and explain in a presentation:
• the effects of spraying a layer of oil on the water
surface in ponds
• capillarity, cohesion, and adhesion and explore
with glass tubes of different diameters;
• real life examples of adhesion and cohesion (e.g.
damp course in buildings, and fluid flow in plant
stems)
Note:
1. Treatment of F=ma not required at this point
2. Both scale drawing and mathematical (Pythagoras theorem) method can be used to obtain the resultant force of perpendicular forces.
3. The angle at which the resultant is inclined is not required
4. Only the qualitative treatment of friction is required
5. The use of the expression W=mg to be emphasized
6. Emphasise the meaning rather than the definition of surface tension
7. Mathematical treatment of surface tension is beyond the scope of this syllabus
ICT Support
Use Internet as a source of research for information about gravity on earth and other planets

21
PHYSICS SYLLABUS

SENIOR 1: TERM 2 Theme: Heat

TOPIC 5: TEMPERATURE MEASUREMENTS 10 PERIODS
Competency: Appreciate that temperature change is a result of heat effects in a body and that daily temperature changes have an
effect on our lives.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY
The learner should be able to:
a. Understand the difference between • In groups, learners discuss the effects of • Listen to discussion in groups and
heat and temperature (u) heat on substances and use the pairs and pose questions to encourage
b. Understand how temperature scales discussion to explain the difference thinking to understand that energy can
are established (u) between heat and temperature neither be created nor destroyed, only
• In groups, learners draw on prior transformed from one type to another.
c. Calibrate a thermometer and use it
to measure temperature (s, u) learning about how thermometers • Observe how learners participate in group
measure temperature and compare the and pair work; ensuring that all participate
d. Compare the qualities of
accuracy of mercury, alcohol and digital and make progress.
thermometric liquids (u, s, v/a)
thermometers as water is heated and/or
e. Describe the causes and effects of • Assess the quality of products and
cooled.
the daily variations in atmospheric scientific literacy, and then evaluate
• In groups, learners plan and report on progress towards the learning
temperature (u, v/a)
an investigation into the thermometric outcomes.
qualities of liquids; calibrating their
experimental thermometers and
evaluating the accuracy of the calibration.
• In groups, learners discuss and report on
the causes of the variation in atmospheric
temperature and its effects to life on earth.

Note:
Gas and resistance thermometers should not to be discussed at this level

ICT Support
• use any computer program to draw a flow chart showing the various energy changes
• use data collection tools such as a temperature probe (sensor) to capture the temperature heat variation

22
 THE LOWER SECONDARY CURRICULUM

SENIOR 1: TERM 3 Theme: Heat

TOPIC 4: HEAT TRANSFER 12 PERIODS
Competency: The learner should be able to explain the modes of heat transfer and their applications to daily life.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY
The learner should be able to:
a. understand how heat energy is • In groups, learners design, carry out and • Listen to discussions and encourage
transferred and the rate at which report on investigations to show how learners to draw on prior learning and
transfer takes place (u, s) heat is transferred in different solids, their experience of heat transfer and
b. understand what is happening at particle water and air to explain: insulation. Pose questions to promote
level when conduction, convection, and • conduction in different solids in terms deep thinking.
radiation take place and their application of particle theory • Observe how learners work together to
(k, u, v/a) • convection in liquids and air in terms share information about heat and
c. understand that greenhouse effect and of particle theory explain it at particle level. Intervene to
global warming are aspects related to offer guidance and deepen
• the causes and effects of convection understanding.
heat transfer on the earth surface (u, v/a) currents in the atmosphere and their
relation to weather/climate • Assess learners’ knowledge,
understanding, and skills through
• In groups, learners use prior learning products; making sure all progress
to design, carry out and report on to achieve learning outcomes.
investigations to:
• Compare rates of heat conduction
by different materials
• compare the radiation of heat
from different surfaces and how
heat is transferred by radiation
• compare how well heat is
absorbed/ reflected by different
surfaces
• In pairs, learners research and make a
presentation on how heat transfer is kept
to a minimum in a vacuum flask
• In groups, learners search and make
presentations on causes and effects of
global warming and how the greenhouse
works

23
PHYSICS SYLLABUS

SENIOR 1: TERM 3 Theme: Heat

TOPIC 7: EXPANSION OF SOLIDS, LIQUIDS AND GASES 8 PERIODS
Competency: The learner should be able to explain the effect of heat on the expansion of solids, liquids, and gases and explore
their applications.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY
The learner should be able to:
a. understand that substances expand on • In groups, learners design, carry out and • Listen to groups’ and pairs’
heating, and recognise some report on a practical investigation to discussions and ask probing
applications of expansion (u, s) compare the rates of expansion of solids questions to ensure understanding.
b. understand the effect and consequences and liquids. Explain how the expansion • Observe how learners investigate and
of changes in heat on volume and density of materials is observed and used in e.g. use the outcomes to explain expansion;
of water (u, s) expansion of tyres/balloons, metal intervene to deepen learning of all
bridges, and weather systems, water participants.
c. know about the anomalous expansion expanding when frozen/ice forming on
of water between 0ºC and 4 ºC and its the surface of water. Share the results • Evaluate quality of learning through
implications (u, k, v/a) with the class. assessment of products: investigation
reports and presentations.
• In pairs, learners research, discuss and
prepare a presentation on ‘How particle
theory can be used to explain how
heating changes the volume and density
of solids, liquids, and gases’.
• In pairs, learners produce an annotated
diagram / graphic presentation,
explaining why ice forms on the surface
of a body of water and why this is
important for life on earth.

Note:
Gas laws should not be used to explain expansion of gases at this level. Numerical treatment of gas expansion not required. Only simple
illustration of gas expansion in everyday life is required.

24
 THE LOWER SECONDARY CURRICULUM

SENIOR 1: TERM 3 Theme: Light

TOPIC 8: NATURE OF LIGHT; REFLECTION AT PLANE SURFACES 16 PERIODS

Competency: The learner should investigate how some objects emit light resulting in light and shade, while other objects, such as
a mirror, simply reflect light, and understand the applications of light/shade and reflection.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY
The learner should be able to:
a. Know illuminated and light source • In groups, learners brainstorm prior • Listen to pairs’ discussions and intervene
objects in everyday life (u, s) learning about natural and artificial to ensure that diagrams are drawn
b. understand how shadows are formed and sources of light and the formation of accurately and that they use them to
that eclipses are natural forms of shadows shadows, and explain using explain the nature of light, the formation
(u) diagrams. of shadows, and the pinhole camera.
c. understand how the reflection of light • In pairs, learners use their knowledge • Observe pairs and groups engaged
from plane surfaces occurs and how we about how light travels to explain in in practical activities and intervene to
can make use of this (k, u, s, gs) diagrams how light from the sun ensure that investigations are well
reaches the Earth and how eclipses planned and conducted and
are formed. misconceptions are avoided.
• In pairs, learners apply prior learning to • Evaluate learning through products:
investigations of a pinhole camera and diagrams and designs; assess
use it to explain magnification and image, progress towards the learning
using diagrams. outcomes.
• In pairs, learners investigate the
characteristics of images formed by plane
mirrors and research and explain angles
of incidence and reflection; recording
findings with (ray) diagrams. Then they
use this information to verify laws of
reflection
• In pairs, learners apply their knowledge of
reflection to design, make, and report on a
device (periscope) using card and mirrors
which would allow a person to see over a
wall.
ICT Support
Use of ICT simulations and other relevant pictures to show the appearance of the sun, moon and earth during eclipses.

25
PHYSICS SYLLABUS

SENIOR 2: TERM 1 Theme: Mechanics and Properties of Matter

TOPIC 1: WORK, ENERGY AND POWER 20 PERIODS
Competency: Understand and use the relationship between energy, work done, force, and power in the operation of simple
machines
LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY
The learner should be able to:
a. know that the sun is our major source of • In pairs, learners explain on a poster • Listen to pair and group discussions;
energy, and the different forms of how the sun is the Earth’s major source of ask probing questions to promote
energy (k) energy thinking and understanding about
b. know that energy can be changed work, power, and energy.
• In groups, learners draw on prior learning
from one form into another and to discuss and explain the energy • Observe pairs and groups engaged
understand the law of conservation transformations that take place: in activities and intervene to ensure
of energy (k, u) calculations are well understood
• at a waterfall and conducted.
c. understand the positive and negative
effects of solar energy(u) • when a diesel generator is used to • Evaluate quality of learning through
provide light and heat assessment of products: work diagrams,
d. understand the difference between
• when fruit falls to the ground from energy transformation reports, work
renewable and non-renewable
a tree posters, and work/KE/velocity
energy resources with respect to
Uganda. (u, v/a) • In pairs, learners research on the law of calculations, and gauge progress
conservation of energy and explain it on a towards learning outcomes.
a. know and use the relationship between poster or chart
work done, force, and distance moved,
and time taken (k, s) • In groups, learners research and report
on the positive and negative impact of
b. understand that an object may have solar energy.
energy due to its motion or its position
and change between kinetic and • In pairs, learners research on the terms;
positional potential energy (u, s) work, energy, and power and discuss
how they are related. They explain in
c. know the mathematical relationship
diagrams the factors that determine the
between positional potential energy and
amount of work done by moving masses
kinetic energy, and use it in calculations
through different distances, and identify
(k, u, s, gs)
examples of work being done on an
d. understand the meaning of machines object in everyday life.
and explain how simple machines
• In groups, learners discuss prior learning
simplify work (u, s)
about energy and transformation, kinetic
d. understand the principles behind the and potential energy and create a poster
operation of simple machines (u, s, gs) to explain how potential energy is
converted to kinetic energy as an object
falls. Using this understanding, groups
predict and report on the energy changes
that take place as a pendulum swings.
• In pairs, learners calculate work done
(e.g. when a student lifts a weight of 800
N through a height of 10 m in 48 s.)
using the equation
work done = force x distance moved in
the direction of force, and the power
developed using the equation:
power = work done ÷ time taken.
• In groups, learners burn wood, paper or
liquid paraffin, (this word is not clear),
observe and discuss the reaction and
explain on a poster:
• energy transformation
• energy loss and conservation

26
 THE LOWER SECONDARY CURRICULUM

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY
The learner should be able to:
• renewable and non-renewable
energy sources
• their effects on the environment
• ways to conserve energy for the future
• In pairs, learners calculate the kinetic
energy and the velocity of a falling object
e.g. brick of mass 0.5 kg falls from the top
of a wall 20m high and hit the ground
(ignoring any friction as the brick travels
through the air).
• In groups, learners revisit prior learning
and produce a poster to explain the
moment of a force and how machines
make it possible to perform tasks using
smaller forces than would otherwise be
the case, referring to applications such
as:
• opening a door
• garden tools
• wheel and axle
• pulley system
• inclined plane
• lever and screw
• In pairs, learners use simple equipment
to investigate the following and explain
using a poster or presentation:
• 1st, 2nd and 3rd class levers
• why it is easier to undo a tight nut using
a spanner with a long handle than one
with a short handle
• load, effort, and fulcrum
• mechanical advantage, velocity ratio
and efficiency of simple machines
• power loss and efficiency in simple
machines, and how efficiency can be
maximised.
Note:
Derivation of P.E. = mgh and K.E= 1 𝑚𝑚𝑣𝑣2 is not required, but only the use of these equations in calculating P.E and K.E is recommended
2
ICT Support
• Using ICT simulations to show how some machines do work is recommended

27
PHYSICS SYLLABUS

SENIOR 2: TERM 1 Theme: Mechanics and properties of matter

TOPIC 2: TURNING EFFECT OF FORCES, CENTRE OF GRAVITY AND STABILITY

16 PERIODS
Competency: The learner should be able to investigate the relation between turning effect of forces and stability of bodies.
LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY
The learner should be able to:
a. understand the turning effect of forces • In groups, learners revisit prior learning • Listen to group/pair discussions and
and its applications (u, s, v/a) and research about balanced moments, in ask questions to deepen learning.
b. understand and apply the concept of order to: • Observe how practical work is
centre of gravity (u, s, v/a) • explain the principle of moments planned and conducted and pose
using a balance(see-saw) questions to improve critical thinking,
• explain turning effect and the learning, and practical techniques.
meaning of equilibrium • Evaluate the quality of learning
• apply this understanding to practice through assessment of products:
estimating and determining mass/ reports on moments, calculations,
weight and distance from the pivot in investigation details, and reports on
order to balance applications.
• In pairs, learners practice moments
calculations e.g. determine the value of
distance d if AB is balanced in the figure
below (or similar).
2m 2m
A B
1.5m dm

300 N 200 N
500 N 600 N

• In pairs, learners investigate and report

on how to find the centre of gravity of a
lamina of uniform and non-uniform shape
and then prepare a report on:
• the relationship between the position
of the centre of gravity of an object to
its stability e.g. a bus, a racing car, etc.
• how the position of the centre of
gravity has implications for the design
of objects
• what happens when bodies in stable,
neutral, and unstable equilibrium are
displaced
Note:
1. Examples on moments should involve one or two pivots/turning points only.
2. Variety of examples and practical activities using a metre rule and a knife edge are recommended.

28
 THE LOWER SECONDARY CURRICULUM

SENIOR 2: TERM 2 Theme: Mechanics and Properties of Matter

TOPIC 3: PRESSURE IN SOLIDS AND FLUIDS 16 PERIODS
Competency: The learner should be able to explain pressure in solids and fluids and identify their applications in everyday life.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY
The learner should be able to:
a. understand that pressure is the result of • In pairs, learners use blocks of different • Listen to groups and pairs of learners as
a force applied over an area (u, s) surface area and plasticine to they research investigate, and discuss
investigate and then report on the the meaning of pressure, its causes,
b. understand the effect of depth on the relationship of force and surface area.
pressure in a fluid and the implications of effects, and applications. Ask questions
Solve numerical problems involving to promote deep learning.
this (u, s)
force and pressure, using the equation:
c. understand the nature of the pressure = force/area e.g. the pressure a • Observe groups and pairs and intervene
atmosphere and how atmospheric to check and secure understanding and
drawing pin exerts if its tip area is 1
pressure is measured (u, s) ensure that all are making progress
mm2 and the force used to push it is 2
towards achievement of the learning
d. know the structure of the atmosphere N, and explain the implications.
outcomes
and the significance of the different • In groups, learners revisit the particle
layers (k, u, v/a) • Evaluate learning by assessment of
theory, carry out research and explain
products: graphs, reports, posters
e. understand the use of the Bernoulli using a poster or presentation: what
/ presentations, and calculations,
effect in devices like aerofoils and Bunsen happens when a small amount of boiling
as well as use of scientific
burner jets (u) water is poured into an empty plastic
notation, posters and
bottle, the cap is placed on tightly, and
f. understand the concept of sinking and presentations, investigation reports,
the water cools.
flotation in terms of forces acting on a and annotated diagrams.
body submerged in a fluid (u) • In pairs, learners investigate and report on
the effect of depth on fluid pressure by
g. understand and apply the Archimedes’
making holes in a water bottle at different
Principle in different situations (u, s, v/a)
depths and explain the links between
depth, pressure and density and how this
may be applied for example in irrigation,
water supply, etc.
• In pairs, learners use the expression for
fluid pressure i.e. p = hρg to calculate
liquid pressure.
• Groups discuss and use learning about
pressure to explain why:
• farm tractors have large back wheels
with wide tyres
• a hippopotamus can walk in mud
easier than a goat
• dam walls are built so that they are
increasingly thick from top to
bottom
• rivers flow fastest at narrow sections
than at wider sections, though the
volume of the liquid does not change

29
PHYSICS SYLLABUS

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE
The learner should be able to:
ASSESSMENT
STRATEGY
• In groups, learners use Hare’s apparatus to, compare the
densities of different liquids and explain in a report, using
particle theory:
• which of the liquids investigated is more dense
• why the pressure at a depth of 10 m in the sea is higher
than at the surface
• In groups, learners carry out investigations (using straws,
syringes, siphons, and plastic bottles) and research in order to
explain the following in a presentation:
• how atmospheric pressure is measured using a
barometer and why it varies daily
• how pressure changes make drinking straw, syringe,
siphon and pumps work
• how hydraulic machines work
• how altitude affects atmospheric pressure and the
impact on our breathing, weather, and climate
• why a space is left when bottling liquids and why soda
bottles do not have flat bottoms.
• In pairs, learners investigate and report, using diagrams, the
impact on atmospheric pressure of air moving over a
suspended aerofoil section (the Bernoulli effect) and use it
to explain why aeroplanes can fly, even though they are
denser than air.
• In pairs, learners research the main layers of the
atmosphere, and using a poster or presentation,
describe their characteristics, the importance of each
layer, and explain how: pressure and temperature vary
with altitude and region of the Earth, and the impact on
weather and climate patterns
• In pairs, learners investigate the forces on a floating
body, find the effect of increasing the mass, and explain
• why objects weigh less in water than in air and
• relate this to density
• In pairs, learners investigate the relationship between up-
thrust and weight of fluid displaced and use the
outcomes to inform a presentation on Archimedes’
Principle and the law of flotation.
• In groups, learners apply their learning to explain using a
poster or presentation, why ships can float in water,
though their material has a higher density than that of
water.

30
 THE LOWER SECONDARY CURRICULUM

SENIOR 2: TERM 2 Theme: Mechanics and properties of matter

TOPIC 4: MECHANICAL PROPERTIES OF MATERIALS; HOOKE’S LAW 12 PERIODS

Competency: The learner should investigate and understand how the mechanical properties of different materials are related to their
applications.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT
The learner should be able to:
STRATEGY
a. understand how the mechanical • In groups, learners use prior learning and research to • Listen to pairs and groups
properties of common materials can be explain in a report the meaning of the following of learners as they
utilised in physical structures characteristics, research, plan and
(u, s, v/a) and name common materials that exhibit these investigate. Intervene
properties: where appropriate, to
b. understand that the tensile strength of • brittle ensure that all are making
materials is determined by the properties • ductile progress towards
of the substances they are composed of • strong achievement of learning
(u) • hard outcomes.
c. understand that heating changes • malleable • Observe learners
the structure and properties of some • flexible engaged in activities and
materials (u) • elastic offer guidance to ensure
• In pairs, learners construct and test to destruction that all participate and
model bridges made out of different materials acquire the expected
(wooden sticks, straws, spaghetti) and produce a knowledge,
report in which they: understanding, and skills.
• relate physical properties to their characteristics • Evaluate quality of
• identify material used in everyday life and learning through
research and relate their use to their properties assessment of products:
outcomes of research,
• explain, in terms of particle theory, why heating posters/presentation s,
materials changes their structure and properties and investigation
• In pairs, learners research on the stress lines of reports.
beams under tension and compressive stress, and
then explain how reinforcing concrete changes its
properties.
• In groups, learners investigate, research and report on
the relationship between the load and the stretching
effect on springs or rubber bands of different
dimensions and make a presentation to explain:
• the impact of variation of load on extension of elastic
materials in a graph
• the concepts of stress and strain
• Hooke’s law and its relevance to the findings
• In groups, learners investigate the relationship
between the diameter of a tube and its tensile
strength. On a poster, they report the results and
relate the findings to the structure of the bone and
to the use of materials in construction.
• In groups, learners investigate and report on the
strength of concrete strips made with different
proportions of sand and cement, comparing their
properties and relating them to the balance of sand/
cement.
• In groups, learners compare the different
constructional materials such as glass, wood,
ceramics, and steel and make a report.

31
PHYSICS SYLLABUS

SENIOR 2: TERM 2 Theme: Light

TOPIC 5: REFLECTION OF LIGHT BY CURVED SURFACES 8 PERIODS
Competency: The learner should understand how concave and convex mirrors form images, and also be able to describe the uses
of these mirrors in everyday life.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT
The learner should be able to:
STRATEGY
a. Understand reflection of light and the • In groups, learners investigate what happens to • Listen to group and pair
formation of images by curved mirrors (u) the reflection when an object is placed at discussions and ask probing
b. Use ray diagrams to show how images are different distances from a curved mirror, and then questions to check
formed by curved mirrors and the nature record results in a table. understanding and promote critical
of the images (s) • In pairs, learners research what is meant by thinking.

c. Determine the focal length of concave focal length (f) and curvature (c) • Observe how learners work
mirrors using a variety of methods. (s, gs) and use ray diagrams to explain how a together to develop their
concave mirror can: understanding about reflection.
• focus light from a distant object Intervene to steer activities as
necessary.
• produce a magnified real image
• Evaluate the quality of learning
• In pairs, learners discuss the characteristics of through assessment of products, and
images formed by curved mirrors and use either ensure that learners are making progress
side of a shiny spoon (or actual mirrors) to toward the learning outcomes and are
compare and report on the differences between gaining expected knowledge,
concave and convex mirrors. understanding, and skills.
• In groups, learners determine the focal length of
concave mirrors and make reports.
• In pairs, learners research on, and explain
using diagrams, why curved mirrors are used
in optical instruments such as a telescope and
in vehicle headlights.

Note:
a) The relation r=2f should not be derived.
b) Image distance should be obtained by scale drawing only and not calculated from the mirror formula.
c) Experimental determination of focal length of convex mirrors is not required.

32
 THE LOWER SECONDARY CURRICULUM

SENIOR 2: TERM 3 Theme: Magnetism

TOPIC 6: MAGNETS AND MAGNETIC FIELD 8 PERIODS
Competency: The learner should investigate and understand the properties of magnets and explain how the Earth behaves as a
magnet.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY
The learner should be able to:
a. know that a small number of materials are • In pairs, learners use prior learning to • Listen to group and pair discussions and
magnetic, but most are not (k) discuss and classify materials in a table ask probing questions to promote
b. know how magnets can be made and into magnetic or non- magnetic: [copper, critical thinking.
destroyed (k, s) nickel, iron, steel, cobalt, aluminium, • Observe how learners work together and
steel, zinc, wood, rubber], then confirm offer support to improve learning.
c. understand the behaviour of their results with a magnet, and identify
magnets and magnetic fields (u) any pattern in the results. • Evaluate the quality of learning through
d. know that the Earth is a magnet and how assessment of products: tables, reports,
• In pairs, learners plan and carry out diagrams, and gauge progress towards
a compass is used to determine direction investigations using magnets and
(k, s) the learning outcomes.
research to discover and report:
• which poles attract and repel
• the law of magnetism, and
• which pole of a bar magnet is south
and which is north
• In groups, learners use iron filings and
paper to plot magnetic fields around a bar
magnet and individually draw diagrams
to show the lines of force.
• In pairs, learners do as follows,
and produce a report:
• investigate the strength of available
magnets using a chain of small nails or
pins as a measure
• investigate what happens when a
magnetised needle is suspended
freely by a thread
• research how the Earth behaves as a
magnet and how a magnet can be
used to navigate

Note:
Only field lines around magnets should be drawn. Magnetic field lines around current carrying conductors shall be introduced at a later time.
Concept of magnetic and geographic meridians should be left out.

ICT Support
Use of ICT to show appearance of geographical meridian and magnetic meridian and related phenomena.

33
PHYSICS SYLLABUS

SENIOR 2: TERM 3 Theme: Electricity

TOPIC 7: ELECTROSTATICS 8 PERIODS
Competency: The learner should understand electrostatics and use electrostatics to explain lightning and other phenomena.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY
The learner should be able to:
a. understand everyday effects of static • In pairs, learners research on and discuss • Listen to group and pair discussions;
electricity and explain them in terms of everyday examples of the effects of static encouraging the use of prior learning, and
the build-up and transfer of electrical electricity, such as charging of a balloon asking probing questions to promote new
charge (u, s) (to pick up bits of paper), a comb or some thinking and deepen learning.
b. apply knowledge of electrostatic charge clothing, and explain on a poster: • Observe how learners work, and
to explain the operation of devices like • how friction generates electric charge intervene to boost understanding of
lightening conductors (u, s, v/a) that builds up on an insulator electrostatics
• how charging by induction occurs • Assess products to ensure that learners
• how charge can be transferred gain expected knowledge,
understanding, and skills and are all
• the particles responsible for the charge making progress towards achievement
• In groups, learners use a gold leaf of learning outcomes.
electroscope and explain on a poster or
presentation how:
• it is charged
• a buildup of charge is transferred
• how opposite charges attract and like
charges repel
• In pairs, learners research and report on:
• occurrences of lightning in Uganda
• the causes of lightening (a static
discharge that builds up due to friction
when bodies of air pass over each
other) and how lightening conductors
work
• how to stay safe in a thunderstorm
Note:
The Faraday ice pail experiment and van der Graaf generator should be left out.

ICT Support
Use of internet to search for the recent occurrence of lightning in Uganda and the human casualties involved.

34
 THE LOWER SECONDARY CURRICULUM

SENIOR 2: TERM 3 Theme: Earth and Space

Physics TOPIC 8: THE SOLAR SYSTEM 18 PERIODS
Competency: The learner should understand the relative movement of the earth and moon in relation to the sun and explain the
consequences for the Earth.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT
The learner should be able to:
STRATEGY
a. know the relative sizes, positions, and • In pairs, learners research and explain on a • Listen to group and pair
motions of the earth, sun and moon (k, poster; discussions, asking probing
u) • how the Earth orbits around the sun and questions to promote thinking, and
b. understand how day and night occur and the moon around the Earth and the time ensure that learners gain expected
demonstrate the phases of the moon (u, taken for these orbits knowledge, understanding, and
s) skills.
• the cause of day and night
c. understand the roles of the sun, earth and • Observe learners working
• why the shape of the moon appears to together, providing guidance to
moon in explaining time, seasons, change over a period of time when viewed
eclipses, and ocean tides (k, u, gs) ensure all grasp concepts.
from the Earth
d. know the components of the solar system • Evaluate quality of learning
• how the tilt of the Earth gives rise to through assessment of products:
and their positions (k) seasons in some parts of the world posters, planet models, and
e. know the main characteristics of the inner • the implications of the above for reports; gauge progress towards
and outer planets in the solar system (k) activities on Earth the Learning Outcomes.
f. understand the various views about the • In pairs, learners use a model to explain how
origin and structure of the universe (k, the earth and moon move relative to the sun
v/a) and use it to explain eclipses.
• In groups, learners research, discuss and
report on the connection between the
moon and ocean tides.
• In pairs, learners research and report on:
• the components of the solar system, and
make a scale model of the planets and place
them in order showing their relative distance
from the Sun
• the main characteristics of the inner four
and outer four planets
• why the Earth is the only planet which
supports life
• In groups, learners research, discuss and
explain, using an appropriate medium:
• the asteroid belt and where it is found in
the Solar System
• the origin and structure of the universe
Note:
a) use of ICT animations is required
b) the use of a globe and torch is recommended
ICT Support
The Learner can use Internet research to study about the relative positions of the sun, moon, and earth and the phases of the moon and the
solar system.

35
PHYSICS SYLLABUS

SENIOR 3: TERM 1 Theme: Mechanics and Properties of Matter

Topic 1: Linear and non-linear motion 30 PERIODS
Competency: The learner should be able to devise activities to measure distance and short time intervals, and he/she should be able to use
the data to calculate the speed and acceleration of a moving object and explain their implications.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT
The learner should be able to:
STRATEGY
a. understand and apply the relationship • In groups, learners plan and carry out an • Listen to group and pair
between speed, distance, and time (u, investigation to find the speed of someone discussions; asking probing
s) walking, running, riding a bicycle, and questions to clarify
b. understand the terms: linear motion, travelling in a car between understanding and deepen
speed, average speed, acceleration, two points, using speed = distance/time. learning.
and be able to investigate resistance • In pairs, learners: • Observe learners carrying out
to motion (u, s) • interpret and construct distance/time activities, offering advice and
c. know and use the equations of motion graphs and velocity-time graphs guidance to ensure that all engage
(u, s) fully and make good progress.
• calculate the average speed of objects
d. understand the acceleration of bodies moving between two points, and explain, • Evaluate quality of learning
moving in a circle and the effect of on a poster, linear motion and the through assessment of reports and
gravity and air resistance on moving difference between speed and average ensure progress towards the
bodies (u, s) speed. learning outcomes.

e. understand linear momentum and that it • In groups, learners measure acceleration using
is conserved during collisions (u, s) a ticker timer and explain in a report the graph
for uniform acceleration and linear motion.
f. understand that momentum is conserved
during a collision and the implication of • In groups, learners use data to solve problems,
this (u, s, v/a) using the formula v=u+at and other
equations.
g. understand and apply Newton's laws of
motion (u, s, v/a) • In groups, learners plan and report on an
investigation into the motion of a body falling
h. understand the differences between
vector and scalar quantities, and give in a viscous fluid, and the effects of
examples of each (u) shape/streamlining on the motion. They
should explain distance/time graphs for this
i. understand that a number of forces motion, and the implications of shape in birds,
acting on a body can be represented by a fish and planes.
single resultant force (u, s)
• In pairs, learners research and explain on a
poster, the speed and acceleration of bodies
moving in a circle and describe the effect of
gravity and air resistance on the motion
• In groups, learners research what momentum
is, and report on their findings and use the
relation p=mv in various ways.
• In groups, learners use an air track to
investigate and explain to the class the
conservation of linear momentum and how
it is affected by changes to mass and
velocity
• In groups, learners draw on prior learning to
explain with a presentation or a poster:
- the Newton as a unit of force
- the effect on velocity of applying forces
of different size to objects of different
mass
- the use of the formula F=ma.

36
 THE LOWER SECONDARY CURRICULUM

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT
The learner should be able to:
STRATEGY
• In pairs, learners research on Newton’s laws
and their implications and explain the
following in a report, with examples:
• how action and reaction are equal and
opposite
• the difference between vector and
scalar quantities
• In groups, learners use pulleys to investigate
and report on the direction and size of the
result force when two forces act at right
angles on the same object.
Note:
a) The derivation of the equations of motion is not required.
b) Numerical problems on motion in a circle are not required.
c) Problems related to objects projected at an angle to the horizontal are beyond the scope of this syllabus.
ICT Support
• Use a data collection tool such as a motion sensor to capture speeds of everyday events.
• The learner can use spreadsheets to record and analyse experimental data and draw the velocity-time graphs.
• Learner observes a video on collisions and how their effects are minimised.

37
PHYSICS SYLLABUS

SENIOR 3: TERM 1 Theme: Light

TOPIC 2: REFRACTION, DISPERSION, AND COLOUR 16 PERIODS
Competency: The learner should be able to understand the phenomenon of refraction and its effects.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY
The learner should be able to:
a. understand that light may be refracted • In groups, learners: • Listen to group and pair discussions and
as it passes from one medium to another • investigate and explain with evaluate learning by assessment of
and that this has both consequences and diagrams, how a ray of light is group and individual reports.
uses (u, s, v/a) refracted as it passes between two • Observe groups and pose questions to
b. understand the concept of refractive adjacent media promote thinking.
index (u, s) • explain phenomena such as • Check understanding and progress
c. understand the concept of total internal the towards the learning outcomes
reflection(u) apparent bending of a stick in water and through assessment of products.
d. know that white light can be split into determine refractive index of glass
coloured light by refraction (k, s) • In groups, learners use light boxes
e. know that white light results from the and glass prisms to:
superimposition of light of all colours of • investigate and report on total
the visible spectrum (u, k) internal reflection and critical angle
f. determine refractive index of glass (s, • explain on a poster how prisms
gs) can be used instead of plane
mirrors in periscopes
• In groups, learners:
• investigate and report on the
causes of light dispersion and
how a prism splits white light into
coloured light by refraction
• explain dispersion of light, such as
oil on water and rainbows
• In groups, learners use light filters to
investigate and report on why
coloured objects appear coloured.
• In pairs, learners research and report on
how a whole range of different colours is
shown on a television screen, although
each point on the screen receives only
red, green, and blue light.
Note:
a) Numerical problems involving real and apparent depth should not be included.
b) Variety of experiments involving glass block are recommended.
ICT Support
The learner can use ICT to display what occurs during refraction and dispersion.

38
 THE LOWER SECONDARY CURRICULUM

SENIOR 3: TERM 2 Theme: Light

TOPIC 3: LENSES AND OPTICAL INSTRUMENTS 18 PERIODS
Competency: The learner should be able to understand that lenses refract light to form images and these lenses can be applied in
different optical instruments.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY
The learner should be able to:
a. know the properties of converging and • In groups, learners: • Observe and listen to learners as
diverging lenses, and how they are used • investigate and report on how they research on lenses and discuss
in everyday life (k, u, s) converging lenses focus light from a the
b. understand how lenses are used in distant object and determine the focal applications. Evaluate and promote
optical systems such as the magnifying length of a convex lens progress towards the learning outcomes.
glass, correcting sight in the human eye • draw and present ray diagrams to • Check understanding through
and in camera lenses (k, u, v/a) show the effects of converging assessment of quality of reports, diagrams
and diverging lenses on parallel and presentations; taking opportunities to
rays of light further develop and deepen learning.
• determine focal length of convex
lens, and make reports
• report on how lenses are used in
optical instruments such as the
magnifying glass, camera,
microscope, and telescope
• In pairs, learners research and explain in a
presentation:
• the optical properties of both
converging and diverging lenses
using the terms: principal axis,
principal focus, and focal length
• the structure and function of the
human eye [link with Biology]
• the use of lenses in correcting eye
defects
Note:
(i) Details on the operation of a projector, compound microscope, and telescopes should be left out.
(ii) Details of how photographs are processed in lens cameras are not required.
(iii) The lens formula should be left out.

39
PHYSICS SYLLABUS

SENIOR 3: TERM 2 Theme: Waves

TOPIC 4: GENERAL WAVE PROPERTIES 16 PERIODS
Competency: The learner should be able to investigate the properties of transverse and longitudinal wave forms and explain how
waves transmit energy.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY
The learner should be able to:
a. understand that energy is transferred • In pairs, learners research and present on: • Listen to group and pair discussions and
by waves, and these may be transverse • how waves transfer energy, ask probing questions to promote
or longitudinal (k, u) critical thinking.
• the basic features of waves (e.g.
b. know and use the relationship between amplitude, wavelength, frequency, • Observe group and pair work to gauge
velocity, frequency, and wavelength (k, and period); understanding, and intervene to offer
s) guidance.
• examples of waves as
c. understand the propagation, properties, • Evaluate quality of learning and
and uses of electromagnetic waves, and  mechanical and electromagnetic progress towards learning outcomes
that white light is a mixture of  transverse and longitudinal through assessment of products.
frequencies but that light from a laser is a
single frequency (k, u, v/a)  progressive and stationary
• In groups, learners use a ripple tank to
investigate the nature of transverse and
longitudinal waves, present their
findings and use the equation: velocity =
wavelength x frequency to solve simple
numerical problems.
• In pairs, learners research and explain:
 the propagation and properties of
electromagnetic waves and their
applications
 the nature of white light and light
from a laser and its uses
 the effects of over-exposure to
ultraviolet (UV) and other forms of
high frequency electromagnetic
radiation
 the production, applications, and
effects of X-rays as a form of
electromagnetic waves
ICT Support
The learner can use ICT to show how waves are generated and the features of waves

40
 THE LOWER SECONDARY CURRICULUM

SENIOR 3: TERM 2 Theme: Waves

TOPIC 5: SOUND WAVES 14 PERIODS
Competency: The learner should be able to describe the nature of sound waves and how they are transmitted by vibrations in a
medium.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY
The learner should be able to:
understand that sound is an example • In pairs, learners plan, carry out and report • Observe and listen to pairs and groups
of a wave form that requires a on investigations, using tuning forks to: engaged in investigations; posing
medium • show how sound is produced as a questions to ensure understanding
through which to travel, and determine its form of energy, making observations and the correct use of terms.
velocity in air by the echo method (k, s) relating to vibrations, loudness, and • Evaluate quality of learning and progress
pitch towards the learning outcomes through
• explore the transmission of sound assessment of investigation reports.
through air, water and different
solids, explaining transmission in
terms of density and particle theory
• In groups, learners plan, carry out and
report on investigations to find the
velocity of sound in air over 50+
metres, using the echo method, and
explain the reasons for the outcomes.

Note:
The concept of resonance and vibrations in strings and pipes should be left out.

41
PHYSICS SYLLABUS

SENIOR 3: TERM 3 Theme: Heat

TOPIC 6: HEAT QUANTITIES AND VAPOURS 20 PERIODS
Competency: The learner should be able to explain heat capacity and latent heat, and know common applications.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT
The learner should be able to:
STRATEGY
a. understand and use the concepts of • In groups, learners plan, carry out and report on an • Listen to group and
heat capacity and latent heat (k, u, s) investigation to find the effect of heat energy on the pair discussions and
b. know and explain the implications of temperature of different materials of the same mass and ask probing questions
the high values of the specific latent explain heat capacity. to check
heat and the specific heat capacity of • In pairs, learners research, discuss and explain in understanding about
water (k, u) presentations/posters: the nature of heat
changes and promote
c. carry out calculations and • the applications and implications of the high specific critical thinking.
investigations on specific heat latent heat and heat capacity of water
capacity and specific latent heat (u, s) • Observe learners’
• the role that oceans play in global temperature engagement in activities
d. understand the concept of latent regulation and intervene to avoid
heat and change of state, and use
• the loss or gain of heat when a material changes state misconceptions.
them to explain melting and boiling
in terms of the particle theory • Evaluate quality of
point (u, s)
e. understand the meaning of saturated • the origins of the energy in a storm learning through
and unsaturated vapours, saturated • why land and sea heat up and cool at different rates and assessment of reports to
vapour pressure, and how these terms the implications for the direction of sea breezes at ensure learners gain
relate to boiling and evaporation (u) different times of day expected knowledge,
understanding, and
f. appreciate the cooling effect of • In groups, learners plan, carry out and report on an skills, and make progress
evaporation and how this contributes investigation to find out how stearic acid changes with towards the learning
to maintaining constant body temperature and explain the findings in terms of the loss or outcomes.
temperature (k, u, s, v/a) gain of heat.
• In pairs, learners research and report on the total heat
energy required to convert ice to steam, draw the heating
curve and explain:
• the specific latent heat of fusion of ice, and
• the application of latent heat in refrigerators
• In pairs, learners research the difference between saturated
and unsaturated vapour, review prior learning and explain
in a report:
• boiling and evaporation in terms of particle theory
• how perspiring maintains constant body
temperature in mammals
• why water boils at a temperature less than 100 0C at
the top of a mountain
• how a pressure cooker works.
Note:
• Determination of heat quantities should only be limited to the method of mixtures.
ICT Support
The learner can use an online simulation to investigate the effect of temperature on materials and vapours.

42
 THE LOWER SECONDARY CURRICULUM

SENIOR 3: TERM 3 Theme: Earth and Space Physics

TOPIC 7: STARS AND GALAXIES 14 PERIODS
Competency: The learner should be able to understand the life-cycle of stars and the source of their energy.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT
The learner should be able to:
STRATEGY
a. know the source of energy in stars • In pairs, learners research and explain in a diagram: • Listen to learners as they research
and appreciate the importance of • how the sun produces the energy needed and discuss the nature of stars and
the energy produced by the sun to for life to survive the source of energy; posing
the people on Earth (k, u) questions to deepen learning and
• that the sun is a relatively small star which will secure understanding.
b. appreciate that stars vary in eventually become a red giant, and then a
colour and brightness (u) white dwarf • Observe groups and
c. know that stars have life cycles intervene appropriately to
• the approximate amount of energy produced guide their work.
and that the fate of stars (white by the sun per second, the proportion of the
dwarfs, neutron stars and black sun’s energy reaching the Earth's surface and • Assess products to ensure all are
holes) depends on their initial size the proportion of that which is captured for making progress towards
(k, u) photosynthesis achievement of learning outcomes.
• In pairs, learners research, explain, and report
on:
• the variation in colour and brightness of stars in
the Milky Way in terms of their size and distance
from Earth
• the different stages in the life cycle of a star
• how the nuclear reactions that provide the
energy in stars change as they grow older, and
that they get hotter
• what neutron stars and black holes are and how
they were formed
• what a supernova is and how it arises
ICT Support
The learner can use Internet research to study the formation of stars and galaxies

43
PHYSICS SYLLABUS

SENIOR 3: TERM 3 Theme: Earth and Space Physics

TOPIC 8: SATELLITES AND COMMUNICATION 14 PERIODS
Competency: The learner should be able to explain what artificial satellites are and how they are applied in space exploration and
other fields.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY
The learner should be able to:
a. understand what artificial satellites • In pairs, learners research and report on • Observe and listen to learners as they
are and how we make use of them in types of artificial satellite, particularly research and discuss satellites,
research and in everyday life (u, s) geostationary satellites and explain: offering guidance to deepen learning.
b. appreciate the importance of space • how they are used in GPS • Assess learning through quality of
exploration (u, v/a) navigation systems reports and intervene appropriately to
• the value of photographs such as ensure that all are making progress
those taken by the Hubble Space towards achievement of learning
Telescope. outcomes.
• the purpose of the International
Space Station and its role in space
exploration

ICT Support
The learner can use the Internet to obtain images of satellites and how they work.

44
 THE LOWER SECONDARY CURRICULUM

SENIOR 4: TERM 1 Theme: Electricity

TOPIC 1: INTRODUCTION TO CURRENT ELECTRICITY 18 PERIODS
Competency: Learners should appreciate that electric current is the transfer of charge through a conductor, either by electrons or
by ions.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT
The learner should be able to:
STRATEGY
a. Understand what e.m.f is (u) • In groups, learners revisit prior learning about • Observe pairs and groups
electricity, carry out research and explain using engaged in practical activities
b. understand that cells convert chemical
annotated diagrams: and offer guidance to aid
energy into electrical energy, producing
current and also the force needed to • the structure of a simple cell and how chemical learning.
create a flow of current in a circuit (u, s) reactions can produce electricity
c. understand that electric cells are very • the flow of electricity around a circuit powered • Listen to group/pair discussions
useful but have their limitations (u, v/a) by an electric cell in terms of both the current / and ask questions to deepen
flow of charge learning.
d. understand the nature of electric current,
its sources, what makes it flow around and the potential difference created by the cell
circuits and how and it is measured (u, s) • In pairs, learners brainstorm, research and report • Evaluate quality of learning and
e. know that some materials are electrical on: progress towards the learning
conductors and other are insulators (k) outcomes through assessment of
o common practical applications of electric cells
reports and presentations.
f. recognise, understand and apply o recent advances in cell technology
knowledge of series and parallel circuits o applications for which cells are not appropriate
(k, u, s, v/a) and the reasons why
g. appreciate that circuits may be o other sources of e.m.f apart from simple cell
represented as circuit diagrams
consisting of an agreed set of symbols to • In pairs learners:
represent components (k, u, s) • research and use diagrams to explain the
symbols used in a circuit diagram and the
differences between series and parallel
circuits
• investigate and report the relationship
between voltage and the brightness of bulbs
• explain the practical implications of this
relationship
• In groups, learners plan and report on an
investigation, using an electric circuit with
batteries and bulbs, to explore
the electrical conductivity of different materials
(e.g. copper, wood, plastic, iron, aluminium,
graphite, rubber, cardboard, glass, wool).
• In groups, learners plan and report on an
investigation using batteries, bulbs, and an
ammeter to measure the current flowing
through different parts of series
and parallel circuits, and then explain why
domestic circuits are in parallel.
• In pairs, learners research and contribute to a
presentation to explain how an electric current
involves the transfer of a charge by electrons or
ions.

45
PHYSICS SYLLABUS

SENIOR 4: TERM 1 Theme: Electricity

TOPIC 2: VOLTAGE, RESISTANCE AND OHM’S LAW 18 PERIODS
Competency: The learner should understand the concept of electrical resistance and apply Ohm’s law.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY
The learner should be able to:
a) understand electrical resistance, how it is • In pairs, learners research on electrical • Listen to group and pair discussions
measured, its relationship to current and resistance and the flow of current and observe learners involved in
voltage, and the factors that affect it through a conductor. Plan and report on activities. Ask probing questions to
(k, u, s) practical investigations to: deepen knowledge and understating
b) know the function and use of a diode, • find the resistance of bulbs, heating about resistance.
transistor, thermistor, LDR. LED and coils, electric motors, and dry cells • Evaluate quality of learning and progress
potentiometer (k, s) • measure current and voltage towards the learning outcomes through
and apply Ohm’s Law to assessment of reports and discussion.
calculate resistance
• use Ohm’s Law to predict current and
voltage or resistance, before checking
predictions with actual measurements
• find the effective resistance when a
number of resistors are connected
in series and in parallel
• In groups, learners research, investigate,
discuss, and report on the functions in a
circuit of diodes, transistors, thermistors,
LDRs, LEDs and potentiometers.

Note:
a) Emphasis should be put on the significant figures of ammeters and voltmeters.
b) Derivation of the resistor network formulae is not required; only their uses/applications in solving numerical problems should be
emphasised
c) Variety of practical activities involving ammeters, voltmeters, switches, bulbs and resistance wire are recommended.
ICT Support
Learner uses computer programme to analyse data in Ohm’s law experiment.

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SENIOR 4: TERM 1 Theme: Magnetism

TOPIC 3: ELECTROMAGNETIC EFFECTS 12 PERIODS
Competency: The learner should know and understand how magnetic fields interact with electric fields and the applications of this
phenomenon.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY
The learner should be able to:
a. investigate the behaviour of magnets • In groups, learners revisit prior learning • Listen to group and pair discussions
and magnetic fields (s) about the characteristics of magnets, the about magnetism and pose
b. understand that a current carrying magnetic fields around a bar magnet and questions to promote critical
conductor produces a magnetic field electromagnets. thinking.
that can be detected. (u, s) • In pairs, learners research how to make an • Check understanding through
c. understand the application of electromagnet and use their learning to the quality of products:
electromagnets in devices such as investigate the relationship between the presentation and demonstration.
motors, bells, and generators (u, s) number of coils and the strength of the • Observe learners involved in
magnet, and then make a presentation of activities, offering support to deepen
d. understand the difference between
their results. learning and avoid misconceptions.
a.c. and d.c (u)
e. know how a.c. and d.c. can be • In groups, learners research, discuss and
interconverted using rectifiers explain in a presentation how
and inverters (k) electromagnet technology is applied in
an electric bell, a d.c. motor, a relay, a
f. understand the action and telephone receiver, and a loudspeaker,
applications of using circuits to demonstrate principles
transformers (u, s, v/a) where possible.
• In pairs, learners research the difference
between a.c. and d.c. and prepare a
presentation to:
• explain how a.c. and d.c. can be
interconverted
• classify domestic appliances according to
whether they operate on a.c. or d.c.
• explain the advantages of using a.c. in
commercial supplies and why a d.c.
motor will not work when connected to
an a.c. supply
• In groups, learners research, discuss and
design a simple transformer and show
how it works using a presentation or
poster.
• In pairs, learners produce a report to
explain why transformers are not 100%
efficient and how their efficiency can
be improved
ICT Support
• The learner can use ICT simulations showing how current is produced in magnetic fields.
• The learner can use an online or downloaded simulation to illustrate how the d.c and a.c motors work.

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PHYSICS SYLLABUS

SENIOR 4: TERM 2 Theme: Electricity

TOPIC 4: ELECTRIC ENERGY DISTRIBUTION AND CONSUMPTION 24 PERIODS
Competency: The learner should be able to describe how electric energy is distributed and consumed in order to ensure electric
power saving and safety.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY
The learner should be able to:
a. understand the distribution of • In pairs, learners research how electricity is • Listen to group and pair discussions
electricity from the source to transmitted from the power station to the and ask probing questions to deepen
consumer units (u) consumer and explain using a presentation/ learning.
b. understand the energy poster: • Observe practical activities, and
transformations in common domestic • the advantages of using a.c. in intervene to ensure that practice is
electrical devices and how energy can commercial electricity supplies safe, investigations are well planned
be saved (u) • the dangers associated with high and conducted, and all are fully
c. understand how to use mains voltage power lines engaged.
electricity safely and know the • In pairs, learners identify domestic appliances • Gauge progress towards the
insulation colour codes used in that convert electrical energy into each of learning outcomes by assessing
domestic wiring (u, k, s) the following: the quality of products:
d. know the dangers of mains electricity • heat energy presentation/poster, reports, and
and understand how these may be • heat and light energy wiring a plug.
minimised by safety devices, and by • sound energy
sensible precautions (k, u, v/a) • sound and mechanical energy
e. know how to read a domestic • heat, sound and mechanical energy
electricity meter and its significance • In groups, learners plan, carry out and report on
(k, u, s) an investigation, using a transformer and wires
f. appreciate the importance of the of different thickness, to find out how the
use of energy saving appliances (u, heating effect on the wire is affected by current
s, v/a) and the thickness of the wire.
• In pairs, learners research and report on:
• the power ratings of domestic electrical
appliances, and
• their calculations of the cost of the
electrical energy per day for each item
• suggestions regarding ways to save energy
(including the use of efficient, low energy
appliances)
• In pairs, learners practise wiring a three-pin plug
correctly and research on and explain the
importance of the earth pin.
• In pairs, learners research and explain in a
presentation and/or a poster:
• how fuses and earthing of electrical
appliances can protect appliances and
save lives
• why fuses, switches and circuit breakers are
positioned on the livewire of a circuit
• safe use of mains electricity
• how to read a domestic electricity meter

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 THE LOWER SECONDARY CURRICULUM

SENIOR 4: TERM 1 Theme: Modern Physics

TOPIC 5: ATOMIC MODELS 16 PERIODS
Competency: The learner should be able to appreciate the different atomic models and how they are used to explain
the basic structure of atoms.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY
The learner should be able to:
a. understand the structure of an atom in • In pairs, learners revisit prior learning • Listen to group and pair discussions
terms of a positive nucleus and negative about atoms, (atomic number, mass and pose questions to check and
electrons (u) number, nuclides, isotopes) and secure knowledge and understanding.
b. understand the terms: atomic number, research on the representation of • Evaluate quality of learning and progress
mass number, and isotopes, and use different atoms towards the learning outcomes through
them to represent different nuclides (k, u) • In groups, learners research and assessment of reports and presentations.
c. understand the methods by which compare the Dalton model and
electrons are ejected from /matter atoms Rutherford model of the atom. Explain
and how these electrons are useful (u, atomic structure and components of a
v/a) range of elements and isotopes in a
report and on a poster.
• In groups, learners research on and
explain in a presentation:
• how thermionic emission and the
photoelectric effect occur
• how cathode rays and X-rays
differ
Note:
1. Laws of photoelectric effect are not required
2. Numerical problems related to acceleration of electrons are beyond this level.
ICT Support
Learner watches computer simulations about thermionic emission and photoelectric effect.

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PHYSICS SYLLABUS

SENIOR 4: TERM 3 Theme: Modern physics

TOPIC 6: NUCLEAR PROCESSES 20 PERIODS
Competency: The learner should understand how nuclear processes occur, their uses, and the dangers associated with them

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY
The learner should be able to:
a. understand the processes of nuclear • In groups, learners research and use • Listen to group and pair discussions
fission and fusion and the associated knowledge of atomic structure to explain and observe activities, asking probing
energy changes (u) in a presentation/on a poster: questions to promote critical thinking and
b. understand the spontaneous and random • the processes of nuclear fission and deepen learning.
nature of nuclear decay and interpret nuclear fusion and balance nuclear • Assess the quality of posters and
decay data in terms of half-life (k, u, s) reactions presentations to evaluate and accelerate
c. know the applications of radioactivity and • how energy is produced in progress towards the learning
the dangers associated with exposure to a controlled way in a reactor outcomes.
radioactive materials. (k, u)
• how nuclear energy is used
d. understand and appreciate that there
• In groups, learners research and prepare
are significant social, political, and
a presentation on:
environmental dimensions
associated with use of nuclear power. • the penetrating and ionizing
(u, v/a) powers of different types of
radiation
• the decay of radioactive isotopes using
balanced nuclear reactions
• the meaning of half-life and how
it may be used
• background radiation and its origin
• why waste containing radioactive
isotopes with long half-lives presents
a serious environmental problem
• the medical and industrial uses of
nuclear material
• In pairs, learners research on the
advantages and disadvantages of the
use of nuclear materials with reference
to world events; the regulations about
the use and control of radioactive
materials.
Note:
a) Calculation of half-life using decay law equation is not required at this level. However, graphical method should be emphasized
b) Details of how radiations damage the body are not required. However, occurrence of recent world nuclear accidents needs to be mentioned.
ICT Support
Learner watches computer simulations about thermionic emission and photoelectric effect.

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 THE LOWER SECONDARY CURRICULUM

SENIOR 4: TERM 3 Theme: Modern physics

TOPIC 7: DIGITAL ELECTRONICS 20 PERIODS

Competency: Learners should understand how electronic components combine in digital circuits.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY
The learner should be able to:
a. understand how resistors are used to • In groups, learners research • Observe and listen to learners as they
make potential dividers in control and potential dividers and report on research on and discuss digital
logic circuits (u, s) how: electronics, asking questions to
b. understand elementary logic and • to construct potential dividers using promote critical thinking.
memory circuits that exploit devices such different sized resistors • Evaluate learning by assessment of
as bistable and astable switches, logic • to measure the potential reports and presentations, and gauge
gates and resistors as potential dividers difference between different progress towards the learning
(u, s) points outcomes.
c. know that logic circuits are able to store • the volume control on a radio acts as a
and process binary information and that potential divider and draw a simple
this can be exploited in an increasingly circuit to explain how a potential divider
wide variety of digital instruments (k, u, s) works.
• In groups, learners research and prepare
a presentation on how:
• to construct truth tables for
AND, NAND, OR and NOR gates
• to use logic gates in control circuits
• to construct a bistable switch from
two NOR gates and represent this in
a diagram
• bistable switches may be used in a
binary counting circuit
• logic circuits store and process
binary information, and how digital
instruments use binary information
ICT Support
The learner can use Internet technology to obtain simulations/ animation/ videos to aid the understanding of logic gates.

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 THE LOWER SECONDARY CURRICULUM

ASSESSMENT

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

Knowledge The retention of information.

Understanding Putting knowledge into a framework of meaning – the development of a ‘concept’.
Skills The ability to perform a physical or mental act or operation.
Values The inherent or acquired behaviours or actions that form a character of an individual.
Attitudes A set of emotions, beliefs or behaviours toward a particular object, person, thing or event.

To assess knowledge, skills, and understanding we need to look for different things. Knowledge can be assessed to some extent
through written tests, but the assessment of skills and deeper understanding requires different approaches. Because of this, the
role of the teacher in assessment becomes much more important.

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

Understanding Values and Attitudes

Assessing deeper understanding is much more Values and Attitudes determine how we interact with
difficult, so we usually ask learners to explain, compare others, working in a team, meeting deadlines, being
or outline a process. This can be done orally (in self-driven, holding democratic values, and having
conversation) or in writing, and will give us some idea respect for democracy, race, gender, disability, human
of the extent of learners’ understanding. dignity, culture, nation, life, and social justice.

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PHYSICS SYLLABUS

ASSESSMENT

If assessment is to make a difference to teaching and

Examinations learning, then teachers must use the information they gain
from assessment to make some change to the teaching
There will be examinations or tests set at the end of every and learning process. The changes that can be made
year. There will also be a summing up of on-going teacher include decisions about:
assessments made in the context of learning. • What needs to be learned next?
• Whether an element of the syllabus needs to be
Formative Assessment taught again in a different way.
• Changing teaching approaches if necessary
Assessments are used for a wide range of purposes in schools
• Identifying learners who need more support, or who
and education systems. Just as academic lessons have
are making exceptional progress.
different functions, assessments are typically designed to
• Enabling learners to understand what they have to do
measure specific elements of learning e.g., the level of
to improve.
knowledge a student already has about the concept or skill
the teacher is planning to teach or the ability to comprehend
and analyse different types of texts and readings. This syllabus
focuses on the evaluation of progressive day-to day
classroom learning; hence Formative Assessment.

Formative assessment refers to a wide variety of methods

that teachers use to conduct in-process evaluations of
student comprehension, learning needs, and academic
progress during a lesson, unit, or activity.
The general purpose of formative assessment is to improve
learning and achievement; give educators in-process
feedback about what students are learning or not learning so
that instructional approaches, teaching materials, and
academic support can be modified accordingly. Formative
assessments are usually not scored or graded, and they may
take a variety of forms, from more formal quizzes and
assignments to informal questioning techniques and in-class
discussions with students.
The general goal of formative assessment is to collect
detailed information that can be used to improve instruction
and student learning while it’s happening. What makes an
assessment “formative” is not the design of a test, technique,
or self-evaluation, per se, but the way it is used, that is, to
inform in-process teaching and learning modifications.

The final examination at the end of Senior 4 will be very

different in nature, and will focus on the learners’ ability to
apply their learning in new situations, rather than on the
ability to recall information.

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.

ASSESSMENT

The process of teaching, making formative assessments and

then changing the teaching and learning in some way can be
seen as a cycle:

What changes need to Use of data to

be made to plan for improve Find these listed in the
Establish
future teaching and student “Learning Outcomes” column
learning
learning? learning of the syllabuses.
outcomes

Collect and
Look for examples
Analyze
Develop of
Assessment Data
assessment

syllabuses.
Actual
learning
and
educational
experience

FORMATIVE ASSESSMENT INVOLVES USING ALL PARTS OF THE CYCLE.

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PHYSICS SYLLABUS

ASSESSMENT

How do we find the opportunity to make formative assessments?

In the new curriculum, the teacher’s assessment role is not to These opportunities occur in three forms and are often called:
write tests for learners, but to make professional judgements
• Observation – watching learners working (good for
about learners’ learning in the course of the normal teaching
assessing skills and values)
and learning process. The professional judgement is about
how far the learner meets the Learning Outcomes that are set • Conversation – asking questions and talking to learners
out in this syllabus. To make these judgments, the teacher (good for assessing knowledge and understanding)
needs to look at how well the learners are performing in terms
• Product – appraising the learner’s work (writing, report,
of each Learning Outcome.
translation, calculation, presentation, map, diagram, model,
School-based formative assessment is a part of the normal drawing, graphs, painting, etc.). In this context, a “product”
teaching and learning process, and so the assessment is seen as something physical and permanent that the
opportunities will also occur during this normal process. It is teacher can keep and look at, not something that the
not something that needs to be added on after learning; it is learner says.
an integral part of it.
When all the three are used, the information from any one
can be checked against the other two forms of assessment
opportunity (e.g. evidence from “observation” can be
checked against evidence from “conversation” and
“product”). This is often referred to as “triangulation”.

Observation

Triangulation

Product Conversation

Triangulation of assessment opportunities

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

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 THE LOWER SECONDARY CURRICULUM

Generic Skills Attitudes

The Generic Skills have been built into the syllabuses and are It is not possible to assess attitudes in the same way as
part of the Learning Outcomes. It is, therefore, not necessary to knowledge, understanding, and skills because they are more
assess them separately. It is the increasingly complex context personal and variable and are long-term aspirations. This does
of the subject content that provides progression in the Generic not mean that attitudes are not important. It means that we
Skills, and so they are assessed as part of the subject Learning must value things that we cannot easily assess.
Outcomes.

Record keeping
Keeping detailed records of learners’ individual progress is also unnecessary. It is much more useful to make an overall
always difficult with very large numbers of pupils. For the assessment about whether or not each learner met the
purposes of school-based formative assessment, it is not even Learning Outcomes for each Topic as a whole.
always necessary to keep such detailed records anyway. If
Each Topic is made up of a number of Learning Outcomes.
feedback is given immediately and action is taken, then
Therefore, teachers need to consider all the Learning
learning is changed and the record would soon become out of
Outcomes when making an overall judgement about the
date and redundant.
Topic as a whole. It is not always necessary for every individual
Most formative class-based assessments are dynamic in that Learning Outcome to be achieved for the Topic as a whole to
they feed straight back into the teaching and learning process. be achieved. This will vary with the Subject and Topic.
Therefore, detailed records of these are not appropriate.
By looking at the Learning Outcomes within each Topic, it is
What is needed is record of assessments of learners’ possible to identify four broad groups of learners in terms of
learning made in terms of each Topic or unit. This means their achievements:
recording the on-going summative assessments of each
unit. There is no need to make separate records of each of
the Learning Outcomes because this would be very time-
consuming and

Descriptor

No Learning Outcome (LO) achieved

Some LOs achieved, but not sufficient for overall achievement

Most LOs achieved, enough for overall achievement

All LOs achieved – achievement with ease

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PHYSICS SYLLABUS

ASSESSMENT

These overall assessments should be made on the basis of the each category for different subjects and units. They will also
many formative assessments that the teacher has made identify easily those learners who need extra support or who
during the course of teaching the topic. If teachers have been may not be ready to move on to the next grade at the end of
working with the learners over the course of the topic, they a year.
will be able to make a broad judgment about which learners If records are kept of the learning outcomes of each syllabus
have achieved or have failed to achieve the topic’s overall unit through the year, then there will be no need for an end of
Learning Expectation. These “Authentic Assessments” will be year test. Teachers will already have a record of those learners
more valid and valuable than a test set by the school. who have met the learning outcomes, and those who have not
Recording these overall assessments will be simple, done so. Therefore, teachers will know if there were any
manageable and, yet valuable, and can be recorded on a sheet learners not ready to progress to the next grade.
such as the one below in which the categories are indicated An overall record should be made of the individual unit
with a number. assessments by subject in terms of the 4 descriptors. If
Although a very simple process, these four categories will give numbers (0-3) are used as identifiers, then it will be possible
rich data when a comparison is made between the learners in to arrive at an overall number for a year by aggregating the
identifiers for each topic.

Descriptor Identifier
No Learning outcome achieved 0
Some LOs achieved, but not sufficient for overall achievement 1
Most LOs achieved, enough for overall achievement 2
All LOs achieved – achievement with ease 3

In the example below, the table shows the end-of-unit assessment for six learners.

Physics
T1 T2 T3 T4 T5 T6 T7 T8 T9 T10
Learner A 3 3 2 3 3 3 3 2 3 3
Learner B 2 2 3 2 3 2 2 2 3 2
Learner C 1 1 2 1 1 2 2 3 2 3
Learner D 1 1 2 1 1 2 1 1 2 1
Learner E 0 1 2 1 0 1 0 1 1 1
Learner F 0 0 1 0 0 1 0 0 1 0

This method will give much more information than using a All of this is very valuable assessment information and can be
tick. For example, at a glance it can be seen that learners A & B used to improve learning.
are achieving much higher than learners E & F. It can be seen
This summative teacher assessment will contribute 20%
that Learner C has improved during the year. We can even see
to the final grade of the School Leaving Certificate as
that more learners achieved success in Topic 9 than Topic 7.
elaborated in the Assessment Framework.

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Glossary of Key Terms

TERM DEFINITION
One in which learners develop the ability to apply their learning with confidence in a range
Competency Curriculum
of situations.
The design or adaptation of learning experiences to suit an individual learner’s needs,
Differentiation
strengths, preferences, and abilities.
The process of judging a learner’s performance, by interpreting the responses to tasks, in
Formative Assessment
order to gauge progress and inform subsequent learning steps.
Skills which are deployed in all subjects, and which enhance the learning of those subjects.
Generic skill
These skills also equip young people for work and for life.
An approach to planning learning experiences which allows each student to feel confident,
Inclusion
respected, safe, and equipped to learn at his or her full potential.
A statement which specifies what the learner should know, understand , or be able to do
Learning Outcome
within a particular aspect of a subject.
A capability acquired by following the programme of study in a particular subject;
Process Skill
enables a learner to apply the knowledge and understanding of the subject.
A strategy
An activity which gives a learner the opportunity to show the extent to which s/he has
SampleAssessment
Sample Assessment Strategy achieved the Learning Outcomes. This is usually part of the normal teaching and
learning process, and not something extra at the end of a topic.
An aspect of the normal teaching and learning process that will enable formative
Suggested Learning Activity
assessment to be made.

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