The New Senior Secondary

Curriculum for Sierra Leone

Subject syllabus for Chemistry
Subject Discipline: Sciences and Technologies

This subject syllabus is based on the National Curriculum

Framework for Senior Secondary Education. It was prepared
by national curriculum specialists and subject experts.
Building Young Futures
MBSSE’s Senior Secondary School Curriculum

Curriculum Elements for Chemistry – a core subject

Subject Description
Chemistry is the branch of science that deals with substances and their constituent particles; chemical processes and their representation; the
chemical and physical properties of established, new and emerging materials/ substances; and methods of determining the purity, amount, presence,
and in some cases, the preparation and isolation of materials/ substances.

Rationale for Inclusion of Chemistry in the Senior Secondary School Curriculum

It is important that Chemistry is given prominence in the new SSS curriculum as its study helps produce learners who are resourceful, resilient,
scientifically literate, ethical, responsible, with strong environmental awareness, and therefore with the capacity to make good scientific and morally
strong decisions. Learners will also be well informed, confident, ambitious, enterprising, and creative problem-solvers - capable of lifelong learning and
with a desire to live healthy lives and take care of the environment

This Chemistry syllabus adopts a spiral approach in which learners are introduced to challenges that are appropriate for their age and complexities are
developed gradually in subsequent years, giving them the opportunity to secure the appropriate prior learning needed for the understanding of more
complex concepts and skills.

General Learning Outcomes (Broad Goals)

The study of chemistry as part of the Science and Technologies Discipline of the new SSS curriculum, offers learners the opportunity to:
1. acquire knowledge and understanding of the big ideas and concepts that underpin the details and complexities of both the natural phenomena
and their day-to-day interactions and experiences of the material world,
2. recognise how and why chemistry and its application have such significant impact on our lives, both desirable and undesirable, as individuals
and as a society,
3. appreciate the need for accurate use of scientific language, and to represent processes by using formulae and equations,
4. access the development, test and/ or use of modelling and models, especially to understand or represent microscopic and macroscopic
entities and complex, very rapid or incredibly slow processes,
5. utilise their inquisitive nature and further develop an investigative mindset in evaluating claims, based on science, when used in the marketing
and advertising of commodities and services,
6. grasp the importance of seeking rigorous and robust evidence, based on research, as the solid foundation for making decisions and drawing
conclusions, and
7. develop their skills in assessing risks and recommending safety measures to be adopted in controlling identified associated hazards when
carrying out or designing practical activities or laboratory investigations.

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Structure and Content of the Senior Secondary School Chemistry Syllabus

SSS 1 SSS 2 SSS 3

Term 1 1. Atomic Structure and Properties 1. Atomic Structure and Properties 1. Atomic Structure and Properties
• The basic gross structure of the • The history of the Bohr’s model of the • The Electron arrangement of transition
atom, including the relative atom. metal atoms and ions.
properties of subatomic particles. • Electron arrangement using spdf
• Atomic Number and Mass Number. notations/ orbital concept, of simple 2. Periodicity
• Electron arrangement using the elements (not transition metals). • Trends and patterns along period 3
KLM concept or electron octet rule. • Shapes of the s and p atomic orbitals. and down groups of physical and
• Isotopes and Relative Atomic Mass • Definition and discussion of atomic chemical properties such as structure
based on the C-12 isotope. properties such as Ionisation energy, of substances, state at room
atomic radius, electron affinity and temperature, boiling point and melting
2. The Periodic Table of Elements electronegativity. point, reactivity, and acid=base
• The development of the Periodic • The principles of the Mass property of their oxides.
Table Spectrometer.
• The Periodic Law. • Relative isotopic mass and relative 3. Chemical Bonding, Structure&
• The basis of groups and periods of atomic mass. Properties
elements. • Calculating Relative Atomic Mass for • Polarisation.
• Position of metals and nonmetals. elements, including that of diatomic • Shapes of molecules.
elements, from mass spectrum data. • Intermolecular forces and physical
3. Chemical Bonding properties of simple molecules
• Definition and basis of chemical 2. Periodicity
bonding. • Trends and patterns along Period 2 4. Practical Investigations
• The three types of bonding. and down groups of atomic properties • Qualitative analysis of ions.
• Representation of each type such as 1st Ionisation energy, atomic • Volumetric analysis: acid-base and
(common examples). radius, and electronegativity. redox reactions.

4. Matter 3. Chemical Bonding, Structure& 5. Mixtures and Separation

• The kinetic theory of matter. Properties Techniques
• The basis and explanation of basic • Definition of structure of a substance. • Improving the purity of laboratory
physical processes such as prepared substances.

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evaporation, diffusion, expansion, • Stating and describing different types

boiling, melting and solubility. of structure associated with the three
• Heating and cooling curves of bond types.
substances. • Accounting for the physical properties
of each of the different types.
5. Working Scientifically (Doing
Science) 4. Matter
• Compare experiments and • Gases
investigations.
• Designing an investigation. 5. Scientific Research, Ideas &
• Collecting and processing data. Evidence
• Conclusions and evaluations. • The scientific process.
• How theories evolve.
6. Mixtures and Separation • Science & decision-making process
Techniques • Conducting a literature search/ survey
• Definition and examples of • Citing and referencing the literature.
mixtures.
• Types of mixtures with examples 6. Mixtures and Separation
• The basis of separation methods Techniques
for mixtures • Alloys.
• Separation methods for different • Obtaining pure samples of substances
mixtures. in the laboratory.
Term 2 7. Pure Substances and Chemical 7. Pure Substances and Chemical 6. Pure Substances and Chemical
reactions reactions reactions
• Definition of the two types of pure • Metals and the reactivity series. • Strong and weak acids.
substances. • Extraction of Metals. • Bronsted-Lowry theory.
• Types of elements – metals/non- • Electrolysis. • Oxidation Number and IUPAC
metals & Diatomic non-metals. • Redox reactions and half equations. Nomenclature.
• Types of compounds - acids, • Neutralisation and preparation of salts. • Redox reactions and redox equations.
bases, and salts. • Writing ionic equations.
• Working out their chemical
formula.

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• Introduction to IUPAC 8. Quantitative Chemistry - Mole 7. Quantitative Chemistry - Mole

nomenclature. Concept Concept
• Understanding a chemical reaction • Stoichiometry. • Mole concept applied to Redox
process, including tell-tale signs. • Mole concept applied to chemical reactions
• Common types of chemical reactions, both gravimetric and
reactions. volumetric analysis. 8. Rates of Reaction (Kinetics)
• Writing symbolic chemical • Percentage yield. • (See Reversible Reactions and
reactions. Equilibria, below)
9. Rates of Reaction (Kinetics)
8. Quantitative Chemistry - Mole • Collision theory and activation energy. 9. Energy Changes
Concept • Maxwell-Boltzmann distributions. • Hess’s Law.
• Calculating relative molecular • The Maxwell-Boltzmann theory and • Bond Enthalpies.
mass of compounds and diatomic the factors affecting rates of reaction. • Born Haber cycles.
elements. • Investigate the effect of one of the • Enthalpy of solution.
• Mole Concept and Avogadro factors on the speed of an appropriate
Number of particles. chemical reaction. 10. Reversible Reactions and Equilibria
• Number of moles of solids, gases, • Industrial processes of relevance to
and solutions. 10. Energy Changes Sierra Leone.
• Standard Enthalpy of Formation,
9. Rates of Reaction (Kinetics) Combustion and Neutralization 11. Group Chemistry
• Defining the rate of a reaction. • Measuring enthalpy change. • Transition Metal Chemistry.
• Measurable change of different • Calculating enthalpy change of
types of reactions. reactions.
• Graphical representation of
reaction rate (rate curves). 11. Reversible Reactions and Equilibria
• Factors affecting rates of reaction. • Conditions for dynamic equilibrium.
• Studying the rates of some • Application of Le Chatelier’s Principle
common reactions. to changes in temperature, pressure
• Conduct an investigation into the and concentration, as well as in the
effect of one of the factors on the presence of a catalyst.
speed of an appropriate chemical
reaction.

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10. Energy Changes 12. Group Chemistry

• The two types of heat transfer – • The chemistry of Group 2 elements
definition, representation, and and some of their compounds.
examples • The chemistry of Group 7 elements
• Representing heat transfer using and some of their compounds.
energy level diagrams

11. Reversible Reactions and

Equilibria
• Defining reversible reactions, and
their representations.
• Dynamic equilibrium.
• Le Chatelier’s Principle and its
application to changes to the
amounts of substances.

12. Group Chemistry

• The chemistry of Group 1
elements.
• The chemistry of Group 0
elements.
Term 3 13. Organic Chemistry 13. Organic Chemistry 12. Organic Chemistry
• Definition of organic compounds, • Isomerism. • The chemistry of Carboxylic acids and
emphasising the two main parts of • Homologous series and functional its derivatives.
simple organic molecules. groups of other key aliphatic organic • The chemistry of amines.
• Homologous series and functional groups. • Condensation polymerization.
groups of hydrocarbons. • The chemistry of selected non- • The chemistry of amino acids.
• Separation of crude oil. hydrocarbon aliphatic organic groups. • Reaction pathways involving aliphatic
• Structure, naming, physical • Characteristic chemical reactions of organic compounds.
properties, and chemical reactions alkenes, haloalkanes, primary • The reaction mechanisms for alkanes,
of alkanes. alcohols, secondary alcohols, and alkenes and haloalkanes.
carboxylic acids.

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• Structure, naming, physical • An introduction to organic 13. Intro: Modern Instrumental

properties, and chemical reactions mechanisms. Techniques
of alkenes. • IR spectrometry as applied to simple
14. Intro: Modern Instrumental organic compounds.
14. Intro: Modern Instrumental Techniques
Techniques • Mass spectrometry as applied to
• The basics of instrumental simple organic compounds.
techniques.
• Gas chromatography.
• Colorimetry.

Suggested Teaching and Learning Resources

Comprehensive Notes on Modern Chemistry for SHS, New Edition (2009), F.K. Sarpong, SARPS Series.
Essential Chemistry for SSS, 8th edition (2018), I. A. Odesina, Tonad Publishers Ltd.
New Chemistry for SHS First Edition (2014), J Dollar & S. Adjei., Aki-Ola Series.

Blackboard and chalk, or whiteboard and board pens.

Internet access, and use of relevant websites, YouTube videos, educational resources, etc.
Computer/ laptop/ tablet/ 3G+ mobile phone (and top-up for data)
PowerPoint presentations
Digital or overhead projectors.
Video clips, video cassettes, or DVDs.
Video or DVD player
Ethno pedagogical resources
Workbooks & revision guides
Flip charts
Topic-specific charts
Topic-specific models
All learners should be supplied with a copy of the Periodic Table
Fully equipped and functioning laboratory and computer laboratory
Science kits including the micro kits
Library

Alumni in the diaspora may offer or advise useful resources from other schools and education systems, e.g., UK GCSE and AS levels (to be used with
due regard to copyright and intellectual property legislation).

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Teaching Syllabus
Topic/ Theme/ Unit Expected learning outcomes Recommended teaching Assessment of learning outcomes
methods
Atomic Structure Learners will be able to: • Teacher-led didactic Learners may be asked
and Properties • use Bohr’s nuclear model to describe approach aided by practice independently, in pairs, or in groups
• The basic gross atoms, questions for individual and to:
structure of the • calculate the numbers of protons, neutrons group work • State definitions of isotopes, the
atom, including and electrons in an atom or ion, given its • Using models and props to atom and give the number of the
the relative atomic number and mass number, illustrate number and types of subatomic particles in a given atom/
properties of subatomic particles in an isotope
• relate the size and scale of the atom to
subatomic
objects in the physical world, atom. E.g., bottle caps/ ludo • Describe the atomic structure of an
particles. pieces - of three different isotope from its nuclear symbol or
• represent the electronic arrangements of
• Atomic Number colours; sheets with two or position on the Periodic Table and
the first twenty elements in both the
and Mass more concentric circles mass number, (and vice versa).
diagrammatic and notation forms,
Number. representing the nucleus and • Either justify the number of any, two
• state that isotopes are different atoms of the the electron shell(s)
• Electron or all of the subatomic particles
same element containing different neutrons
arrangement • Use of available PowerPoint present from a full symbol of an
in their nuclei,
using the KLM slides with animations; use of isotope/vice versa, or
• calculate the relative atomic mass of an relevant websites on the
concept or • Predict the position and hence name
element from the relative masses and internet; use of video clips.
electron octet of element an isotope belongs to
abundance of its isotopes, and hence, Or various combinations of
rule. from a partial description of its
• Isotopes and • explain the why the relative atomic masses all. atomic structure
Relative Atomic of some elements are not whole numbers. • Flipped classroom (whereby • Either draw or write the electronic
Mass based on learners are are introduced to configuration of elements from
the C-12 isotope. learning material before class different groups and periods or
and asked to make notes
• State/ describe/ justify the position of
based on very clear expected
elements from their electronic
outcomes. Classroom time is
configuration.
then used to deepen
understanding through
discussion with peers and
problem-solving activities

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MBSSE’s Senior Secondary School Curriculum

Topic/ Theme/ Unit Expected learning outcomes Recommended teaching Assessment of learning outcomes
methods
facilitated by teachers, e.g.,
using their notes
subsequently to attempt a
differentiated worksheet).

The Periodic Table • describe the steps involved in the • Teacher-led didactic • State definitions of key terms.
of Elements development of the periodic table, approach aided by practice • Describe the concepts addressed.
• The development mentioning the work of Mendeleev and questions for individual and
• Either justify the application of the
of the Periodic others, group work
concepts addressed in given
Table • describe that in the periodic table elements • Using models and props to scenarios, or
• The Periodic are arranged in order of increasing atomic illustrate number and types of
• Predict the impact of the concepts
Law. number, in rows called periods, subatomic particles in an
addressed in novel scenarios
• The basis of • describe that in the periodic table elements atom. E.g., bottle caps/ ludo
• Answer different types of questions,
groups and with similar properties are placed in the pieces - of three different
such as multiple choice, short,
periods of same vertical columns called groups, colours; sheets with two or
structured, long essay, and open
more concentric circles
elements. • explain the meaning of the atomic number ended.
representing the nucleus and
• Position of of an element in terms of its position in the
• Conduct research with the aid of
the electron shell(s)
metals and periodic table and the number of protons in
clear prompts, and then attempt
nonmetals. the nucleus, • Use of available PowerPoint
some dedicated questions using the
slides with animations; use of
• explain how the electron arrangement of an research notes made
relevant websites on the
element is related to its position on the
internet; use of video clips. • Use the revision strategy of Learn,
periodic table,
Or various combinations of Cover, Write, Check (LCWC) to aid
• identify elements as metals or non-metals quality of information retrieval.
all.
according to their position in the periodic
• Flipped classroom (whereby • Use any of these strategies for peer
table, explaining the division in terms of the
learners are are introduced to assessment, self-assessment,
atomic structure of the element.
learning material before class formative assessment, or summative
and asked to make notes assessment, as applied at an
based on very clear expected appropriate point.
outcomes. Classroom time is

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Topic/ Theme/ Unit Expected learning outcomes Recommended teaching Assessment of learning outcomes
methods
then used to deepen
understanding through
discussion with peers and
problem-solving activities
facilitated by teachers, e.g.,
using their notes
subsequently to attempt a
differentiated worksheet).

Chemical Bonding • describe the octet rule, and its importance • Research using books, etc., • State definitions of key terms.
• Definition and in chemical bonding of atoms, or conduct a project on any • Describe the concepts addressed.
basis of chemical • explain chemical bonding in terms of aspect of the topic with the
• Either justify the application of the
bonding. electrostatic forces, and the transfer or objective of teaching another
concepts addressed in given
• The three types sharing of the outer electrons, pupil
scenarios, or
of bonding. • work out the charge on the ions of metals • Ask the Expert/ group work
• Predict the impact of the concepts
• Representation and non-metals from the group number of using the “Envoy” strategy.
addressed in novel scenarios
of each type the element (limited to the metals in Groups
• Answer different types of questions,
(common 1, 2 and 3, and non-metals in Groups 5, 6
such as multiple choice, short,
examples). and 7),
structured, long essay, and open
• explain how ionic bonds are formed by the ended.
transfer of electrons between atoms to
• Conduct research with the aid of
produce positive and negative ions,
clear prompts, and then attempt
• draw dot and cross diagrams to represent some dedicated questions using the
ionic bonding, research notes made
• explain how a covalent bond is formed • Use the revision strategy of Learn,
when a pair of electrons is shared between Cover, Write, Check (LCWC) to aid
two atoms, quality of information retrieval.
• draw dot and cross diagrams for simple • Use any of these strategies for peer
molecules such as hydrogen, fluorine, assessment, self-assessment,
formative assessment, or summative

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Topic/ Theme/ Unit Expected learning outcomes Recommended teaching Assessment of learning outcomes
methods
oxygen, nitrogen, hydrogen fluoride, water, assessment, as applied at an
and methane (but not limited to these), appropriate point.
• represent covalent bonds by using a line to
represent a single bond,
• explain that metallic bonds are formed when
strong electrostatic forces of attraction exist
between the positive metal ions and their
delocalized outer electrons.

Matter • a) describe the arrangement, movement, • Direct instruction by teacher • State definitions of key terms.
• The kinetic and relative energy of particles in each of • Hands on activities/ Practical • Describe the concepts addressed.
theory of matter. the three states of matter – solid, liquid and activities • Either justify the application of the
• gases,
The basis and • Animations/ video clips concepts addressed in given
explanation of • explain the changes in arrangement,
• Demonstrations/ use of scenarios, or
basic physical movement and energy of particles during
models to aid understanding • Predict the impact of the concepts
processes such the interconversions between the three
• Ask the Expert / group work addressed in novel scenarios
as evaporation, states,
using the “Envoy” strategy • Answer different types of questions,
diffusion, • predict the physical state of a substance
such as multiple choice, short,
expansion, under specified conditions, given suitable
structured, long essay, and open
boiling, melting data,
ended.
and solubility. • illustrate and interpret heating and cooling
• Conduct research with the aid of
• Heating and curves, including how boiling and melting
clear prompts, and then attempt
cooling curves of points can be identified.
some dedicated questions using the
substances.
research notes made
• Use the revision strategy of Learn,
Cover, Write, Check (LCWC) to aid
quality of information retrieval.
• Use any of these strategies for peer
assessment, self-assessment,

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Topic/ Theme/ Unit Expected learning outcomes Recommended teaching Assessment of learning outcomes
methods
formative assessment, or summative
assessment, as applied at an
appropriate point.

Working • distinguish between a scientific experiment • Direct instruction by teacher • State definitions of key terms.
Scientifically (Doing and a scientific investigation, • Group work/ Think-Pair-Share • Describe the concepts addressed.
Science) • describe how a scientist’s initial idea turns • Animations/ video clips • Answer different types of questions,
• Compare into a theory that is accepted by the wider
• Research – books / projectors such as multiple choice, short,
experiments and scientific community, structured, long essay, and open
investigations. • Demonstrations/ use of
• describe the limitations of science, giving ended.
models to aid understanding
• Designing an examples of questions that science can’t • Conduct research with the aid of
investigation. answer, clear prompts, and then attempt
• Collecting and • identify and describe hazards in a some dedicated questions using the
processing data. procedure, describing ways of reducing and research notes made
• Conclusions and safely handling the risks, • Use the revision strategy of Learn,
evaluations. • know how to design a good experiment, Cover, Write, Check (LCWC) to aid
including making sure good quality results quality of information retrieval.
are obtained, • Use any of these strategies for peer
• identify and apply suitable ways of assessment, self-assessment,
processing and displaying the data formative assessment, or summative
collected during the investigation. assessment, as applied at an
appropriate point.
Mixtures and • describe and give examples of different • Group work/ Think-Pair-Share • State definitions of key terms.
Separation types of mixtures, • Hands on activities/ Practical • Describe the concepts addressed.
Techniques • describe, explain, and give examples of activities • Either justify the application of the
• Definition and specified processes of separation, including • Flipped classroom (whereby concepts addressed in given
examples of paper chromatography, distillation, and a learners are are introduced to scenarios, or
mixtures. combination of techniques, learning material before class • Predict the impact of the concepts
and asked to make notes addressed in novel scenarios

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Topic/ Theme/ Unit Expected learning outcomes Recommended teaching Assessment of learning outcomes
methods
• Types of • suggest suitable separation techniques based on very clear expected • Answer different types of questions,
mixtures with when given appropriate information, outcomes. Classroom time is such as multiple choice, short,
examples • describe how different forms of water – then used to deepen structured, long essay, and open
• The basis of waste, ground, and sea water – can be understanding through ended.
separation made potable discussion with peers and • Conduct research with the aid of
methods for problem-solving activities clear prompts, and then attempt
mixtures facilitated by teachers, e.g., some dedicated questions using the
using their notes
• Separation research notes made
subsequently to attempt a
methods for • Use the revision strategy of Learn,
differentiated worksheet).
different Cover, Write, Check (LCWC) to aid
mixtures. • Demonstrations/ use of quality of information retrieval.
models to aid understanding.
• Use any of these strategies for peer
assessment, self-assessment,
formative assessment, or summative
assessment, as applied at an
appropriate point.

Pure Substances • explain the differences between the use of • Direct instruction by teacher • State definitions of key terms.
and Chemical ‘pure’ in chemistry compared with its • Group work/ Think-Pair-Share • Describe the concepts addressed.
reactions everyday use, and the differences in
• Animations/ video clips • Either justify the application of the
• Definition of the chemistry between a pure substance and a
concepts addressed in given
two types of pure mixture,
scenarios, or
substances. • describe elements in terms of having the
• Predict the impact of the concepts
• Types of same types of atoms, giving examples of
addressed in novel scenarios
elements – metals and non-metals, and their symbols,
• Answer different types of questions,
metals/non- especially of the first twenty, with the help of
such as multiple choice, short,
metals & the periodic table
structured, long essay, and open
Diatomic non- • define compounds in terms of the number of
ended.
metals. different atoms that are chemically bonded,
identifying the *ide and *ate compounds,

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Topic/ Theme/ Unit Expected learning outcomes Recommended teaching Assessment of learning outcomes
methods
• Types of • work out the chemical formulae of • Conduct research with the aid of
compounds - compounds, both simple *ide compounds, clear prompts, and then attempt
acids, bases, and those involving radicals - the *ate some dedicated questions using the
and salts. compounds, research notes made
• Working out their • define and describe chemical reactions, • Use the revision strategy of Learn,
chemical including the tell-tale signs that they are Cover, Write, Check (LCWC) to aid
formula. occurring, quality of information retrieval.
• Introduction to • describe different types of reactions such as • Use any of these strategies for peer
IUPAC i) direct formation, ii) displacement and assessment, self-assessment,
nomenclature. combustion, iii) neutralization and formative assessment, or summative
• Understanding a precipitation, iv) thermal decomposition, as assessment, as applied at an
chemical illustrations of different combinations appropriate point.
reaction process, between elements and compounds,
including tell-tale • write word equations for examples of the
signs. reactions described above, then write the
• Common types symbolic equations and go on to balance
of chemical them.
reactions.
• Writing symbolic
chemical
reactions.

Quantitative • calculate relative formula mass using • Direct instruction by teacher • State definitions of key terms.
Chemistry - Mole relative atomic masses, • Group work/ Think-Pair-Share • Describe the concepts addressed.
Concept • state that one mole of particles of a • Animations/ video clips • Either justify the application of the
• Calculating substance is defined as the mass of
• Demonstrations/ use of concepts addressed in given
relative “relative formula mass” in grams, scenarios, or
models to aid understanding.
molecular mass
• Predict the impact of the concepts
of compounds
addressed in novel scenarios

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Topic/ Theme/ Unit Expected learning outcomes Recommended teaching Assessment of learning outcomes
methods
and diatomic • state that one mole of particles of a • Answer different types of questions,
elements. substance is the Avogadro Constant such as multiple choice, short,
• Mole Concept number of particles 6 x 1023 particles. structured, long essay, and open
and Avogadro • calculate the number of moles (of particles) ended.
Number of of any substance in a given mass of that • Conduct research with the aid of
particles. substance, and vice versa clear prompts, and then attempt
• Number of moles • determine the empirical formula of a some dedicated questions using the
of solids, gases, compound from relevant data provided, and research notes made
and solutions. subsequently deduce the molecular formula • Use the revision strategy of Learn,
when its relative molecular formula is given, Cover, Write, Check (LCWC) to aid
also quality of information retrieval.
• calculate the number of moles (of particles) • Use any of these strategies for peer
of a gaseous substance when its molar assessment, self-assessment,
volume is given, or when its volume is given formative assessment, or summative
under stated conditions of temperature and assessment, as applied at an
pressure from the ideal gas equation, appropriate point.
• calculate the number of moles (of particles)
of solute in a solution when the volume and
concentration of the solution, are given

Rates of Reaction • state the expression for calculating the • Direct instruction by teacher. • State definitions of key terms.
(Kinetics) mean rate of a reaction in terms of the size • Group work/ Think-Pair-Share • Describe the concepts addressed.
• Defining the rate of measurable change involving the amount
• Hands on activities/ Practical • Either justify the application of the
of a reaction. of product formed or reactants used up,
activities. concepts addressed in given
• Measurable • draw and interpret graphs of mass, volume,
• Ask the Expert / group work scenarios, or
change of or concentration of reactant used up, or
using the “Envoy” strategy. • Predict the impact of the concepts
different types of product formed, against time,
addressed in novel scenarios
reactions. • describe the collision theory, as well as the
• Answer different types of questions,
• Graphical activation energy theory,
such as multiple choice, short,
representation of

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Topic/ Theme/ Unit Expected learning outcomes Recommended teaching Assessment of learning outcomes
methods
reaction rate • state the factors which affect the rates of structured, long essay, and open
(rate curves). chemical reactions, ended.
• Factors affecting • using collision theory, predict and explain • Conduct research with the aid of
rates of reaction. the effects of changing conditions of clear prompts, and then attempt
• Studying the concentration, pressure, and temperature some dedicated questions using the
rates of some on the rate of a reaction, research notes made
common • predict and explain the effects of changes in • Use the revision strategy of Learn,
reactions. the size of pieces of a reacting solid (in Cover, Write, Check (LCWC) to aid
• Investigate the terms of surface area to volume ratio) on quality of information retrieval.
effect of one of the rate of a reaction, • Use any of these strategies for peer
the factors on the • use simple ideas of proportionality when assessment, self-assessment,
speed of an using collision theory to explain the effect of formative assessment, or summative
appropriate a factor on the rate of a reaction, assessment, as applied at an
chemical • identify catalysts in reactions from their appropriate point.
reaction. effect on the rate of reaction and because
they are not included in the chemical
equation for the reaction,
• explain catalytic action in terms of activation
energy,
• investigate the effects of changing
conditions of a reaction on the rate of a
reaction
Energy Changes • describe an endothermic change of reaction • Direct instruction by teacher • State definitions of key terms.
• The two types of as one in which heat energy is taken in, • Hands on activities/ Practical • Describe the concepts addressed.
heat transfer – • describe an exothermic change of reaction activities • Either justify the application of the
definition, as one in which heat energy is given out, • Animations/ video clips concepts addressed in given
representation, • draw simple reaction profiles (energy level • Research using books, scenarios, or
and examples diagrams) for exothermic and endothermic websites, etc. • Predict the impact of the concepts
reactions, showing the relative energies of addressed in novel scenarios

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Topic/ Theme/ Unit Expected learning outcomes Recommended teaching Assessment of learning outcomes
methods
• Representing reactants and products, the activation • Answer different types of questions,
heat transfer energy, and the overall heat energy change, such as multiple choice, short,
using energy with a curved line to show the energy as the structured, long essay, and open
level diagrams reaction proceeds, ended.
• use reaction profile to identify reactions as • Conduct research with the aid of
endothermic or exothermic. clear prompts, and then attempt
some dedicated questions using the
research notes made
• Use the revision strategy of Learn,
Cover, Write, Check (LCWC) to aid
quality of information retrieval.
• Use any of these strategies for peer
assessment, self-assessment,
formative assessment, or summative
assessment, as applied at an
appropriate point.

Reversible • recall that some chemical reactions are • Direct instruction by teacher • State definitions of key terms.
Reactions and reversible, • Group work/ Think-Pair-Share • Describe the concepts addressed.
Equilibria • state and explain the symbol depicting a • Hands on activities/ Practical • Either justify the application of the
• Defining reversible reaction activities concepts addressed in given
reversible • explain what is meant by dynamic • Ask the Expert / group work scenarios, or
reactions, and equilibrium, using the “Envoy” strategy. • Predict the impact of the concepts
their
• recall that the direction of some reversible addressed in novel scenarios
representations.
reactions can be altered by changing the • Answer different types of questions,
• Dynamic reaction conditions, such as multiple choice, short,
equilibrium.
• state Le Chatelier’s Principle structured, long essay, and open
• Le Chatelier’s
• make qualitative predictions about the effect ended.
Principle and its
of changes, on systems at equilibrium when
application to

16
Building Young Futures
MBSSE’s Senior Secondary School Curriculum

Topic/ Theme/ Unit Expected learning outcomes Recommended teaching Assessment of learning outcomes
methods
changes to the given appropriate information, using Le • Conduct research with the aid of
amounts of Chatelier’s Principle clear prompts, and then attempt
substances. some dedicated questions using the
research notes made
• Use the revision strategy of Learn,
Cover, Write, Check (LCWC) to aid
quality of information retrieval.
• Use any of these strategies for peer
assessment, self-assessment,
formative assessment, or summative
assessment, as applied at an
appropriate point.

Group Chemistry • state the elements of Group 1, and its • Direct instruction by teacher • State definitions of key terms.
• The chemistry of special group name, • Group work/ Think-Pair-Share • Describe the concepts addressed.
Group 1 • explain why some elements are classified • Ask the Expert / group work • Either justify the application of the
elements. as Group 1 elements, based on their using the “Envoy” strategy. concepts addressed in given
• The chemistry of electron arrangement or position on the
• Flipped classroom (whereby scenarios, or
Group 0 periodic table,
learners are are introduced to • Predict the impact of the concepts
elements. • state some of the physical properties of the learning material before class addressed in novel scenarios
members of this group and classroom time is then • Answer different types of questions,
• describe, with the aid of balanced used to deepen such as multiple choice, short,
equations, the reactions of the first three understanding through structured, long essay, and open
elements of this group with water and dilute discussion with peers and ended.
samples of common laboratory acids, problem-solving activities
• Conduct research with the aid of
• describe the pattern in reactivity for the facilitated by teachers).
clear prompts, and then attempt
reactions in d) above, explain the pattern in some dedicated questions using the
terms of electronic arrangement, and go on research notes made
to predict the reactivity of other alkali
metals,

17
Building Young Futures
MBSSE’s Senior Secondary School Curriculum

Topic/ Theme/ Unit Expected learning outcomes Recommended teaching Assessment of learning outcomes
methods
• State the elements of group 0, and its • Use the revision strategy of Learn,
special group name, Cover, Write, Check (LCWC) to aid
• explain why some elements are classified quality of information retrieval.
as Group 0 elements, based on their • Use any of these strategies for peer
electron arrangement or position on the assessment, self-assessment,
periodic table, formative assessment, or summative
• state some of the physical properties of the assessment, as applied at an
members of this group, appropriate point.
• explain why the noble gases are chemically
inert compared with other elements, in
terms of their electron arrangement,
• describe the pattern in the physical
properties of the first three noble gases, and
go on to use this pattern predict the physical
properties of other noble gases,
• explain how the uses of noble gases
depend on their chemical inertness and
physical properties (such as low density).

Organic Chemistry • describe an organic compound as • Direct instruction by teacher. • State definitions of key terms.
• Definition of consisting of at least two parts – a • Group work/ Think-Pair- • Describe the concepts addressed.
organic functional group and the carbon-carbon Share. • Either justify the application of the
compounds, backbone of stem,
• Demonstrations/ use of concepts addressed in given
emphasising the • describe organic compounds that have the models to aid understanding. scenarios, or
two main parts of same functional group as belonging to the
• Predict the impact of the concepts
simple organic same homologous series, and go on to
addressed in novel scenarios
molecules. state four homologous series, namely:
• Answer different types of questions,
• Homologous alkanes, alkenes, alcohols, and carboxylic
such as multiple choice, short,
series and acids,

18
Building Young Futures
MBSSE’s Senior Secondary School Curriculum

Topic/ Theme/ Unit Expected learning outcomes Recommended teaching Assessment of learning outcomes
methods
functional groups • describe and apply a set of rules in naming structured, long essay, and open
of hydrocarbons. the first six members of each of the four ended.
• Separation of homologous series given above, • Conduct research with the aid of
crude oil. • describe and implement strategies for clear prompts, and then attempt
• Structure, drawing displayed formulae to accurately some dedicated questions using the
naming, physical represent the structure of the first six research notes made
properties, and members of these four homologous series, • Use the revision strategy of Learn,
chemical • describe the chemical reaction of Cover, Write, Check (LCWC) to aid
reactions of combustion in sufficient and insufficient quality of information retrieval.
alkanes. oxygen with the aid of balanced equations, • Use any of these strategies for peer
• Structure, and in addition indicate implications for the assessment, self-assessment,
naming, physical earth’s atmosphere, formative assessment, or summative
properties, and • describe the chemical reaction of cracking assessment, as applied at an
chemical of long chain alkanes which results in the appropriate point.
reactions of formation of alkenes,
alkenes. • describe the chemical addition reactions of
alkenes with hydrogen, halogens, and
hydrohalides, by balanced chemical
equations involving displayed formulae,
• describe the addition polymerization
process with suitable displayed formulae,
and also include the uses and
environmental challenges posed by the
following polymers – polythene, PVC,
polystyrene and polytetrafluoto-ethene.
Intro: Modern • describe the common stages of any • Direct instruction by teacher. • State definitions of key terms.
Instrumental analytical process to include: sample • Hands on activities/ Practical • Describe the concepts addressed.
Techniques preparation, creating conditions that activities.
enhance the property that is to be analysed,
subjecting the sample to the analysis,

19
Building Young Futures
MBSSE’s Senior Secondary School Curriculum

Topic/ Theme/ Unit Expected learning outcomes Recommended teaching Assessment of learning outcomes
methods
• The basics of recording and/ or displaying the results, • Research using books, • Either justify the application of the
instrumental analysing the results, and drawing websites, etc. concepts addressed in given
techniques. appropriate conclusions, • Flipped classroom (whereby scenarios, or
• Gas • describe the separating basis and technique learners are are introduced to • Predict the impact of the concepts
chromatography. used in a gas chromatography, the different learning material before class addressed in novel scenarios
• Colorimetry. stages and the processes occurring at each and classroom time is then • Answer different types of questions,
stage, and the methods of displaying and used to deepen such as multiple choice, short,
interpreting the results, understanding through structured, long essay, and open
• describe the separating basis and technique discussion with peers and ended.
used in a colorimetry, the different stages problem-solving activities
• Conduct research with the aid of
and the processes occurring at each stage, facilitated by teachers).
clear prompts, and then attempt
and the methods of displaying and • Ask the Expert / group work some dedicated questions using the
interpreting the results. using the “Envoy” strategy. research notes made
• Use the revision strategy of Learn,
Cover, Write, Check (LCWC) to aid
quality of information retrieval.
• Use any of these strategies for peer
assessment, self-assessment,
formative assessment, or summative
assessment, as applied at an
appropriate point.

Atomic Structure • explain the contributions made by scientists, • Direct instruction by teacher. • State definitions of key terms.
and Properties starting with John Dalton, to the current • Demonstrations/ use of • Describe the concepts addressed.
• The history of the acceptable model of the atom, models to aid understanding, • Either justify the application of the
Bohr’s model of • describe the electronic configuration of the e.g., bottle caps/ ludo pieces concepts addressed in given
the atom. first 30 elements using spdf notations, of three different colours, scenarios, or
• Electron including the shapes of the s & p orbitals sheets with two or more
• Predict the impact of the concepts
arrangement only, concentric circles
addressed in novel scenarios
using spdf

20
Building Young Futures
MBSSE’s Senior Secondary School Curriculum

Topic/ Theme/ Unit Expected learning outcomes Recommended teaching Assessment of learning outcomes
methods
notations/ orbital • define first ionization energy, electron representing the nucleus and • Answer different types of questions,
concept, of affinity, atomic size, electronegativity, also the electron shell(s), such as multiple choice, short,
simple elements write equations for the first and successive • Research using books, structured, long essay, and open
(not transition ionisation energies, and first electron websites, etc. ended.
metals). affinity, • Conduct research with the aid of
• Animations/ video clips.
• Shapes of the s • describe the process, stages, the spectrum clear prompts, and then attempt
• Flipped classroom (whereby
and p atomic involve in mass spectrometry some dedicated questions using the
learners are are introduced to
orbitals. • interpret simple mass spectra of elements research notes made
learning material before class
• Definition and and calculate relative atomic mass for and classroom time is then • Use the revision strategy of Learn,
discussion of mononuclear species. used to deepen Cover, Write, Check (LCWC) to aid
atomic properties understanding through quality of information retrieval.
such as discussion with peers and • Use any of these strategies for peer
Ionisation problem-solving activities assessment, self-assessment,
energy, atomic facilitated by teachers). formative assessment, or summative
radius, electron assessment, as applied at an
affinity and appropriate point.
electronegativity.
• The principles of
the Mass
Spectrometer.
• Relative isotopic
mass and
relative atomic
mass.
• Calculating
Relative Atomic
Mass for
elements,
including that of
diatomic

21
Building Young Futures
MBSSE’s Senior Secondary School Curriculum

Topic/ Theme/ Unit Expected learning outcomes Recommended teaching Assessment of learning outcomes
methods
elements, from
mass spectrum
data.

Periodicity • classify an element as s, p, d, or f block, • Direct instruction by teacher. • State definitions of key terms.
• Trends and according to its position in the Periodic • Animations/ video clips. • Describe the concepts addressed.
patterns along Table as determined by its atomic number,
• Research using books, • Either justify the application of the
Period 2 and • explain the trends in atomic radius and first websites, etc. concepts addressed in given
down groups of ionization energy
• Flipped classroom (whereby scenarios, or
atomic properties
learners are are introduced to • Predict the impact of the concepts
such as 1st
learning material before class addressed in novel scenarios
Ionisation
energy, atomic
and classroom time is then • Answer different types of questions,
used to deepen such as multiple choice, short,
radius, and
understanding through structured, long essay, and open
electronegativity.
discussion with peers and ended.
problem-solving activities
• Conduct research with the aid of
facilitated by teachers).
clear prompts, and then attempt
some dedicated questions using the
research notes made
• Use the revision strategy of Learn,
Cover, Write, Check (LCWC) to aid
quality of information retrieval.
• Use any of these strategies for peer
assessment, self-assessment,
formative assessment, or summative
assessment, as applied at an
appropriate point.

22
Building Young Futures
MBSSE’s Senior Secondary School Curriculum

Topic/ Theme/ Unit Expected learning outcomes Recommended teaching Assessment of learning outcomes
methods
Chemical Bonding, • describe dative covalent bond as a shared • Direct instruction by teacher. • State definitions of key terms.
Structure& pair of electrons in which both electrons • Ask the Expert / group work • Describe the concepts addressed.
Properties come from one of the atoms of the bond, using the “Envoy” strategy. • Either justify the application of the
• Definition of • discuss the basic factors that determine the • Research using books, concepts addressed in given
structure of a nature and strength of ionic, covalent, and websites, etc. scenarios, or
substance. metallic bonds
• Project work on any aspect of • Predict the impact of the concepts
• Stating and • describe structure to mean the arrangement the topic with the objective of addressed in novel scenarios
describing of particles of the substance in three- teaching another pupil. • Answer different types of questions,
different types of dimensional space
such as multiple choice, short,
structure • describe, giving examples, the four types of structured, long essay, and open
associated with giant structures – giant ionic, giant metallic ended.
the three bond giant covalent, and giant layered covalent,
types. • Conduct research with the aid of
• describe giving examples, substances with clear prompts, and then attempt
• Accounting for a simple molecular structure some dedicated questions using the
the physical
• describe, explain, and predict the physical research notes made
properties of
each of the
properties of substances with each of the • Use the revision strategy of Learn,
types of structure given in the last two Cover, Write, Check (LCWC) to aid
different types.
points above. quality of information retrieval.
• Use any of these strategies for peer
assessment, self-assessment,
formative assessment, or summative
assessment, as applied at an
appropriate point.

Matter • describe and conduct the laboratory • Direct instruction by teacher. • State definitions of key terms.
• Gases preparation, including the principles of • Role play • Describe the concepts addressed.
collection, of gases such as hydrogen,
• Group work/ Think-Pair- • Either justify the application of the
ammonia, and carbon dioxide,
Share. concepts addressed in given
scenarios, or

23
Building Young Futures
MBSSE’s Senior Secondary School Curriculum

Topic/ Theme/ Unit Expected learning outcomes Recommended teaching Assessment of learning outcomes
methods
• describe the ideal gas equation, using it to • Hands on activities/ Practical • Predict the impact of the concepts
calculate the number of moles of gases activities. addressed in novel scenarios
from relevant data on volume, temperature, • Animations/ video clips. • Answer different types of questions,
and pressure,
• Demonstrations/ use of such as multiple choice, short,
• describe the composition of solutions in models to aid understanding. structured, long essay, and open
general, ended.
• Ask the Expert / group work
• predict which solutes will form soluble or using the “Envoy” strategy. • Conduct research with the aid of
insoluble aqueous solutions, based on the clear prompts, and then attempt
• Research using books,
nature of the solutes some dedicated questions using the
websites, etc.
research notes made
• Flipped classroom (whereby
• Use the revision strategy of Learn,
learners are are introduced to
Cover, Write, Check (LCWC) to aid
learning material before class
quality of information retrieval.
and classroom time is then
used to deepen • Use any of these strategies for peer
understanding through assessment, self-assessment,
discussion with peers and formative assessment, or summative
problem-solving activities assessment, as applied at an
facilitated by teachers). appropriate point.

Scientific Research, • describe the processes of developing and • Direct instruction by teacher. • State definitions of key terms.
Ideas & Evidence testing theories or validating existing • Role play • Describe the concepts addressed.
• The scientific theories, collecting evidence, and ways of
• Field trips • Either justify the application of the
process. communicating results obtained,
• Group work/ Think-Pair- concepts addressed in given
• How theories • develop their investigative and practical scenarios, or
Share.
evolve. skills, as they describe and apply concepts
• Hands on activities/ Practical • Predict the impact of the concepts
• Science & such as types of variables, types of data
activities. addressed in novel scenarios
decision-making (including constructing suitable tables of
• Animations/ video clips. • Answer different types of questions,
process data), types of graphs and charts, drawing
such as multiple choice, short,
conclusions and evaluations, • Demonstrations/ use of
models to aid understanding.

24
Building Young Futures
MBSSE’s Senior Secondary School Curriculum

Topic/ Theme/ Unit Expected learning outcomes Recommended teaching Assessment of learning outcomes
methods
• Conducting a • explain the importance of ethical • Ask the Expert / group work structured, long essay, and open
literature search/ considerations when undertaking science using the “Envoy” strategy. ended.
survey investigations, • Research using books, • Conduct research with the aid of
• Citing and • describe two major types of citations utlised websites, etc. clear prompts, and then attempt
referencing the in physical science literature, some dedicated questions using the
literature. • conduct a literature survey on a chemistry- research notes made
based topic that is of importance to the • Use the revision strategy of Learn,
learner. Cover, Write, Check (LCWC) to aid
quality of information retrieval.
• Use any of these strategies for peer
assessment, self-assessment,
formative assessment, or summative
assessment, as applied at an
appropriate point.

Mixtures and • describe the general composition and • Direct instruction by teacher. • State definitions of key terms.
Separation physical properties of alloys, giving • Role play. • Describe the concepts addressed.
Techniques examples and their uses,
• Field trips. • Either justify the application of the
• Alloys. • describe and conduct the laboratory
• Group work/ Think-Pair- concepts addressed in given
• Obtaining pure preparation and collection of copper
Share. scenarios, or
samples of sulphate crystals,
• Hands on activities/ Practical • Predict the impact of the concepts
substances in • describe and explain the fractional addressed in novel scenarios
activities.
the laboratory. distillation of air,
• Animations/ video clips. • Answer different types of questions,
• describe and explain the fractional such as multiple choice, short,
• Demonstrations/ use of
distillation of crude oil structured, long essay, and open
models to aid understanding.
ended.
• Ask the Expert / group work
• Conduct research with the aid of
using the “Envoy” strategy.
clear prompts, and then attempt
• Research using books,
websites, etc.

25
Building Young Futures
MBSSE’s Senior Secondary School Curriculum

Topic/ Theme/ Unit Expected learning outcomes Recommended teaching Assessment of learning outcomes
methods
• Flipped classroom (whereby some dedicated questions using the
learners are are introduced to research notes made
learning material before class • Use the revision strategy of Learn,
and classroom time is then Cover, Write, Check (LCWC) to aid
used to deepen quality of information retrieval.
understanding through • Use any of these strategies for peer
discussion with peers and assessment, self-assessment,
problem-solving activities formative assessment, or summative
facilitated by teachers). assessment, as applied at an
appropriate point.

Pure Substances • explain the reactivity series of metals in • Direct instruction by teacher. • State definitions of key terms.
and Chemical terms of the metal’s readiness to form metal • Role play. • Describe the concepts addressed.
reactions ions, by using their reactions with water,
• Field trips. • Either justify the application of the
• Metals and the acids and salt solutions involving a different
• Group work/ Think-Pair- concepts addressed in given
reactivity series. metal,
Share. scenarios, or
• Extraction of • describe, with the aid of both balanced
• Hands on activities/ Practical • Predict the impact of the concepts
Metals. symbolic and ionic equations, the
activities. addressed in novel scenarios
• Electrolysis. displacement reactions of metals discussed
• Animations/ video clips. • Answer different types of questions,
above,
• Redox reactions such as multiple choice, short,
• use the reactivity series of metals to predict • Demonstrations/ use of
and half structured, long essay, and open
and describe three different methods of models to aid understanding.
equations. ended.
extracting metals from their ores, giving an • Ask the Expert / group work
• Neutralisation • Conduct research with the aid of
example of each type, using the “Envoy” strategy.
and preparation clear prompts, and then attempt
of salts. • discuss the pros and cons of using recycling • Research using books,
some dedicated questions using the
as an alternative to extraction in meeting websites, etc.
• Writing ionic research notes made
demands for some metals, • Flipped classroom (whereby
equations. • Use the revision strategy of Learn,
• define oxidation and reduction reactions in learners are are introduced to
Cover, Write, Check (LCWC) to aid
terms of both the gain and loss of oxygen, learning material before class
quality of information retrieval.
and the gain and loss of electrons, and classroom time is then

26
Building Young Futures
MBSSE’s Senior Secondary School Curriculum

Topic/ Theme/ Unit Expected learning outcomes Recommended teaching Assessment of learning outcomes
methods
• describe, with the aid of half equations, the used to deepen • Use any of these strategies for peer
displacement reactions of metals discussed understanding through assessment, self-assessment,
in the first point above, as redox reactions, discussion with peers and formative assessment, or summative
• calculate the oxidation number of an problem-solving activities assessment, as applied at an
element in both a compound and an ion, facilitated by teachers). appropriate point.
and determine which species is the
reducing agent and which is the oxidizing
agent,
• state the IUPAC name of an ion or
compound by making use of the oxidation
number of the central element in a
compound and ion
• work out the chemical formula of a
compound or ion when given the oxidation
number of the central element
• describe the electrolytic process of a molten
binary ionic compound, applying the
principles learnt to the extraction of
aluminium,
• describe the electrolytic process of an
aqueous solution of a binary ionic
compound, applying the principles learnt to
the electrolysis of brine.
Quantitative • determine the mole ratio of different • Direct instruction by teacher. • State definitions of key terms.
Chemistry - Mole substances from balanced symbolic • Role play. • Describe the concepts addressed.
Concept equations,
• Group work/ Think-Pair- • Either justify the application of the
• Stoichiometry. • state the law of conservation of mass, and Share. concepts addressed in given
• Mole concept apply it to gravimetric calculations of several
• Hands on activities/ Practical scenarios, or
applied to chemical reactions,
activities.
chemical

27
Building Young Futures
MBSSE’s Senior Secondary School Curriculum

Topic/ Theme/ Unit Expected learning outcomes Recommended teaching Assessment of learning outcomes
methods
reactions, both • compare the effectiveness of different • Animations/ video clips. • Predict the impact of the concepts
gravimetric and laboratory techniques of obtaining a • Demonstrations/ use of addressed in novel scenarios
volumetric substance in the lab by the same chemical models to aid understanding. • Answer different types of questions,
analysis. reaction, by calculating the chemical yield of
• Ask the Expert / group work such as multiple choice, short,
• Percentage yield. each technique,
using the “Envoy” strategy. structured, long essay, and open
• describe the titration method (volumetric ended.
• Research using books,
analysis) used to standardise (determine
websites, etc. • Conduct research with the aid of
the concentration of) an acid or a base clear prompts, and then attempt
• Flipped classroom (whereby
during an acid base reaction, some dedicated questions using the
learners are are introduced to
• calculate the concentration of the oxidizing research notes made
learning material before class
or reducing agent in a given redox reaction
and classroom time is then • Use the revision strategy of Learn,
when provided the relevant data, by using Cover, Write, Check (LCWC) to aid
used to deepen
the mole concept and balanced symbolic quality of information retrieval.
understanding through
equation for the given reaction.
discussion with peers and • Use any of these strategies for peer
problem-solving activities assessment, self-assessment,
facilitated by teachers). formative assessment, or summative
assessment, as applied at an
appropriate point.

Rates of Reaction • draw and describe the Maxwell-Boltzmann • Direct instruction by teacher. • State definitions of key terms.
(Kinetics) distribution curves as it applies to the rate of • Role play. • Describe the concepts addressed.
• Collision theory a reaction generally, and of each of the
• Group work/ Think-Pair- • Either justify the application of the
and activation factors of temperature, concentration, and
Share. concepts addressed in given
energy. presence of a catalyst,
• Hands on activities/ Practical scenarios, or
• Maxwell- • investigate the effects of changing
activities. • Predict the impact of the concepts
Boltzmann conditions of a reaction on the rate of a
• Animations/ video clips. addressed in novel scenarios
distributions. reaction.
• Demonstrations/ use of • Answer different types of questions,
• The Maxwell- such as multiple choice, short,
models to aid understanding.
Boltzmann
theory and the

28
Building Young Futures
MBSSE’s Senior Secondary School Curriculum

Topic/ Theme/ Unit Expected learning outcomes Recommended teaching Assessment of learning outcomes
methods
factors affecting • Ask the Expert / group work structured, long essay, and open
rates of reaction. using the “Envoy” strategy. ended.
• Investigate the • Research using books, • Conduct research with the aid of
effect of one of websites, etc. clear prompts, and then attempt
the factors on the • Project work on any aspect of some dedicated questions using the
speed of an the topic with the objective of research notes made
appropriate teaching another pupil. • Use the revision strategy of Learn,
chemical Cover, Write, Check (LCWC) to aid
• Flipped classroom (whereby
reaction. quality of information retrieval.
learners are are introduced to
learning material before class • Use any of these strategies for peer
and classroom time is then assessment, self-assessment,
used to deepen formative assessment, or summative
understanding through assessment, as applied at an
discussion with peers and appropriate point.
problem-solving activities
facilitated by teachers).

Energy Changes • define and describe the standard enthalpies • Direct instruction by teacher. • State definitions of key terms.
• Standard of formation, combustion, and neutralisation • Role play. • Describe the concepts addressed.
Enthalpy of with the aid of balanced equations with
• Group work/ Think-Pair- • Either justify the application of the
Formation, state symbols
Share. concepts addressed in given
Combustion and • state the first law of thermodynamics, and
• Hands on activities/ Practical scenarios, or
Neutralization apply it by calculating the enthalpy of
activities. • Predict the impact of the concepts
• Measuring reactions using temperature change of
• Animations/ video clips. addressed in novel scenarios
enthalpy change. water or aqueous solutions,
• Demonstrations/ use of • Answer different types of questions,
• Calculating • describe lab procedure in measuring heat
models to aid understanding. such as multiple choice, short,
enthalpy change change of a reaction in aqueous solutions,
structured, long essay, and open
of reactions. and in burning fuels, • Ask the Expert / group work
ended.
using the “Envoy” strategy.
• conduct an investigation.

29
Building Young Futures
MBSSE’s Senior Secondary School Curriculum

Topic/ Theme/ Unit Expected learning outcomes Recommended teaching Assessment of learning outcomes
methods
• Research using books, • Conduct research with the aid of
websites, etc. clear prompts, and then attempt
• Flipped classroom (whereby some dedicated questions using the
learners are are introduced to research notes made
learning material before class • Use the revision strategy of Learn,
and classroom time is then Cover, Write, Check (LCWC) to aid
used to deepen quality of information retrieval.
understanding through • Use any of these strategies for peer
discussion with peers and assessment, self-assessment,
problem-solving activities formative assessment, or summative
facilitated by teachers). assessment, as applied at an
appropriate point.

Reversible • state the conditions under which a dynamic • Direct instruction by teacher. • State definitions of key terms.
Reactions and equilibrium can be established, • Role play. • Describe the concepts addressed.
Equilibria • state Le Chatelier’s principle, • Field trips. • Either justify the application of the
• Conditions for • make qualitative predictions about the effect • Group work/ Think-Pair- concepts addressed in given
dynamic of changes, if any, in temperature, pressure, scenarios, or
Share.
equilibrium. concentration, and the presence of a
• Hands on activities/ Practical • Predict the impact of the concepts
• Application of Le catalyst, on a system in equilibrium when addressed in novel scenarios
activities.
Chatelier’s given appropriate information, using Le
• Animations/ video clips. • Answer different types of questions,
Principle to Chatelier’s principle,
such as multiple choice, short,
changes in • Demonstrations/ use of
• conduct an investigation. structured, long essay, and open
temperature, models to aid understanding.
ended.
pressure and • Ask the Expert / group work
• Conduct research with the aid of
concentration, as using the “Envoy” strategy.
well as in the clear prompts, and then attempt
• Research using books,
presence of a some dedicated questions using the
websites, etc.
catalyst. research notes made
• Flipped classroom (whereby
learners are are introduced to

30
Building Young Futures
MBSSE’s Senior Secondary School Curriculum

Topic/ Theme/ Unit Expected learning outcomes Recommended teaching Assessment of learning outcomes
methods
learning material before class • Use the revision strategy of Learn,
and classroom time is then Cover, Write, Check (LCWC) to aid
used to deepen quality of information retrieval.
understanding through • Use any of these strategies for peer
discussion with peers and assessment, self-assessment,
problem-solving activities formative assessment, or summative
facilitated by teachers). assessment, as applied at an
appropriate point.

Group Chemistry • state the elements of Group 2, and its • Direct instruction by teacher. • State definitions of key terms.
• The chemistry of special group name, • Role play. • Describe the concepts addressed.
Group 2 • explain why some elements are classified • Group work/ Think-Pair- • Either justify the application of the
elements and as Group 2 elements, based on their Share. concepts addressed in given
some of their electron arrangement or position on the
• Hands on activities/ Practical scenarios, or
compounds. periodic table,
activities. • Predict the impact of the concepts
• The chemistry of • compare some of the physical properties of
• Animations/ video clips. addressed in novel scenarios
Group 7 the members of this group with those of
• Demonstrations/ use of • Answer different types of questions,
elements and group 1, highlighting any trends down the
models to aid understanding. such as multiple choice, short,
some of their group,
structured, long essay, and open
compounds. • Ask the Expert / group work
• describe, and account for any pattern in the ended.
using the “Envoy” strategy.
solubility of the oxides, hydroxides,
• Conduct research with the aid of
carbonates, and sulphates, down the group, • Research using books,
clear prompts, and then attempt
websites, etc.
• state and account for the uses of the some dedicated questions using the
compounds of some Group 2 members, • Flipped classroom (whereby
research notes made
learners are are introduced to
• state the elements of Group 7 and its • Use the revision strategy of Learn,
learning material before class
special group name, Cover, Write, Check (LCWC) to aid
and classroom time is then
• explain why some elements are classified quality of information retrieval.
used to deepen
as Group 7 elements, based on their
understanding through • Use any of these strategies for peer
discussion with peers and assessment, self-assessment,

31
Building Young Futures
MBSSE’s Senior Secondary School Curriculum

Topic/ Theme/ Unit Expected learning outcomes Recommended teaching Assessment of learning outcomes
methods
electron arrangement or position on the problem-solving activities formative assessment, or summative
periodic table, facilitated by teachers). assessment, as applied at an
• state some of the physical properties of the appropriate point.
members of this group, highlighting any
trends,
• describe the displacement reactions of the
members with the aid of suitable balanced
symbolic, ionic and half equations,
• describe the trend in the reducing power of
the halides in their reactions with sulphuric
acid with the aid of suitable balanced
symbolic, ionic and half equations,
• describe the disproportionation reactions
between chlorine and water and cold dilute
aqueous sodium hydroxide with the aid of
suitable balanced symbolic, ionic and half
equations,
• describe the uses of halogens and halides.

Organic Chemistry • state and describe the meaning of the terms • Direct instruction by teacher. • State definitions of key terms.
• Isomerism. isomerism and structural isomerism, • Role play. • Describe the concepts addressed.
• including how they are related,
Homologous • Group work/ Think-Pair- • Either justify the application of the
series and • draw the displayed formulae depicting Share. concepts addressed in given
functional groups chain, position and functional group
• Hands on activities/ Practical scenarios, or
of other key isomerism, as different forms of structural
activities. • Predict the impact of the concepts
aliphatic organic isomerism,
• Animations/ video clips. addressed in novel scenarios
groups. • draw the displayed formula to represent
• Demonstrations/ use of • Answer different types of questions,
• The chemistry of primary, secondary and tertiary haloalkanes
such as multiple choice, short,
models to aid understanding.
selected non- and alcohols,

32
Building Young Futures
MBSSE’s Senior Secondary School Curriculum

Topic/ Theme/ Unit Expected learning outcomes Recommended teaching Assessment of learning outcomes
methods
hydrocarbon • draw the displayed formula of the functional • Ask the Expert / group work structured, long essay, and open
aliphatic organic groups for the carbonyls (aldehydes and using the “Envoy” strategy. ended.
groups. ketones) and esters homologous series • Research using books, • Conduct research with the aid of
• Characteristic • describe and implement strategies for websites, etc. clear prompts, and then attempt
chemical drawing displayed formulae to accurately • Flipped classroom (whereby some dedicated questions using the
reactions of represent the structure of the first six learners are are introduced to research notes made
alkenes, members of these three homologous series learning material before class • Use the revision strategy of Learn,
haloalkanes, mentioned immediately above, and classroom time is then Cover, Write, Check (LCWC) to aid
primary alcohols, • describe with the aid of balanced equations, used to deepen quality of information retrieval.
secondary preferably using displayed formulae, the key understanding through • Use any of these strategies for peer
alcohols, and reactions of haloalkanes, alcohols and discussion with peers and assessment, self-assessment,
carboxylic acids. carboxylic acids, problem-solving activities formative assessment, or summative
• An introduction • define and demonstrate understanding of facilitated by teachers). assessment, as applied at an
to organic the following terms: mechanism, reactive appropriate point.
mechanisms. intermediate species, nucleophile,
electrophile, free radicals, heterolytic fission
and hemolytic fission, single and double
headed curly arrows, as applied to organic
reactions,
• state and justify the type of mechanism
undertaken by alkanes, alkenes and
haloalkanes.

Intro: Modern • demonstrate knowledge, understanding and • Direct instruction by teacher. • State definitions of key terms.
Instrumental application of mass spectra for • Role play. • Describe the concepts addressed.
Techniques identification, and fragmentation peaks.
• Group work/ Think-Pair- • Either justify the application of the
• Mass Share. concepts addressed in given
spectrometry as
• Hands on activities/ Practical scenarios, or
applied to simple
activities.

33
Building Young Futures
MBSSE’s Senior Secondary School Curriculum

Topic/ Theme/ Unit Expected learning outcomes Recommended teaching Assessment of learning outcomes
methods
organic • Animations/ video clips. • Predict the impact of the concepts
compounds. • Demonstrations/ use of addressed in novel scenarios
models to aid understanding. • Answer different types of questions,
• Ask the Expert / group work such as multiple choice, short,
using the “Envoy” strategy. structured, long essay, and open
ended.
• Research using books,
websites, etc. • Conduct research with the aid of
clear prompts, and then attempt
• Flipped classroom (whereby
some dedicated questions using the
learners are are introduced to
research notes made
learning material before class
and classroom time is then • Use the revision strategy of Learn,
used to deepen Cover, Write, Check (LCWC) to aid
understanding through quality of information retrieval.
discussion with peers and • Use any of these strategies for peer
problem-solving activities assessment, self-assessment,
facilitated by teachers). formative assessment, or summative
assessment, as applied at an
appropriate point.

Atomic Structure • deduce the electronic configurations of • Direct instruction by teacher. • State definitions of key terms.
and Properties atoms and ions of the d-block elements of • Group work/ Think-Pair- • Describe the concepts addressed.
• The Electron Period 4, given their atomic number and Share. • Either justify the application of the
arrangement of charge (if any).
• Animations/ video clips. concepts addressed in given
transition metal
• Research using books, scenarios, or
atoms and ions.
websites, etc. • Predict the impact of the concepts
• Demonstrations/ use of addressed in novel scenarios
models to aid understanding, • Answer different types of questions,
e.g., bottle caps/ ludo pieces such as multiple choice, short,
of three different colours,

34
Building Young Futures
MBSSE’s Senior Secondary School Curriculum

Topic/ Theme/ Unit Expected learning outcomes Recommended teaching Assessment of learning outcomes
methods
sheets with two or more structured, long essay, and open
concentric circles ended.
representing the nucleus and • Conduct research with the aid of
the electron shell(s), clear prompts, and then attempt
• Flipped classroom (whereby some dedicated questions using the
learners are are introduced to research notes made
learning material before class • Use the revision strategy of Learn,
and classroom time is then Cover, Write, Check (LCWC) to aid
used to deepen quality of information retrieval.
understanding through
• Use any of these strategies for peer
discussion with peers and
assessment, self-assessment,
problem-solving activities
formative assessment, or summative
facilitated by teachers).
assessment, as applied at an
appropriate point.

Periodicity • explain the trends in bond types, acid-base • Direct instruction by teacher. • State definitions of key terms.
• Trends and properties, structure, melting points, and • Research using books, • Describe the concepts addressed.
patterns along thermal stability of oxides and other websites, etc. • Either justify the application of the
Period 3 and compounds.
• Group work/ Think-Pair- concepts addressed in given
down groups of Share. scenarios, or
physical and
• Animations/ video clips. • Predict the impact of the concepts
chemical
properties such • Flipped classroom (whereby addressed in novel scenarios

as structure of learners are are introduced to • Answer different types of questions,

substances, learning material before class such as multiple choice, short,
state at room and classroom time is then structured, long essay, and open
temperature, used to deepen ended.
boiling point and understanding through • Conduct research with the aid of
melting point, discussion with peers and clear prompts, and then attempt
reactivity, and

35
Building Young Futures
MBSSE’s Senior Secondary School Curriculum

Topic/ Theme/ Unit Expected learning outcomes Recommended teaching Assessment of learning outcomes
methods
acid-base problem-solving activities some dedicated questions using the
property of their facilitated by teachers). research notes made
oxides. • Use the revision strategy of Learn,
Cover, Write, Check (LCWC) to aid
quality of information retrieval.
• Use any of these strategies for peer
assessment, self-assessment,
formative assessment, or summative
assessment, as applied at an
appropriate point.

Chemical Bonding, • define and demonstrate understanding of • Direct instruction by teacher. • State definitions of key terms.
Structure& the terms: polarization, polarizing power of • Group work/ Think-Pair- • Describe the concepts addressed.
Properties a cation and polarizability of an anion, as Share. • Either justify the application of the
• Polarisation. they apply to ionic bonds
• Hands on activities/ Practical concepts addressed in given
• Shapes of • state and apply Fajan’s rules in accounting activities. scenarios, or
molecules. for the covalent properties displayed by
• Animations/ video clips. • Predict the impact of the concepts
• Intermolecular some ionic compounds,
• Demonstrations/ use of addressed in novel scenarios
forces and • describe the polarity of a covalent bond
models to aid understanding. • Answer different types of questions,
physical based on the electronegativity difference
• Ask the Expert / group work such as multiple choice, short,
properties of between the atoms of the bond,
using the “Envoy” strategy. structured, long essay, and open
simple molecules • predict and draw the shapes of, and predict ended.
• Research using books,
the bond angles in, simple polynuclear AXn
websites, etc. • Conduct research with the aid of
molecules and ions, limited to species
clear prompts, and then attempt
where n or coordination number is 2, 3, 4, 5, • Flipped classroom (whereby
some dedicated questions using the
and 6, learners are are introduced to
research notes made
learning material before class
• state and describe the three intermolecular
and classroom time is then • Use the revision strategy of Learn,
forces of induced dipole–dipole (Vander
used to deepen Cover, Write, Check (LCWC) to aid
Waals or London forces), permanent
understanding through quality of information retrieval.

36
Building Young Futures
MBSSE’s Senior Secondary School Curriculum

Topic/ Theme/ Unit Expected learning outcomes Recommended teaching Assessment of learning outcomes
methods
dipole–dipole forces, and hydrogen discussion with peers and • Use any of these strategies for peer
bonding, problem-solving activities assessment, self-assessment,
• describe how molecules such as iodine, facilitated by teachers). formative assessment, or summative
HCl, and water can interact by one or more assessment, as applied at an
of these three types of intermolecular appropriate point.
forces,
• predict the physical properties of simple
molecules based on the type of
intermolecular forces they have
• describe and explain the trend in boiling
points of the hydrides of Group 6 elements.

Practical • describe the principle, methodology, • Direct instruction by teacher. • State definitions of key terms.
Investigations usefulness, and limitations of flame tests to • Group work/ Think-Pair- • Describe the concepts addressed.
• Qualitative identify metal ions such as lithium, sodium, Share. • Either justify the application of the
analysis of ions. potassium, barium, calcium, and copper,
• Hands on activities/ Practical concepts addressed in given
• Volumetric • use balanced ionic equations to describe activities. scenarios, or
analysis: acid- tests using aqueous sodium hydroxide and
• Animations/ video clips. • Predict the impact of the concepts
base and redox ammonia solutions to identify the presence
• Demonstrations/ use of addressed in novel scenarios
reactions. of cations such as aluminium, calcium,
models to aid understanding. • Answer different types of questions,
copper, iron (ii), iron (iii), and ammonium,
• Ask the Expert / group work such as multiple choice, short,
• use balanced ionic equations to describe
using the “Envoy” strategy. structured, long essay, and open
tests using suitable reagents to identify the
ended.
presence of anions such as carbonates, the • Research using books,
websites, etc. • Conduct research with the aid of
halides, sulphates, iron (ii), iron (iii), and
clear prompts, and then attempt
ammonium, • Flipped classroom (whereby
some dedicated questions using the
• use balanced ionic equations to describe learners are are introduced to
research notes made
tests using suitable reagents to test for the learning material before class
following gases: CO2, H2, O2, and Cl2, and classroom time is then
used to deepen

37
Building Young Futures
MBSSE’s Senior Secondary School Curriculum

Topic/ Theme/ Unit Expected learning outcomes Recommended teaching Assessment of learning outcomes
methods
• identify ions in unknown salts using understanding through • Use the revision strategy of Learn,
chemical tests only, discussion with peers and Cover, Write, Check (LCWC) to aid
• undertake a safe and rigorous redox problem-solving activities quality of information retrieval.
titration procedure in the lab, collect and facilitated by teachers). • Use any of these strategies for peer
record useful data, process them and assessment, self-assessment,
communicate the findings with the aid of formative assessment, or summative
relevant charts and graphs, and finally draw assessment, as applied at an
conclusions and evaluate the entire appropriate point.
process.

Mixtures and • describe, demonstrate, and obtain salts that • Direct instruction by teacher. • State definitions of key terms.
Separation have gone through some process of • Role play. • Describe the concepts addressed.
Techniques purification both in the lab and by local
• Field trips. • Either justify the application of the
• Improving the small-scale industries, e.g., salt processing,
• Group work/ Think-Pair- concepts addressed in given
purity of • describe, demonstrate, and extract liquid scenarios, or
Share.
laboratory compounds that have gone through some
• Hands on activities/ Practical • Predict the impact of the concepts
prepared process of purification, both in the lab and
activities. addressed in novel scenarios
substances. by local small-scale industries such as
• Animations/ video clips. • Answer different types of questions,
those processing palm oil and ginger beer,
such as multiple choice, short,
• describe the different methods of • Demonstrations/ use of
structured, long essay, and open
purification that water from different sources models to aid understanding.
ended.
can be subjected to by large-scale, small- • Ask the Expert / group work
• Conduct research with the aid of
scale, and home-based techniques, using the “Envoy” strategy.
clear prompts, and then attempt
• describe and demonstrate how impure • Research using books,
some dedicated questions using the
metal samples can be purified using websites, etc.
research notes made
electrolysis • Flipped classroom (whereby
• Use the revision strategy of Learn,
learners are are introduced to
Cover, Write, Check (LCWC) to aid
learning material before class
quality of information retrieval.
and classroom time is then
used to deepen

38
Building Young Futures
MBSSE’s Senior Secondary School Curriculum

Topic/ Theme/ Unit Expected learning outcomes Recommended teaching Assessment of learning outcomes
methods
understanding through • Use any of these strategies for peer
discussion with peers and assessment, self-assessment,
problem-solving activities formative assessment, or summative
facilitated by teachers). assessment, as applied at an
appropriate point.

Pure Substances • explain the terms weak and strong acids, • Direct instruction by teacher. • State definitions of key terms.
and Chemical with respect to the degree of dissociation • Group work/ Think-Pair- • Describe the concepts addressed.
reactions into ions, Share. • Either justify the application of the
• Strong and weak • explain differences between weak and • Hands on activities/ Practical concepts addressed in given
acids. dilute acid solutions, and strong and activities. scenarios, or
• Bronsted-Lowry concentrated acid solutions,
• Animations/ video clips. • Predict the impact of the concepts
theory. • demonstrate an understanding that
• Demonstrations/ use of addressed in novel scenarios
• Oxidation Bronsted-Lowry acid is a proton donor, and
models to aid understanding. • Answer different types of questions,
Number and Bronsted-Lowry base is a proton acceptor,
• Ask the Expert / group work such as multiple choice, short,
IUPAC • identify and predict Bronsted-Lowry structured, long essay, and open
using the “Envoy” strategy.
Nomenclature. conjugate acid-base pairs, ended.
• Research using books,
• Redox reactions • define and describe what is meant by the • Conduct research with the aid of
websites, etc.
and redox terms: oxidation number, redox reaction, clear prompts, and then attempt
equations. • Flipped classroom (whereby
and disproportionation, some dedicated questions using the
learners are are introduced to
• use oxidation numbers to identify redox and research notes made
learning material before class
disproportionation reactions,
and classroom time is then • Use the revision strategy of Learn,
• write full balanced equations for redox used to deepen Cover, Write, Check (LCWC) to aid
reactions starting from ionic half equations. understanding through quality of information retrieval.
discussion with peers and • Use any of these strategies for peer
problem-solving activities assessment, self-assessment,
facilitated by teachers). formative assessment, or summative
assessment, as applied at an
appropriate point.

39
Building Young Futures
MBSSE’s Senior Secondary School Curriculum

Topic/ Theme/ Unit Expected learning outcomes Recommended teaching Assessment of learning outcomes
methods

Quantitative • describe the titration method (volumetric • Direct instruction by teacher. • State definitions of key terms.
Chemistry - Mole analysis) used to standardise (determine • Group work/ Think-Pair- • Describe the concepts addressed.
Concept the concentration) of an acid or a base Share. • Either justify the application of the
• Mole concept during an acid base reaction,
• Hands on activities/ Practical concepts addressed in given
applied to redox • calculate the concentration of the oxidizing activities. scenarios, or
reactions or reducing agent in a given redox reaction,
• Animations/ video clips. • Predict the impact of the concepts
when provided with the relevant data, by
• Demonstrations/ use of addressed in novel scenarios
using the mole concept and balanced
models to aid understanding. • Answer different types of questions,
symbolic equation for the given reaction
• Research using books, such as multiple choice, short,
websites, etc. structured, long essay, and open
ended.
• Flipped classroom (whereby
learners are are introduced to • Conduct research with the aid of
learning material before class clear prompts, and then attempt
and classroom time is then some dedicated questions using the
used to deepen research notes made
understanding through • Use the revision strategy of Learn,
discussion with peers and Cover, Write, Check (LCWC) to aid
problem-solving activities quality of information retrieval.
facilitated by teachers). • Use any of these strategies for peer
assessment, self-assessment,
formative assessment, or summative
assessment, as applied at an
appropriate point.

Rates of Reaction • investigate the effect of changing one of the • Hands on activities/ Practical • State definitions of key terms.
(Kinetics) conditions of a reaction on the rate of a activities. • Describe the concepts addressed.
reaction • Animations/ video clips.

40
Building Young Futures
MBSSE’s Senior Secondary School Curriculum

Topic/ Theme/ Unit Expected learning outcomes Recommended teaching Assessment of learning outcomes
methods
• (See Reversible • Research using books, • Either justify the application of the
Reactions and websites, etc. concepts addressed in given
Equilibria) • Flipped classroom (whereby scenarios, or
learners are are introduced to • Predict the impact of the concepts
learning material before class addressed in novel scenarios
and classroom time is then • Answer different types of questions,
used to deepen such as multiple choice, short,
understanding through structured, long essay, and open
discussion with peers and ended.
problem-solving activities
• Conduct research with the aid of
facilitated by teachers).
clear prompts, and then attempt
some dedicated questions using the
research notes made
• Use the revision strategy of Learn,
Cover, Write, Check (LCWC) to aid
quality of information retrieval.
• Use any of these strategies for peer
assessment, self-assessment,
formative assessment, or summative
assessment, as applied at an
appropriate point.

Energy Changes • state Hess’s Law and use it to calculate • Direct instruction by teacher. • State definitions of key terms.
• Hess’s Law. enthalpy of reaction, for those reactions • Group work/ Think-Pair- • Describe the concepts addressed.
• which cannot be measured directly, based
Bond Enthalpies. Share. • Either justify the application of the
on appropriate data on standard enthalpy of
• Born Haber • Hands on activities/ Practical concepts addressed in given
formation or combustion of the relevant
cycles. activities. scenarios, or
substances,
• Enthalpy of • Animations/ video clips. • Predict the impact of the concepts
• calculate mean bond energy from
solution. addressed in novel scenarios
appropriate data,

41
Building Young Futures
MBSSE’s Senior Secondary School Curriculum

Topic/ Theme/ Unit Expected learning outcomes Recommended teaching Assessment of learning outcomes
methods
• use mean bond enthalpies and the • Demonstrations/ use of • Answer different types of questions,
displayed formulae of the substances models to aid understanding. such as multiple choice, short,
involved to calculate the enthalpy change of • Ask the Expert / group work structured, long essay, and open
a reaction, using the “Envoy” strategy. ended.
• define and represent by an equation with • Research using books, • Conduct research with the aid of
appropriate symbol, the terms – enthalpy of websites, etc. clear prompts, and then attempt
solution, enthalpy of hydration, and lattice some dedicated questions using the
• Flipped classroom (whereby
energy, research notes made
learners are are introduced to
• use energy cycles or energy level diagrams learning material before class • Use the revision strategy of Learn,
to support the calculations involving and classroom time is then Cover, Write, Check (LCWC) to aid
enthalpy of solution, enthalpy of hydration, used to deepen quality of information retrieval.
and lattice energy, understanding through • Use any of these strategies for peer
• account for the relative values for the discussion with peers and assessment, self-assessment,
enthalpy of hydration of ions down a group problem-solving activities formative assessment, or summative
or across a few groups of the periodic table, facilitated by teachers). assessment, as applied at an
using the two factors of magnitude of ionic appropriate point.
charge and ionic radius,
• conduct an investigation to determine the
enthalpy change of a reaction by Hess’s
Law.

Reversible • explain, using the Haber process as an • Direct instruction by teacher. • State definitions of key terms.
Reactions and example, how two important considerations • Role play. • Describe the concepts addressed.
Equilibria in industrial reactions are i), the availability
• Field trips. • Either justify the application of the
• Industrial and cost of raw materials and energy
• Group work/ Think-Pair- concepts addressed in given
processes of supplies, and ii), the control of temperature,
Share. scenarios, or
relevance to pressure and catalyst used to produce an
• Hands on activities/ Practical • Predict the impact of the concepts
Sierra Leone. acceptable yield in an acceptable time,
activities. addressed in novel scenarios
• Animations/ video clips.

42
Building Young Futures
MBSSE’s Senior Secondary School Curriculum

Topic/ Theme/ Unit Expected learning outcomes Recommended teaching Assessment of learning outcomes
methods
• describe how a heterogeneous catalyst • Demonstrations/ use of • Answer different types of questions,
works and highlight its advantages and models to aid understanding. such as multiple choice, short,
disadvantages. • Ask the Expert / group work structured, long essay, and open
using the “Envoy” strategy. ended.
• Research using books, • Conduct research with the aid of
websites, etc. clear prompts, and then attempt
some dedicated questions using the
• Flipped classroom (whereby
research notes made
learners are are introduced to
learning material before class • Use the revision strategy of Learn,
and classroom time is then Cover, Write, Check (LCWC) to aid
used to deepen quality of information retrieval.
understanding through • Use any of these strategies for peer
discussion with peers and assessment, self-assessment,
problem-solving activities formative assessment, or summative
facilitated by teachers). assessment, as applied at an
appropriate point.

Group Chemistry • state the elements of 3d block, and its • Direct instruction by teacher. • State definitions of key terms.
• Transition Metal special group name, • Group work/ Think-Pair- • Describe the concepts addressed.
Chemistry. • explain why some elements are classified Share. • Either justify the application of the
as 3d block elements based on their • Hands on activities/ Practical concepts addressed in given
electron arrangement or position on the activities. scenarios, or
periodic table, and why all of them are not
• Animations/ video clips. • Predict the impact of the concepts
regarded as transition metals,
• Demonstrations/ use of addressed in novel scenarios
• state some of the physical properties of the
models to aid understanding. • Answer different types of questions,
members of this group,
• Ask the Expert / group work such as multiple choice, short,
• state and explain the four key chemical structured, long essay, and open
using the “Envoy” strategy.
characteristics of this block of elements – ended.
• Research using books,
i.e., formation of complex ions, formation of
websites, etc.

43
Building Young Futures
MBSSE’s Senior Secondary School Curriculum

Topic/ Theme/ Unit Expected learning outcomes Recommended teaching Assessment of learning outcomes
methods
coloured species, variable oxidation state, • Flipped classroom (whereby • Conduct research with the aid of
and can serve act as catalysts, learners are are introduced to clear prompts, and then attempt
• describe, with the aid of equations, the learning material before class some dedicated questions using the
formation of complexes with monodentate and classroom time is then research notes made
and bidentate ligands, used to deepen • Use the revision strategy of Learn,
• name and draw the shapes with examples understanding through Cover, Write, Check (LCWC) to aid
of octahedral, tetrahedral, and linear discussion with peers and quality of information retrieval.
problem-solving activities
complexes, • Use any of these strategies for peer
facilitated by teachers).
• describe how the three factors of i) type of assessment, self-assessment,
transition metal, ii) the oxidation state, and formative assessment, or summative
iii) the type of ligand, all affect the colour of assessment, as applied at an
a complex ion, using V, Fe, Ni and Cu as appropriate point.
examples.
Organic Chemistry • describe, with the aid of balanced equations • Direct instruction by teacher. • State definitions of key terms.
• The chemistry of and the nature of the function group, the • Role play. • Describe the concepts addressed.
carboxylic acids two classes of reactions carboxylic acids
• Field trips. • Either justify the application of the
and its can undergo, i.e., i) acid-base reactions,
• Group work/ Think-Pair- concepts addressed in given
derivatives. and ii) nucleophilic addition elimination
Share. scenarios, or
• The chemistry of reactions, producing the relevant salt and
• Hands on activities/ Practical • Predict the impact of the concepts
amines. derivative respectively,
activities. addressed in novel scenarios
• Condensation • explain carboxylic acids are weak acids,
• Animations/ video clips. • Answer different types of questions,
polymerization. and represent this suitably as a reversible
such as multiple choice, short,
reaction result, • Demonstrations/ use of
• The chemistry of structured, long essay, and open
amino acids. • describe, with the aid of balanced equations models to aid understanding.
ended.
and displayed structure of the organic • Ask the Expert / group work
• Reaction • Conduct research with the aid of
reactants and products, the reaction using the “Envoy” strategy.
pathways clear prompts, and then attempt
between a carboxylic acid and an alkali • Research using books,
involving some dedicated questions using the
such as sodium hydroxide, which results in websites, etc.
aliphatic organic research notes made
the formation of the relevant metal
compounds. • Flipped classroom (whereby
carboxylate salt,
learners are are introduced to

44
Building Young Futures
MBSSE’s Senior Secondary School Curriculum

Topic/ Theme/ Unit Expected learning outcomes Recommended teaching Assessment of learning outcomes
methods
• The reaction • describe, with the aid of balanced equations learning material before class • Use the revision strategy of Learn,
mechanisms for and displayed structure of the organic and classroom time is then Cover, Write, Check (LCWC) to aid
alkanes, alkenes reactants and products, the reaction used to deepen quality of information retrieval.
and haloalkanes. between a carboxylic acid and an alcohol understanding through • Use any of these strategies for peer
resulting in the formation of an ester, discussion with peers and assessment, self-assessment,
indicating that it is a reversible reaction as problem-solving activities formative assessment, or summative
well, facilitated by teachers). assessment, as applied at an
• illustrate the basic nature of lipids (fats and appropriate point.
oils) as tri-esters, and their use in the
making of soaps, describing the process of
making soap by a small-scale cottage
industry,
• describe amines as alkyl substituted
ammonia, stating that they are weak bases,
and represent this property suitably by a
reversible reaction,
• describe, with the aid of balanced equations
and displayed structure of the organic
reactants and product, the reaction between
an amine and a strong mineral acid such as
HCl which results in the formation of the
relevant alkyl ammonium salt,
• name and draw the displayed formulae of
diols, dicarboxylic acids and amino acids,
• describe, with the aid of a balanced
equation and the displayed or structural
formula of the product and/ or its monomer
unit, the condensation polymerisation
process that diols undergo with dicarboxylic
acids in the formation of nylon, and that

45
Building Young Futures
MBSSE’s Senior Secondary School Curriculum

Topic/ Theme/ Unit Expected learning outcomes Recommended teaching Assessment of learning outcomes
methods
amino acid molecules undergo with
themselves in the formation of polypeptides
in nature,
• state, justify and outline the mechanism for
the substitution reaction between an alkane
and a halogen,
• state, justify and outline the mechanism for
the addition reaction between an alkene
and a hydrohalogen,
• describe the characteristic tests for alkenes,
carbonyls and carboxylic acids,
• construct a maximum of two step synthetic
routes of organic compounds, stating the
reagents and reaction conditions, starting
from alkenes, haloalkanes, alcohols or
carbonyls.
Intro: Modern • describe how infrared spectra can provide • Animations/ video clips and • State definitions of key terms.
Instrumental information about the bonds in an organic data from the internet to • Describe the concepts addressed.
Techniques molecule, illustrate the principles of
• Either justify the application of the
• IR spectrometry • use data from infrared spectra to deduce interpreting the spectra in the
concepts addressed in given
as applied to functional groups present in organic process of identifying organic
scenarios, or
simple organic compounds and to predict infrared compounds.
• Predict the impact of the concepts
compounds. absorptions given wave number data, • Research using books,
addressed in novel scenarios
caused by familiar functional groups. websites, etc.
• Answer different types of questions,
such as multiple choice, short,
structured, long essay, and open
ended.
• Conduct research with the aid of
clear prompts, and then attempt

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Building Young Futures
MBSSE’s Senior Secondary School Curriculum

Topic/ Theme/ Unit Expected learning outcomes Recommended teaching Assessment of learning outcomes
methods
some dedicated questions using the
research notes made
• Use the revision strategy of Learn,
Cover, Write, Check (LCWC) to aid
quality of information retrieval.
• Use any of these strategies for peer
assessment, self-assessment,
formative assessment, or summative
assessment, as applied at an
appropriate point.

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