ADVANCED LEVEL SECONDARY

CURRICULUM

CHEMISTRY SYLLABUS

2025

1
Programme Planner
Class/ Topic Sub-topic Period
s
Term
Senior 1. Moles and 1.1 Masses of atoms and 09
Five Term Equations molecules, accurate relative
1 atomic masses
1.2 Amount of substance, mole 12
calculations
1.3 Chemical formulae and 09
chemical equations
1.4 Solutions and concentration, 21
calculations involving gas
volumes
2. Atomic 2.1 Electron configurations of 12
and atoms and ions
Electronic
2.2 Radioactivity and its 15
Structure
applications
3. Bonding 3.1 Formation of ionic and metallic 12
and bonds
Structure
3.2 Covalent bonds and molecular 18
structures
Total 108

Class/ Topic Sub-topic Periods

Term
Senior 4. Periodicity I 4.1 The Periodic Table 06
Five Term
4.2 Variation in trends of 18
2
properties across periods and
the diagonal relationships
4.3 Trends in properties of Group 09
2 elements
5. 5.1 Enthalpy changes and energy 15
Thermochemistry profiles
5.2 Types of enthalpy changes 15
and Hess’s law
5.3 Born-Haber cycles and lattice 15

2
Class/ Topic Sub-topic Periods
Term
energy
6. Organic 6.1 Introduction to organic 15
Chemistry I compounds
6.2 Alkanes, alkenes, alkynes 15
TOTAL 108

Class/ Topic Sub-topic Periods

Term
senior 6.3 Halogen compounds (Alkyl 12
Five Term halides)
3
6.4 Benzene and methyl 15
benzene
7. Equilibria I 7.1 The concept of Chemical 18
Equilibrium
7.2 Equilibria and the Chemical 15
Industry
7.3 Ionic Equilibrium, Hydrolysis 30
of Salts and Buffer Solutions
7.4 Solubility Equilibria 18
Total 108

Class/ Topic Sub-Topic Periods

Term
Senior Six 8. Equilibria II 8.1 Physical Equilibria 27
Term 1
8.2 Colligative Properties 18
9. Organic 9.1 Alcohols and phenols 24
Chemistry II
9.2 Carbonyl compounds 24
(aldehydes and ketones)
9.3 Carboxylic acids and 15
derivatives
Total 108

Class/ Topic Sub-topic Periods

Term
Senior 10. 10.1 Redox reactions and oxidation 18

3
Class/ Topic Sub-topic Periods
Term
Six Term Electrochemistry numbers
2
10.2 Electrochemical cells and 21
applications
10.3 Electrolysis and Faraday's 15
laws
11. Periodicity II 11.1 Trends in chemical properties 15
of Group 14 elements and
their compounds
11.2 Trends in properties of Group 15
17 elements and their
compounds
11.3 The d-Block Transition 24
Elements
Total 108

Class/ Topic Sub-Topic Pds

Term
Senior 12. Organic 12.1 Amines 18
Six Term Chemistry III
12.2 Polymers and Polymerisation 18
3
13. Reaction 13.1 Rate equations and orders of 18
Kinetics reaction
13.2 Factors affecting rates of 18
reactions
Total 72

4
SECTION TWO
Topic 2: Atomic and Electronic Structure
Duration: 27 Periods
Topic competency: The learner deduces electronic configurations, evaluates their
implications for chemical properties and bonding, and synthesises models to predict
atomic behaviour in various contexts.

Sub-topic 2.1: Electron Configurations of Atoms and Ions

Periods: 12

Learning Outcomes Suggested Learning Sample Assessment

The learner should be able Activities Strategies
to:
apply the Aufbau principle, a. Individually, learners a. Watch learners as they
Pauli exclusion principle, use the Internet, discuss to assess their
and Hund's rule to write demonstration videos, confidence and respect
electronic configurations of or suitable textbooks to for one another’s
atoms and ions and use search for information opinion while
them to predict reactivity. on principles of writing determining electronic
(u, s) electronic configurations.
configurations, discuss
their findings in groups,
and write electronic b. Engage learners in a
configurations of atoms discussion to assess
and ions. their level of
conceptualization of
b. In groups, learners use the s, p, d, f principle of
visual aids such as writing electronic
energy level diagrams configurations.
to illustrate principles
of writing electronic
configurations. c. Evaluate the written
c. In pairs, learners use a electronic
problem-based configurations for
approach to carry out correct application of s,
exercises involving p, d, and f principles.
writing configurations
of selected atoms and
ions and predicting
reactivity.

5
Topic 3: Bonding and Structure
Duration: 30 Periods
Topic competency: The learner analyses the types of chemical bonds and
molecular structures, and relates them to the properties and uses of substances in
real-life contexts.

Sub-topic 3.1: Formation of Ionic and Metallic Bonds

Periods: 12

Learning Outcomes Suggested Learning Sample Assessment

The learner should be Activities Strategies
able to:
a. justify the formation of a. In groups, learners a. Check the level of
ionic and metallic use prior knowledge planning, manipulation,
bonds based on to design models creativity, accuracy, and
electron transfer and illustrating electron participation in hands-on
electrostatic forces. (u, transfer in ionic model building.
s) bonding and b. Discuss with the
electron pooling in learners to assess
metallic bonding. understanding of the
relationship between
properties, structure,
and bond strength.
c. Evaluate the accuracy,
creativity, and clarity of
the models.
b. evaluate the properties a. Individually, learners a. Monitor the learners’
of ionic and metallic search for involvement and respect
compounds in relation information about for one another’s
to bond strength and the properties of opinions in the
structural composition. ionic and metallic discussion groups.
(u) bonds, their relative b. Check the learners’
strengths, and how understanding of the
they relate to their relationship between
properties, discuss properties of substances
in their groups, and and bond strength by
make presentations. asking probing
questions.
c. Assess the learners’
written reports for
accuracy and
coherence.

6
Sub-topic 3.2: Covalent Bonds and Molecular Structures
Periods: 18

Learning Outcomes Suggested Learning Sample Assessment

The learner should be able Activities Strategies
to:
a. analyse the formation a. Individually, learners a. Observe the learners’
of covalent bonds search for information discussion about
including dative about covalent covalent bonding to
covalency and explain bonding, dative assess the level of
molecular structures covalency, and the interaction and how
by applying VSEPR principles of VSEPR confidently they
theory to predict theory, discuss their present their ideas.
molecular shapes and findings in groups, and b. Probe the learners to
bond angles. (u, s) make presentations. justify how they applied
b. In groups, learners VSEPR theory to draw
predict, draw shapes of and design molecular
molecules and ions, shapes and models.
and build 3D molecular c. Evaluate learners’
models based on drawn models and
VSEPR theory. structures for accuracy.
b. analyse the polarity of a. Individually, learners a. Monitor the learners as
molecules based on search for information they discuss molecular
molecular structure and about the bond and and bond polarity to
electron distribution. (u) molecular polarity in assess their level of
relation to differences confidence and clarity
in electro negativity of facts.
with emphasis on b. Probe the learners to
hydrogen bonding and assess their
Van der Waal’s forces, understanding of the
discuss their findings in difference between
their groups, and make bond and molecular
reports. polarity.
b. In pairs, learners use
c. Evaluate the reports for
problem-based accuracy and
methods to carry out coherence.
exercises involving
different molecular
structures and their
properties and make
reports.

7
Senior Five Term 2

Topic 4: Periodicity 1
Duration: 33 Periods
Topic competency: The learner analyses the trends and periodic properties of
elements, to explain and predict the reactivity and properties of elements in the
Periodic Table.

Sub-topic 4.1: The Periodic Table

Periods: 06
Learning Outcomes Suggested Learning Sample Assessment
The learner should be able Activities Strategies
to:
a. evaluate how the a. Learners watch a video a. Observe the learners’
Periodic Table is or search for level of engagement in
organized based on information on the group discussions.
atomic number and historical development b. Ask the learners to
properties, recognizing of the Periodic Table articulate the historical
its historical (from Mendeleev’s reasons for certain
significance. (u, s) design to Mosely’s arrangements in the
atomic concept), Periodic Table to clear
discuss its any misconceptions.
organisation, and write
group reports. c. Evaluate written
reports of the learners
b. In groups, learners use
for coherence and
samples of the modern accuracy.
periodic table to
explore, discuss its
organisation and
respond to specific
tasks such as
identifying similarities
in blocks, groups and
periods (use the
IUPAC form with 18
groups).
b. analyse the position of a. In groups, the learners a. Observe the learners to
elements to predict use an Inquiry-Based assess reasoning skills
their chemical Approach to predict and teamwork during
behaviour, considering trends in properties discussions.
periodic trends. (u, s, such as reactivity b. Engage the learners in
v/a) based on element one-on-one
positions and make discussions to gauge
reports. understanding of
b. Learners engage in trends.
problem-solving tasks c. Collect and review the
where they predict the

8
Learning Outcomes Suggested Learning Sample Assessment
The learner should be able Activities Strategies
to:
reactivity of unknown learners' predictions on
elements based on the element behaviour for
position of elements in accuracy.
the Periodic Table.

Sub-topic 4.2: Variation in Trends of Properties Across Periods

and the Diagonal Relationships
Periods: 18
Learning Outcomes Suggested Learning Sample Assessment
The learner should be able Activities Strategies
to:
a. analyse the periodic a. Individually, learners a. Monitor participation in
physical and chemical search for information group discussions.
properties in the about the periodic b. Ask probing questions
Periodic Table, physical properties of to evaluate
identifying patterns and elements in the understanding of
exceptions. (u, s) Periodic Table (melting trends and exceptions.
point, atomic radius,
ionisation energy, c. Evaluate data
electron affinity, interpretations and
electronegativity, completed plotted
electropositivity), graphs for
discuss their findings in comprehension of
groups and make joint trends.
reports.
b. Learners apply the Jig
saw method by working
in groups, with each
group focusing on one
trend and teaching it to
the rest of the class.
c. In groups, learners use
data sets of periodic
trends (ionisation
energy, electron affinity,
atomic radius, ionic
radius,
electronegativity) to
analyse and graph this
data to infer
relationships and
patterns, identifying

9
Learning Outcomes Suggested Learning Sample Assessment
The learner should be able Activities Strategies
to:
exceptions.
b. justify the variation in a. Learners individually a. Observe the learners
physical and chemical search for information to assess the level of
properties across about the physical participation in group
period 3, incorporating properties of period 3 discussions and data
diagonal relationships. elements (physical analysis.
(u, s v/a) state, melting points, b. Ask questions to
structure and bonding, assess understanding
metallic character), of physical and
discuss their findings in chemical properties of
groups and present period 3 elements and
reports. their compounds.
b. Learners apply
problem-based c. Assess group
learning to analyse presentations and
sets of data relating to reports for accuracy
the physical properties and depth of
of elements in period 3. understanding.
c. In groups, learners
conduct laboratory
activities where they
observe chemical
properties (reactivity
with water, dilute acids
and alkali) of elements
like sodium,
magnesium, and
aluminium and sulphur.
Record observations,
draw inferences and
present their reports.
d. Individually, learners
search for information
about the oxides
(structure and bonding,
melting points, reaction
with dilute acids, alkalis
and water) and
chlorides (structure and
bonding, melting
points, reaction with
dilute acids, alkalis and
water) of period 3
elements, discuss their
findings in groups and

10
Learning Outcomes Suggested Learning Sample Assessment
The learner should be able Activities Strategies
to:
present reports.
e. In groups, learners
carry out test tube
experiments to identify
Magnesium and
Aluminium ions.
f. Individually, learners
search for information
about diagonal
relationships between
Lithium and
Magnesium and also
between Beryllium and
Aluminium.

Sub-topic 4.3: Trends in Properties of Group 2 Elements

Periods: 09

Learning Outcomes Suggested Learning Sample Assessment

The learner should be Activities Strategies
able to:
investigate the a. Individually, learners a. Assess learners' skills
reactivity and search for information in planning,
properties of Group 2 about the physical manipulation of
elements and their properties (melting point, apparatus and safety
compounds in relation metallic radii and density) management during
to their applications in of group 2 elements, experiments.
industry. (s, v/a) discuss their findings in b. Probe learners’
groups and make reports. opinions, methodology
b. In pairs, learners use used in experiments
problem-based learning to and assess knowledge
interpret data on the of linkages of the
physical properties of metals to industrial
group 2 elements. uses.
c. In groups, learners carry c. Evaluate group
out experiments to presentations and
investigate the reactivity of reports for the
Group 2 metals with air, accuracy, depth and
water and dilute acids. coherence.
d. In groups, learners carry
out laboratory experiments
to investigate solubility,

11
Learning Outcomes Suggested Learning Sample Assessment
The learner should be Activities Strategies
able to:
effect of heat and action of
dilute acids on compounds
of group 2 (Hydroxides,
Sulphates, nitrates and
carbonates).
e. In pairs, learners carry out
test tube experiments to
identify ions in group 2
compounds

f. Individually, learners
search for information on
the applications of Group 2
elements and their
compounds, discuss their
findings in groups and
make presentations.
g. In groups, learners carry
out projects to make
different industrial
products from group 2
compounds.

12
Topic 6: Organic Chemistry I
Duration: 57 Periods
Topic competency: The learner analyses the structures, functional groups, and
reactivity of organic compounds, and applies knowledge of organic reactions and
organic reaction mechanisms to synthesise organic molecules.

Sub-topic 6.1: Introduction to Organic Compounds

Periods: 15

Learning Outcomes Suggested Learning Suggested Assessment

The learner should be Activities Strategies
able to:
a. apply principles of a. Individually, learners a. Monitor the learners’
organic chemistry to search for information confidence, accuracy
understand the about the unique of facts, and
classification and nature of carbon in involvement during the
general characteristics organic compounds, teacher-led discussion
of organic compounds, such as how single, about the unique
including functional double, and triple nature of carbon.
groups, homologous bonds are formed, and b. Discuss with the
series, and the engage in a teacher- learners to assess
concept of isomerism. led discussion. justification for the
(k, u) b. In groups, learners choice of materials
use molecular models used in making the
to demonstrate models.
functional groups and c. Assess the accuracy
homologous series
of responses to
(CnH2n+2, CnH2n, Cn H2n-
practice exercises
2).
involving drawing and
c. In groups, learners naming simple organic
use models to compounds.
illustrate different
types of isomers and
create models of
isomers for a given
molecular formula and
display their work.
d. In groups, learners
engage in a teacher
guided discussion to
explain the different
properties of isomers.
b. use IUPAC a. In pairs, learners a. Observe the process
nomenclature to name practice naming and of drawing and naming
different organic drawing organic organic compounds to
compounds. (u, s) molecules following assess learners’

13
Learning Outcomes Suggested Learning Suggested Assessment
The learner should be Activities Strategies
able to:
IUPAC rules. interaction and
participation.
b. In groups, learners
analyse molecular b. Question the learners
structures to identify to assess their
functional groups. knowledge of using
IUPAC in naming
c. Individually, learners
organic compounds.
carry out problem-
solving exercises c. Assess the
involving structure correctness of
prediction based on responses to written
functional groups. exercises requiring the
use of IUPAC
nomenclature.

Sub-topic 6.2: Alkanes, Alkenes and Alkynes

Periods: 15
Learning Outcomes Suggested Learning Suggested Assessment
The learner should be Activities Strategies
able to:
a. apply principles of a. Individually, learners a. Observe the learners
organic chemistry to search for information during laboratory
differentiate between about the physical experiments to assess
alkanes, alkenes, and properties of alkanes, the planning,
alkynes, and explain alkenes, and alkynes, manipulation of
their physical discuss their findings apparatus and safety
properties based on in groups, and make management skills.
molecular structure. (k, reports. b. Probe the learners to
u) b. In groups, learners assess their skills in
use molecular models interpreting results
to demonstrate from experiments on
bonding and structure functional groups of
in hydrocarbons. hydrocarbons.
c. In groups, learners c. Assess the learners’
carry out laboratory reports from
experiments to experiments and
observe the physical discussions for
properties of the accuracy and
various functional coherence.
groups of
hydrocarbons (e.g.
solubility, melting
point).

14
Learning Outcomes Suggested Learning Suggested Assessment
The learner should be Activities Strategies
able to:
b. predict the reactivity a. Individually, learners a. Observe the learners’
and reaction search for information discussions on
mechanisms of about the reactivity reactivity and
alkanes, alkenes, and and reaction mechanisms of
alkynes. (s) mechanisms of hydrocarbons to
alkanes (uv-catalyzed assess interaction and
chlorination), alkenes confidence in
(Hydrogen, hydrogen presentation.
halides, acidified b. Discuss with the
water, halogens, learners to assess
Polymerisation and their understanding of
oxidation using principle of writing
potassium manganate addition reaction
(VII), discuss their mechanisms.
findings in their groups
and make reports. c. Evaluate written
(NB: Addition reports and
reactions of alkenes mechanisms of
are similar to those of reactions of
alkynes). hydrocarbons for
accuracy and
b. In pairs, learners carry coherence.
out test-tube reactions
to identify the double
bond in alkenes using
bromine water and
potassium manganate
(VII).
c. In pairs, learners
practice the writing of
reactions and their
mechanisms using
worksheets.
d. In groups, learners
use case studies to
explore the different
applications of alkenes
and alkynes in
everyday life and
make reports.

15
Senior Five Term 3
Sub-topic 6.3: Halogen Compounds (Alkyl Halides)
Periods: 12

Learning Outcomes Suggested Learning Sample Assessment

The learner should be able Activities Strategies
to:
a. analyse the structure a. Individually, learners a. Monitor discussions of
and properties of alkyl search for information the learners about
halides in terms of their about the structure, alkyl halides to assess
reactivity with different nomenclature, and learners’ involvement
reagents, identifying physical properties of and the ability to
substitution and alkyl halides, discuss develop visual maps.
elimination reactions. their findings in groups, b. Discuss with the
(k, u, s) and make reports. learners to assess
their understanding of
the industrial impact
b. Individually, learners
and ethical
search for information
considerations
about the chemical
regarding products
properties of alkyl
from alkyl halides.
halides with different
reagents (alkali,
cyanide, ammonia, c. Assess the learners’
alcoholic alkali,
reports on the physical
reaction with metals)
and chemical
including synthesis,
properties of alkyl
discuss their findings in
halides for accuracy of
their groups and make
facts and coherence.
reports.
c. In groups, learners
create a visual map
comparing substitution
and elimination
mechanisms, including
key factors (e.g.,
reagents, solvents,
temperature).
b. evaluate the uses and a. In groups, learners a. Monitor discussions
impacts of alkyl halides analyse case studies and presentations to
in industrial processes. involving the role of assess participation,
(u, v/a) alkyl halides in accuracy of facts, and
industry, including respect for others.
environmental impacts, b. Discuss with the
and discuss and make learners to assess their
presentations. understanding of the
role of the alkyl halides
in industry.

16
Learning Outcomes Suggested Learning Sample Assessment
The learner should be able Activities Strategies
to:
c. Evaluate the learners'
reports for accuracy of
facts about the role of
alkyl halides and their
impact on the
environment.

Sub-topic 6.4: Benzene and Methyl Benzene

Periods: 15
Learning Outcomes Suggested Learning Sample Assessment
Activities Strategies
The learner should be
able to:
a. compare benzene a. Individually, learners a. Monitor the learners’
and methyl benzene search for information discussion to assess
in terms of structure, about the structures of engagement and
stability, and benzene, and communication skills
reactivity in methylbenzene in during discussions to
electrophilic terms of their stability understand the
substitution and reactivity. They structures of benzene
reactions. (k, u, s) discuss their findings and methyl benzene.
in groups and make b. Engage the learners in
reports. discussions to assess
b. In groups, learners their understanding of
discuss the difference the difference between
between electrophilic benzene and methyl
substitution reactions benzene in terms of
involving benzene and structure, stability and
methyl benzene, and reactivity.
make a report. c. Evaluate the accuracy of
c. In pairs, learners learners’ reports, written
practice writing equations, and
equations and mechanisms of
mechanisms of reactions.
electrophilic
substitution reactions
involving benzene and
methylbenzene.
b. analyse the a. In groups, learners a. Assess the learners’
environmental and analyse case studies participation in a
health impacts of involving the effects of discussion involving
benzene derivatives. benzene derivatives analysing the health and
(u, v/a) on health and the environmental impact of

17
Learning Outcomes Suggested Learning Sample Assessment
Activities Strategies
The learner should be
able to:
environment and benzene derivatives.
discuss and present b. Ask the learners to
written reports. assess their knowledge
of the impact of benzene
derivatives on health
and the environment.
c. Assess the accuracy of
the learners’ reports
about the effects of
benzene derivatives on
health and the
environment.

18
Topic 9: Organic Chemistry II
Duration: 63 Periods
Topic competency: The leaner analyses reaction mechanisms, evaluates reaction
pathways and conditions, and designs multi-step syntheses to achieve target
compounds (considering alcohols, phenols, carbonyl compounds).

Sub-topic 9.1: Alcohols and Phenols

Periods: 24

Learning Outcomes Suggested Learning Sample Assessment

The learner should be able Activities Strategies
to:
a. analyse the structure, a. Individually, learners a. Monitor the learners on
nomenclature, physical search for information skills of planning,
and chemical about the structure, design, manipulation of
properties of alcohols nomenclature, apparatus and also
and phenols. (u, s) preparation and respect for one another
physical properties of during laboratory
alcohols and phenols, experiments on
discuss their findings in identification and
groups and make reactions of alcohols
reports (preparation of and phenols.
phenols not required). b. Ask the learners to
b. Individually, learners explain observed
search for information reactivity differences
about the chemical between alcohols and
properties of alcohols phenols to assess their
and phenols and their understanding.
mechanisms, discuss
their findings in groups
and make reports. c. Assess completed
reports from research
c. In pairs, learners use
on structure,
problem-based
nomenclature,
learning to carry out
preparation and
exercises on chemical
physical properties of
reactions of alcohols
alcohols and phenols
and phenols and their
and laboratory
mechanisms.
experiments for
d. In groups, learners accuracy and
perform test tube interpretation of data.
experiments on
identification and
reactions of alcohols
(include distinction
between classes) and
phenols and write

19
Learning Outcomes Suggested Learning Sample Assessment
The learner should be able Activities Strategies
to:
reports.
b. evaluate the a. In groups, learners a. Evaluate the learners’
applications of alcohols analyse case studies to level of participation in
and phenols in real-life. evaluate the planning and execution
(u, v/a) applications of alcohols of project work.
and phenols in real-life b. Gauge the learners’
and make understanding of the
presentations. project process by
b. In groups, learners asking probing
carry out projects to questions on reasons,
make useful products choice of projects and
from alcohols and methodology used.
phenols. c. Assess completed
reports of projects and
responses from case
study tasks for
accuracy and
coherence.

20
Sub-topic 9.2: Carbonyl Compounds (Aldehydes and Ketones)
Periods: 24
Learning Outcomes Suggested Learning Sample Assessment
Activities Strategies
The learner should be
able to:
a. analyse the a. Individually, learners a. Track the learners’ level
structure, search for information of participation in
preparation and about the structure, discussions and
reactivity of nomenclature, laboratory work on
aldehydes and preparation (by identification and
ketones, identifying oxidation of alcohols) reactions of carbonyl
how functional and physical properties compounds.
groups affect of carbonyl b. Engage the learners in
chemical behaviour compounds, discuss discussion to gauge
in different their findings in groups their knowledge of
environments. (u, s) and make physical and chemical
presentations. properties of carbonyl
b. Individually, learners compounds.
search for information
about chemical
properties of carbonyl c. Assess laboratory
compounds and their reports for proper
mechanisms, discuss interpretation and
their findings in groups explanations and also
and write reports. reports from discussions
for accurate
c. In pairs, learners use representation of facts
problem-based learning on chemical reactions of
to carry out exercises carbonyl compounds
on chemical reactions and their mechanisms.
of carbonyl compounds
and their mechanisms:
i) Addition reactions
ii) Condensation
reactions
(hydroxylamine and
Brady’s reagent)
iii) Redox reactions
iv) Reaction with iodine
d. In groups, learners
perform test tube
experiments on
identification and
reactions of carbonyl

21
Learning Outcomes Suggested Learning Sample Assessment
Activities Strategies
The learner should be
able to:
compounds and write
reports.
b. evaluate the a. Learners work in a. Evaluate the level of the
different groups to analyse case learners’ engagement
applications of studies involving and interaction during
carbonyl applications of carbonyl project work on products
compounds in real compounds in real life from carbonyl
life. (u, v/a) and present their compounds.
findings. b. Discuss with the
b. In groups, learners learners to assess the
identify and carry out choices made in
projects to produce identification and project
products from carbonyl pathway design.
compounds and write c. Evaluate the project
reports. reports on making
products from carbonyl
compounds, responses
of tasks from case
studies for accuracy and
creativity.

Sub-topic 9.3: Carboxylic Acids and Derivatives

Periods: 15

Learning Outcomes Suggested Learning Sample Assessment

The learner should be able Activities Strategies
to:
a. analyse the structure, a. Individually, learners a. Monitor planning and
nomenclature, search for information manipulation of
preparation and about the structure, apparatus skills and
properties of carboxylic nomenclature, also level of
acids and their preparation (by participation
derivatives (esters, acyl hydrolysis of esters & meanwhile carrying out
chlorides). oxidation) and experiments on
properties of carboxylic reactions of carboxylic
acids and their acids and identification
derivatives, discuss of the functional group.
their findings in groups b. Engage the learners in
and make reports. question-and-answer
b. In groups, learners use discussion about
problem-solving acidity variations of
approach to perform different carboxylic
exercises on reactions

22
Learning Outcomes Suggested Learning Sample Assessment
The learner should be able Activities Strategies
to:
of carboxylic acids acids.
and their derivatives c. Assess laboratory
and make reports.
reports on reactions of
c. In pairs, learners carry carboxylic acids and
out laboratory tests on reports from
reactions of carboxylic discussions for
acids and identification correctness of facts
of the functional group about carboxylic acids
in acids. and their derivatives.
b. evaluate the different a. In groups, learners a. Evaluate the level of
applications of analyse case studies engagement and
carboxylic acids and involving applications interaction during
their derivatives in real of carboxylic acids and project work on
life. (u, v/a) their derivatives in real products from
life and write reports. carboxylic acids and
their derivatives.
b. Learners work in
groups to identify and
carry out projects to b. Discuss with the
make products from learners to assess their
carboxylic acids and choices made in
their derivatives and identification and
make reports. project pathway
design.
c. Evaluate the reports of
projects and responses
to tasks from case
studies on applications
of carboxylic acids and
their derivatives for
accuracy and creativity.

23
Senior Six Term 2

Topic 11: Periodicity II

Duration: 51 Periods
Topic competency: The learner analyses the trends in physical and chemical
properties of Group 14 elements, Group 17 elements and d-block elements and
relates these trends to their applications in industrial and environmental contexts.

Sub-topic 11.1: Trends in Properties of Group 14 Elements and

their Compounds
Periods: 15

Learning Outcomes Suggested Learning Sample Assessment

Activities Strategies
The learner should be
able to:
a. examine the a. Individually, learners a. Observe the learners
general trends in search for information to assess their:
physical properties, about properties of Group i) interaction and
chemical reactivity, 14 elements such as collaboration
oxidation states, melting point, metallic during discussion.
and bonding within character, bond energy,
Group 14 elements, structure and bonding, ii) practical skills of
with emphasis on reaction with water, air carrying out test
their unique and halogens, discuss in experiments.
characteristics and groups about their
variations down the findings and make
group. (k, u, s) reports. b. Talk to the learners to
assess their critical
b. In groups, learners carry thinking ability in
out test tube experiments using problem-based
on the qualitative analysis information to carry
of lead II compounds. out exercises about
c. In pairs, learners apply properties of Group
problem-based learning to 14 elements.
carry out exercises about c. Evaluate the accuracy
properties of Group 14 and coherence of the
elements and write learners’ reports.
reports.

b. analyse the a. Individually, learners a. Observe the learners

properties of search for information to find out their level
chlorides and about the physical of involvement in
oxides of Group 14 properties (structure and discussions and skills
elements and use bonding, melting of carrying out test
them to explain the points/boiling points) and tube experiments.

24
Learning Outcomes Suggested Learning Sample Assessment
Activities Strategies
The learner should be
able to:
stability of the chemical properties b. Talk to the learners to
different oxidation (thermal stability, reaction assess their critical
states. (u, s) with water) of Group 14 thinking ability in use
chlorides, discuss their of work sheets to
findings and write reports. perform exercises on
trends and writing
b. In pairs, learners use work
equations about
sheets to perform
chlorides of Group 14.
exercises on explaining
trends and writing
equations about chlorides c. Assess the learners’
of Group 14 elements.
reports for accuracy
c. Individually, learners and coherence.
search for information
about the physical
properties (structure and
bonding, melting
points/boiling points) and
chemical properties
(bonding, thermal stability,
reaction with water, acids
and alkalis) of Group 14
oxides, discuss their
findings and write reports.
d. In pairs, learners use work
sheets to perform
exercises on explaining
trends and writing
equations about reactions
of oxides of Group 14
elements.
e. Learners carry out test
tube experiments to
identify Pb2+ and Sn2+
ions.
c. evaluate the a. Individually, learners a. Monitor the learners
applications and search for information as they discuss and
limitations of Group about applications and carry out the projects
14 elements and limitations of Group 14 to assess their
compounds in elements and compounds involvement in
technology and in technology and discussion, project
industry. (u, v/a) industry, discuss their planning and
findings in groups and execution.
make reports. b. Discuss with the

25
Learning Outcomes Suggested Learning Sample Assessment
Activities Strategies
The learner should be
able to:
b. In groups, learners carry learners to assess
out projects about the their reasoning for
application of Group 14 choice and
elements and their methodology of
compounds in real life. projects.
c. Assess the accuracy
and coherence of the
learners’ reports.

Sub-topic 11.2: Trends in Properties of Group 17 Elements and

their Compounds
Periods: 15

Learning Outcomes Suggested Learning Sample Assessment

Activities Strategies
The learner should be able
to:
a. examine the trends in a. Individually, learners a. Gauge the learners’:
electronegativity, boiling search for information i) level of
points, and reactivity of about properties of involvement in
Group 17 elements and Group 17 elements group discussions
their compounds, such as boiling
relating them to their point/melting point, ii) skill of carrying out
physical and chemical atomic radius, colour, laboratory
properties. (k, u, s) and electronegativity, experiments
discuss in their
groups, and make
reports. b. Engage the learners
into discussions to
b. Learners work in pairs find out their critical
using worksheets to thinking ability in
respond to tasks using worksheets to
about the physical respond to tasks
properties of Group about the physical
17 elements. properties of Group
c. Individually, learners 17 elements.
search for information
about the chemical
reactions of halogens c. Assess the learners’
with; reports and
worksheets for
i) Metals accuracy.
ii) Hydrogen

26
Learning Outcomes Suggested Learning Sample Assessment
Activities Strategies
The learner should be able
to:
iii) Alkalis
(disproportionation)
iv) Water
They discuss their
findings in groups and
make reports.
d. Individually, learners
search for information
about properties of
compounds of Group
17 elements (hydrides
and oxoacids) such
as acidic strength,
bond energy,
displacement
reactions, discuss in
groups and make
reports.
e. Learners work in pairs
using worksheets to
respond to tasks
about the chemical
properties of Group
17 elements.
f. Learners work in pairs
to carry out test tube
experiments to
identify Cl-, Br-, and I-
ions and make
reports.

b. evaluate the impact of a. In groups, learners a. Observe the

Group 17 elements in analyse case studies learners to assess
daily life and industry, about applications of their interaction and
particularly in Group 17 elements collaboration during
disinfection and and their compounds discussion.
manufacturing, in daily life
considering both considering both
advantages and advantages and b. Talk to the learners
environmental concerns. environmental health to assess their
(u, s, v/a) concerns and make critical thinking
reports. ability in analysing
case studies about

27
Learning Outcomes Suggested Learning Sample Assessment
Activities Strategies
The learner should be able
to:
b. In groups, learners applications of
carry out projects Group 17 elements
about the application and their
of Group 17 elements compounds in daily
and their compounds life, considering
in real life. both advantages
and environmental
health concerns.

c. Assess the learners’

reports for accuracy
and coherence.

Sub-topic 11.3: The d-Block Transition Elements

Periods: 24
Learning Outcomes Suggested Learning Sample Assessment
Activities Strategies
The learner should be able
to:
a. analyse trends of a. Individually, learners a. Observe the learners to
physical properties of search for information assess their;
the first series of the d- about the periodic i) interaction and
block elements (atomic physical properties of collaboration during
radius, melting point, the transition elements, discussion
ionisation energy, comparing them with s-
density) across the block elements, discuss ii) level of attentiveness
period and compare their findings in groups in watching videos
them with s-block and write reports. iii) practical skills of
elements. (k, u, s) b. Learners analyse case carrying out test
studies about periodic experiments
physical properties of
transition elements,
interpret them and b. Talk to the learners to
respond to given tasks. assess their critical
thinking ability in
analysing case studies
about periodic physical
properties of transition
elements and
interpreting them.
c. Assess the learners’
reports for accuracy and
coherence.
28
Learning Outcomes Suggested Learning Sample Assessment
The learner should be able Activities Strategies
to:
b. evaluate the properties a. Individually, learners a. Observe the learners to
of transition elements, search for assess their:
explaining concepts like information about i) interaction and
variable oxidation electronic structure, collaboration during
states, complex magnetic properties discussion.
formation, coloured and catalytic ii) level of attentiveness
ions, magnetic properties of in watching videos.
properties and catalytic transition elements, iii) practical skills of
behaviour. (k, u, s) discuss their carrying out test
findings in groups experiments.
and make
presentations.
b. Individually, learners b. Converse with the
search for learners to assess their;
information about i) critical thinking in
complex ion the use of problem-
formation (shapes based information
and isomerism not to solve tasks
required) and involving redox
naming of reactions of
complexes of transition
transition elements, elements.
discuss their ii) ability to
findings in groups comprehend
and make reports. information
presented in
c. In groups, learners videos.
engage in a guided
discussion with the
teacher to practice c. Assess the learners’
naming of complex reports for accuracy and
ions. coherence.
d. As a class, learners
watch a video on
variable oxidation
states and coloured
ions of transition
elements and
respond to set
tasks.
e. In pairs, learners
perform test tube
experiments to
identify common
transition metal ions

29
Learning Outcomes Suggested Learning Sample Assessment
The learner should be able Activities Strategies
to:
such as;
Fe 2  , Fe 3 , Co 2  , Ni 2  ,
Mn 2  , Cr 3 , Cu 2  andZn 2 
and make reports.
f. In groups, learners
use problem-based
learning to solve
problems involving
redox reactions of
transition metal
ions.
c. critique the role of a. Individually, learners a. Check the learners’ ability
transition metals in search for information for planning and level of
industrial processes, about the applications participation in project
medicine, and and risks involved in work.
biological systems, using transition b. Discuss with the learners
assessing both their elements, discuss their to assess their:
utility and findings and write
environmental or health reports. i) understanding about
risks. (u, v/a) application and risks
b. In groups, learners
involved in the use of
carry out projects on transition elements.
the uses and
environmental ii) decisions during
concerns of transition project work.
metals in various fields. c. Evaluate learners’ reports
for creativity and
innovation.

30
Senior Six Term 3
Topic 12: Organic Chemistry III
Duration: 36 Periods
Competency: The leaner analyses the chemical properties, industrial applications,
and environmental impacts of amines and polymers, evaluates their social and
ecological implications and proposes innovations and sustainable solutions for
addressing challenges in their use and disposal.

Sub-topic 12.1: Amines

Periods: 18
Learning Outcomes Suggested Learning Sample Assessment
Activities Strategies
The learner should be
able to:
a. analyse the structure, a. Individually, learners a. Watch the learners as
nomenclature, search for information they discuss, model
preparation and about the structure, structures of
properties of amines in nomenclature, physical molecules, perform
relation to their properties and exercise to assess
functional group. (k, u, reactions of amines, their:
s) discuss their findings in i) collaboration spirit.
groups and make
reports. ii) respect for one
another’s
b. Learners work in involvement.
groups to construct
molecular models to iii) skills to manipulate
demonstrate primary, apparatus during
secondary, and tertiary experiment.
amine structures. b. Probe the learners to
c. In pairs, learners apply find out their perception
problem-based about chemical nature
learning to perform and use of amines in
exercises and fill real life.
worksheets on
nomenclature and
properties of amines. c. Evaluate written
experiment reports
d. Learners work in pairs produced by learners
to carry out test tube for accuracy and
experiments involving consistency of
reactions of amines. procedure.
b. evaluate the industrial a. In groups, learners a. Assess the learners’
and biological examine case studies commitment in
significance of amines, involving examples of collaborating, engaging
and assess their roles amines in in project activities and

31
Learning Outcomes Suggested Learning Sample Assessment
Activities Strategies
The learner should be
able to:
in real life. (u, s, v/a) pharmaceuticals and presentation skills.
dyes and discuss their
functions. b. Engage the learners
b. In groups, learners into discussion to
carry out projects assess their critical
involving the use of thinking in;
amines in daily life. i) analysing case
studies.
ii) choosing projects.
iii) planning and
executing projects.
iv) depth of
understanding and
relevance of
application.
c. Evaluate the learners’
presentations and
reports for coherence
and accuracy of facts.

Sub-topic 12.2: Polymers and Polymerization

Periods: 18
Learning Outcomes Suggested Learning Sample Assessment
Activities Strategies
The learner should be
able to:
a. synthesize a. As a class, learners a. Assess the learners’
information on the watch a video about level of attention in
types of the process of watching video and
polymerisation addition and engagement in the
(addition and condensation, discussions.
condensation), polymerisation and b. Discuss with the
including the use the information to learners to assess how
mechanisms involved hold group they can predict and
in forming polymers discussions and explain properties of
from monomers, and perform related tasks. polymers based on
distinguish between b. In groups, learners polymerisation type.
natural and synthetic use the Inquiry-Based
polymers based on approach to compare
their structures and c. Review the learners’
the properties of written reports for
properties. (u, s) different polymers accuracy and

32
Learning Outcomes Suggested Learning Sample Assessment
Activities Strategies
The learner should be
able to:
created through each coherence.
type of
polymerization.
c. In pairs, learners
perform exercises
involving formation,
classification and
properties of
polymers.
b. evaluate the a. As a class, learners a. Watch the learners’
environmental impact engage in a debate on participation in:
of polymers with the pros and cons of i) debate for
emphasis on artificial synthetic polymers. confidence and
polymers, proposing b. In groups, learners clarity of
sustainable communication.
carry out projects on
alternatives and polymers and ii) projects for
analysing recycling sustainable reasoning skills
techniques. (u, s, v/a) alternatives to during the debate.
synthetic polymers.
b. Discuss with the
learners to assess their
reasoning and critical
thinking ability about
polymers and
sustainable alternatives
to synthetic polymers.
c. Evaluate the learners’
project reports for
feasibility and
usefulness.

33
ASSESSMENT

Assessing Chemistry

The adapted curriculum sets new expectations for learning, with a shift from
Objectives to Learning Outcomes that focus mainly on the application of knowledge
and deeper learning that leads to the acquisition of skills. These Learning Outcomes
require a different approach to assessment. The “Learning Outcomes” in the syllabi
are set out in terms of Knowledge, Understanding, Skills, Values and Attitudes. This
is what is referred to by the letters k, u, s v & a.

It is not possible to assess attitudes in the same way as knowledge, understanding

and skills because they are more personal and variable, and are long-term
aspirations. This does not mean that values and attitudes are not important or cannot
be assessed. They too can be assessed but not easily done through tests and
examinations. Values and attitudes can be assessed over a period of time through
observing and having interactions with the learner.

So, this section focuses on knowledge, understanding and skills. Each has its own
implications for learning and assessment.

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

Formative Assessment

In this aligned curriculum, the teacher’s assessment role is not only to write tests for
learners, but to make professional judgements about learners’ learning in the course
of the normal teaching and learning process. The professional judgement is about
how far the learner achieves the Learning Outcomes that are set out in this syllabus.
To make these judgements the teacher needs to look at how well the learners are
performing in terms of each Learning Outcome.
The formative assessment opportunities occur in three forms. They can be done
through:
a. Observation – watching learners working (good for assessing skills, values
and attitudes)
b. Conversation – asking questions and talking to learners (good for assessing
knowledge and understanding)
c. Product – appraising the learner’s work (writing, report, translation,
calculation, presentation, map, diagram, model, drawing, painting etc). In this

34
 context, a “product” is seen as something physical and permanent that the
teacher can keep and look at, not something that the learner says.
When all three are used, the information from any one can be checked against the
other two forms of assessment opportunity (e.g. evidence from “observation” can be
checked against evidence from “conversation” and “product”). This is often referred
to as “triangulation

Product

Triangulation

Observation Conversation
Assessing Generic Skills

The Generic Skills have been built into the syllabuses and are part of the Learning
Outcomes. It is therefore not necessary to assess them separately. It is the
increasingly complex context of the subject content that provides progression in the
Generic Skills, and so they are assessed as part of the subject Learning Outcomes.
Assessing generic skills is done with the help of an observation checklist and
scoring rubric.

Assessing Values/Attitudes

It is not possible to assess values and attitudes in the same way as knowledge,
understanding and skills because they are more personal and variable and are long-
term aspirations. This does not mean that attitudes are not important. It means that
we must value things that we cannot easily assess through tests and examination.
However, values and attitudes can be assessed over a long period of time through
observing and interactions.

Assessment of Project-based learning

Project-based learning is a teaching method in which learners or participants gain

knowledge and skills by engaging for an extended period of time to investigate and
respond to an authentic challenge. The task must have a driving question and it
involves sustained inquiry.
Project-based learning is assessed using a rubric and an observation checklist.

Examinations

35
There will be only one school based summative assessment at the end of the year.
There will no longer be examinations or tests set at the beginning and end of every
term. Instead, there will be a summing up of on-going teacher assessments made in
the context of learning through end of topic scenario-based tasks (Activities of
Integration). The learners will also be subjected to the end of cycle assessment for
certification.

Record keeping

In competency-based learning, accurate and comprehensive record keeping is

crucial to track learners' progress and achievements. Therefore, the teacher and
school must keep accurate records about learners’ achievement.
Various assessment tools and strategies are employed to capture learners'
demonstration of abilities and achievements, including observation checklists,
rubrics, and scoring grids. These tools provide a holistic picture of learners'
strengths, weaknesses, and areas for improvement.
The collected data and evidence from these assessments are correctly recorded and
maintained in learners' files, portfolios and anecdotal notes.

36
Glossary of Key Terms
TERM DEFINITION
Competency One in which learners develop the ability to apply their learning
Curriculum with confidence in a range of situations.
Differentiation The design or adaptation of learning experiences to suit an
individual learner’s needs, strengths, preferences, and abilities.
Formative The process of judging a learner’s performance, by interpreting
Assessment the responses to tasks, to gauge progress and inform
subsequent learning steps.
Generic Skills Skills which are deployed in all subjects, and which enhance the
learning of those subjects. These skills also equip young people
for work and life.
Inclusion An approach to planning learning experiences which allows
each student to feel confident, respected, safe and equipped to
learn at his or her full potential.
Learning Outcome A statement which specifies what the learner should know,
understand, or be able to do within a particular aspect of a
subject.
Process Skill A capability acquired by following the programme of study in a
particular Learning Area; enables a learner to apply the
knowledge and understanding of the Learning Area.
Sample Assessment An activity which allows a learner to show the extent to which
Activity s/he has 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.
Suggested Learning An aspect of the normal teaching and learning process that will
Activity enable a formative assessment to be made.

37