MINISTRY OF PRIMARY AND SECONDARY EDUCATION

COMBINED SCIENCE SYLLABUS

FORMS 1 – 4
2016-2022

Curriculum Development Unit ©All Rights Reserved

P. O. Box MP 133 2015

Mount Pleasant

HARARE
ACKNOWLEDGEMENTS
The Ministry of Primary and Secondary Education would like to acknowledge contributions made by the following towards the
development and production of this syllabus:

 The National Science Syllabus Panel

 Zimbabwe School Examinations Council (ZIMSEC)

 UNICEF

 UNESCO
 TABLE OF CONTENTS

ACKNOWLEDGEMENTS.......................................................................................................................................................................................................................................i
1.0 PREAMBLE.................................................................................................................................................................................................................................................1
1.1 INTRODUCTION.........................................................................................................................................................................................................................................1
1.2 RATIONALE......................................................................................................................................................................................................................................................1
1.3 SUMMARY OF CONTENT..............................................................................................................................................................................................................................1
1.4 METHODOLOGY AND TIME ALLOCATION..............................................................................................................................................................................................2
1.5 ASSUMPTIONS................................................................................................................................................................................................................................................3
1.6 CROSS- CUTTING THEMES..........................................................................................................................................................................................................................4
2.0 PRESENTATION OF THE SYLLABUS........................................................................................................................................................................................................5
3.0 AIMS....................................................................................................................................................................................................................................................................5
4.0 SYLLABUS OBJECTIVES..............................................................................................................................................................................................................................6
5.0 TOPICS...............................................................................................................................................................................................................................................................7
6.0 SCOPE AND SEQUENCE..............................................................................................................................................................................................................................9
7.0 COMPETENCY MATRIX...............................................................................................................................................................................................................................16
8.0 ASSESSMENT................................................................................................................................................................................................................................................84
1.0 PREAMBLE

1.1 INTRODUCTION
This syllabus covers four years of Secondary Education, Forms 1 – 4. The syllabus provides an understanding in Combined
Science and a suitable preparation for the study of science related fields. It aims to equip learners in their diverse needs with
scientific skills of long term value in an increasingly technological world. A learner- centred practical approach to the subject is
adopted to develop scientific thinking and application of acquired knowledge and skills.

1.2 RATIONALE
This syllabus develops learners’ basic scientific skills in Physics, Chemistry and Biology. It develops knowledge, understanding and
practical application of basic scientific concepts and principles as well the ability to handle information and critical thinking. Learners
will gain practical experience and leadership skills through individual and group experimental work

1.3 SUMMARY OF CONTENT

The Combined Science learning area covers basic concepts in Biology, Chemistry and Physics. The syllabus covers science
concepts such as observing, recording, measuring, presentation, interpretation of data and analysis. It also imparts practical skills
such as handling of apparatus, chemicals, plant and animal specimens safely and confidently.
1.4 METHODOLOGY AND TIME ALLOCATION
1.4.1 METHODOLOGY

Emphasis should be placed on providing learners with practical experience so that they see science as an active and exciting
study. 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:

 Experiments
 Demonstrations
 Problem solving
 Field trips
 Games
 Cooperative learning/Group work
 Simulations
 Case studies/Research
 Question and Answer
 Discussions
 Surveys, Interviews and Report writing
 Concept mapping
 Visual tactile
 Individualisation
1.4.2 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.

1.5 ASSUMPTIONS
It is assumed that learners have:

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

 engaged in science experiments

 engaged in project and cooperative work

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

1.6 CROSS- CUTTING THEMES

In order to foster competency development for further studies, life and work, the following cross-cutting priorities have to be taken
into consideration in the teaching and learning of Combined Science:

 Gender

 Children’s rights and responsibilities

 Disaster risk management

 Financial literacy play store

 Health issues

 Heritage studies

 Collaboration

 Environmental issues

 Socio-cultural beliefs
2.0 PRESENTATION OF THE SYLLABUS

This Form 1 to 4 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, competency 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:

3.1 provide an opportunity to develop desirable scientific literacy

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

3.3 develop 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 and extraction of value from our natural resources

3.6 participate in the technological development of Zimbabwe and the global world.

4.0 SYLLABUS OBJECTIVES

Learners will be able to:
4.1 apply scientific principles in solving problems and in understanding new situations

4.2 describe observations, record results, interpret and draw conclusions from experiments

4.3 demonstrate knowledge of scientific terms, laws, facts, concepts, theories and phenomena

4.4 demonstrate knowledge and understanding in relation to scientific and technological applications with their social, economic
and environmental implications

4.5 demonstrate relevant attitudes to science such as accuracy and precision, objectivity, integrity, enquiry initiative, team work and
inventiveness

4.6 demonstrate 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 plan, organize and carry out experimental investigations

4.9 draw scientific diagrams in two dimensions

4.10 apply scientific principles, formulae and methods to solve qualitative and quantitative problems

4.11 apply scientific principles, methods and techniques in value addition and beneficiation of our natural resources

4.12 use appropriate methods of recycling and/or disposing wastes

4.13 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:

 Matter

 Acids, Bases and Salts

 Oxidation and Reduction

 Industrial Processes

 Organic Chemistry

5.3 PHYSICS:

 Measurements

 Force
  Energy

 Magnetism

 Electricity

6.0 SCOPE AND SEQUENCE

BIOLOGY

TOPIC Form 1 Form 2 Form 3 Form 4

Laboratory Safety  Laboratory rules,

TOPIC Form 1 Form 2 Form 3 Form 4

and apparatus introduction to

apparatus

Cells and levels of  Plant and animal  Types of variation:  Structures and functions of  Ecosystems
organization structure continuous and specialized cells
discontinuous  Use of a microscope
 Similarities and
differences of
plant and animal
cells
Nutrition  Diet  Photosynthesis  Factors affecting rate of  Human diet:
 Digestive system in photosynthesis balanced diet
humans  Conditions necessary for  Deficiency
photosynthesis diseases
 Teeth and digestion  Food tests
Respiratory  Respiratory  Respiratory organs  Gaseous exchange in alveoli  Respiration:
systems gases  Breathing aerobic and
mechanism anaerobic
respiration

Transport  Osmosis and  Root and stem  Transpiration: factors affecting  Adaptations of
systems diffusion structure rate of transpiration plants to reduce
 Components of  Water and ion  Measurement of transpiration transpiration
blood uptake  Plasmolysis  Structure of
 Heart structure and  Turgidity blood vessels
associated,blood  Blood circulation
vessels
TOPIC Form 1 Form 2 Form 3 Form 4

REPRODUCTIVE  Reproduction in  Detailed structure  Structure of the seed  Asexual and

SYSTEMS plants: flower of a wind and an  Germination sexual
structure, insect-pollinated  Male and female reproductive reproduction in
pollination, flower systems plants
fertilization, seed  Human  Sex cells  Inheritance
dispersal reproductive  Fertilisation,pregnancy,placent  Methods of
 Human organs functions a and child care contraception
reproductive  Menstrual cycle  Contraceptives
organs
 Puberty
HEALTH AND  Health and  Sexually  Sexually Transmitted Infections
DISEASES hygiene Transmitted (STIs)  Life cycle of
 Methods of Infections (STIs)  Signs and symptoms, causes malaria parasite
transmission of  Life cycle of and treatment/control of and control at
pathogens bilharzia parasite Cholera, Ebola, Malaria and each stage
referring to and symptoms of Typhoid  HIV/AIDS
Common bilharzia  Abuse of drugs: medicinal  Immunity
parasitic uses, addiction hallucination,
diseases: depressants
Cholera, Ebola,
Malaria, Bilharzia
Typhoid

CHEMISTRY

TOPIC FORM 1 FORM 2 FORM 3 FORM 4

SEPARATION  Filtration  Applications of  Distillation,  Paper
filtration, chromatography
 Magnetism, magnetism,  Fractional
winnowing, distillation
 Winnowing,
decanting,
 Decanting, evaporation

 Evaporation

MATTER  States of matter  Reactivity series

 Kinetic theory Concentrations  Structure of  Factors affecting

of solutions atoms rate of reaction
 Period table:
identification of  Groups and  Electronic
elements periods configurations

 Metals and non-  Periodic table

metals ;nuclide notation

 Elements  Names and

mixtures and groups of
compounds elements

 Mole concept;
empirical and
molecular
formulae
  concentration

ACIDS BASES AND  Identification of  Acid- base  pH scale  Titration of bases

SALTS acids and bases: reactions with acids
litmus paper test  preparation of
salts

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

INDUSTRIAL  Production of  Production of  Fractional  Haber process

PROCESSES peanut butter soap distillation of
liquid  Contact process

 Electrolysis

 Electroplating

OXIDATION AND  Rusting: factors  Chemical  Extraction of iron  Alloy formation

REDUCTION reactions:
combustion

ORGANIC  Types of fuels  Complete and  Alkanes alkenes  Ethanol

CHEMISTRY incomplete
combustion  Biogas  Maheu
production
 Global warming
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
 S.I units  Conversions precision
 Density  Density of liquids

FORCE  Effects of force  Moments of force  Weight and 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  Petrol and diesel  Heat transfer
of energy engine applications: solar
 Energy conversions water heater and
 Calculations on  Heat transfer: solar cooker
 work convection,  Telecommunications
conduction and
 Properties of light radiation
 Sound energy

MAGNETISM AND  Magnets, poles,  Properties of  Electromagnetism  Power generation

ELECTRICITY fields, compass magnets
 Motor effect

 Generator effect

 Static electricity:  Attraction and  Electroscope  Electrical safety

charges repulsion
 Lightning  Domestic electricity
 Current electricity:  Circuit symbols and
conductors and diagrams  Ohm’s Law
insulators
 Measurement of  Resistance
 Circuit components electricity
 Resistors

 Electrical power and

energy

7.0 COMPETENCY MATRIX

FORM 1

7.1.1 BIOLOGY

TOPIC OBJECTIVES CONTENT SUGGESTED ACTIVITIES SUGGESTED

AND NOTES RESOURCES
Learners will be able to:

LABORATORY  explain laboratory rules  Laboratory rules  discussing laboratory  Multimedia &
SAFETY AND rules Braille/Jaws
APPARATUS  identify laboratory  laboratory software
apparatus apparatus:  discussing and drawing
beaker, laboratory apparatus  laboratory
measuring apparatus
 demonstrate use of  taking readings from
cylinder, test
laboratory apparatus laboratory apparatus
tube, crucible,
evaporation dish, such as measuring
tripod stand, wire cylinder ,balances
gauze, Bunsen
burner, spirit
burner, spatula,
 funnel

CELLS AND  describe the structure of  Plant cell: cell  Using bio viewers and  Charts on cells
LEVELS OF a plant and an animal membrane, cell hand lenses to observe  Models of cells
ORGANISATION cell wall, cytoplasm, and draw cells
 ICT tools &
nucleus,
 list similarities and ( avoid using human blood Braille/Jaws
permanent
differences between or cheek cells) software
vacuole
plant and animal cells  Onion
 Animal cell: cell
membrane,  Hand lens
TOPIC OBJECTIVES CONTENT SUGGESTED ACTIVITIES SUGGESTED
AND NOTES RESOURCES
Learners will be able to:

cytoplasm,
nucleus
NUTRITION  define balanced diet  Carbohydrates,  Naming different kinds of  Charts on
proteins, fats, foods and identifying collection of foods
 list component of vitamins, fibre, their nutrients  Food samples
balanced diet mineral salts and
 E-learning
water
packages

 name functions of
 Functions of
nutrients  Discussing functions of
nutrients
nutrients

RESPIRATORY  State the percentage  Nitrogen 78%,  Discussing the  Model of breathing
SYSTEM composition of air oxygen 20%, composition of air system,
carbon dioxide  Internet
0,03%, rare
gases, water
vapour less in air  Inverted jar ,
 Identify respiratory  Comparing oxygen in candle, water
 Oxygen and
gases inhaled and exhaled air trough
carbon dioxide
experiment


 describe the test for  Lime

 Carbon dioxide
carbon dioxide gas  Blowing into lime water water/bicarbonate
or bicarbonate indicator indicator
TOPIC OBJECTIVES CONTENT SUGGESTED ACTIVITIES SUGGESTED
AND NOTES RESOURCES
Learners will be able to:

 test for oxygen gas  oxygen  Using glowing wooden

splint for oxygen test
 Glowing wooden
splint
TRANSPORT  describe water  Osmosis  Demonstrating water  use of potted
SYSTEMS movement in plants  Diffusion movement in a plant plants
using potassium  ICT tools &
permanganate/methylen Braille/Jaws
 identify components of e blue/coloured solution software
 Components of
blood stating the  Observing components  Bioviewer, bioset
blood
functions of each of blood on slides
component  Functions of the
components
REPRODUCTION  describe structure of a  Flowers, carpel,  Observing a flower using  Charts on flowers
IN PLANTS AND simple flower stamens hand lens/ bio viewers  Flowers
HUMANS
 describe pollination and  Models of human
fertilization  Pollen grains being
 Ovule, ovary ,fruit  Computer
 state signs of puberty
 Signs of puberty,  Emphasis on pre-  Simulations
such as breasts, menstrual symptoms  ICT tools &
beard, such as period pain Braille/Jaws
menstruation, software
growth of pubic
hair, widening of
pelvic girdle,
TOPIC OBJECTIVES CONTENT SUGGESTED ACTIVITIES SUGGESTED
AND NOTES RESOURCES
Learners will be able to:

voice deepening
HEALTH AND  describe a healthy  State of being  Discussing the state of a  ICT tools &
DISEASES person mentally, socially health person Braille/Jaws
and physically software
well  Disinfectants
 state importance of  Importance of  Cleaning of classrooms  Brooms
maintaining personal personal hygiene
 Carrying simple  Mops
hygiene and food hygiene
disinfection of drains  EMA resource
 list ways of disposing person
 Burying,  Discussing cleaning of a
litter/ waste, stating their  Print media
recycling, burning toilet
advantages and
disadvantages  Picking and burying
wastes
 describe methods of
transmission of diseases  water, food,  Discussing methods of
vectors, contact disease transmission
Cholera – water
Ebola - contact
Malaria - vector
Bilharzia - vector

7.1.2 CHEMISTRY
TOPIC OBJECTIVES CONTENT SUGGESTED ACTIVITIES SUGGESTED
AND NOTES RESOURCES
Learners will be able to:

SEPARATION  State methods of  Filtration,  Carrying out  Magnet

separating mixtures Magnetism, experiments to illustrate
Winnowing, methods of separating  Sulphur
Decanting,
 ICT tools &
Evaporation
Braille/Jaws
software

MATTER  identify the three state of  solids, liquids  identifying the three  salt, water, stones,
matter and gases states using salt, water syringe, beakers,
and air ice, candles
 describe the arrangement naphthalene flakes
of particles in solids, liquids  properties of  compressing a gas in
solids, liquids  iodine crystals
and gases syringe
and gases
 describe properties of  Kinetic theory  carrying out  models
solids, liquids and gases in experiments on heating
 Particle
terms of kinetic theory ice block, candle wax,
arrangement in  Periodic Tables
naphthalene, iodine
solids, liquids
crystals
and gases
 iron filings
 discussing particle
 Sulphur powder
arrangement in solids,
liquids and gases  sand, maize
TOPIC OBJECTIVES CONTENT SUGGESTED ACTIVITIES SUGGESTED
AND NOTES RESOURCES
Learners will be able to:

 dissolving potassium  beakers

 Particle size, permanganate crystals/  spatulas
 describe the factors that copper sulphate
temperature,  salt/sugar
affect solubility crystals in water
stirring
 water
 identify mixtures, elements  Elements,  mixing of iron and
and compounds mixtures, Sulphur , sand and
compounds maize grains

 heating iron and sulphur

 identifying elements on
the Periodic Table
 identify metals and non-  Common
metals on periodic table elements of the
periodic table.

 identify acids and bases  Acids and bases  dipping litmus paper in  Red/blue litmus
using Red and blue litmus HCL, NaOH, H2O,  Solutions (acids
ACIDS AND
CuSO4,tap water and base)
BASES  list properties of acids and
TOPIC OBJECTIVES CONTENT SUGGESTED ACTIVITIES SUGGESTED
AND NOTES RESOURCES
Learners will be able to:

bases

INDUSTRIAL  Outline production of  Processes:  Preparing peanut butter  Winnowing basket

PROCESSES peanut butter Shelling,  Roaster, sheller
 Pressing peanut butter
roasting, and peanut butter
 Outline the production of oil to produce oil
grinding and making machine
from peanut butter
packaging  Grinding stone
 State uses of oil Equipment : (guyo/imbokodo)
sheller, peanut  Mortar and pestle
butter making
machine
OXIDATION AND  state conditions  Conditions:  carrying out  iron nails
REDUCTION necessary for rusting oxygen and experiments to  oil
moisture investigate
 explain methods of  Multimedia &
 Methods: conditions
preventing rusting Braille/Jaws
painting, necessary for
software
galvanising, rusting
 fused calcium
plating
chloride
ORGANIC  identify forms of fuels  Fuels : liquid,  Discussing forms of  Wood,
CHEMISTRY solid, gaseous fuels  Paraffin,
 compare the efficiency of
different fuels  Carrying out  Methylated
experiments to spirit burner,
compare the  Bunsen
TOPIC OBJECTIVES CONTENT SUGGESTED ACTIVITIES SUGGESTED
AND NOTES RESOURCES
Learners will be able to:

efficiency of fuels burners

7.1.3 PHYSICS

TOPIC OBJECTIVES CONTENT SUGGESTED SUGGESTED

ACTIVITIES AND NOTES RESOURCES
Learners will be able to:

DATA  Present data in the form  tallies, tables and  collecting and  Multimedia &
PRESENTATION of tallies, tables and bar bar graphs presenting data in the Braille/Jaws
graphs form of tallies, tables software
and bar graphs
 Interpret data presented
in the form of tallies,
tables and bar graphs

MEASUREMENTS  estimate physical  Length, mass,  Estimating length, time,  Metre rule
quantities time and mass and temperature  Thermometer
temperature
 identify appropriate  Taking measurements  Balance
 Length, mass,
instruments for at different points  Stop watch
time and
measuring physical  ICT tools &
temperature  Measuring length ,
quantities Braille/Jaws
time, temperature and
TOPIC OBJECTIVES CONTENT SUGGESTED SUGGESTED
ACTIVITIES AND NOTES RESOURCES
Learners will be able to:

 measure accurately mass software

 Parallax error and
 identify types of errors in
zero error  Foam rubber,
measurement
springs, trolleys,
 read an instrument scale  SI units: metre rubber bands
to the nearest division (m),  Magnets, rulers,
kilogram(kg), bricks
 identify units including S.I
kelvin,  Masses
units
second(s)
 Force meter
 Spring balance
 Effects of Forces:
FORCE  demonstrate the effect of  Carrying out
deformation of
forces on position, shape experiments on effects
solids, change of
and size of forces
position, change
in speed and  Carrying out
direction experiments on
 identify various types of  Types of forces: gravitational force,
force gravitational push and pull,
force, weight, electrostatic force,
mechanical magnetic force, friction
force,
electrostatic  Measuring force using
force ,magnetic spring balance or force
force and friction meter
TOPIC OBJECTIVES CONTENT SUGGESTED SUGGESTED
ACTIVITIES AND NOTES RESOURCES
Learners will be able to:

 state the unit of force  S.I unit: newton

(N)
 identify instruments for
 Force meter
measuring force
 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  torch, brick,
move, compressing musical
 Kinetic, a spring instruments
potential, light,
 Running upstairs,  trolleys
heat,
 electrical, lighting a torch,  catapult
chemical, clapping hands,  torch cell
sound raising a brick
 list forms of potential  Forms of  Carrying out
energy potential experiments to
energy: show potential
gravitational, energy
elastic,
chemical
 identify energy  Energy  Lighting a torch  Torch
conversions conversion:  Dynamo
 Using a dynamo to light
energy changes,  Catapult
TOPIC OBJECTIVES CONTENT SUGGESTED SUGGESTED
ACTIVITIES AND NOTES RESOURCES
Learners will be able to:

 construct energy chains energy chains a bulb  Solar panel

 Energy  Bulb
 identify energy convertors  Using a catapult and
convertors  Green plants
solar panel
 Engines
 Discussing various
 refrigerator
energy convertors
 Cell
 Bulb
 Solar cells
 Generators
MAGNETISM  distinguish magnetic  Magnets: bar  Using magnets to  Horse shoe
material from non- magnets, horse identify magnetic and magnets
magnetic materials shoe magnets, non-magnetic materials  Bar magnets
 identify the poles of a C -magnets,  suspending a bar  C-magnets
magnet magnet to determine  E-magnets
E-magnets
polarity  Steel, iron nails,
 Magnetic and copper,
 using a compass
non-magnetic aluminium, wood,
materials plastic, glass
 Poles and  bar magnet,
magnets: South string, magnetic
and north poles: compass,
earth as magnet
TOPIC OBJECTIVES CONTENT SUGGESTED SUGGESTED
ACTIVITIES AND NOTES RESOURCES
Learners will be able to:

ELECTRICITY  state the two type of  Negative, positive  Rubbing polythene or  Polythene
charges Perspex on hair or dry  Perspex
cloth
 describe the production of  Static electricity  Dry cloth
charges  Plastic
 Current as flow of  Wood
 define current
charges  Iron bar
 distinguish between  Conductors and  Carrying out electrolytes,
conductors and insulators insulators experiment on
 Carbon rods,
conductivity of different
materials  Copper rods
 Light bulb

 identify components of  Drawing circuit  Voltmeter

direct current (d.c.) circuit  Cells, batteries, diagrams using  Ammeter
bulbs, switches symbols
,resistors,  Circuit boards

 draw and label a simple  Cells

direct current (d.c) circuit  standard symbols  Bulbs
 Switches
 Resistors
 Chart of standard
electrical
symbols
 ICT tools &
 TOPIC OBJECTIVES CONTENT SUGGESTED SUGGESTED
ACTIVITIES AND NOTES RESOURCES
Learners will be able to:

Braille/Jaws
software

FORM 2

7.2.1 BIOLOGY
TOPIC OBJECTIVES CONTENT SUGGESTED SUGGESTED
ACTIVITIES AND RESOURCES
Learners will be able to: 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  ICT tools &
right or left handedness, sex , right or left
and discontinuous Braille/Jaws
tongue rolling handedness, tongue
variation software
rolling
 draw bar graphs to bar graphs  drawing bar graphs
show variations in living to show variations
organisms

NUTRITION  explain importance of  Animals as  Discussing the  Charts on leaf

plants as producers consumers of food conversion of solar structure
energy to chemical  ICT tools &
energy by plants Braille/Jaws
 state the word equation  Photosynthesis software
 Observing a model of
for photosynthesis the alimentary canal  Models of the
 draw and label digestive  Digestive system in alimentary canal
system of humans Humans: alimentary
 Charts on
canal
human
 outline the route
alimentary canal
followed by food in the
human digestive system

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 &
TOPIC OBJECTIVES CONTENT SUGGESTED SUGGESTED
ACTIVITIES AND RESOURCES
Learners will be able to: NOTES

 label parts of respiratory released during Braille/Jaws

system burning of software
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 Braille/Jaws
epidermis, cortex, software
phloem, cambium,  Viewing of prepared
slides  Microscope
xylem
 Bio-viewer
 Carrying out an
 describe water and ion  Osmosis and active experiment to show
uptake by plants uptake arrangement of
vascular tissue using
dye

 Draw and label the  Structure of  Examining model  Model of

structure of the heart heart ;atria, of the circulatory human
ventricles and system circulatory
valves ;bicuspid system
and tricuspid, semi  Drawing and
 ICT tools &
lunar valves labelling structure
Braille/Jaws
 name the main blood of the heart
 Blood vessels and software
vessels to and from  Identify vessels to
heart  Model of the
the heart and from the heart
heart
TOPIC OBJECTIVES CONTENT SUGGESTED SUGGESTED
ACTIVITIES AND RESOURCES
Learners will be able to: NOTES

 state functions of the  Receiving and on a model

heart pumping blood
 Simulations on
action of the heart

REPRODUCTIIVE  distinguish between  Structure of maize  comparing internal  Multimedia &

monocotyledonous and and bean seeds: and external Braille/Jaws
SYSTEMS
dicotyledonous plant testa, radicle, features of the software
seeds plumule, monocotyledonou  models of
endosperm and s and reproductive
 describe functions of cotyledon dicotyledonous systems
cotyledon and plant seeds
endosperm  Multimedia &
Braille/Jaws
 state the functions of  Human  discussing the software
the female and male reproductive functions of male
reproductive systems systems: and female
Penis, testes, sperm reproductive
duct, urethra, prostate systems
glands, vagina, ovary,
oviduct, uterus, cervix
HEALTH AND  state causes of  Contaminated food,  discussing the  bilharzia life
DISEASES diseases water, air transmission of cycle chart
 Bilharzia worm bilharzia parasite  Multimedia &
 describe causes of and methods of
 Snail-human host Braille/Jaws
bilharzia preventing spread software
 Eggs in water
 TOPIC OBJECTIVES CONTENT SUGGESTED SUGGESTED
ACTIVITIES AND RESOURCES
Learners will be able to: NOTES

 describe the life cycle of bilharzia

of bilharzia parasite

7.2.2 CHEMISTRY

TOPIC OBJECTIVES CONTENT SUGGESTED ACTIVITIES SUGGESTED

AND NOTES RESOURCES
Learners will be able to:

SEPARATION  state the applications of  application:  practicals on salting of  Multimedia &

filtration, winnowing treatment of peanuts Braille/Jaws
magnetism and water ,grain software
evaporation separation,  details of the process of
 field trips
separation of sugar production and
metallic objects process of production
from grain before of ammonium nitrate
grinding, NOT required
separation of  field trips on visiting a
metallic waste for grinding mill, water
recycling filtering plant,
 formation of sugar ammonium nitrate
and ammonium manufacturing plant
nitrate crystals
from their solutions
MATTER  determine the  Concentration of  carrying out  potassium
TOPIC OBJECTIVES CONTENT SUGGESTED ACTIVITIES SUGGESTED
AND NOTES RESOURCES
Learners will be able to:

concentrations by colour solutions experiments on permanganate

intensities of dissolved dissolving coloured  ammonium
substances substances(differing dichromate
amounts to be
 copper sulphate
dissolved)
 Concentration of  brown sugar
 determine the  Carrying out
solution expressed  salt ,water
concentration of a experiments on
in terms of mass of
substance by varying the  ammonium nitrate
solute dissolved dissolving known
amount of solute in a masses of solute in
per given volume
given solvent known volumes of
of solvent
solvent

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

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

OXIDATION AND  write simple word  Chemical reactions  burning Magnesium  burner
REDUCTION equations ribbon  Magnesium
ribbon and mealie
 define oxidation and
TOPIC OBJECTIVES CONTENT SUGGESTED ACTIVITIES SUGGESTED
AND NOTES RESOURCES
Learners will be able to:

reduction in terms of meal/sugar

oxygen
 melting ice, burning
 distinguish between sugar/mealie- meal
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
 list the products of  Posters, drama.
 Global warming,
complete and incomplete  lighting Bunsen burner
deforestation,
combustion of fuels sleeve wide/narrow

 describe the effects of  Carrying out

burning fuels environmental
awareness campaigns
7.2.3 PHYSICS

TOPIC OBJECTIVES CONTENT SUGGESTED ACTIVITIES SUGGESTED

AND NOTES RESOURCES
Learners will be able to:

DATA  Construct a straight  Straight line  Drawing a straight  Multimedia &

PRESENTATION line graph from graphs line graphs from Braille/Jaws
appropriate data given data software
 Interpret straight line
graphs

MEASUREMENTS  convert units  prefixes of S.I  Converting metre to  Metre rule,

units centimetre, millimetre, balance,
  kilogram to gram, hour stopwatch,
 Measurement of to minutes, minutes to  Beaker and
 measure mass of a liquid
mass second water
 measure the volume of an  Measuring
 Measurement of  Carrying out
irregular object cylinder
volume by experiments on
displacement measurement by  Irregular objects
differences of mass  Overflow can
 String
 determine the thickness,  Measurement of
 Carrying out  Book, seeds,
volume and mass of small volume, thickness
experiments on pins
objects and mass of small
measurement of  Metre rule
objects
irregular objects
 Balance
 Formula for  Carrying out  Stopwatch
TOPIC OBJECTIVES CONTENT SUGGESTED ACTIVITIES SUGGESTED
AND NOTES RESOURCES
Learners will be able to:

 calculate density density experiments on

measurements of Regular and
volume, thickness and irregular objects,
mass liquids
 carrying out
experiments to find
mass and volume

 Balanced and  Carrying out  Force meters,

FORCES  calculate the resultant of levers,
unbalanced forces experiments to
a pair of inline forces
 Resultant force demonstrate equal and  masses,
unequal forces balance, metre
rule,
 Moment of force =  Demonstrating
 spring balance
 define moment of a force force x moments of force
perpendicular
 calculate moment of a distance from the  applying the principle of
force pivot moments

 At equilibrium:
 state the principle of Clockwise
moments moments = anti
clock wise
 apply the principle of moments
moments in simple
calculations
TOPIC OBJECTIVES CONTENT SUGGESTED ACTIVITIES SUGGESTED
AND NOTES RESOURCES
Learners will be able to:

 define friction  Frictional forces:

 Carrying out
forces opposing
 measure friction experiments to
motion
investigate frictional
 state the applications of  nature of surface forces
frictional force  car braking
system
 tyre treads
 soles of shoes
 road surfaces
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
 define work and energy  Work and energy demonstrate Work done
 ruler
= Energy used
 bulb, torch, fire,
 state the S.I unit of work  Joule( J)  Solving problems on candle, sun
 Work done or work done and energy  light source, slits
and energy used
energy used = screen
 calculate the work done force x distance  ball
TOPIC OBJECTIVES CONTENT SUGGESTED ACTIVITIES SUGGESTED
AND NOTES RESOURCES
Learners will be able to:

or energy used by forces moved  observing sources of  Multimedia &

 list sources of light energy  Sun ,fire, electric light Braille/Jaws
bulb  carrying out software
 show that light travels in a experiments to
 Production of
straight line demonstrate that light
shadows
travels in a straight line
(production of shadows)

 Producing sound
 state the production and using musical
 Sound Energy
transmission of sound instruments
 vibrations  musical
 demonstrate the need  Conducting a bell jar instruments
for a medium in the  passing of sound experiment to show  Tuning fork
transmission of sound energy through that sound requires a
different media  bell jar
material medium for
transmission  vacuum pump
 electric bell
MAGNETISM  describe properties of  Polarity, field  Illustrating properties of  string, compass
magnets direction and magnets  bar magnets
AND
strength
ELECTRICITY  state the law of  Carrying out  iron filings,
 Attraction,
magnetism experiments using magnets, plain
repulsion , like
magnets paper
and unlike poles
 Ammeter
 Magnetic fields  Demonstrating magnetic
 TOPIC OBJECTIVES CONTENT SUGGESTED ACTIVITIES SUGGESTED
AND NOTES RESOURCES
Learners will be able to:

 draw magnetic fields  fields  Voltmeter

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

FORM 3

7.3.1 BIOLOGY
TOPIC OBJECTIVES CONTENT SUGGESTED SUGGESTED
ACTIVITIES AND RESOURCES
Learners will be able NOTES
to:

STRUCTURE AND  identify specialized  Specialised cells  Drawing  Microscope

FUNCTION OF A cells -red blood cell specialised cell  Charts
CELL structures
 draw and label -muscle cell  Bio-viewers
 Using
specialised cells -palisade cell  Bio-sets
microscope/bio-
-root hair cell viewer to observe  Printed Multimedia &
specialized cells Braille/Jaws software
 state the function(s)  Functions of  ICT tools & Braille/Jaws
of the specialised  Use of a
specialised cells software
cells in relation to microscope only.
Identification of  Prepared slides
structure
parts not
 use a microscope to necessary
observe cell Avoiding using
structure fresh, animal cells.


NUTRITION  State factors  Water, light carbon  Investigating  Iodine solution
which affect dioxide, chlorophyll factors affecting  Leaves
Factors affecting
photosynthesis rate of  Glowing splint
the rate of
 describe photosynthesis
photosynthesis  Light source
experiments on
TOPIC OBJECTIVES CONTENT SUGGESTED SUGGESTED
ACTIVITIES AND RESOURCES
Learners will be able NOTES
to:

factors which affect  Pond weed

photosynthesis  Testing for starch  Sodium hydrogen
in a leaf carbonate/Soda
 describe the fate of
 Testing for oxygen lime/Sodium hydroxide
end products of  Carbohydrates and
using a glowing
photosynthesis oxygen  Microscope
splint
 Translocation,  Bio-viewer
storage and  ICT tools & Braille/Jaws
structure formation,  Observing the software
respiration internal leaf
structure using a
 identify parts of the bio-
 Epidermis,
internal structure of viewer/microscope
stomata, vascular
a leaf
tissue, mesophyll,  Examining the
guard cells external leaf
structure
 describe how the
leaf is adapted for  Surface area,
photosynthesis stomata, palisade
cells, air spaces.

HUMAN  draw and label parts  Mouth,  Watching video  ICT tools & Braille/Jaws
NUTRITION of the alimentary oesophagus simulation to software
canal and stomach, small and examine human  Model of human
Alimentary canal
associated organs large intestines, alimentary canal alimentary canal
TOPIC OBJECTIVES CONTENT SUGGESTED SUGGESTED
ACTIVITIES AND RESOURCES
Learners will be able NOTES
to:

 identify parts of the gall bladder,

alimentary canal of pancreas, liver
 Identifying parts
a human
using a chart
 state the functions
of parts of the
alimentary canal of
a human  Ingestion,
digestion,
absorption,
assimilation and
egestion
NUTRITION  Name types of teeth  Incisor  Discussing the  ICT tools & Braille/Jaws
and their functions -cutting functions of teeth software
-biting and their structure  Skeleton model
 Canines  Observing types of  Visking tubing/egg shell
-tearing teeth on the
-gripping skeleton models
 Premolar and  Using a model to
molar examine action of
-grinding amylase on starch
Chewing
 Describe
mechanical and
TOPIC OBJECTIVES CONTENT SUGGESTED SUGGESTED
ACTIVITIES AND RESOURCES
Learners will be able NOTES
to:

chemical digestion  Mechanical-

breaking down into
smaller pieces
chemical – use of
enzymes to convert
from insoluble to
soluble smaller
 Explain the
molecules
importance of
digestion  Increase surface
 Describe the area for enzyme
function of a typical action and
enzymes (amylase) solubility
 Catalysis for
 Identify the end conversion of
products of starch to
digestion maltose/glucose
 Carbohydrates:
glucose
 Protein: amino
acids
 Fats: fatty acids
and glycerol
RESPIRATORY  state the  Percentage  Carrying out an  ICT tools &
SYSTEMS differences composition of experiment to Braille/Jaws software
TOPIC OBJECTIVES CONTENT SUGGESTED SUGGESTED
ACTIVITIES AND RESOURCES
Learners will be able NOTES
to:

between inhaled inhaled and show the  Limewater/bicarbonate

and exhaled air exhaled air change in indicator solution
Gaseous exchange proportions of
in alveoli carbon dioxide
Braille software/jaws
and oxygen in
inhaled and
exhaled air

 describe the role  Diffusion of

of the alveoli in  Describing
carbon dioxide
gaseous gaseous
and oxygen
exchange exchange in the
alveoli
 explain how the  1 cell thick,  Model of alveoli
alveoli is adapted moist, large
for gaseous surface area,
exchange network of blood
capillaries
TRANSPORT
SYSTEMS

Transpiration
 explain the  Water loss in  Discussing the  ICT tools &
process of plants process of Braille/Jaws software
transpiration transpiration
 Potometer
 Wind speed,
TOPIC OBJECTIVES CONTENT SUGGESTED SUGGESTED
ACTIVITIES AND RESOURCES
Learners will be able NOTES
to:

 state factors temperature,  Carrying out

affecting the rate humidity, surface experiments to
of transpiration area, light investigate
intensity, factors affecting
number of the rate of
stomata transpiration
 measure  Use of a
transpiration in a potometer
plant
 Water and
 outline the  Explaining the
mineral salts
importance of importance of
uptake, cooling
transpiration transpiration
the plant
Plasmolysis and  explain the terms  Plasmolysis  Discussing  ICT tools &
turgidity plasmolysis and  Turgidity plasmolysis and Braille/Jaws software
turgidity turgidity  Potato strips
 describe the  Watching video  Visking tubing
effects of water simulations on
loss and water plasmolysis and
gain in plant cells turgidity

 carrying out
experiments to
demonstrate
TOPIC OBJECTIVES CONTENT SUGGESTED SUGGESTED
ACTIVITIES AND RESOURCES
Learners will be able NOTES
to:

plasmolysis and
turgidity using
potato strips

Blood circulation  describe the  Human blood  Watching video  Multimedia &
double circulatory circulatory simulations on Braille/Jaws software
system system the blood  Circulatory System
circulatory Model
system

 Examining
model of human
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 Braille/Jaws software
Wind and insect
flowers flower pollinated flower
pollinated flowers
 Drawing the
structures of
wind and insect
pollinated flower

Germination  describe the  Germination  Discussing the  Seeds

process of  Moisture, process of
TOPIC OBJECTIVES CONTENT SUGGESTED SUGGESTED
ACTIVITIES AND RESOURCES
Learners will be able NOTES
to:

germination warmth, oxygen germination  Multi-media

 Percentage
 investigate  Carrying out
germination
conditions experiments to
necessary for demonstrate
germination conditions
necessary for
 calculate germination
percentage
germination  Determining
germination
percentage

Reproductive  state the  male and female  drawing the  models of reproductive
systems functions of the reproductive male and female organs
male and female system reproductive  ICT tools &
reproductive  functions systems Braille/Jaws software
system

 describe the  Sperm and  Drawing the  Multimedia &

structure and ovum structure of sex Braille/Jaws software
functions of sex cells  Bio-viewers
cells

 draw and label

the sex cells
TOPIC OBJECTIVES CONTENT SUGGESTED SUGGESTED
ACTIVITIES AND RESOURCES
Learners will be able NOTES
to:

 describe the route

of the sperm from Epidedimis,
the testis to the testis, sperm
ovum after duct, urethra,
ovulation vagina, cervix,
uterus, oviduct,
 define fertilisation

 describe the  Hormones i.e.  Illustrating the  Multi-media

menstrual cycle progesterone, menstrual cycle
oestrogen
 Ovulation
 Menstruation
 describe the role  Placenta  Watching video  Multi-media
of the placenta  Nutrients, simulations of
wastes, the placenta
 identify the
antibodies,
substances  Listing the
oxygen
exchanged in the substances
placenta exchanged in
the placenta

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

DISEASES transmitted  Syphilis  Multi-media
infections (STIs)  Identifying the
 Chancroid sign, symptoms
TOPIC OBJECTIVES CONTENT SUGGESTED SUGGESTED
ACTIVITIES AND RESOURCES
Learners will be able NOTES
to:

 describe the  Genital herpes and effects of

signs, symptoms STIs
and effects of :
Gonorrhoea,  Watching videos
Syphilis, on signs and
Chancroid, symptoms of
Genital herpes STIs

 state the
causative agents  Listing the
of: Gonorrhoea,  Pathogens
causes
Syphilis, -virus
Chancroid, Genital -bacteria
herpes
 state the control
methods and  Abstinence,
treatment condoms,
contact tracing
 describe the signs  Malaria  Using charts on  Print media
and symptoms of  Typhoid the signs and
malaria, symptoms
 Ebola
typhoid, Ebola and
 Cholera  Discussing the
cholera
causes
 state the cause of
 TOPIC OBJECTIVES CONTENT SUGGESTED SUGGESTED
ACTIVITIES AND RESOURCES
Learners will be able NOTES
to:
malaria, typhoid, Plasmodium,  Outlining the
Ebola and cholera bacteria ,virus disease control
 explain how the methods
diseases are
treated

 describe the  Emphysema,  Discussing the  Multi-media

effects of tobacco bronchitis, lung effects of
smoking on cancer, low birth smoking
health weight
 describe effects  Liver cirrhosis,
of excessive  Identifying
social
consumption of effects of
implications,
alcohol excessive
reduced reaction
alcohol
time
consumption
 explain effects of
 Hallucinations,  Listing effects of
use of mandrax
addiction mandrax and
and cannabis
cannabis
 outline the effects  Damaged  Explaining
of breathing muscles, heart effects of
solvents and addiction breathing
solutions

7.3.2 PHYSICS
TOPIC OBJECTIVES CONTENT SUGGESTED SUGGESTED
ACTIVITIES AND RESOURCES
Learners should be NOTES
able to:

DATA PRESENTATION  Construct a pie  pie charts and  explaining data  Multimedia &
chart line graphs presented in Braille/Jaws
form of pie chart software
 Interpret and and line graphs
analyse data
from pie charts
and line graphs

MEASUREMENT  measure physical   Measuring length,  Vernier callipers

quantities accurately current, voltage
Physical quantity  Measurement of  Voltmeter
using appropriate
instruments physical quantities:
length (thickness  Ammeter
 read instruments and internal
 Measuring cylinder
scale to the nearest diameter) current,
fraction of the voltage  Micrometre screw
division gauge

 determine density of  Density: liquids  Determining density  Balance

liquids of liquids
experimentally  Multimedia &
Braille/Jaws software

FORCE  define weight,  Weight,  Defining weight,  Spring balances

momentum and momentum and
inertia  Momentum inertia  Trolleys
TOPIC OBJECTIVES CONTENT SUGGESTED SUGGESTED
ACTIVITIES AND RESOURCES
Learners should be NOTES
able to:

Weight/mass  Inertia  Ticker timer

 distinguish between
weight and mass  force = mass x
acceleration
 state Newton’s laws
 Discussing Newton’s
of motion
laws of motion
limited to linear
 inertia motion
 calculate force, given
mass and  F = ma  Verifying Newton’s
acceleration second law of
motion
 state application of experimentally
Newton’s laws of
motion

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
 determine  Carrying out  Scissors
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
TOPIC OBJECTIVES CONTENT SUGGESTED SUGGESTED
ACTIVITIES AND RESOURCES
Learners should be NOTES
able to:

pulleys and gears mechanical  Gears

advantage and
velocity ratio of the  Bearings
simple machines
 explain energy loses  Demonstrating
in machines effects of lubrication,
 Friction and mass of bearings and mass
 describe ways of
moving parts reduction on
improving efficiency
in machines efficiency
 Lubrication, bearings
and mass reduction

Petrol and diesel  describe the  refer to old engines  Demonstrating  Model of a four
engines operation of a four intake, compression, stroke petrol engine
stroke petrol and  Strokes: intake power and exhaust
diesel engine compression, power using an engine  Engine block
and exhaust model
 explain the role of  Fuel injector
the fuel injector and  Explaining how the Car engines
carburettor  Fuel and air supply fuel injector and the
carburettor works
 Ignition methods, and their importance
efficiency, carbon
monoxide production  Examining the
ignition and fuel
economy of petrol
TOPIC OBJECTIVES CONTENT SUGGESTED SUGGESTED
ACTIVITIES AND RESOURCES
Learners should be NOTES
able to:

and diesel engine

 Field tour to a
modern garage
 describe the
operation of a
 Model of a modern
modern petrol and
diesel engine petrol engine
 Petrol fuel injectors:
 Model of a modern
intake, compression,
 outline the diesel engine
power, exhaust.
advantages of  Modern garage
 Modern diesel
modern petrol
engines over old engine
petrol engines  Fast start, efficiency

ENERGY  give an account of  conduction, good  carrying out  iron

heat transfer and bad conductors experiments with
heat transfer  copper
metal and non-metal
rods
 aluminium
 explain convection in  convection in liquids  demonstrating heat
terms of the kinetic and gases movement in liquids  wood
theory and gases
 glass
 state good and bad  good and bad  carrying out
experiments on  smoke chamber
reflectors, absorbers reflectors, absorbers
TOPIC OBJECTIVES CONTENT SUGGESTED SUGGESTED
ACTIVITIES AND RESOURCES
Learners should be NOTES
able to:

and emitters of heat and emitters of heat absorption, emission  copper sulphate
and reflection of crystals
heat using different
surfaces  black painted surface

 white painted and

shiny surfaces

MAGNETISM  Describe an  Magnetic field  Demonstrating  Copper wire

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

Motor effect  Illustrate how  Motor effect:  Carrying out an  Copper coil, source
movement is Interaction of experiment using a of d.c
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

 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

 strength of magnetic
TOPIC OBJECTIVES CONTENT SUGGESTED SUGGESTED
ACTIVITIES AND RESOURCES
Learners should be NOTES
able to:

 state the factors that field  use of iron core

affect the rotation of
 number of turns in
the coil
the coil

 amount of current
passed

 number of turns of
the coil

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
TOPIC OBJECTIVES CONTENT SUGGESTED SUGGESTED
ACTIVITIES AND RESOURCES
Learners should be NOTES
able to:

 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  illustrating output  a.c generator

operation of an to electrical energy voltage graphically
alternating current  d.c generator
(a.c) and direct  discussing factors
affecting output  Multimedia &
current (d.c)
voltage Braille/Jaws software
generator

ELECTRICITY  Describe simple  Electron, positive  Demonstrating  Electroscope: gold

experiments to show and negative electrostatic leaf, aluminium foil,
Electroscope
electrostatic charges charging iron nail
charging using an
electroscope

 Describe forces  like and unlike  Demonstrating

between charges charges attraction and
repulsion of charges
using an
electroscope

Lightning conductor  describe the  Movement of  Discussing the  Multimedia &

TOPIC OBJECTIVES CONTENT SUGGESTED SUGGESTED
ACTIVITIES AND RESOURCES
Learners should be NOTES
able to:

production of charges between production of Braille/Jaws software

lightning cloud and ground lightning
 Explain the principle  Height, conduction  Erecting a lightning
of a lightning and earthing conductor
conductor

 state the dangers of  High voltage  Discussing dangers

lightning electrocution heating of lightning
effect
 state safety  Demystify myths on
precaution against lightning
lightning
 Do not be shelter
under a solitary tree

 Do not handle tall

metallic object

 Do not use electrical

gadgets

 Not wading in water

currents

 Avoid being the

tallest object in an
TOPIC OBJECTIVES CONTENT SUGGESTED SUGGESTED
ACTIVITIES AND RESOURCES
Learners should be NOTES
able to:

area

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

 describe an  resistance  determining

experiment to resistance
determine resistance experimentally using
 state the limitations  limitation of Ohm’s a voltmeter and an
of Ohm’s law law: temperature ammeter

 state factors that  factors that affect

affect resistance resistance: length of  different conducting
wire, thickness materials
TOPIC OBJECTIVES CONTENT SUGGESTED SUGGESTED
ACTIVITIES AND RESOURCES
Learners should be NOTES
able to:

(cross sectional
area)

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
 calculate resistance  series and parallel  fuses
in simple circuits arrangement of  determining total
resistors  ammeters
resistance of
 Rtotal =R1 +R2+R3+.. resistors in series  voltmeters
and parallel
1 1 1 1 arrangement  leads
= + +
Rtotal R 1 R 2 R 3
 Resistors connected
+…
in series and parallel
TOPIC OBJECTIVES CONTENT SUGGESTED SUGGESTED
ACTIVITIES AND RESOURCES
Learners should be NOTES
able to:

Electrical power and  Define electrical  Power and energy  Discussing electrical  Electric iron
energy power and energy  Units: power and energy
use by appliances  Electric fan
 Calculate electrical  watt (W) ,kilowatt-  Determining power
power and energy hour (kWh)  Heating elements
and energy using
P=Vl the formulae  Smartphones

E=Vlt  computers

 Multimedia &
Braille/Jaws software
7.3.3 CHEMISTRY

TOPIC OBJECTIVES CONTENT SUGGESTED SUGGESTED

ACTIVITIES AND RESOURCES
Learners will be able to: NOTES

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
 charts
 discussing fractional
distillation of air

MATTER  define relative  Calculating molecular

mass/mass number masses  Periodic Table
 nuclide notation chart
 define the proton  Calculating empirical
number/atomic number a formula  Computer
b x simulation of
 calculate the number of Calculating concentration atomic structure
 Isotopes:
neutrons from given data of solutions  Magnesium ribbon
16
O and 18O
35  Lead nitrate, HCl,
Cl and 37Cl
12
C and 14C  Barium nitrate,
 Explaining relative
mass/mass number  Silver nitrate
using models
 name the sub-atomic  Proton, neutrons  Defining isotopes
particles and electrons
TOPIC OBJECTIVES CONTENT SUGGESTED SUGGESTED
ACTIVITIES AND RESOURCES
Learners will be able to: NOTES

 state the relative charges

and masses of sub-  Structure of an
atomic particles atom: nucleus,
electron shells
 state relative position of
sub-atomic particles
within the atom

 name the first 20  Metals and non  Periodic Table

elements in the periodic metals chart
table stating their  Computer
symbols simulation of
atomic structure
 write the electronic
 Electronic  Magnesium ribbon
configuration of the first
20 elements configurations  Lead nitrate,
HCO, H2 S04
 describe ionic and  Barium nitrate
 Bonding
covalent bonding
 Ionic bonding:  Silver nitrate
 NaCl, MgO,
Na2O
 Covalent bonding:
H2 , Cl2 , H2 O
TOPIC OBJECTIVES CONTENT SUGGESTED SUGGESTED
ACTIVITIES AND RESOURCES
Learners will be able to: NOTES

 Define the Avogadro  Avogadro number  Stating Avogadro  Models/use of

number  Mole concept constant marble to
demonstrate
moles
 State the relationship  n=m  Calculating molecular
between the mole and Mr masses
molecular mass (Mr) or
atomic mass (Ar)

  Calculating empirical
Calculate empirical  Empirical formula
formula and molecular formula
and molecular
mass formula from
percentage
composition data
 Calculate concentration  Concentration  Calculating
of solutions in mole/dm3 concentration of
and g/dm3 solutions

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
universal indicator to  Ammonia solution,
universal indicator
solution identify the pH ranges sodium hydroxide,
TOPIC OBJECTIVES CONTENT SUGGESTED SUGGESTED
ACTIVITIES AND RESOURCES
Learners will be able to: NOTES

for different vinegar/lemon

substances juice,
 describe the reactions of
 Reaction of dilute hydrochloric acid,
acids with metal and  Reacting dilute
bases acids with metals, hydrochloric acid, water
bases and nitric acid and  Dilute acids
 write word and chemical carbonates sulphuric acid with  Hydroxides
equations for reactions  neutralization magnesium, zinc,  Metal
calcium carbonate, 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  Battery,
air and oxygen electrodes molten
 define electrolysis  Setting up an
 Electrolytic cell: lead bromide
 label the general electrolytic cell
 connecting wires,  Dilute H2SO4
components of an cathode, anode,  Setting out  Carbon electrodes
electrolytic cell battery, electrolyte experiments on
 describe anode and  Electrolysis of: electrolysis of water
cathode reactions for
molten lead
electrolysis of molten
bromide
lead bromide
 state observations for the
electrolysis of molten lead  Solid lead and
TOPIC OBJECTIVES CONTENT SUGGESTED SUGGESTED
ACTIVITIES AND RESOURCES
Learners will be able to: NOTES

bromide bromine fumes

 describe the electrolysis  Electrolysis of
of water Water
Electrolyte : dilute
H2S04
 state the products formed
 O2 and H2
during the electrolysis of
water
 state the uses of oxygen  H2: Haber process
and hydrogen O2: basic oxygen
furnace,
medical purposes
 state the cathode, anode  Copper  Setting out  Iron sheet/nail
and electrolyte electroplating an experiments to  Copper sulphate
iron nail electroplate an iron solution
nail
 Copper electrode
 explain the cathode  Cathode reaction  Identifying
process electroplated objects
 state reasons for  Prevention of
electroplating materials corrosion,
decoration
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
TOPIC OBJECTIVES CONTENT SUGGESTED SUGGESTED
ACTIVITIES AND RESOURCES
Learners will be able to: NOTES

hydrogen  ZISCO steel

 define reduction  Reduction: gain of
electrons, loss of
oxygen, gain of
hydrogen

 list the raw materials  Discussing the

 Redox reactions
used in the extraction of extraction process
iron and their sources  Extraction of iron at
ZISCO steel in the  Visiting ZISCO steel
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
CO 2 ,
 state the functions of the formation CO
raw materials reduction of Fe203,
 describe how iron and decomposition of
slag separate CaCO3,
TOPIC OBJECTIVES CONTENT SUGGESTED SUGGESTED
ACTIVITIES AND RESOURCES
Learners will be able to: NOTES
formation of slag
 define the term  Hydrocarbons:  Outlining the  Models of atoms
hydrocarbon alkanes structures of methane, and bonds
ORGANIC
alkenes ethane, propane,
CHEMISTRY  name the members of the ethene and propene
homologous series with 3 methane
using models
carbon atoms ethane
propane
ethene
 draw the displayed propene
structures of methane,
 drawing structures
ethane, propane, ethene,
propene

 state uses of methane,  As fuels and

ethane, propane, ethene, alcohols
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
 state the use of biogas waste)
 Fuel
FORM 4

7.4.1 BIOLOGY

TOPIC OBJECTIVES CONTENT SUGGESTED SUGGESTED

ACTIVITIES AND RESOURCES
Learners will be able NOTES
to:

CELLS AND LEVELS

OF ORGANISATION  explain the term  Organisms and their  Discussing the  Multi-media
ecosystem environment term ecosystem
Ecosystems
 list components of  Physical and biological  Identifying
an ecosystem components components of an
ecosystem
 Examining various
ecosystems e.g.
garden, pond,
forest
 explain natural  Natural ecosystem  Engaging in  Multimedia &
ecosystem field trips to Braille/Jaws
observe natural software
ecosystem
TOPIC OBJECTIVES CONTENT SUGGESTED SUGGESTED
ACTIVITIES AND RESOURCES
Learners will be able NOTES
to:

 Illustrating food
 construct food  Food chains, food chains, food
chains, food webs webs and pyramids of webs and
and pyramids of biomass pyramids of
biomass biomass
 explain how energy  Discussing
is lost in food energy input
 Energy flow
chains and food and energy flow
webs
 describe the  Explaining the
carbon and carbon and
 Carbon and nitrogen
nitrogen cycles nitrogen cycles
cycles

 describe an  Garden, pond and  Visiting plantations,  Multimedia &

artificial plantation pond, garden Braille/Jaws
ecosystem   Discussing bio- software
 explain bio- diversity
 Bio-diversity
diversity
 Explaining
 identify problems  Soil infertility, pests problems caused
caused by limited and diseases by limited bio-
bio-diversity diversity
 state advantages  Wide variety of food
of biodiversity source
TOPIC OBJECTIVES CONTENT SUGGESTED SUGGESTED
ACTIVITIES AND RESOURCES
Learners will be able NOTES
to:

 Self-sustenance of an
ecosystem
 Interdependence
 Less spread of
diseases
NUTRITION  Plan a balanced  diet for a toddler,  Planning balanced  Food samples
diet meal for adolescent, manual meals  Multimedia &
different groups of worker and sedentary  Discussing Braille/Jaws
people worker balanced diet software
 Identifying  Dieticians,
 describe the  Functions of components of a nutritionists and
functions of the carbohydrates, fats, balanced diet food and nutrition
components of a proteins, vitamins(A, C,  Discussing teachers as
balanced diet in the D), mineral functions of the resource persons
body salts(iodine, calcium, nutrients in the
iron), water, roughage body
 Explain  effects of  Discussing
malnutrition malnutrition, obesity, diabetes mellitus
anorexia nervosa 2, obesity and
 explain the term  Deficiency diseases: anorexia
deficiency nervosa
Kwashiorkor, goitre,
disease rickets, scurvy, anaemia  Explaining
 state causes of and night blindness deficiency
deficiency diseases
TOPIC OBJECTIVES CONTENT SUGGESTED SUGGESTED
ACTIVITIES AND RESOURCES
Learners will be able NOTES
to:
diseases  Watching videos
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  Benedict
sugars ,protein and test for starch solution/Clinistix
fats ,simple sugars,
 Ethanol
protein and fats
 Watching videos  Sodium
on the food tests hydroxide,
to observe copper
colour changes sulphate/
albustix

Respiratory system  describe aerobic  Aerobic and  Discussing  Multimedia &

and anaerobic anaerobic aerobic and Braille/Jaws
respiration respiration anaerobic software
 state word  Word equations: respiration  Small animals
TOPIC OBJECTIVES CONTENT SUGGESTED SUGGESTED
ACTIVITIES AND RESOURCES
Learners will be able NOTES
to:

equations for glucose +  Writing down such as frogs to

aerobic and oxygen→carbon word equation be returned to
anaerobic dioxide + water +  Carrying out their natural
respiration energy experiments to environment
 glucose→lactic acid show release of  Germinating
+ less energy energy and seeds
carbon dioxide
from animals
and germinating
seeds.
TRANSPORT  describe  Reduction of  Discussing  Potted plant
SYSTEMS: adaptations of plant surface area, adaptations of samples
leaves to reduce thickness of cuticle, plant leaves to  Potometer
transpiration distribution of minimize water
stomata, presence loss
of hairs  Carrying out
experiment to
demonstrate the
distribution, role
of stomata and
water loss
 Field touring to
identify various
types of leaves.
Avoid plucking
TOPIC OBJECTIVES CONTENT SUGGESTED SUGGESTED
ACTIVITIES AND RESOURCES
Learners will be able NOTES
to:

leaves from
plants
State the functions of Transport, defence,  Multimedia &
blood homeostasis Braille/Jaws
software

 describe the  Veins, arteries and  Discussing the  Models

structure of blood capillaries structure of  Multimedia &
vessels blood vessels Braille/Jaws
 draw and label the  Structure of blood  Illustrating the software
structure of blood vessels structure of
vessels veins, capillaries
 Lumen, valves
 Outline the and arteries
,thickness
differences among  Watching video
blood vessels. simulations on
the structure of
blood vessels
 Listing the
differences
among blood
vessels
REPRODUCTIVE  explain asexual  Asexual/vegetative  Discussing  Multimedia &
SYSTEMS reproduction in reproduction asexual Braille/Jaws
plants reproduction in software
 identify methods of plants
TOPIC OBJECTIVES CONTENT SUGGESTED SUGGESTED
ACTIVITIES AND RESOURCES
Learners will be able NOTES
to:

asexual  Methods of asexual  Listing methods

reproduction in reproduction: of asexual
plants rhizomes, cuttings, reproduction
 state advantages tubers  Identifying
and disadvantages  Advantages and advantages and
of asexual disadvantages of disadvantages
reproduction asexual of asexual
reproduction reproduction
 outline the  Listing
differences differences
 Differences
between sexual between sexual
between sexual and
and asexual and asexual
asexual
reproduction in reproduction
reproduction
plants

 describe methods  Natural methods,  Discussing  Pictures

of contraception barrier methods, contraceptive  Samples
 advantages and hormonal methods methods,
 Multimedia &
disadvantages of and spermicides  Stating
Braille/Jaws
different methods examples
software
 Identifying
TOPIC OBJECTIVES CONTENT SUGGESTED SUGGESTED
ACTIVITIES AND RESOURCES
Learners will be able NOTES
to:
advantages and
disadvantages
HEALTH AND  explain the term  Immunity  Discussing  Resource
DISEASES immunity immunity persons
 describe passive,  Passive, active,  Identifying  Multimedia &
active, natural and natural and artificial different types of Braille/Jaws
artificial immunity immunity immunity software

 explain how infants  Breastfeeding,  Discussing how

acquire immunity immunisation infants acquire
schedule immunity

 describe how  HIV/AIDS  Discussing the  Resource

HIV/AIDS is spread  Inability to resist spread of persons
 describe effects of infection HIV/AIDS  Multimedia &
HIV on the body  Explaining Braille/Jaws
 Methods of
 explain how the controlling the
effects of HIV on software
spread of HIV/AIDS the body
spread of HIV/AIDS
can be controlled  Discussing
 Life cycle of malaria
 describe the life methods of
parasite in humans
cycle of malaria controlling the
and in anopheles
parasite spread of
mosquito
HIV/AIDS
 describe methods  Methods of  Discussing
 TOPIC OBJECTIVES CONTENT SUGGESTED SUGGESTED
ACTIVITIES AND RESOURCES
Learners will be able NOTES
to:
of controlling controlling malaria methods of
malaria controlling
anopheles
mosquito at its
different
developmental
stages

7.4.2 CHEMISTRY

TOPIC OBJECTIVES CONTENT SUGGESTED SUGGESTED

ACTIVITIES AND RESOURCES
Learners will be able to: NOTES

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

chromatography chromatography: experiment to  Thin Layer
 State the application of solvent, mixture of separate mixtures in Chromatography
paper chromatography dyes, solvent front, dyes and plant paper
initial position of extracts using paper
 Benzene
TOPIC OBJECTIVES CONTENT SUGGESTED SUGGESTED
ACTIVITIES AND RESOURCES
Learners will be able to: NOTES

dye and solvent, chromatography  Toluene

 Separation of  Plant extracts
dyes/extracts from
plants,
MATTER  Describe the properties of  Physical and  Carrying out  Metals
group 1, 2, 7 and O chemical properties experiments to react  Dilute acids
 State the use of halogens of group 1,2,7 and magnesium, iron, zinc
 Multimedia &
 Describe the reactions of O and copper, lead with
Braille/Jaws
metals with water, steam,  Uses of halogens air ,water/steam and
software
air and dilute acids dilute acids
 Reactivity series
 Write equations for the
reaction of metals with
oxygen, dilute acids and
water
 List metals in order of
decreasing reactivity
 Predict the reactivity of a
metal from its position in
the reactivity series

ACIDS AND  Identify apparatus used  Acid-base  Titrating dilute sodium  Dilute acids
BASES in a titration titrations hydroxide against  NaOH(aq)
 Describe an acid /base hydrochloric acid
TOPIC OBJECTIVES CONTENT SUGGESTED SUGGESTED
ACTIVITIES AND RESOURCES
Learners will be able to: NOTES

titration procedure  Phenolphthalein

 Carry out acid – base
titration

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
Haber
 electrolysis of water educational tours to
 Describe the manufacture Sable Chemicals
-Nitrogen from
of ammonia
fractional distillation of
 State the conditions
air
needed for the production
of ammonia  Pressure:200 atm
 State the industrial uses  Catalyst: Iron
of ammonia 
Contact
 List the raw materials  Temperature: 450
used to manufacture °C – 500 °C Multimedia &
sulphuric acid
 Uses of ammonia: Braille/Jaws
 Describe the manufacture software
manufacture of  Describing the
of sulphuric acid
ammonium nitrate, production of Ammonia solution
 State the conditions dyes ammonium nitrate Nitric acid
needed for the production
 Contact process through acid-base Titration materials
of sulphuric acid
 Raw materials: titration
 State uses of sulphuric
sulphur dioxide
acid Discussing the contact
from burning iron
TOPIC OBJECTIVES CONTENT SUGGESTED SUGGESTED
ACTIVITIES AND RESOURCES
Learners will be able to: NOTES

pyrites/sulphur, process
oxygen from air
 Pressure: 1 atm
 Uses of sulphuric
acid:battery acid,
plastics, cleaning
materials before
electroplating
 Catalyst: vanadium(
V) Oxide
 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 - Fermentatio solution and maize  Maize meal
ORGANIC
belongs n meal solution(maheu) solutions
CHEMISTRY
 Draw the displayed - pH  Yeast/malt
structural formula of - role of yeast
ethanol  Fractional
- temperature
distillation
 Describe the production
TOPIC OBJECTIVES CONTENT SUGGESTED SUGGESTED
ACTIVITIES AND RESOURCES
Learners will be able to: NOTES

of concentrated ethanol 30 °C – 35 °C apparatus

 List uses of ethanol  Fractional
 distillation
 Beverage, medical
purpose, fuel,
solvent
 Define the term global  Global warming  Discussing effects of  Multimedia &
warming  Combustion combustion, veld fires Braille/Jaws
 List the causes of global and deforestation software
 Deforestation
warming
7.4.3 PHYSICS

TOPIC OBJECTIVES CONTENT SUGGESTED ACTIVITIES SUGGESTED

AND NOTES RESOURCES
Learners will be able to:

DATA PRESENTATION  construct, interpret and  pie charts and  Constructing pie charts  Graph paper,
analyse pie charts and line graphs and line graphs protractors,
line graphs  Interpreting and compasses,
MEASUREMENTS analysing pie charts ICT tools &
 Derived units
 Express derived and line graphs Braille/Jaws
 SI units software
quantities in terms of  Expressing derived
base units - newton, quantity units in terms  Print and
joule, of base units electronic
watt,
media
volts,
ampere

FORCE  Define pressure  Pressure  Determining pressure  Solid objects

 Calculate pressure P=F/A of solid objects of different
 Calculate pressure in  Pressure in  Demonstrating cross-
fluids variation of pressure sectional area
fluids
 Describe effect of with depths  Container with
P= hῥg
depth on pressure (Refer to structure of dam holes at
 Atmospheric walls)
 Describe atmospheric different depth
pressure  Demonstrating
pressure  Water
 Describe the  manometer atmospheric pressure barometer
construction and use  Constructing and
 Oil, water
TOPIC OBJECTIVES CONTENT SUGGESTED ACTIVITIES SUGGESTED
AND NOTES RESOURCES
Learners will be able to:

of a simple manometer using a simple

manometer to
determine fluid
pressure
 Explain the function  Fluid system:  Demonstrating the Siphon
and operation of simple siphon and operation of a hydraulic jack
fluid systems hydraulic systems siphon, hydraulic
(car braking jack and car braking
system and system
hydraulic jack)

 Describe the  Lift pump:- Blair  Illustrating operation of  Model of a Blair

structures, functions pump 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 water  Black container
heater
 Water heater
TELECOMMUNICATIO  Describe  Transmission,  Discussing  ICT gadgets
TOPIC OBJECTIVES CONTENT SUGGESTED ACTIVITIES SUGGESTED
AND NOTES RESOURCES
Learners will be able to:

N communication over a decoding communication over a 

distance cell phone receiver distance
and email  Energy  Discussion on process
 List down types of conversions of signal transmission
media for signal in cables and WI-FI
 Optic fibre,
transmission
coaxial cables,  Examining signal
 Describe how signal is WI-FI, transmitter cables
transmitted in different sheathed pair  Tours to internet
media transmitters cables service providers and
 Describe operations of telecommunication
cell phones and companies
related signal
transmitters and
receivers
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
 field trips to hydro and
thermal power stations
ELECTRICITY  Describe electrical  Hazards safety  Discussing the hazards  Charts
hazards and safety precautions and safety precautions  Three pin
precautions  Hazards:  Wiring a three pin plug plug, fuse
 Describe wiring of a practically
Damaged  Radio,
three pin plug insulation,  Identifying appliances
 Different
 Explain the use of a that use the two pin
TOPIC OBJECTIVES CONTENT SUGGESTED ACTIVITIES SUGGESTED
AND NOTES RESOURCES
Learners will be able to:

two pin plug overheating plug fuse ratings

cables, damp  Examining appliances  Switches
conditions with double insulation
 Three pin
 Safety  Demonstrating the plug
precautions: operation of a fuse and
 Two pin
earthing, switch
plug
avoid
overloading
circuits, use
insulated
cables, do
not handle
appliance
with wet
hands, put on
rubber
footwear
when using
appliances
 live wire,
neutral wire,
earth wire,
fuse, colour
codes
 Two pin plug,
TOPIC OBJECTIVES CONTENT SUGGESTED ACTIVITIES SUGGESTED
AND NOTES RESOURCES
Learners will be able to:

double
insulation of
appliances
 state uses of electricity  Heating  Discussing uses of  Electrical
in the home  Lighting electricity in the home appliances
 Calculate cost of used in the
 Powering
electricity  Reading of electricity home e.g.
electrical
 Discuss different meter, determining the electric jug,
devices
methods of saving costs of electricity used iron, welding
 Meter reading machines, TV,
electricity  Discussing ways of
costs per unit cake mixers
 Explain the use of solar saving electricity
photo voltaic systems  Energy saving  Discussing the use of  Energy saving
bulbs, solar solar systems as bulbs, other
panels, biogas alternative sources of bulbs
 Alternative energy in homes  Photo voltaic
sources of cells
energy, switch
off appliances
not in use
 low power
rating
appliances
 solar photo
voltaic cells
8.0 ASSESSMENT

8.1 Scheme of Assessment

Forms 1 to 4 Combined Science assessment will be based on 35% continuous assessment and 65% summative assessment.

The syllabus’ scheme of assessment is grounded in the principle of equalisation of opportunities hence does not condone direct or
indirect discrimination of learners.

Arrangements, accommodations and modifications must be visible in both continuous and summative assessments to enable
candidates with special needs to access assessments and receive accurate performance measurement of their abilities. Access
arrangements must neither give these candidates an undue advantage over others nor compromise the standards being assessed.

Candidates who are unable to access the assessments of any component or part of component due to disability (transitory or
permanent) may be eligible to receive an award based on the assessment they would have taken.

NB For further details on arrangements, accommodations and modifications refer to the assessment procedure booklet.

8.2 Continuous Assessment

Continuous assessment for Forms 1 – 4 will consist of practical tests, written tests and end of term examinations:

8.2.1 Practical tests

 These are practical tests that teachers give to learners once a month. These may be individual or group activities. The
tests should cover manipulation of apparatus, following procedures, results collection, presentation, analysis and
evaluation.

8.2.2 Written Tests

These are tests set by the teacher to assess the concepts covered during a month. The tests should consist of multiple
choice, structured and free response questions.

8.2.3 End of term examinations

These are comprehensive tests of the whole term/s or year’s work. These can be set at school/district/provincial level.

Summary of Continuous Assessment Tasks

In Terms 1 to 11, candidates are expected to have done at least the following recorded tasks per term:

 2 Practical tests

 2 Written tests

 1 End of term test

Detailed Continuous Assessment Tasks Table

Term Practical tests Written Tests End Of Term Test Total

1 2 2 1

2 2 2 1

3 2 2 1

4 2 2 1

5 2 2 1

6 2 2 1

7 2 2 1

8 2 2 1

9 2 2 1

10 2 2 1

11 2 2 1

12 National
Examinations

Weighting 15% 10% 10% 35%

8.3 SUMMATIVE ASSESSMENT

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.

8.3.1 KNOWLEDGE AND COMPREHENSION

Learners should be able to demonstrate knowledge and understanding of:

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

1.2 scientific units, terminology, symbols and conventions;

1.3 scientific quantities and how they are determined;

1.4 scientific phenomena, facts and laws, definitions, concepts, theories and models;

1.5 personal, social, economic and environmental implications of science applications.

8.3.2 HANDLING INFORMATION AND SOLVING PROBLEMS

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

2.1 extract information relevant to a particular context from data presented in diagrammatic, symbolic, graphical, numerical or
verbal form;

2.2 use data to recognize patterns, formulate hypotheses and draw conclusions;

2.3 translate information from one form to another;

2.4 communicate logically and concisely;

2.5 explain facts, observations and phenomena in terms of scientific laws, theories and models;

2.6 explain technological applications of science and evaluate their associated personal, social, economic, and environmental
implications;

2.7 make logical decisions based on the examination of evidence and arguments;

2.8 apply scientific principles, formulae and methods to solve qualitative and quantitative problems;

2.9 suggest explanations of unfamiliar facts, observations and phenomena;

8.3.3 EXPERIMENTAL SKILLS

Learners should be able to:

3.1 follow instructions for practical work;

3.2 plan, organise and carry out experimental investigations;

3.3 select appropriate apparatus and materials for experimental work;

3.4 use apparatus and materials effectively and safely;

3.5 make accurate, systematic observations and measurements, recognising the variability of experimental measurements;

3.6 observe, measure and record results of experimental procedures;

3.7 identify possible sources of error in experimental procedures;

3.8 draw conclusions and make generalisations from experiments;

3.9 extract information from data presented in diagrammatic, graphical or numerical form.
WEIGHTING OF ASSESSMENT OBJECTIVES

ASSEMENT OBJECTIVES WEIGHTING

Paper 1 and 2

Knowledge and comprehension 1.0 60%

Handling information and solving problems 2.0 40%

Paper 3

Experimental skills 3.0 100%

Paper Type of paper Duration Marks Weighting

1 Multiple choice 1 Hour 40 30%

2 Theory 2 Hours 100 40%

3 Practical 1 Hour 30 minutes 40 30%

Paper 1 Theory (1 hour, 40 marks)

This paper will consist of 40 compulsory multiple-choice items.

Paper 2 Theory (2 hours, 100 marks)

This paper is composed of four sections, 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.

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.
SPECIFICATION GRID

TOPIC Paper 1 Paper 2

Skill 1.0 Skill 2.0 Skill 1.0 Skill 2.0

BIOLOGY Section A Section B Section A Section B

Cells and levels of organization

Nutrition

Respiratory system

Transport systems

Reproductive systems

Health and diseases

SUB TOTAL 8 6 8 12 6 8

CHEMISTRY Skill 1.0 Skill 2.0 Skill 1.0 Skill 2.0

Section A Section C Section A Section C

Matter

Acids, bases and salts

Industrial processes

Oxidation and reduction

Organic chemistry

SUB TOTAL 8 5 8 12 5 8

PHYSICS Skill1.0 Skill2.0 Skill1.0 Skill 2.0

Section A Section D Section A Section D

Measurements

Force
 Energy

Magnetism

Electricity

SUB TOTAL 8 5 8 12 5 8

GRAND TOTAL 24 16 24 36 16 24

NB: Paper 3 consists of two compulsory questions of 20 marks each from any two sections of the syllabus. All questions
are on experimental skill (3.0)