0

ACKNOWLEDGEMENTS

The Ministry of Primary and Secondary Education would like to acknowledge contributions made
by the following towards the development and production of this Heritage-based Combined
Science syllabus:

• The National Science Syllabus Panel

• Zimbabwe School Examinations Council (ZIMSEC)

• Ministry of Higher and Tertiary Education, Innovation, Science and Technology

Development (MoHTEISTD)

• UNICEF

• UNESCO

1
 TABLE OF CONTENTS

Acknowledgements

1. 0 PREAMBLE ........................................................................................................................ 3
1.1 Introduction ................................................................................................................... 3
1.2 Rationale ....................................................................................................................... 3
1.3 Summary of Content ..................................................................................................... 3
1.4 Assumptions.................................................................................................................. 3
1.5 Cross Cutting Issues ..................................................................................................... 4
2. 0 PRESENTATION OF SYLLABUS ...................................................................................... 4
3. 0 AIMS ................................................................................................................................... 5
4. 0 OBJECTIVES ..................................................................................................................... 6
5. 0 TOPICS ............................................................................................................................... 6
6. 0 METHODOLOGY AND TIME ALLOCATION ..................................................................... 7
7. 0 SCOPE AND SEQUENCE CHART .................................................................................... 9
8. 0 CONTENT MATRIX .......................................................................................................... 16
9. 0 ASSESSMENT ……………. .............................................................................................. 67
9.4 SPECIFICATION GRID……………. ................................................................................... 73

1.0 PREAMBLE
2
1.1 INTRODUCTION

This Heritage-Based Combined Science syllabus covers four years of Secondary Education,
Forms 1 – 4. The syllabus provides knowledge and skills in Combined Science and a suitable
preparation for the study of science beyond Ordinary level. It aims to equip learners in their
diverse needs with scientific skills of long-term value in an increasingly technological world. A
learner- centred and hands on approach to the learning area is adopted to develop scientific
thinking and application of acquired knowledge and skills through exploitation of country’s
heritage.

1.2 RATIONALE

This syllabus develops learners’ scientific skills in Physics, Chemistry and Biology. It develops
knowledge of scientific concepts and principles and their application in solving everyday
problems. It fosters creativity, innovation, critical thinking and problem-solving abilities among
learners. It also enables learners to acquire 21st century scientific skills for an innovation and
knowledge driven education.

1.3 SUMMARY OF CONTENT

The Combined Science learning area covers concepts in Biology, Chemistry and Physics. The
syllabus covers scientific skills such as observing, recording, measuring, presentation, analysis
and interpretation of data. The Combined Science also promotes the impartation of practical
skills such as handling of apparatus, chemicals, plant and animal specimens safely and
confidently.

1.4 ASSUMPTIONS

It is assumed that learners have:

• knowledge of the content of the Science and Technology syllabus offered in the Junior
School Module

• engaged in science experiments

• engaged in project and collaborative work

• used measuring instruments such as rulers, thermometers, clocks and balances

1.5 CROSS- CUTTING THEMES

The following cross-cutting priorities have to be taken into consideration in the teaching and
learning of Heritage-based Combined Science, for further studies, life and work.
3
• Gender stereotyping

• Children’s rights and responsibilities

• Disaster risk management

• Entrepreneurship

• Health and wellbeing

• Environmental management

• Climate change

2.0 PRESENTATION OF THE SYLLABUS

This Form 1 to 4 Heritage-based Combined Science syllabus is presented as a single document

which consists of the preamble, rationale, summary of content, assumptions, cross cutting
themes, aims, objectives, topics, methodology, time allocation, scope and sequence, content
matrix and assessment. The content is divided into Biology, Chemistry and Physics sections.

3.0 AIMS

The aims of the syllabus are to enable learners to further:

3.1 develop desirable scientific literacy

3.2 acquire critical thinking, creativity and problem-solving skills that apply to real life situations

3.3 gain scientific practical skills, accuracy, objectivity, integrity, enquiry and team work

3.4 develop attitudes relevant to science such as self-initiative, self-managing and enterprising

3.5 relate scientific practices to sustainable use of natural resource

3.6 use science to extract value from our natural resources

3.7 participate in the technological development of Zimbabwe and the global world

4.0 OBJECTIVES

4
Learners will be able to:

4.1 apply scientific principles in solving everyday problems and in understanding new
situations
4.2 conduct experiments, record results, describe observations and draw conclusions
4.3 demonstrate an understanding of scientific terms, laws, facts, concepts, theories and
phenomena
4.4 exhibit knowledge and understanding in relation to scientific and technological
applications with their social, economic and environmental implications
4.5 show relevant attitudes to science such as accuracy and precision, objectivity, integrity,
enquiry initiative and inventiveness
4.6 portray knowledge and understanding of scientific instruments and apparatus including
techniques of operations and aspects of safety.
4.7 use different forms of data presentation to give rational explanations of scientific
phenomena.
4.8 draw scientific diagrams in two dimensions.
4.9 relate scientific principles, formulae and methods to solving qualitative and quantitative
problems.
4.10 apply scientific principles, methods and techniques in value addition and
beneficiation of our natural resources.
4.11 use appropriate methods of recycling and/or disposing wastes.
4.12 communicate scientific information logically and concisely

5.0 TOPICS

5.1 BIOLOGY:

• Laboratory rules and safety

• Cells and levels of organization

• Nutrition

• Respiratory system

• Transport systems

• Reproduction in plants and animals

• Health and diseases

5.2 CHEMISTRY:

5
 • Matter

• Acids, Bases and Salts

• Oxidation and Reduction

• Industrial Processes

• Organic Chemistry

5.3 PHYSICS:

• Measurements

• Force

• Energy

• Magnetism

• Electricity

• Robotics

6.0 METHODOLOGY AND TIME ALLOCATION

6.1 METHODOLOGY

Emphasis should be placed on providing learners with practical experience so that they see
Science as an active and exciting learning area. Principles of individualisation, concreteness,
totality and wholeness, self-activity and stimulation should under pin the implementation of
teaching/learning methods in this learning area. The following methods are suggested:

6.1.1 Experimentation
6.1.2 Demonstrations
6.1.3 Problem solving
6.1.4 Field trips
6.1.5 Games
6.1.6 Cooperative learning/Group work
6.1.7 Simulations
6.1.8 Research/ Surveys/Case studies
6.1.9 Question and Answer
6.1.10 Discussions
6
 6.1.11 Interviews and Report writing
6.1.12 Concept mapping
6.1.13 Visual tactile
6.1.14 Individualisation

6.2 TIME ALLOCATION

• For adequate coverage of the syllabus, a time allocation of 8 periods of 35 minutes per week
is recommended. Double periods are recommended to accommodate practical work. The
class size should not exceed 35 learners. At least 2 educational tours per year are
recommended.

7
7.0 SCOPE AND SEQUENCE
7.1 BIOLOGY

TOPIC Form 1 Form 2 Form 3 Form 4

Laboratory Safety • Laboratory rules and

and apparatus safety
• Introduction to
laboratory apparatus
Cells and levels of • Plant and animal cell • Types of variation: • Structures and • Ecosystems
organisation structure continuous and functions of
• Similarities and discontinuous specialised cells
differences of plant • Use of a microscope
and animal cells

Nutrition • Diet • Photosynthesis • Factors affecting rate • Human diet:

• Digestive system in of photosynthesis balanced diet
humans • Conditions necessary • Deficiency
for photosynthesis diseases
• Teeth and digestion • Food tests

Respiratory systems • Respiratory gases • Respiratory organs • Gaseous exchange in • Respiration:

• Breathing mechanism alveoli aerobic and
anaerobic
respiration

0
TOPIC Form 1 Form 2 Form 3 Form 4

Transport systems • Osmosis and • Root and stem • Transpiration: factors • Adaptations of
diffusion structure affecting rate of plants to reduce
• Components of • Water and ion uptake transpiration transpiration
blood • Heart structure and • Measurement of • Structure of blood
associated blood transpiration vessels
vessels • Plasmolysis
• Turgidity
• Blood circulation
REPRODUCTIVE • Reproduction in • Detailed structure of a • Structure of the seed • Asexual and sexual
SYSTEMS plants: flower wind- and insect- • Germination reproduction in
structure, pollination, pollinated flower • Male and female plants
fertilisation, seed • Functions of human reproductive systems • Inheritance
dispersal reproductive organs • Sex cells • Methods of
• Human reproductive • Fertilisation, contraception
organs pregnancy, placenta • Contraceptives
• Puberty and child care
• Menstrual cycle
HEALTH AND • Health and hygiene • Sexually Transmitted • Sexually Transmitted • HIV/AIDS
DISEASES • Methods of Infections (STIs) Infections (STIs) • Immunity
transmission of • Life cycle of bilharzia • Signs and symptoms,
pathogens. parasite and causes and
• Common parasitic symptoms of bilharzia treatment/control of
diseases: cholera, cholera, Ebola,
Ebola, malaria, malaria and typhoid
bilharzia • Abuse of drugs:
• medicinal uses,
addiction,
hallucination,
depressants

1
CHEMISTRY

TOPIC Form 1 Form 2 Form 3 Form 4

SEPARATION • Filtration • Applications of: • Distillation, fractional • Paper

filtration, magnetism, distillation chromatography
• Magnetism winnowing, decanting,
• Winnowing evaporation

• Decanting

• Evaporation

MATTER • States of matter • Concentrations of • Structure of atoms • Reactivity series

solutions
• Kinetic theory • Electronic configurations • Factors affecting rate of
• Groups and periods reaction
• Periodic table
• Periodic Table:
identification of • Nuclide notation
elements
• Names and groups of
elements
• Metals and non-
metals • Mole concept, empirical
and molecular formulae
• Elements, mixtures
and compounds • Concentration

2
 • ACIDS, BASES AND • Identification of acids • Acid- base reactions • pH scale • Titration of bases
SALTS and bases: litmus with acid
paper test • preparation of salts

• reactions of metal +
acid, acid + base, acid +
carbonate

INDUSTRIAL PROCESSES • Production of peanut • Production of soap • Fractional distillation of • Haber process
butter liquid
• Contact process
• Electrolysis

• Electroplating

OXIDATION AND REDUCTION • Rusting: factors • Chemical reactions: • Extraction of iron • Alloy formation
combustion

3
PHYSICS

TOPIC Form 1 Form 2 Form 3 Form 4

DATA • Tallies, tables, bar • straight line graphs • pie charts, line graphs, • pie charts, line
PRESENTATION graphs interpretation graphs,
interpretation and
analysis

MEASUREMENT • Physical quantities • Prefixes • Physical quantities, • Derived quantities

accuracy and precision
• S.I units • Conversions
• Density of liquids
• Density

FORCE • Effects of force • Moments of force • Weight/mass • Principles of

machines: inclined pressure
• Types of force • Resultant force plane, pulleys, levers
and gears • Fluid systems
• Measurement of • Levers
force • pumps

ENERGY • Types of energy • Law of conversion of • Petrol and diesel • Heat transfer
energy engines applications: solar
• Energy conversions water heater and
• Calculations on • Heat transfer: solar cooker
work convection,
conduction and • Telecommunications
• Properties of light radiation
• Sound energy

4
MAGNETISM AND • Magnets, poles, • Attraction and • Electromagnetism • Power generation
ELECTRICITY fields, compass repulsion
• Motor effect
• Static electricity:
charges • Generator effect • Electrical safety
• Circuit symbols and
diagrams • Electroscope

• Current electricity: • Measurement of • Lightning • Domestic electricity

conductors and electricity
• Ohm’s Law
insulators
• Resistance
• Circuit components
• Resistors

• Electrical power and

energy

• ROBOTICS • Introduction to • Safety and ethics in • Sensors and actuators

robotics robotics
• Principles of robotic
systems -History of robots

-Types of robots

-Basic components
of a robot

5
• robot design • Tools and • Logic gates
methodologies applications for
robot design • Tools and applications
for robot design

robot construction and • Robot construction • Robot construction

programming • Robot programming Robot programming

8.0 COMPETENCY MATRIX

FORM 1
8.1.1 BIOLOGY

TOPIC OBJECTIVES CONTENT SUGGESTED ACTIVITIES SUGGESTED

(knowledge, skills, AND NOTES RESOURCES
Learners will be able to: values and attitudes)

LABORATORY • explain laboratory rules • Laboratory rules • discussing laboratory • Multimedia &
SAFETY AND rules Braille/Jaws
• identify laboratory • laboratory
APPARATUS software
apparatus and their uses apparatus: • discussing and drawing • laboratory
beaker, laboratory apparatus apparatus
• demonstrate use of measuring
laboratory apparatus cylinder, test tube, • taking readings from
crucible, laboratory apparatus

6
 evaporation dish, such as measuring
tripod stand, wire cylinder, balances
gauze, Bunsen
burner, spirit
burner, spatula,
funnel

CELLS AND • describe the structure of a • Plant cell: cell • Using bio viewers and • Charts on cells
LEVELS OF plant and an animal cell membrane, cell hand lenses to observe • Models of cells
ORGANISATION wall, cytoplasm, and draw cells
• list similarities and • ICT tools and
nucleus,
differences between plant (avoid using fresh human braille/jaws
permanent
and animal cells blood or cheek cells) softwares
vacuole
• Onion
• Animal cell: cell
membrane, • Hand lens
cytoplasm,
nucleus
NUTRITION • define balanced diet • Carbohydrates, • Naming different kinds • Charts on
proteins, fats, of foods and collection of foods
• list component of vitamins, fibre, discussions of their • Food samples
balanced diet mineral salts and nutrients
• E-learning
• name functions of water
• Discussing function of packages
nutrients • Functions of
nutrients
nutrients

7
RESPIRATORY • State the percentage • Nitrogen 78%, • Discussing the • Model of breathing
SYSTEM composition of air oxygen 20%, composition of air system
• Identify respiratory gases carbon dioxide • Internet
0,03%, rare • Comparing oxygen in
• describe the test for inhaled and exhaled air • Inverted jar,
gases, water
carbon dioxide gas experiment candle, water
vapour less in air
• test for oxygen gas trough
• Oxygen and • Blowing into lime water • Lime
carbon dioxide or bicarbonate indicator water/bicarbonate
• Carbon dioxide indicator
• Using glowing wooden
• Oxygen • Glowing wooden
splint for oxygen test
splint
TRANSPORT • describe water movement • Osmosis • Demonstrating water • use of potted
SYSTEMS in plants • Diffusion movement in a plant plants
using potassium • ICT tools & braille/
• identify components of • Components of
permanganate/
blood jaws software
blood stating the functions methylene
of each component • Functions of the • Bio viewer, bioset
blue/coloured solutions
components
• Observing components
of blood cells

REPRODUCTION • describe structure of a • Flowers, carpel, • Observing a flower • Charts on flowers

IN PLANTS AND simple flower stamens using hand lens/ bio • Flowers
HUMANS • Pollen grains viewers
• describe pollination and • Models of human
fertilization • Ovule, ovary, fruit being
• Signs of puberty, • Computer
such as breasts,
8
 • state signs of puberty beard, • Emphasising on pre- • Simulations
mensuration, mensural symptoms • ICT tools
growth of pubic such as period pain
hair, widening of
pelvic girdle, voice
deepening
HEALTH AND • describe a healthy person • State of being • Discussing the state of a • ICT tools
DISEASES mentally, socially health person • Disinfectants
and physically well
• Cleaning of classrooms • Brooms
• Mops
• Importance of • Carrying simple
• state importance of • EMA resource
personal hygiene disinfection of drains
hygiene person
and food hygiene
• Discussing cleaning of a • Print media
toilet
• list ways of disposing • Burying, recycling,
• Picking and burying
litter/ waste, stating their burning
wastes
advantages and
disadvantages • Discussing methods of
• water, food, disease transmission
vectors, contact
• describe methods of cholera – water
transmission of diseases ebola - contact
malaria - vector
bilharzia - vector

9
8.1.2 CHEMISTRY

TOPIC OBJECTIVES CONTENT SUGGESTED ACTIVITIES SUGGESTED

(knowledge, skills, AND NOTES RESOURCES
Learners will be able to: values and
attitudes)

SEPARATION • State methods of • Filtration, • Carrying out experiments to • Magnet

separating mixtures Magnetism, illustrate methods of
• Sulphur
Winnowing, separating
Decanting, • ICT tools
Evaporation

MATTER • identify the three states of • solids, liquids • Identifying the three states • salt, water, stones,
matter and gases using salt, water and air syringe, beakers,
ice, candles
• Compressing a gas in naphthalene
• properties of syringe
• describe properties of flakes
solids, liquids
solids, liquids and gases and gases • Discussing particle • iodine crystals
in terms of kinetic theory • particle arrangement in solids,
of matters arrangement in liquids and gases • models
solids, liquids
• describe the • Carrying out experiments on
and gases
arrangement of particles heating ice block, candle
• Kinetic theory

10
 in solids, liquids and wax, naphthalene, iodine
gases • Elements, mixtures, crystals
Compounds • Dissolving potassium
permanganate crystals in
water • Periodic Tables

• Identifying elements on the

Periodic Table • iron filings
Particle size, • Sulphur powder
• identify mixtures, temperature, • Mixing of iron and Sulphur,
• sand, maize
elements and stirring sand and maize grains
• beakers
compounds
• Heating iron and sulphur • spatulas
Common
• Dissolving salt/sugar, • salt/sugar
• Describe the factors that iron/Sulphur in water • water
affect solubility
• Identifying elements on
periodic table

• Identify metals and non-

metals on periodic tables

• identify acids and bases • Acids and bases • Dipping litmus paper in HCL, • Red/blue litmus
using red and blue litmus NaOH, H2O, CuSO4, tap • Solutions (acids and
ACIDS AND base)
water
BASES • list properties of acids
and bases

11
INDUSTRIAL • outline production of • Processes: • Preparing peanut butter • Winnowing basket
PROCESSES peanut butter Shelling, • Mortar and pestle
• Pressing peanut butter to
roasting, • Grinding stone
• Outline the production of produce oil
grinding and (guyo/imbokodo)
oil from peanut butter
packaging
• State uses of oil Equipment:
sheller, peanut
butter making
machine
OXIDATION AND • state conditions • Conditions: • carrying out experiments to • iron nails
REDUCTION necessary for rusting oxygen and investigate conditions • oil
moisture necessary for rusting
• explain methods of • multimedia
• Methods:
preventing rusting
painting,
galvanising,
plating
ORGANIC • identify forms of fuels • Fuels: liquid, • Discussing forms of fuels • Wood,
CHEMISTRY solid, gaseous • Paraffin,
• compare the efficiency of • Carrying out experiments to
different fuels compare the efficiency of • Methylated spirit
fuels burner,
• Bunsen burners

12
8.1.3 PHYSICS

TOPIC OBJECTIVES CONTENT SUGGESTED ACTIVITIES SUGGESTED

(knowledge, skills, AND NOTES RESOURCES
Learners will be able to: values and attitudes)

DATA • Present data in the form of • tallies, tables and • collecting and • multimedia
PRESENTATION tallies, tables and bar bar graphs presenting data in the
graphs form of tallies, tables
and bar graphs
• Interpret data presented in
the form of tallies, tables
and bar graph

MEASUREMENTS • estimate physical • Length, mass, • Estimating length, time, • Metre rule
quantities time and mass and temperature • Thermometer
temperature
• identify appropriate • Measuring length, time, • Balance
• Length, mass,
instruments for temperature and mass • Stop watch
time and
measuring physical • ICT tools
quantities
temperature • Taking measurements
• SI units: metre at different points
• measure accurately (m),
kilogram(kg),
• read an instrument scale
degree Celsius
to the nearest division
second(s)
• identify units including S.I • Parallax error
units and zero error

13
FORCE • demonstrate the effect of • Effects of Forces: • Carrying out • Metre rule
forces on position, shape deformation of experiments on effects • Thermometer
and size solids, change of of forces
• Balance
position, change
• identify various types of in speed and • Carrying out • Stop watch
force direction experiments on • ICT tools
gravitational force,
• state the unit of force • Foam rubber,
• Types of forces: push and pull,
springs, trolleys,
• identify instruments for gravitational electrostatic force,
rubber bands
measuring force force, weight, magnetic force, friction
mechanical • Magnets, rulers,
force • Measuring force using bricks
spring balance or force • Trolleys
• electrostatic
meter
force, magnetic • Masses
force and friction • Force meter
• S.I unit: newton • Spring balance
(N)
• Force meter
• Spring balance
ENERGY • describe effects of • Effects of • Demonstrating the • spring, candle,
energy energy effects of energy: ball, catapult,
• Forms and burning fuels, magnesium
• identify different -forms bouncing a ball, ribbon
sources of
of energy making objects
energy
• move, compressing
list forms of potential • Kinetic,
energy a spring
potential, light,

14
 heat, electrical, • Running upstairs, • torch, brick,
chemical, sound lighting a torch, musical
• Forms of clapping hands, instruments
potential energy: raising a brick • trolleys
gravitational, • catapult
elastic, chemical
• torch cell

• Carrying out
experiments to show
potential energy

• identify energy • Energy • Lighting a torch • Torch

conversions conversion: • Dynamo
• Using a dynamo to light
energy changes, • Catapult
• construct energy chains a bulb
energy chains • Solar panel
• Using a catapult and
• Bulb
solar panel

• Green plants
• Discussing various • Engines
• identify energy convertors • Energy refrigerator
energy convertors
convertors
• Cell
• Bulb
• Solar cells
• Generators

15
MAGNETISM • identify types of magnets • Magnets: bar • Classifying magnets
magnets, horse • Horse shoe
shoe magnets, C magnets
-magnets, E-
• Bar magnets
magnets
• C-magnets
• E-magnets
• distinguish magnetic • Magnetic and • Using magnets to
material from non- non-magnetic identify magnetic and
magnetic materials materials non-magnetic materials • Steel, iron nails,
copper,
aluminium, wood,
plastic, glass
• suspending a bar
• bar magnet,
magnet
string, campus,
• Poles and
• using a campus
• identify the poles of a magnets: South
magnet and north poles:
earth as magnet
•
ELECTRICITY • state the two types of • Negative, positive • Rubbing polythene or • Polythene
charges • Static electricity perspex on hair or dry • Perspex
cloth
• describe the production of • Dry cloth
charges • Current as flow of
charges • Plastic
• define current
• Wood

16
 • distinguish between • Conductors and • Carrying out experiment • Iron bar
conductors and insulators insulators on conductivity of electrolytes,
different materials • Carbon rods,
• Copper rods
• Light bulb
• identify components of
direct current (d.c) circuit • Cells, batteries, • Drawing circuit • Voltmeter
bulbs, switches, diagrams using •
• draw and label a simple Ammeter
resistors, symbols
direct current (d.c) circuit • Circuit boards
standard symbols
• Cells
• Bulbs
• Switches
• Resistors
• Chart of standard
electrical symbols
• ICT tools

ROBOTICS • Define robotics and • Evolution of • Discussing the history • ICT tools
robot robotics and evolution of • Robotic kits
Principles of robotic • Outline the history and • Fixed and robotics • Charts
systems evolution of robotics mobile robots
• Identifying types of • Camera
• identify types of robots • Basic
• List basic components components
robots • LED
of robots of a robot • Naming components of • LCD
- motion sensors robots • Memory card

17
- gears • Drones

- Micro controller
such as ESP32,
ESP8266 and
STM32

- power source

-Motors (actuators)
such as Savor motor,
Stepper motor, DC
motor and Vibration
motor

- motor drive

18
FORM 2
8.2.1 BIOLOGY

TOPIC OBJECTIVES CONTENT (knowledge, SUGGESTED SUGGESTED

skills, values and ACTIVITIES AND RESOURCES
Learners will be able to: attitudes) NOTES

TYPES OF • state differences among • variation: • comparing height, • leaves

VARIATION living organisms height, mass, shoe size, mass, shoe size, • seeds in a pod
skin/ coat colour, sex, skin/ coat colour,
• compare continuous and • ICT tools
right or left handedness, sex, right or left
discontinuous variation handedness, tongue
tongue rolling
rolling

NUTRITION • explain importance of • Animals as consumers • Discussing the • Charts on leaf

plants as producers of food conversion of solar structure
• Photosynthesis energy to chemical • ICT tools
• state the word equation energy by plants
for photosynthesis

• Digestive system in • Models of the

Humans: alimentary • Observing a model of
• describe digestive the alimentary canal
alimentary canal
canal
system of humans

19
RESPIRATORY • state word equations for • Glucose + 0xygen → • Carrying out • Models of
ORGANS respiration carbon dioxide + experiments to show respiration
water that energy is • ICT tools
• label parts of respiratory released during
system burning of food
(during respiration)

TRANSPORT • Outline the internal • Root and stem • Discussing the • Plant
SYSTEMS structures of a root and structures of a internal structures of • ICT tools
stem dicotyledonous plant: a root and stem
• Microscope
epidermis, cortex,
phloem, cambium, • Viewing of prepared • Bio-viewer
xylem slides

• Carrying out an
• describe water and ion
• Osmosis and active experiment to show
uptake by plants
uptake arrangement of
vascular tissue using
dye

• describe the circulatory • Human circulatory • Examining model of • Model of human

system system the heart circulatory
• Blood vessels and system
• name the main blood • Drawing and
heart • ICT tools
vessels to and from the labelling structure of
heart • Structure of heart: the heart
atria,
• state functions of the
heart

20
 • ventricles and valves;
bicuspid and tricuspid,
semi lunar valves
• Movement of blood
REPRODUCTIIVE • distinguish between • Structure of maize and • comparing internal • multimedia
monocotyledonous and bean seeds: testa, and external features
SYSTEMS
dicotyledonous plant radicle, plumule, of the
seeds endosperm and monocotyledonous
cotyledon and dicotyledonous
• describe functions of plant seeds
cotyledon and
endosperm

•Human reproductive
• models of
systems: • discussing the
reproductive
Penis, testis, sperm duct, functions of male and
• state the functions of the urethra, prostate glands, female reproductive
systems
female and male vagina, ovary, oviduct, systems • multimedia
reproductive systems uterus, cervix
HEALTH AND • state causes of diseases • Contaminated food, • discussing the • bilharzia life
DISEASES water, air transmission of cycle chart
• describe causes of bilharzia parasite
• Bilharzia worm • multimedia
bilharzia and methods of
• Snail-human host
• describe the life cycle of • preventing spread of
Eggs in water bilharzia
bilharzia parasite

21
8.2.2 CHEMISTRY

TOPIC OBJECTIVES CONTENT SUGGESTED ACTIVITIES SUGGESTED

(knowledge, skills, AND NOTES RESOURCES
Learners will be able to: values and
attitudes)

SEPARATION • state the applications of • application: • discussing applications • multimedia

filtration, winnowing treatment of of the separation
magnetism and water, grain methods
evaporation separation,
separation of
metallic objects
from grain
before grinding,
separation of
metallic waste
for recycling,
sugar production
MATTER • determine the • Mole concept: • carrying out • potassium
concentrations by colour concentration experiments on permanganate
densities of dissolved dissolving-coloured • ammonium
substances substances (differing dichromate
amounts to be
• determine the dissolved)
concentration of a
substance by varying the
22
 amount of solute in a given
solvent

ACIDS, BASES • describe an acid–base • Acids–base • Carrying out • litmus paper

AND SALTS reaction reactions experiments to • Dilute HCl, H2SO4
demonstrate acid- base and NaOH
reactions solution
INDUSTRIAL • Outline the manufacture of • Production of • Making soap • NaOH solution,
PROCESSES soap soap/ NaCl solution,
saponification • Visiting soap plant /animal fat
manufacturing
companies

OXIDATION AND • write simple word • Chemical • burning Magnesium • burner

REDUCTION equations reactions ribbon • Magnesium ribbon
and mealie
• define oxidation and
meal/sugar
reduction in terms of
oxygen • melting ice, burning
sugar/mealie- meal
• distinguish between
physical and chemical
changes

ORGANIC • define complete and • Complete and • lighting burners • Burner (paraffin/
CHEMISTRY incomplete combustion of incomplete (methylated spirit) with methylated)
fuels combustion long and short wicks/
• Gas burners
paraffin stove

23
 • list the products of • lighting Bunsen burner
complete and incomplete sleeve wide/narrow
combustion of fuels • Global warming,
• describe the effects of deforestation, • Posters, drama.
burning fuels • Carrying out
environmental
awareness campaign

8.2.3 PHYSICS

TOPIC OBJECTIVES CONTENT SUGGESTED ACTIVITIES SUGGESTED

(knowledge, skills, AND NOTES RESOURCES
Learners will be able to: values and attitudes)

DATA • Construct a straight- • Straight line • Drawing a straight- • multimedia

PRESENTATION line graph from graph line graph from given
appropriate data data

MEASUREMENTS • convert units • Multiples of S.I • Converting metre to • Metre rule,

units centimetre, millimetre, balance,
kilogram to gram, stopwatch,
• measure mass of a liquid minutes to second

• Measurement of • Carrying out

• measure the volume of an
irregular object
mass experiments on • Beaker and
measurement by water
• Measurement of differences of mass
volume by
displacement
24
 • Carrying out • Measuring
experiments on cylinder
• determine the thickness, measurement of •
volume and mass of small • Measurement of Irregular objects
irregular objects
objects volume, thickness • Overflow can
and mass of small • String
objects
• Carrying out
• calculate density experiments on
• Formula for
measurements of • Book, seeds,
density
volume, thickness and pins
mass • Metre rule
• Balance
• Stopwatch
• carrying out experiments
to find mass and volume
Regular and
irregular objects,
• calculate the resultant of a
liquids
FORCES pair of inline forces • Balanced and
• unbalanced forces
define moment of a force • force meters,
• Resultant force levers,
• calculate moment of a
• Moment of force =
force
force x • Carrying out
• state the principle of perpendicular experiments to
moments distance from the demonstrate equal and
pivot unequal forces

25
 • At equilibrium: • Demonstrating moments • masses,
Clockwise of force balance, metre
moments = anti rule,
clock wise
moments

• spring balance
• apply the principle of
moments in simple
calculations

• applying the principle of

• define friction moments

• Frictional forces:
forces opposing
• measure friction motion
• nature of surface

• state the applications of • Carrying out

frictional force experiments to
• car braking system investigate frictional
• tyre treads forces
• soles of shoes
• road surfaces

26
MACHINES • define a machine • Simple • Lifting a load using a • Crowbar
machines: levers crowbar • Planks
• construct a simple
machine • Constructing a simple • masses
machine

ENERGY • state the law of • Conservation of • Carrying out • force meter

conservation of energy energy experiments to • object
• Work and energy demonstrate Work done
• define work and energy • ruler
= Energy used

• Solving problems on
• state the S.I unit of work work done and energy
• Joule (J) used
and energy • Work done or • bulb, torch, fire,
energy used = candle, sun
• calculate the work done or
force x distance
energy used by forces • light source, slits
moved
screen
• list sources of light energy • ball
• Sun, fire, electric
• multimedia
bulb
• observing sources of
• show that light travels in a
light
straight line • Production of
shadows • carrying out experiments
to demonstrate that light

27
 travels in a straight line
(production of shadows)

Sound Energy
• musical
• explain the production • vibrations • Producing sound using
instruments
and transmission of • passing of sound musical instruments
sound • Tuning fork
energy through
• Conducting a bell jar • bell jar
different media
experiment to show
• vacuum pump
that sound requires a
material medium for • electric bell
transmission

MAGNETISM • describe properties of • Polarity, field • Illustrating properties of • bar magnets,

magnets direction and magnets string, compass
AND
strength • bar magnets
ELECTRICITY
• iron filings,
magnets, plain
• Attraction, paper
• state the law of magnetism • Carrying out
repulsion, like and
experiments using
unlike poles magnets

• draw magnetic fields • Magnetic fields • Demonstrating magnetic

fields

28
 • Discussing the • Ammeter
• Current: ampere meaning of current and • Voltmeter
• define current and voltage voltage
(A) • Circuit boards
• state the S.I units of Voltage: Volt (V) • Carrying out • Connecting
current and voltage experiments to wires
measure current and • Light bulbs
voltage
• measure current and
voltage
• Power = Current x
Voltage • Calculating electrical
power
• determine electrical power

Principles of • Discuss safety and ethics • Safety in robotics • Discussing safety and • ICT tools
robotic systems in robotics • Ethics in robotics ethics in robotics • Robotic kits

Robot design • Identify tools and • CAD tools, • Computer simulation • Resource
methodologies applications for robot simulation and coding (scratch) persons
design software, micro
• use tools and applications controllers
for robot design (Arduino)

Robot • Construct and code • Robot design and • Constructing robots

construction and construction
programming

29
FORM 3
8.2.1 BIOLOGY

TOPIC OBJECTIVES CONTENT (knowledge, SUGGESTED ACTIVITIES SUGGESTED RESOURCES

Learners will be able to:
skills, values and AND NOTES
attitudes)

STRUCTURE AND • identify specialized • Specialised cells • Drawing specialised • Microsope

FUNCTION OF A CELL
cells -red blood cell cell structures • Charts
• draw and label -muscle cell • Bio-viewers
specialised cells -palisade cell • Biosets
-root hair cell • Printed multimedia
• Functions of • ICT tools
specialised cells • Prepared slides

• state the function(s)

• Using
of the specialised
microscope/bio-
cells
viewer to observe
• use a microscope to specialized cells
observe cell
structure

30
 Use of a microscope
only. Identification of
parts not necessary
Avoiding using fresh,
animal cells.

NUTRITION • describe • Water, light carbon • Investigating factors • Iodine solution

experiments on dioxide, chlorophyll affecting rate of • Leaves
factors which affect • Carbohydrates and photosynthesis
• Glowing splint
Factors affecting the the rate of oxygen
rate of photosynthesis • Testing for starch in • Light source
• Translocation,
photosynthesis a leaf • Pond weed
• describe the fate of storage and
end products of structure formation, • Testing for oxygen • Sodium hydrogen
respiration using a glowing carbonate/Soda
photosynthesis
splint lime/Sodium hydroxide
• Epidermis, stomata,
vascular tissue, • Microscope
mesophyll, guard • Bio-viewer
cells • ICT tools
• Surface area,
stomata, palisade
cells, air spaces.

• Observing the
internal leaf
structure using a

31
 • identify parts of the bio-
internal structure of a viewer/microscope
leaf
• Examining the
external leaf
structure
• describe how the leaf
is adapted for
photosynthesis

HUMAN NUTRITION • draw and label parts • Mouth, oesophogus • Watching video • ICT tools
Alimentary canal of the alimentary stomach, small and simulation to • Recommended
canal and associated large intestines, gall examine human textbooks
organs bladder, pancreas, alimentary canal
liver
• identify parts of the • Identifying parts
• Ingestion, digestion,
alimentary canal of a using a chart
absorption,
human
assimilation and •
• state the functions of egestion
parts of the
alimentary canal of a
human

NUTRITION • Name types of teeth • Incisor • Discussing the • ICT tools

and their functions -cutting functions of teeth • Skeleton model
and their structure
-biting • Visking tubing/egg
• Canines shell
-tearing
32
 • Describe mechanical -gripping • Observing types of • Recommended
and chemical • Premolar and molar teeth on the textbooks
digestion -grinding skeleton models

• Explain the Chewing • Using a model to

importance of • Mechanical- examine action of
digestion breaking down into amylase on starch
smaller pieces
• Describe the function chemical – use of
of a typical enzymes enzymes to convert
(amylase) from insoluble to
• Identify the end soluble smaller
products of digestion molecules
• Increase surface
area for enzyme
action and solubility
• Catalysis for
conversion of starch
to maltose/glucose
RESPIRATORY • state the differences • Percentage • Carrying out an • ICT tools
SYSTEMS
between inhaled and composition of experiment to show • Limewater/bicarbonate
exhaled air inhaled and exhaled the change in indicator solution
air proportions of
Gaseous exchange carbon dioxide and
• Diffusion of carbon
in alveoli oxygen in inhaled
• describe the role of dioxide and oxygen
the alveoli in • and exhaled air
1 cell thick, moist,
gaseous exchange large surface area,
33
 • explain how the network of blood • Describing gaseous
alveoli is adapted for capillaries exchange in the
gaseous exchange alveoli

TRANSPORT SYSTEMS • explain the process • Water loss in plants • Discussing the • ICT tools
of transpiration • Wind speed, process of • Potometer
Transpiration
temperature, transpiration
• state factors
humidity, surface
affecting the rate of • Carrying out
area, light intensity,
transpiration experiments to
number of stomata
investigate factors
• Use of a potometer affecting the rate of
• Water and mineral transpiration
salts uptake, cooling
the plant

• measure
transpiration in a • Explaining the
plant importance of
• outline the transpiration
importance of
transpiration

Plasmolysis and • explain the terms • Plasmolysis • Discussing • ICT tools

turgidity plasmolysis and • Turgidity plasmolysis and
turgidity turgidity
• Potato strips

34
 • describe the effects • Watching video • Visking tubing
of water loss and simulations on
water gain in plant plasmolysis and
cells turgidity

• carrying out
experiments to
demonstrate
plasmolysis and
turgidity using
potato strips

Blood circulation • state the functions of • Transport, Defence, • Multimedia

blood Homeostasis • Circulatory System
• Watching video
• Blood circulatory Model
• describe the simulations on the
system
circulatory system blood circulatory
system

REPRODUCTIVE • explain the • Wind pollinated • Examining the • Plant specimen

SYSTEMS structures of wind flower structure of wind • Multimedia
and insect pollinated • Insect pollinated and insect
Wind and insect
flowers flower pollinated flower
pollinated flowers
• Drawing the
structures of wind
and insect
pollinated flower

35
Germination • describe the process • Germination • Discussing the • Seeds
of germination process of • Multi-media
germination
• investigate • Moisture, warmth,
conditions oxygen • Carrying out
necessary for experiments to
germination demonstrate
conditions
necessary for
• Percentage
• calculate percentage germination
germination
germination • Determining
germination
percentage

Reproductive • draw and label the • male and female • drawing the male • models of reproductive
systems male and female reproductive system and female organs
reproductive system • functions reproductive • ICT tools
systems
• state the functions of
the male and female
reproductive system

• describe the • Sperm and ovum • Drawing the • Multimedia

structure and structure of sex • Bio-viewers
functions of sex cells cells

• draw and label the

sex cells

36
 • describe the • Hormones i.e. • Illustrating the • Multi-media
menstrual cycle progesterone, menstrual cycle
oestrogen
• Ovulation
• Menstruation
• describe the role of • Placenta • Watching video • Multi-media
the placenta simulations of the
placenta
• identify the
substances • Nutrients, wastes, • Listing the
exchanged in the antibodies, oxygen substances
placenta exchanged in the
placenta

HEALTH AND • list sexually • Gonorrhoea • Discussing STIs • Bio-viewers

DISEASES transmitted • Syphilis • Multi-media
infections (STIs) • Identifying the sign,
• Chancroid symptoms and
• describe the signs, • Genital herpes effects of STIs
symptoms and
effects of: • Watching videos on
Gonorrhoea, signs and
• Pathogens symptoms of STIs
Syphilis, Chancroid,
Genital herpes -virus
• Listing the causes
-bacteria
• state the causative
agents of:
37
• Gonorrhoea, • Abstinence,
Syphilis, condoms, contact
Chancroid, Genital tracing
herpes
• state the control
methods and
treatment

• describe the signs • Malaria • Using the signs and • Print media
and symptoms of • Typhoid symptoms
malaria,
• Ebola • Discussing the
typhoid, ebola and
• Cholera causes
cholera
• state the causes of • Outlining the
malaria, typhoid, disease control
ebola and cholera methods
• explain how the
diseases are treated

• describe the effects • Emphysema, • Discussing the • Multi-media

of tobacco smoking bronchitis, lung effects of smoking
on health cancer, low birth
weight
• Liver cirrhosis, • Identifying effects of
• describe effects of social implications, excessive alcohol
excessive reduced reaction consumption
time

38
 consumption of • Hallucinations,
alcohol addiction
• Listing effects of
• Damaged muscles,
mandrax and
heart and addiction
cannabis
• explain effects of use
of mandrax and • Explaining effects of
cannabis breathing solutions

• outline the effects of

breathing solvents

39
8.2.2 PHYSICS

TOPIC OBJECTIVES CONTENT (knowledge, SUGGESTED SUGGESTED RESOURCES

skills, values and ACTIVITIES AND
Learners should be attitudes) NOTES
able to:

DATA PRESENTATION • Interpret and • pie charts and line • explaining data • multimedia
analyse data from graphs presented in form
pie charts and line of pie chart and
graphs line graphs

MEASUREMENT • measure physical • Measurement of • Measuring length, • Vernier calipers

quantities accurately physical quantities: current, voltage
Physical quantity
using appropriate length (thickness and • Voltmeter
instruments internal diameter) • Ammeter
current, voltage
• read instruments
scale to the nearest
fraction of the • Measuring cylinder
division
• Strings
• Density: liquids and •
• determine density Determining density
irregular objects of liquids and • Balance
irregular objects
• Multimedia
experimentally

40
FORCE • define weight, • Weight, • Defining weight, • Spring balances
momentum and momentum and
inertia • Momentum inertia • Trolleys

Weight/mass • Inertia • Ticker timer

• explain Newton’s • Discussing Newton’s

laws of motion • force = mass x laws of motion
acceleration limited to linear
• calculate force, given motion
mass and
acceleration • Verifying Newton’s
second law of
motion
experimentally

Machines • describe the uses • Simple machines: • Lifting different loads • Crow bar
and applications of Levers, pulley using the simple
machines system, inclined machines • Wheel barrow
plane, gears • Scissors
• determine • Carrying out
Mechanical • Mechanical experiments to • Pulleys
Advantage (MA), advantage, velocity determine MA, VR
Velocity Ratio (VR) ratio and efficiency and efficiency • Inclined plane
and efficiency of
levers inclined plane, • Calculating • Gears
pulleys and gears mechanical
advantage and • Bearings

41
 • explain energy loses • Friction and mass of velocity ratio of the
in machines moving parts simple machines

• describe ways of • Lubrication, bearings • Demonstrating

improving efficiency and mass reduction effects of lubrication,
in machines bearings and mass
reduction on
efficiency

Petrol and diesel • describe the • Strokes: intake • Demonstrating • Model of a four-stroke
engines operation of a four- compression, power intake, compression, petrol engine
stroke petrol and and exhaust power and exhaust
diesel engine using an engine • Engine block
• Fuel and air supply model
• explain the role of the
fuel injector and • Computer box • Showing how the
carburettor fuel injector and the
carburettor works
• outline the difference • Ignition methods, and their importance
between petrol and • Fuel injector
efficiency, carbon
diesel engines monoxide production • Examining the
ignition and fuel
economy of petrol
and diesel engine

ENERGY • give a molecular • conduction, good • carrying out • iron

account of the heat and bad conductors experiments with
heat transfer
transfer • copper

42
 • explain convection in metal and non-metal • aluminium
terms of the kinetic rods
theory • convection in liquids • wood
and gases • demonstrating heat
• state good and bad movement in liquids • glass
reflectors, absorbers • good and bad and gases
• smoke chamber
and emitters of heat reflectors, absorbers
and emitters of heat • carrying out
• copper sulphate
experiments on
crystals
absorption, emission
and reflection of • black painted surface
heat using different
surfaces • white painted and
shiny surfaces

MAGNETISM • describe an • Magnetic field • Demonstrating • Copper wire

experiment to patterns of long magnetic field
Electromagnetism
demonstrate that a straight conductor, around a current • Iron filings
current carrying solenoid carrying conductor, • Source of direct
conductor has a using iron filings and current
magnetic field plotting compass
around it. • Plotting compass

Motor effect • Illustrate how • Motor effect: • Carrying out an • Copper coil, source of
movement is Interaction of experiment using a direct current
produced in a magnetic fields, current carrying wire
current carrying wire electrical energy between magnets • magnets
in a magnetic field converted to kinetic
energy, motion

43
 • describe the • electrical to • constructing and • electric motor
operation of a direct mechanical energy operating an electric
current (d.c) motor motor • model of a motor

Generator effect • describe an • the generator • carrying out an • copper coil

experiment which principle, magnetic experiment which
shows that a change field, electric field illustrates the • galvanometer
in magnetic field can and e.m.f generator effect • magnet
induce an electro
motive force (e.m.f) • source of d.c
in a conductor

• state the factors • strength of a • carrying out • magnets of different

which affect the magnet, relative experiments to strengths
magnitude of motion, number of investigate factors
induced e.m.f turns and area of coil which affect the • coils of different turns
magnitude of • coils of different area
induced e.m.f.

• describe the • mechanical energy to • illustrating output • a.c generator

operation of an electrical energy voltage graphically
alternating current • d.c generator
(a.c) and d.c • discussing factors
generator affecting output • multimedia
voltage

ELECTRICITY • Describe simple • Electron, positive • Demonstrating • Electroscope

experiments to show and negative electrostatic
Electroscope
electrostatic charges charging

44
 charging using an • Demonstrating
electroscope attraction and
• The coulomb (C), repulsion of charges
• Describe forces like and unlike using an
between charges charges electroscope

Principles of robotic • identify sensors and • Temperature Identifying sensors and online resources
systems actuators sensors, ultrasonic actuators
Sensors and actuators • explain the functions sensors, light ICT tools
of the sensors sensor, pressure • Discussing functions
• describe function of sensor, proximity Robotic kits
of sensors and
actuators sensor, actuators Resource persons
• Actuators
- electric, Braille/jaws software
-hydraulic
- pneumatic

Robot design • identify tools and • CAD tools, • Computer simulation • ICT tools
methodologies applications for robot simulation software, and coding (scratch) • Robotic kits
design micro controllers • Writing structured • Resource persons
• apply tools and (Arduino)
programs to control • Braille
applications for robot
robots for defined
design
tasks
Robot construction and • Describe logic gates • Logic gates: NOT, • Describing logic • ICT tools
programming • Construct and code OR, AND, NAND, gates • Robotic kits
Logic gates NOR and Truth • Constructing robots • Resource persons
tables
• Robot design and • Braille
construction

45
 • Coding – Python
programming

Lightning conductor • describe the • Movement of • Discussing the • Multimedia

production of charges between production of
lightning cloud and ground lightning

• Explain the principle • Height, conduction • Erecting a lightning

of a lightning and earthing conductor
conductor
• High voltage • Discussing dangers
• state the dangers of electrocution heating of lightning
lightning effect

Ohm’s law • state Ohm’s law • Ohm’s law • Carrying out • Voltmeter
experiments to verify
• calculate resistance • V=IR Ohm’s law • Ammeter
/voltage/current
using Ohm’s law • Carrying out • Bulbs
calculations using • resistors
Ohm’s law

• describe an • resistance • determining • voltmeter

experiment to resistance
determine resistance experimentally using • ammeter
a voltmeter and an
ammeter

46
 • state the limitations • discussing
of Ohm’s law limitations of Ohm’s
• limitations of Ohm’s law
law

Resistors • construct simple • simple electric • setting up practical • cells

electric circuits circuits: cells, electric circuits
switches, resistors, • resistors
• draw and interpret variable resistors, • drawing and
circuit diagrams interpreting circuit • switches
bulbs ammeter,
voltmeter and fuses diagrams • bulbs

• fuses
• determining total
• calculate resistance • series and parallel
resistance of
• ammeters
in simple circuits arrangement of
resistors resistors in series • voltmeters
and parallel
• R =R1 +R2+R3 arrangement • leads

= 1 + 1 +1 • Resistors connected
in series and parallel
R R1 R2 R3

47
Electrical power and • Define electrical • Power and energy • Discussing electrical • Electric iron
energy power and energy power and energy
use by appliances • Electric fan

• Heating elements

• Smartphones
• Calculate electrical
power and energy • Units: • Determining power • computers

• and energy using the

watt (W), kilowatt- • multimedia
hour (kWh) formulae

P=Vl

E=Vlt

48
8.2.2 CHEMISTRY

TOPIC OBJECTIVES CONTENT SUGGESTED SUGGESTED

(knowledge, skills, ACTIVITIES AND NOTES RESOURCES
Learners will be able to: values and attitudes)

SEPARATION • describe the processes of • distillation and • demonstrating • ethanol

distillation and fractional fractional distillation distillation of impure • distillation unit
distillation water and fractional
• fractional
distillation of dilute
distillation unit
ethanol

MATTER • describe the arrangement • metals and non- • Identifying positions of • Periodic Table
of metals and non-metals metals: elements on the chart
in the Periodic Table -position Periodic Table, their • Computer
groups and periods
sub-atomic • Proton, neutrons simulation of
• name the
and electrons atomic structure
particles • Drawing the structure
of an atom
• state the relative charges
and masses of sub-atomic
• Structure of an
particles
atom: nucleus,
• state relative position of electron shells
sub-atomic particles
within the atom

49
• name the first 20 elements
in the periodic table • Electronic
stating their symbols • Producing electronic
configurations
configuration diagrams
• write the electronic • Magnesium ribbon
configuration of the first 20 • Lead nitrate, HCO,
elements • Bonding • Burning magnesium H2 S04ate
• Ionic bonding: ribbon to demonstrate
• describe ionic and
NaCl, MgO, chemical reaction
covalent bonding • Barium nitrate
Na2O • Experimenting to form
• Covalent bonding: precipitates: formation
H2 , Cl2 , H2 O of lead chloride/silver • Silver nitrate
chloride/barium
sulphate

• define relative mass/mass • nuclide notation • Explaining relative • Periodic Table

number a mass/mass number chart
using models
• define the proton b x
number/atomic number • Isotopes: • Defining isotopes
16O and 18O
• calculate the number of
35Cl and 37Cl
neutrons from given data
12C and 14C
• define isotopes

50
 • Define the Avogadro • Avogadro number • Stating Avogadro • Models/use of
number • Mole concept constant marble to
demonstrate
• State the relationship • n=m • Calculating molecular moles
between the mole and Mr masses
molecular mass (Mr) or
atomic mass (Ar) • Calculating empirical
• Empirical formula formula
• Calculate empirical and molecular
formula and molecular formula from
mass percentage
composition data
• Concentration • Calculating
concentration of
solutions
• Calculate concentration of
solutions in mole/dm3 and
g/dm3

ACIDS AND • identify the regions of • The pH scale • Drawing the pH scale • pH scale chart
BASES acidity neutrality and • Use of universal • Universal indicator
alkalinity of substance on • Carrying out
indicator solution solution
the pH scale and using experiments using
• Reaction of dilute universal indicator to • Ammonia solution,
universal indicator
acids with metals, identify the pH ranges sodium hydroxide,
solution
bases and for different vinegar/lemon
carbonates substances juice,
hydrochloric acid,
51
 • describe the reactions of • neutralization • Reacting dilute water
acids with metal and hydrochloric acid, nitric • Dilute acids
bases acid and sulphuric acid
• Hydroxides
with magnesium, zinc,
• write word and chemical • Metal
calcium carbonate,
equations for reactions granules/powder
magnesium carbonate,
sodium hydroxide

INDUSTRIAL • outline the production of • Fractional • Discussing the • Flow charts

PROCESSES nitrogen and oxygen distillation of liquid production of nitrogen
air and oxygen

• define electrolysis
• Battery,
• label the general electrodes molten
components of an • Electrolytic cell: • Setting up an lead bromide
electrolytic cell connecting wires, electrolytic cell • Dilute H2SO4
cathode, anode, • Carbon electrodes
• list properties of battery, electrolyte • Setting out
electrodes and electrolyte experiments on
• Electrolysis of:
electrolysis of water
• describe anode and molten lead
cathode reactions for bromide
electrolysis of molten lead • Solid lead and
bromide bromine fumes

• Electrolysis of water

52
• state observations for the • Electrolyte : dilute
electrolysis of molten lead H2S04
bromide

• describe the electrolysis • O2 and H2

of water • H2: haber process
O2: basic oxygen
furnace,
• state the products formed medical purposes
during the electrolysis of
water

• state the uses of oxygen

and hydrogen

• state the cathode, anode • Copper • Setting out • Iron sheet/nail

and electrolyte electroplating an experiments to • Copper sulphate
iron nail electroplate an iron nail solution
• explain the cathode
• Cathode reaction • Copper electrode
process
• Decoration
• state reasons for • Prevention of • Discussing reasons for
electroplating materials corrosion electroplating in
groups

53
OXIDATION AND • define oxidation • Oxidation: loss of • Demonstrating the • Copper oxide
REDUCTION electrons, gain of reaction of copper • Hydrogen gas
oxygen, loss of oxide with hydrogen
• ZISCO steel
hydrogen
• Discussing the
• Reduction: gain of
• define reduction extraction process
electrons, loss of
oxygen, gain of • Visiting ZISCO steel
• list the raw materials used
hydrogen
in the extraction of iron
and their sources • Redox reactions
• Extraction of iron at
ZISCO steel in the
blast furnace
• Lime stone/calcium
carbonate/caco3,
iron
ore/haematite/Fe203
coke/carbon/C
• describe reactions in the • Reactions in the • Heating sample of Iron • Iron oxide
blast furnace blast furnace: (III) Oxide on a • charcoal
formation of charcoal block
• state the functions of the
raw materials CO 2 ,
formation CO
reduction of Fe203,
decomposition of
CaCO3,
formation of slag
54
 • describe how iron and
slag separate

• define the term • Hydrocarbons: • Outlining the structures • Models of atoms

hydrocarbon alkanes of methane, ethane, and bonds
ORGANIC
alkenes propane, ethene and
CHEMISTRY • name the members of the propene using models
homologous series with 3 methane
carbon atoms ethane
propane
• draw the displayed
structures of methane, ethene
ethane, propane, ethene, propene
propene

• outline the production of • Biogas production: • Preparing a model of a • Model of bio

biogas role of bacteria bio digester digester
temperature • Samples of
• identify factors affecting
pH organic waste
the production of biogas
(plant and animal
• Fuel
• state the use of biogas waste)

55
FORM 4
8.2.1 BIOLOGY

TOPIC OBJECTIVES CONTENT (knowledge, SUGGESTED SUGGESTED

skills, values and attitudes) ACTIVITIES AND RESOURCES
Learners will be able NOTES
to:

CELLS AND LEVELS OF

ORGANISATION
• explain the term • Organisms and their • Discussing the • Multi-media
Ecosystems
ecosystem environment term ecosystem
• list components of • Identifying
• Physical and biological
an ecosystem components of an
components
ecosystem
• Examining various
ecosystems e.g.
garden, pond,
forest
• explain natural • Natural ecosystem • Engaging in • Multimedia
ecosystem • Food chains, food webs field trips to
• construct food and pyramids of observe natural
chains, food webs biomass ecosystem
and pyramids of • Illustrating food
• Energy flow
biomass chains, food

56
 • explain how energy • webs and
is lost in food chains pyramids of
and food webs biomass
• describe the carbon • Carbon and nitrogen • Discussing
and nitrogen cycles cycles energy input
and energy flow
• Explaining the
carbon and
nitrogen cycles
• describe an • Garden, pond and • Visiting plantations, • Multimedia
artificial ecosystem plantation pond, garden
• explain bio- • Bio-diversity • Discussing bio-
diversity diversity
• Soil infertility, pests and
• identify problems diseases • Explaining
caused by limited problems caused
bio-diversity by limited bio-
diversity
NUTRITION • explain the term • Balanced diet • Discussing • Food samples
balanced diet • Components of a balanced diet • Multimedia
• list components of a balanced diet • Identifying
balanced diet components of a
• Functions of
• describe the carbohydrates, fats,
balanced diet
functions of the proteins, vitamins (A, • Discussing
components of a C, D), mineral salts functions of the
balanced diet in the (iodine, calcium, iron), nutrients in the
body water, roughage body

57
 • explain the term • Deficiency diseases • Explaining
deficiency disease • Kwashiorkor, goitre, deficiency
• state causes of rickets, scurvy, diseases
deficiency diseases anaemia and night • Watching videos
blindness and pictures of
people suffering
from deficiency
diseases
• Listing causes of
various deficiency
diseases

• Describe the tests • Food tests • Carrying out • Iodine solution

for starch, simple experiments to test • Benedict
sugars, protein and for starch, simple solution/Clinistix
fats sugars, protein and
• Ethanol
fats
• Sodium
• Watching videos
hydroxide,
on the food tests to
copper sulphate
observe colour
changes
Respiratory system • describe aerobic • Aerobic and • Discussing aerobic • Multimedia
and anaerobic anaerobic and anaerobic • Small animals
respiration respiration respiration
• Germinating
• state word • Word equations: • Writing down word
seeds
equations for glucose + equation
aerobic and oxygen→carbon

58
 anaerobic dioxide + water + • Carrying out
respiration energy experiments to
• glucose→lactic acid show release of
+ less energy energy and carbon
dioxide from
animals and
germinating seeds.
TRANSPORT SYSTEMS: • describe • Reduction of • Discussing • Plant samples
adaptations of plant surface area, adaptations of • Potometer
leaves to reduce thickness of cuticle, plant leaves to
transpiration distribution of minimize water
stomata, presence loss
of hairs • Carrying out
experiment to
demonstrate the
distribution, role of
stomata and water
loss
Multimedia
• Field touring to
identify various
types of leaves
• describe the • Veins, arteries and • Discussing the • Models
structure of blood capillaries structure of blood • Multimedia
vessels • Structure of blood vessels
• draw and label the vessels • Illustrating the
structure of blood structure of veins,
• Lumen, valves,
vessels capillaries and
thickness
arteries
59
 • outline the • Watching video
differences among simulations on the
blood vessels. structure of blood
vessels
• Listing the
differences among
blood vessels
REPRODUCTIVE • explain asexual • Asexual/vegetative • Discussing asexual • Multimedia
SYSTEMS reproduction in reproduction reproduction in
plants • Methods of asexual plants
• identify methods of reproduction: • Listing methods of
asexual rhizomes, cuttings, asexual
reproduction in tubers reproduction
plants
• Advantages and • Identifying
• state advantages disadvantages of advantages and
and disadvantages asexual disadvantages of
of asexual reproduction asexual
reproduction reproduction
• outline the • Listing differences
differences between • Differences between sexual
sexual and asexual between sexual and and asexual
reproduction in asexual reproduction
plants reproduction

60
 • describe methods of • Natural methods, • Discussing • Pictures
contraception barrier methods, contraceptive • Samples
• advantages and hormonal methods methods,
• Multimedia
disadvantages of and spermicides • Stating examples
different methods • Identifying
advantages and
disadvantages
HEALTH AND • explain the term • Immunity • Discussing • Resource
DISEASES immunity • Passive, active, immunity persons
• describe passive, natural and artificial • Identifying different • Multimedia
active, natural and immunity types of immunity
artificial immunity
• Breastfeeding, • Discussing how
• explain how infants immunisation infants acquire
acquire immunity schedule immunity

• describe how • HIV/AIDS Discussing the spread • Resource

HIV/AIDS is spread • Inability to resist of HIV/AIDS persons
• describe effects of infection • Explaining effects • Multimedia
HIV on the body of HIV on the body
• Methods of
• explain how the • Discussing
controlling the
spread of HIV/AIDS methods of
spread of HIV/AIDS
can be controlled controlling the
spread of
HIV/AIDS

61
8.2.2 CHEMISTRY

TOPIC OBJECTIVES CONTENT SUGGESTED SUGGESTED

(knowledge, skills, ACTIVITIES AND NOTES RESOURCES
Learners will be able to: values and attitudes)

SEPARATION • Describe paper • Paper • Carrying out an • Filter paper

chromatography chromatography: experiment to •
solvent, mixture of separate mixtures
dyes, solvent front, using paper
initial position of chromatography
dye and solvent,
MATTER • Describe the reactions of • Reactivity series • Carrying out • Metals
metals with water, steam, experiments to react • Dilute acids
air and dilute acids magnesium, iron, zinc
• Write equations for the and copper, lead with
reaction of metals with air, water/steam and
oxygen, dilute acids and dilute acids
water
• List metals in order of
decreasing reactivity
• Predict the reactivity of a
metal from its position in
the reactivity series

62
ACIDS AND • Identify apparatus used in • Acid-base • Titrating dilute sodium • Dilute acids
BASES a titration titrations hydroxide against • NaOH(aq)
• Describe an acid /base hydrochloric acid
• Phenolphthalein
titration procedure
• Calculate moles and
concentrations of
solutions from titrations
INDUSTRIAL • List the raw materials • Haber Process • Describing the Haber • Flow chart of the
PROCESSES used to manufacture • Raw materials: process Haber Process
ammonia
-Hydrogen from • Conducting
• Describe the manufacture electrolysis of water educational tours to
of ammonia Sable Chemicals
-Nitrogen from
• State the conditions
fractional distillation of
needed for the production
air
of ammonia
• Pressure:200 atm
• Catalyst: Iron
• Temperature: 450
°C – 500 °C

Discussing the contact

• Contact process
process
• List the raw materials • Raw materials:
used to manufacture sulphur dioxide
sulphuric acid from burning iron
• Describe the manufacture pyrites/sulphur,
oxygen from air
of sulphuric acid
• Pressure: 1 atm

63
 • State the conditions • Catalyst: vanadium
needed for the production (V) Oxide
of sulphuric acid • Temperature: 450
°C – 500 °C
OXIDATION AND • List down alloys of iron • Alloy formation • Discussing the uses of • Mild steel
REDUCTION • State the percentage - mild steel alloys of iron • Stainless steel
composition of alloys of - stainless utensils
iron steel • Cast iron objects
• Explain the uses and
- cast iron
properties of alloys of iron
• State the homologous • Ethanol • Fermenting sugar • Sugar solution
series to which ethanol - Fermentation solution and maize • Maize meal
ORGANIC
belongs - pH meal solution (maheu) solutions
CHEMISTRY
• Draw the displayed
- role of yeast • Yeast/malt
structural formula of
- temperature • Fractional
ethanol
30 °C – 35 °C distillation
• Describe the production
apparatus
of concentrated ethanol • Fractional
• List uses of ethanol distillation
• Beverage, medical
purpose, fuel,
solvent
• Define the term global • Global warming • Discussing effects of • Multimedia
warming • Combustion combustion, veld fires
• List the causes of global and deforestation
• Deforestation
warming

64
8.2.3 PHYSICS

TOPIC OBJECTIVES CONTENT SUGGESTED ACTIVITIES SUGGESTED

(knowledge, skills, AND NOTES RESOURCES
Learners will be able to: values and
attitudes)

MEASUREMENTS • Express quantities in • Derived units • Expressing derived • Print and

terms of S.I units • SI units quantity units in terms electronic
• Derive other units from - newton,
of base units media
base units joule,
watt,
volts,
ampere
FORCE • Define pressure • Pressure • Determining pressure • Solid objects
• Calculate pressure P=F/A of solid objects of different
• Calculate pressure in • Demonstrating cross-
fluids variation of pressure sectional area
• Pressure in
• Describe effect of with depth • Container with
fluids
depth on pressure • Demonstrating holes at
P= h
• Describe atmospheric atmospheric pressure different depth
pressure • Atmospheric • Constructing and • Water
• Describe the pressure using a simple barometer
construction and use of • manometer manometer to
• Oil, water
a simple manometer determine fluid
pressure

65
 • Explain the function and • Fluid system: • Demonstrating the Siphon
operation of simple fluid siphon and operation of a hydraulic jack
systems hydraulic systems siphon, hydraulic
(car braking jack and car braking
system and system
hydraulic jack)

• Describe the • Lift pump: Blair • Illustrating operation • Model of a Blair

structures, functions pump of a Blair pump and a pump
and operations of • Force pump: bicycle pump • bicycle pump
simple pumps bicycle pump
ENERGY • Describe the functions • Solar cooker • Discussing • A curved
and designs of a solar • Solar water qualitatively functions reflective
cooker and a solar heater and design of a solar surface
water heater cooker and solar • Black container
water heater
• Water heater
TELECOMMUNICATION • Describe • Transmission, • Discussing • ICT gadgets
communication over a decoding communication over a
distance by telephone, receiver distance
cell phone and email
MAGNETISM • describe hydro and • hydro and • Outlining the energy • Model hydro
thermal power thermal power conversions involved in and thermal
generation generation hydro and thermal power
power generation generations

66
ELECTRICITY • Describe electrical • Hazards safety • Discussing uses of • Charts
hazards and safety precautions electricity in the home • Three pin
precautions • Damaged • Reading of electricity plugs, fuse
insulation, meter, determining the
• Radio
overheating costs of electricity used
• Describe wiring of a • Different fuse
cables, damp • Discussing ways of
three-pin plug ratings
conditions saving electricity
• Discussing the use of • Switches
• live wire,
• Explain the use of a two- neutral wire, solar systems as • Three pin plugs
pin plug earth wire, fuse, alternative sources of • Two pin plugs
colour codes energy in homes

• Two pin plug,

• Describe uses of double
electricity in the home insulation of
appliances
• Heating
• Calculate cost of
electricity • Lighting
• Discuss different • Powering
methods of saving electrical
electricity devices
• Explain the use of solar
photo voltaic systems • Meter reading
costs per unit
• Energy saving
bulbs, solar
panels, biogas
67
 • Alternative
sources of
energy, switch
off appliances
not in use
• low power
rating
appliances
• solar photo
voltaic cells
Robot construction and • construct and code • Robot design • Constructing robots • ICT tools
programming and • Robotic kits
construction • Resource
persons

68
9.0 ASSESSMENT
The Heritage-based Combined Science learning area at Lower Secondary school level (Form
1-4) shall be assessed through School Based Continuous Assessment (SBCA) and Summative
Assessment (SA). These assessments shall be guided by the principles of inclusivity,
practicability, authenticity, transparency, flexibility, validity and reliability. The principles are crucial
for creating a supportive and effective learning environment that fosters growth and development
in learners at secondary level. In addition to SBCA and SA those aspects that cannot be assessed
through the continuous and summative modes will be assessed through learner profiling. The
aspect to be profiled will include soft skills among others. Arrangements, accommodations and
modifications must be visible to enable candidates with special needs to access assessments.
This section covers the assessment objectives, the assessment model, the scheme of
assessment, and the specifications for continuous assessment.

9.1 ASSESSMENT OBJECTIVES

The following objectives reflect those aspects of the aims that will be assessed. Specific
behavioural learning objectives are stated in each section of the syllabus.

9.1.1 KNOWLEDGE AND COMPREHENSION

Learners should be able to demonstrate knowledge and understanding of:

• scientific instruments and apparatus, techniques and aspects of safety;

• scientific units, terminology, symbols and conventions;
• scientific quantities and how they are determined;
• scientific phenomena, facts and laws, definitions, concepts, theories and models;
• personal, social, economic and environmental implications of science applications.

9.1.2 HANDLING INFORMATION AND SOLVING PROBLEMS

Learners should be able to demonstrate, in familiar and unfamiliar situations, their ability to:

• extract information relevant to a particular context from data presented in diagrammatic,

symbolic, graphical, numerical or verbal form;
• use data to recognize patterns, formulate hypotheses and draw conclusions;
• translate information from one form to another;
• communicate logically and concisely;
• explain facts, observations and phenomena in terms of scientific laws, theories and models;

0
• explain technological applications of science and evaluate their associated personal, social,
economic, and environmental implications;
• make logical decisions based on the examination of evidence and arguments;
• apply scientific principles, formulae and methods to solve qualitative and quantitative
problems;
• suggest explanations of unfamiliar facts, observations and phenomena;

9.1.3 EXPERIMENTAL SKILLS

Learners should be able to:

• follow instructions for practical work;

• plan, organise and carry out experimental investigations;
• select appropriate apparatus and materials for experimental work;
• use apparatus and materials effectively and safely;
• make accurate, systematic observations and measurements, recognising the variability
of experimental measurements;
• observe, measure and record results of experimental procedures;
• identify possible sources of error in experimental procedures;
• draw conclusions and make generalisations from experiments;
• extract information from data presented in diagrammatic, graphical or numerical form.

9.2 Assessment Model

Assessment of learners at Lower secondary school level for Combined Science will be both
Continuous and Summative as illustrated in Figure 1. Continuous Assessment will include
recorded activities from the School Based Project and other activities done by the learners
for assessment while summative will include terminal examinations, end of week, month,
term, year or check points assessments.

1
 Assessment Of Learner
Performance in
Combined Science

School Based Continuous

Assessment Summative Assessment
20% 80%

School
Based
Profiling Project
Paper -- Paper --
20%

Exit Continuous
Assessment Mark Summative
Profile (20%) Assessment Mark
Certificate (80%)

Final Mark (Continuous + Summative) =

100%)

Fig. 1 Assessment Model

In addition, learners shall be profiled and learner profile records established. Learner profile
certificates shall be issued for checkpoints assessment in schools as per the dictates of the
Teacher’s Guide to Learning and Assessment. The aspects to be profiled shall include
learner’s prior knowledge, values and skills, and subsequently the new competences acquired
at any given point.

9.3 Scheme of Assessment

Learners at Lower secondary level will be assessed using both School Based Continuous
Assessment and Summative Assessment. From Form 1 -4, learners will do a school-based project
per form, per year and per learning area which will contribute 20% to the end of term and year
mark. Public examination candidates at secondary level are expected to complete two (2) school-
based projects per learning area at form 3 and 4 levels, which will contribute 20% to the final mark
at Form 4.

2
 FORM OFASSESSMENT WEIGHTING
School Based Continuous Assessment 20%
Summative Assessment 80%
Total 100%

9.4: School – Based Project: Continuous Assessment Scheme

The Table given below shows the Learning and Assessment Scheme for the School Based
Project.
Project Execution Project Stage Description Timelines Marks
Stages

1 Problem Identification January 5

2 Investigation of related February 10

ideas to the
problem/innovation

3 Generation of possible March 10

solutions

4 Selecting the most suitable April-May 5

solution

5 Refinement of selected June 5

solution

6 Presentation of the final July 10

solution

7 Evaluation of the solution August-September 5

and Recommendations

TOTAL 50

The learning and assessment scheme shows the stages that shall be executed by pupils and
the timeline at which each stage shall be carried out. Possible marks, totalling 50, are
highlighted to indicate how much can be allocated.

3
9.5 Description of the Summative Assessment

Summative assessment consists of three (3) papers of different weighting

Paper Paper type Marks Duration Weighting

1 Multiple Choice 40 1 hours 24%

2 Structured questions 100 2 hours 32%

3 Practical 40 1 hour 30 24%

mins

TOTAL 80%

Paper 1
Duration: 1 hour

The paper consists of 40 multiple choice questions. It will be set to cover all topics of the syllabus

Paper 2 Theory (2 hours, 100 marks) section A, B, C and D:

Section A – made up of 6 compulsory structured questions of variable marks which add up to

40 marks.

• Section B 20 marks, will be based on the Biology section of the syllabus. It will consist of
three free-response Biology questions. Candidates will be required to answer any two
questions.

• Section C 20 marks, will be based on the Chemistry section of the syllabus. It will consist
of three free-response Chemistry questions. Candidates will be required to answer any
two questions

• Section D 20 marks, will be based on the Physics section of the syllabus. It will consist
of three free-response Physics questions. Candidates will be required to answer any two
questions
4
.

Paper 3 Practical Examination (1 hour 30 minutes, 40 marks)

This is a practical consisting of two compulsory questions of 20 marks each from any two
sections of the syllabus

NOTE: Examination questions on all papers may be set requiring candidates to apply
knowledge to novel situations.

9.6 Skills weighting and the Specification Grid (The percentages vary with the nature of
the learning area as such there is need for customisation of the same)

Skill Paper 1 Paper 2 Paper 3

Knowledge 40% 40% 25%

Application and Analysis 40% 40% 50%

Problem solving 20% 20% 25%

TOTAL 100% 100% 100%

9.7 ASSESSMENT INSTRUMENTS/TOOLS:

THE FOLLOWING ARE SUGGESTED TOOLS
Form of Assessment Suggested Assessment Tools/instruments

Profiling
Check list

Observation schedules

Rating Scale

Continuous Assessment
Practical activities

School based continuous projects

Summative Assessment
Tests

Exercises