ZIMBABWE

MINISTRY OF PRIMARY AND SECONDARY EDUCATION

CURRICULUM DEVELOPMENT AND TECHNICAL SERVICES

COMBINED SCIENCE
SYLLABUS
SECONDARY SCHOOL LEVEL
FORMS 1-4
2015-2022

TEACHER’S GUIDE

Curriculum Development Unit © All Rights Reserved

P.O.BOX MP133 Copyright 2015
Mount Pleasant
Harare
 Combined Science Teachers’ Guide 2015-2022 Forms 1-4

ACKNOWLEDGEMENTS

The Ministry of Primary and Secondary Education would like to acknowledge contributions made
towards the development and production of this Teachers’ Guide by:
zz The national combined science learning area panel
zz United Nations Children’s Fund (UNICEF)

2
Combined Science Teachers’ Guide 2015-2022 Forms 1-4

TABLE OF CONTENTS

Acknowledgements........................................................................................ ...................2

Introduction........................................................................................................................4

Aims................................................................................................................. .................4

Critical Documents ........................................................................................ ..................4

UNIT 1: Curriculum Framework for MoPSE 2015-2022.....................................................5

UNIT 2: Syllabus interpretation..........................................................................................6

UNIT 3: Scheme of work............................................................................................ ......8

UNIT 4: Lesson plan ......................................................................................................10

UNIT 5: Record keeping.................................................................................................12

PART B: Curriculum delivery...................................................................................... .....13

UNIT 7: Scope of the guide .............................................................................................15

3
 Combined Science Teachers’ Guide 2015-2022 Forms 1-4

ORGANISATION OF THE TEACHER’S GUIDE

This is a document intended for you the teacher to realise the recommended expected conduct
towards the fulfilment of the new curriculum demands in the combined science learning area. It
guides you to understand and engage you in the participation to implement the new curriculum
in combined science.

This teacher’s guide is divided into two parts, A and B. Part A focuses on the critical documents
you must have as a teacher. Part B deals with curriculum delivery, the content, objectives, meth-
odology, instructional materials, class management and assessment.

PART A

2.0 CRITICAL DOCUMENTS

INTRODUCTION

As a teacher it is important for you to have critical documents.

Rationale

This syllabus develops learners’ basic scientific skills in physics, chemistry and biology. The syl-
labus covers science concepts such as observing, recording, measuring, presentation interpreta-
tion of data and analysis. It also imparts practical skills such as handling of apparatus chemicals,
plant and animal specimens safely and confidently

Objectives

By the end of this part you should:

a) Identify critical documents you should have
b) Show understanding of each document

You should have the following critical documents:

zz Curriculum Framework
zz National Syllabus
zz School syllabus
zz Scheme cum plan or Schemes of Work and lesson plans
zz Learner profiling guide
zz Assessment framework
zz Learner Profile
zz Progress Records
zz Register of Attendance

4
Combined Science Teachers’ Guide 2015-2022 Forms 1-4

UNIT 1

Curriculum Framework for Zimbabwe Primary and Secondary Education 2015-

2022

This is a document that outlines the underpinning national philosophy, principles, learning areas,
the description and expectations of Ministry of Primary and Secondary education (MOPSE) at
policy level, serving as a prescription of government expectations.

Objectives

By the end of unit 1 on critical documents the teacher should be able to:
zz Identify key elements of the curriculum
zz Demonstrate the understanding of values that defines the curriculum

Key elements

Below are the key elements that define the curriculum:

zz Background
zz Principles and values guiding the curriculum
zz Goals of the curriculum
zz Learning areas
zz Teaching and learning methods
zz Assessment and learning
zz Strategies for effective curriculum implementation
zz The future

5
 Combined Science Teachers’ Guide 2015-2022 Forms 1-4

UNIT 2

2.0 SYLLABUS INTERPRETATION

Introduction

The syllabi are key documents for you as a teacher which you should always refer to.

Objectives

By the end of this unit you should be able to interpret the national and school syllabi understand-
ing the following components:
zz Aims
zz Content
zz Assessment
zz Objectives
zz Methodology
zz Assessment and format

Types of syllabi

zz National syllabus
zz School syllabus

2.1National syllabus

zz Definition

It is a policy document that outlines and specifies the learning area philosophy, aims and objec-
tives, learning/teaching concepts and content, suggested methodology and assessment criteria
at every level. As a teacher, you should always have it to guide you in your day to day teaching
and learning activities.

Elements of the national syllabus

acknowledgements.
zz Preamble
zz Inroduction
zz Rationale
zz Summary of content
zz Methodology and time allocation.
zz Assumptions
zz Cross cutting themes
zz Presentation of the syllabus.
zz aims
zz Syllabus
zz objectives
zz topics
zz scope and sequence chart.
zz Competency matrix
zz Assessment

6
Combined Science Teachers’ Guide 2015-2022 Forms 1-4

Content

Refer to the combined science form 1 to 4 national syllabus

2.2 School Syllabus

This should be drawn at school level from the National Syllabus by reorganising content taking
into account local factors. (see section Syllabus Interpretation)

Factors influencing drafting

zz Level of learner performance (knowledge they already have) this can be established from
progress reports and evaluations.
zz Relevant facilities and resources(efficient and effective allocation of relevant resources)
zz Time allocation in the official syllabus
zz Local conditions that affect the choice and sequencing of topics
zz Education technology
zz Community influences

Elements

zz Topics/Content
zz activities
zz time allocation
zz methodology (N.B. learner – centered)
zz instructional or teaching materials
zz assessment

7
 Combined Science Teachers’ Guide 2015-2022 Forms 1-4

UNIT 3: Schemes of work

It is usually an interpretation of a specification or syllabus and can be used as a guide throughout

the course to monitor progress against the original plan.

Components
Week ending dates
Topic/ content
Objectives
Competencies/ skills/ knowledge
SOM and Media
Facility / equipment
Methods / Activities
Evaluation

Example

8
9
WEEK ENDING TOPIC/ CONTENT OBJECTIVES COMPETENCIES/ SOM/MEDIA FACILITY METHODS/ EVALUATION
SKILLS/ /EQUIPMENT ACTIVITIES
KNOWLEDGE

13 December CELLS AND zz describe the zz Identify plant combined zz ICT tools Using bio
2016 LEVELS OF OR- structure of a cells and animal science form & Hand viewers and
GANISATION plant and an ani- cells 1 to 4 syllabus lens hand lens-
mal cell zz Describe the page 23 zz Bioview- es pupils to
zz Plant cell: cell zz list similarities structure of the zz Focus on er observe and
membrane, cell and differences plant cell and science zz Scarpel draw cells.
wall, cytoplasm, between plant and animal cell zz Charts on zz Science (avoid using
nucleus, perma- animal cells zz Draw and label cells laboratory human
nent vacuole plant and animal zz Models of blood and
zz Animal cell: cell cells cells cheek cells.)
membrane, cyto- zz Pupils learn to zz Onion Pupils draw
plasm, appreciate living zz Prepared and label
organisms and to animal cell plant and
take care of them slides animal cells
Combined Science Teachers’ Guide 2015-2022 Forms 1-4
 Combined Science Teachers’ Guide 2015-2022 Forms 1-4

UNIT 4

LESSON PLAN

This is a detailed daily plan of what you intend to deliver during the lesson. This is to be used in
the event of you having drawn a scheme of work rather than a scheme cum plan.

Components of a lesson plan

Date
Time
Learning area
Topic/content
Sub-topic
S.O.M
Equipment
Number of students
Assumed knowledge
Lesson objectives
Lesson development
Lesson evaluation

DETAILED LESSON PLAN

Date : 17 January 2017

FORM: 3
Time: 11.00 to 12:10
Learning Area Biology
Topic/Content: Cells
Sub-Topic: Plant cells
S.O.M: Combined science Syllabus form 1 to 4 page 23
Approved textbooks

Media and Equipment: Onion, chart on plant cells, model on plant cells, iodine solution, pre-
pared plant cell slides for bio-viewers, bio-viewers, hand lenses,scarpel, g lass slides, microscope
Number of students: 45
Assumed Knowledge: Learners know that plants are living organisms

Lesson Objectives

By the end of the lesson, learners should be able to:

zz Identify the structure of plant cells
zz Draw and label a plant cell

10
Combined Science Teachers’ Guide 2015-2022 Forms 1-4

STAGE/ TIME LEARNER TEACHER POINTS TO

(Headings to depend ACTIVITIES ACTIVITIES NOTE
on activity being
carried out)
LESSON EVALUATION:
Introduction -selected learners Selects participants Restriction of time to
5min introduce the lesson one minute per partici-
by an impromptu pant.
speech on the words
cell, nucleus, cell
membrane, vacuole,-
cell wall, cytoplasm
Preparation of Collection and set- Instructs on material Proper handling of
material ting up of materials to be collected materials and safety in
15 mins and equipment to be - Gives steps to the lab
used . follow.
observing safety pre-
cautions
Skill development - take turns to ob- - demonstrates the Proper use of micro-
20 mins serve plant cells use of materials and scope and bioviewer
using bioviewers and equipment in
microscopes in their Monitors progress
groups
-draw the plant cells
as iindividuals

Application - labelling and func- Corrects miscon- Anotated diagrams

20 mins tions of parts ceptions reincforce
-group discussions correct concepts
-feedbacks
Summary - narrate main points -Reinforce main Structure of plant cells
5 mins of the lesson points
Conclusion - repeat improtu -evaluates achieve-
5 mins speeches with differ- ment of learners
ent learners

Strength: .........................................................................................................................................
........................................................................................................................................................
........................................................................................................................................................
........................................................................................................................................................
Areas to be improved: .....................................................................................................................
........................................................................................................................................................
........................................................................................................................................................
.........................................................................................................................................................
Way forward: ...................................................................................................................................
........................................................................................................................................................
........................................................................................................................................................
.........................................................................................................................................................

11
 Combined Science Teachers’ Guide 2015-2022 Forms 1-4

UNIT 5

RECORD KEEPING

Definition

Records are critical documents on the teaching/learning process which you should keep as a
teacher

Records to be kept

zz Curriculum framework for primary and secondary education 2015- 2016

zz Syllabi (National and school)
zz Schemes of work, lesson plan / scheme cum plan
zz Class attendance register
zz Teacher’s guide
zz Progress records
zz Asset and control register
zz Inventory
zz Learner profile

12
Combined Science Teachers’ Guide 2015-2022 Forms 1-4

UNIT 6

3.0 PART B : CURRICULUM DELIVERY

Introduction

Unit 6 deals with curriculum delivery which involves content, objectives, methodology,learning /
teaching materials , evaluation/assessment and class management.

3.1 Objectives

An objective should be Specific, Measurable, Attainable, Relevant and Time framed( SMART )
For example: By the end of the lesson learners should be able to identify and label 5 parts of a
plant cell

3.2 CONTENT

This refers to the amount of work to be covered in a particular lesson. For example:

Topic Content

Cells, Plant cells: cell membrane, cell wall, cytoplasm, nucleus

3.3 METHODOLOGY

It refers to strategies or approaches used to achieve set objectives. These should be learner cen-
tered and problem solving approaches.

Example

Group discussions

Experiments

3.4TEACHING AND LEARNING MATERIALS

These are tools used by learners and their facilitators during lessons .

Examples
Bio-viewer
microscopes
plants specimens

3.5 ASSESSMENT AND EVALUATION

Definition

Assessment is the systematic collection of data to monitor the success of a course in achieving
intended learning outcomes for students.

Evaluation is judgment by the teacher about whether the learning has met its intended goals or
not.
13
 Combined Science Teachers’ Guide 2015-2022 Forms 1-4

Examples
There are two types of assessment and evaluation:
zz Formative evaluation(on going / continuous). Continuous assessment is a major innovation
in the new curriculum through learner profiling. Examples are:
Inclass tests
Quiz
Projects
Research and assignments

zz Summative evaluation; coming at the end of the course i.e Final examinations

3.6 CLASS MANAGEMENT

This is the process of planning, organizing leading and controlling class activities to facilitate
effective and efficient learning. It helps to create an effective learning environment, motivate the
learners, maintain class discipline and supervise class activities.

14
Combined Science Teachers’ Guide 2015-2022 Forms 1-4

UNIT 7

SCOPE OF THE GUIDE

Unit 7 shows the depth and breadth of the content

Below is the list of topics found in the Form 1- 4 combined science Syllabus.

BIOLOGY:
zz Laboratory rules and safety
zz Cells and levels of organization
zz Nutrition
zz Respiratory system
zz Transport systems
zz Reproduction in plants and animals
zz Health and diseases

6.2 CHEMISTRY:
zz Matter
zz Acids, Bases and Salts
zz Oxidation and Reduction
zz Industrial Processes
zz Organic Chemistry

6.3 PHYSICS:
zz Measurements
zz Force
zz Energy
zz Magnetism
Electricity

BREAK A TOPIC INTO TEACHABLE UNITS

Example

TOPIC: Industrial processes

Teachable units for the topic are listed below
Contact process

Teachable Unit for the Contact process

List the raw material used in the manufacture of sulphuric acid
Describe the manufacture of sulphuric acid
State the conditions needed for the production of sulphuric acid
State uses of sulphuric acid
The topic has been broken down into teachable units:

Lesson 1
Definition of contact process
List the raw material needed in the manufacture of sulphuric acid

Describe the manufacture of sulphuric acid

15
 Combined Science Teachers’ Guide 2015-2022 Forms 1-4

Content
RAW MATERIALS
Sulphur dioxide from burning iron pyrites/ sulphur, oxygen from air

CONDITIONS
Pressure: 1atm
Catalyst: Vanadium (V) oxide
Temperature of 450 to 500 degrees celsius

USES
Battery acid
Plastics
Explosives
Fertilizers
Detergents

Activities
Watching video on contact process

Methodology
Live media

Materials
Computer and projector
Flow chart
Recommended textbook

Evaluation
This section gives you information on how the learning area will be assessed, the weighting and
skills to be tested, types of question and duration of each paper. This section also has assessment
objectives, scheme of assessment, specification grid and assessment model. The assessment in
combined science will be based on 40% continuous assessment and 60% summative assess-
ment for form 1- 4.

Impromptu speech
Written exercises
Quiz

The example on the contact process is a way in which the teacher can use to break down a topic
into teachable units. As the teacher you are expected to break down all the other topics in the
syllabus as given in the example above.

Conclusion

A comprehensive understanding of the combined science syllabus is mandatory to you so that

you facilitate learning and teaching for the achievement of syllabus objective as well as learner
competencies. Theory must be related to real life situations like safety, risk disaster management
gender and equity, HIV and AIDS,enterprise skills and other cross cutting issues.

16
Combined Science Teachers’ Guide 2015-2022 Forms 1-4

Annexure 1

7.0 SCOPE AND SEQUENCE

7.1BIOLOGY

TOPIC Form 1 Form 2 Form 3 Form 4

7.1.1 zz Laboratory
Laboratory rules, introduc-
Safety and tion to apparatus
apparatus

7.1.2 zz Plant and ani- zz Types of vari- zz Structures and zz Ecosystems

Cells and lev- mal structure ation: continuous functions of spe-
els of organi- zz Similarities and discontinu- cialized cells
zation and differences of ous zz Use of a micro-
plant and animal scope
cells

7.1.3 Nutrition zz Diet zz Photosynthe- zz Factors affect- zz Human diet:

sis ing rate of photo- balanced diet
zz Digestive sys- synthesis zz Deficiency
tem in humans zz C o n d i t i o n s diseases
necessary for zz Food tests
photosynthesis
zz Teeth and di-
gestion

7.1.4 zz Respiratory zz Respiratory zz Gaseous ex- zz Respiration:

Respiratory gases organs change in alveoli aerobic and
systems zz Breathing anaerobic respi-
mechanism ration

7.1.5 zz Osmosis and zz Root and stem zz Transpiration: zz Adaptations of

Transport diffusion structure factors affecting plants to reduce
systems zz Components of zz Water and ion rate of transpira- transpiration
blood uptake tion zz Structure of
zz Heart structure zz Measurement blood vessels
and associated, of transpiration
blood vessels zz Plasmolysis
zz Turgidity
zz Blood circula-
tion

17
 Combined Science Teachers’ Guide 2015-2022 Forms 1-4

TOPIC Form 1 Form 2 Form 3 Form 4

7.1.6 zz Reproduction zz Detailed zz Structure of zz Asexual and

REPRODUC- in plants: flower structure of a the seed sexual reproduc-
TIVE SYSTEMS structure, pollina- wind and an zz Germination tion in plants
tion, fertilization, insect-pollinated zz Male and zz Inheritance
seed dispersal flower female reproduc- zz Methods of
zz Human repro- zz Functions of tive systems contraception
ductive organs Human reproduc- zz Sex cells zz Contraceptives
zz Puberty tive organs zz Fertilisation,
pregnancy, pla-
centa and child
care
zz Menstrual
cycle
7.1.7 zz Health and zz Sexually zz Sexually zz Life cycle of
HEALTH AND hygiene Transmitted Infec- Transmitted Infec- malaria parasite
DISEASES zz Methods of tions (STIs) tions (STIs) and control at
transmission of zz Life cycle of zz Signs and each stage
pathogens refer- bilharzia parasite symptoms, caus- zz HIV/AIDS
ring to Common and symptoms of es and treatment/ zz Immunity
parasitic dis- bilharzia control of Chol-
eases: Cholera, era, Ebola, Ma-
Ebola, Malaria, laria and Typhoid
Bilharzia Typhoid zz Abuse of
drugs: medicinal
uses,addiction
hallucination,
depressants

7.2 CHEMISTRY

TOPIC Form 1 Form 2 Form 3 Form 4

7.2.1 zz Filtration zz Applications zz Distillation zz Paper chroma-

SEPARATION zz Magnetism, of filtration, mag- zz Fractional dis- tography
zz Winnowing, netism, winnow- tillation
zz Decanting, ing, decanting,
zz Evaporation evaporation

7.2.2 zz FStates of Concentrations of zz DStructure of zz Reactivity

MATTER matter solutions atoms series
zz Kinetic theory zz Groups and zz Electronic con- zz Factors affect-
zz Period table: periods figurations ing rate of reac-
identification of zz Periodic table tion
;nuclide notation
elements
zz Names and
zz Metals and groups of elements
non-metals zz Mole concept;
zz Elements mix- empirical and mo-
tures and com- lecular formulae
pounds concentration

18
Combined Science Teachers’ Guide 2015-2022 Forms 1-4

TOPIC Form 1 Form 2 Form 3 Form 4

7.2.3 zz Identification of zz Acid- base zz pH scale zz Titration of

ACIDS, BASES acids and bases: reactions zz preparation of bases with acids
AND SALTS litmus paper test salts
zz reactions of
metal + acid, acid
+ base , acid +
carbonate
7.2.4 zz Production of zz Production of zz Fractional dis- zz Haber process
INDUSTRIAL peanut butter soap tillation of liquid zz Contact pro-
PROCESSES zz Electrolysis cess
zz Electroplating
7.2.5 zz Rusting: factors zz Chemical reac- zz Extraction of zz Alloy formation
OXIDATION tions:combustion iron
AND REDUC-
TION
7.2.6 zz Types of fuels zz Complete and zz Alkanes zz Ethanol
ORGANIC incomplete com- alkenes zz Maheu
CHEMISTRY bustion zz Biogas pro- zz Global warm-
duction ing

7.3 PHYSICS

TOPIC Form 1 Form 2 Form 3 Form 4

7.3.1 zz Tallies, tables, zz straight line zz pie charts, line zz pie charts, line
DATA PRES- bar graphs graphs graphs, interpre- graphs, interpre-
ENTATION tation tation and anal-
ysis

7.3.2 zz Physical quan- zz Prefixes zz Physical quan- zz Derived quan-

MEASURE- tities zz Conversions tities, accuracy tities
MENT zz S.I units zz Density and precisio
zz Density of
liquids
7.3.3 zz Effects of force zz Moments of zz Weight and zz Principles of
FORCE zz Types of force force mass machines: pressure
zz Measurement zz Resultant force inclined plane, zz Fluid systems
of force zz Levers pulleys, levers zz Pumps
and gears
7.3.4 zz types of energy zz Law of conver- zz Petrol and zz Heat transfer
ENERGY zz Energy conver- sion of energy diesel engine applications: so-
sions zz Calculations zz Heat transfer: lar water heater
on work convection, con- and solar cooker
zz Properties of duction and radi- zz Telecommuni-
light ation cations
zz Sound energy
19
 Combined Science Teachers’ Guide 2015-2022 Forms 1-4

TOPIC Form 1 Form 2 Form 3 Form 4

7.3.5 zz Magnets,poles, zz Properties of zz Electromagne- zz Power gener-

MAGNETISM fields, compass magnets tism ation
AND ELEC- zz Static electrici- zz Attraction and zz Motor effect zz Electrical
TRICITY ty: charges repulsion zz Generator safety
zz Current elec- zz Circuit sym- effect zz Domestic elec-
tricity: conductors bols and dia- zz Electroscope tricity
and insulators grams zz Lightning
zz Circuit compo- zz Measurement zz Ohm’s Law
nents of electricity zz Resistance
zz Resistors
zz Electrical pow-
er and energy

Facke Notes

20
Combined Science Teachers’ Guide 2015-2022 Forms 1-4

21
Combined Science Teachers’ Guide 2015-2022 Forms 1-4

22