Time Allocation
The learners shall be engaged for nine (9) periods per week from Senior Five to Senior Six.
1.14 Suggested Approaches to Teaching Chemistry
The suggested approaches enhance learning and empower teachers to support the learners as
they prepare for assessments. This will necessitate teachers to work alongside the learners to
guide, direct, support, and supervise them as they progress through the research process. These
approaches include:
i) Inquiry-based learning: The learners are encouraged to investigate through research
aided by ICT tools and solve problems through a series of questions and scenarios
enhancing critical thinking, communication, and research skills.
ii) Experiential learning: The learners actively participate in hands-on experiences during
research, and learn through reflecting upon what they are doing, which leads to the
development of reflective skills.
ADVANCED SECONDARY CURRICULUM
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This theoretical component builds critical analytical skills, enabling students to predict chemical
behaviours, solve problems, and understand complex processes in both pure and applied
chemistry.
2. Practical Skills and Laboratory Work
Practical work is at the heart of Advanced Level Chemistry, emphasising hands-on
experimentation and scientific inquiry. Students learn to:
i) Design and conduct experiments safely and systematically.
ii) Measure and analyse data accurately.
iii) Use laboratory equipment effectively, from titrations and calorimetry to spectroscopic
techniques.
Practical activities reinforce theoretical concepts by offering real-time observations and tangible
results. They also develop critical thinking and troubleshooting skills essential for scientific and
industrial research.
3. Real-World Applications
The syllabus bridges the gap between classroom chemistry and its applications in the real world.
Students explore how chemistry is pivotal in:
i) Healthcare: Developing pharmaceuticals, diagnostic tools, and medical devices.
ii) Energy: Advancing renewable energy sources, batteries, and fuel technologies.
iii) Environment: Managing pollution, recycling, and sustainable chemical practices.
iv) Industry: Improving manufacturing processes, from materials development to food
chemistry.
By connecting chemistry to real-world scenarios, students gain an appreciation of the subject’s
relevance and its role in addressing global challenges.
1.13 Time Allocation
The learners shall be engaged for nine (9) periods per week from Senior Five to Senior Six.
1.14 Suggested Approaches to Teaching Chemistry
The suggested approaches enhance learning and empower teachers to support the learners as
they prepare for assessments. This will necessitate teachers to work alongside the learners to
guide, direct, support, and supervise them as they progress through the research process. These
approaches include:
i) Inquiry-based learning: The learners are encouraged to investigate through research
aided by ICT tools and solve problems through a series of questions and scenarios
enhancing critical thinking, communication, and research skills.
ii) Experiential learning: The learners actively participate in hands-on experiences during
research, and learn through reflecting upon what they are doing, which leads to the
development of reflective skills.
iii) Problem- and project-based learning: The learners find solutions to problems
through their experience in research and projects. This leads to the development of
critical thinking, social, and research skills.
iv) Case-based learning: The learners refer to real-world scenarios to discuss and analyse
them, to develop critical thinking, as well as analytical and research skills.
v) Discovery learning: The learners construct their own knowledge through active
participation, exploration, and inquiry, which encourages them to critically think, ask
questions, and hypothesise through research.
1.15 Programme Planner
Class/Term Topic Sub-topic Periods
Senior Five
Term 1
1. Moles and
Equations
1.1 Masses of atoms and molecules,
accurate relative atomic masses
09
1.2 Amount of substance, mole
calculations
12
1.3 Chemical formulae and chemical
equations
09
1.4 Solutions and concentration,
calculations involving gas volumes
21
2. Atomic and
Electronic
Structure
2.1 Electron configurations of atoms and
ions
12
2.2 Radioactivity and its applications 15
3. Bonding and
Structure
3.1 Formation of ionic and metallic
bonds
12
3.2 Covalent bonds and molecular
structures
18
Total 108
Class/ Term Topic Sub-topic Periods
Senior Five
Term 2
4. Periodicity I 4.1 The Periodic Table 06
4.2 Variation in trends of properties
across periods and the diagonal
relationships
18
4.3 Trends in properties of Group 2
elements
09
5. Thermochemistry 5.1 Enthalpy changes and energy
profiles
15
5.2 Types of enthalpy changes and
Hess’s law
15
5.3 Born-Haber cycles and lattice energy 15
6. Organic Chemistry I 6.1 Introduction to organic compounds 15
6.2 Alkanes, alkenes, alkynes 15
Total 108
10
CHEMISTRY SYLLABUS
10
Class/ Term Topic Sub-topic Periods
Senior Five
Term 3
6.3 Halogen compounds (Alkyl halides) 12
6.4 Benzene and methyl benzene 15
7. Equilibria I 7.1 The concept of chemical equilibrium 18
7.2 Equilibria and the chemical industry 15
7.3 Ionic equilibrium, hydrolysis of salts
and buffer solutions
30
7.4 Solubility equilibria 18
Total 108
Class/Term Topic Sub-Topic Periods
Senior Six
Term 1
8. Equilibria II 8.1 Physical equilibria 27
8.2 Colligative properties 18
9. Organic
Chemistry II
9.1 Alcohols and phenols 24
9.2 Carbonyl compounds (aldehydes and
ketones)
24
9.3 Carboxylic acids and derivatives 15
Total 108
Class/ Term Topic Sub-topic Periods
Senior Six
Term 2
10. Electrochemistry 10.1 Redox reactions and oxidation
numbers
18
10.2 Electrochemical cells and
applications
21
10.3 Electrolysis and Faraday's laws 15
11. Periodicity II 11.1 Trends in chemical properties of
Group 14 elements and their
compounds
15
11.2 Trends in properties of Group 17
elements and their compounds
15
11.3 The d-block transition elements 24
Total 108
11
ADVANCED SECONDARY CURRICULUM
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10
Class/ Term Topic Sub-topic Periods
Senior Five
Term 3
6.3 Halogen compounds (Alkyl halides) 12
6.4 Benzene and methyl benzene 15
7. Equilibria I 7.1 The concept of chemical equilibrium 18
7.2 Equilibria and the chemical industry 15
7.3 Ionic equilibrium, hydrolysis of salts
and buffer solutions
30
7.4 Solubility equilibria 18
Total 108
Class/Term Topic Sub-Topic Periods
Senior Six
Term 1
8. Equilibria II 8.1 Physical equilibria 27
8.2 Colligative properties 18
9. Organic
Chemistry II
9.1 Alcohols and phenols 24
9.2 Carbonyl compounds (aldehydes and
ketones)
24
9.3 Carboxylic acids and derivatives 15
Total 108
Class/ Term Topic Sub-topic Periods
Senior Six
Term 2
10. Electrochemistry 10.1 Redox reactions and oxidation
numbers
18
10.2 Electrochemical cells and
applications
21
10.3 Electrolysis and Faraday's laws 15
11. Periodicity II 11.1 Trends in chemical properties of
Group 14 elements and their
compounds
15
11.2 Trends in properties of Group 17
elements and their compounds
15
11.3 The d-block transition elements 24
Total 108
11
Class/ Term Topic Sub-Topic Periods
Senior Six
Term 3
12. Organic Chemistry
III
12.1 Amines 18
12.2 Polymers and polymerisation 18
13. Reaction Kinetics 13.1 Rate equations and orders of reaction 18
13.2 Factors affecting rates of reactions 18
Total 72
1.16 Note to Users
Each topic has a competency, which is a broad statement that brings out what the learner is
expected to do at the end of the topic. The competency is broken down into learning
outcomes, for which suggested learning activities and sample assessment strategies are
developed, as represented in the three columns below.
Learning outcomes Suggested learning activities Sample assessment
strategy
A statement of the knowledge,
understanding, skills, generic skills,
values, and attitudes expected to
be learnt by the end of the topic.
Hence each learning outcome is
coded with some of these as k, u,
s, gs and v/a for emphasis to the
teacher on what to consider
during the lesson.
The sort of hands-on and minds-on
engagements, which enable the
learner to achieve the learning
outcome, including the generic
skills and values. They are designed
to enable learners to Discover,
Explain, Apply and Analyse (DEAA)
as they participate in knowledge
construction.
Opportunities for
assessment within the
learning process, that is,
during and after the
lesson.
Teachers can also
devise other means of
assessment that are in
line with the activities.
The learning activities and assessment strategies in the syllabus are “suggested” and “samples”,
respectively, and not exhaustive. The teacher is encouraged to develop more learning activities
and assessment strategies that are based on the learning outcomes. In addition, the teacher is
free to customise the suggested learning activities to make them suitable for their respective
learning environments and for learners with Special Educational Needs (SEN).
