Form I — Scheme of Work
Chemistry · O-Level (Form I–IV) · competence-based (TIE) · adapt weeks to your term calendar
| Month | Week | Main Competence | Specific Competences | Topic | Sub-topic | Teaching & Learning Activities | Methods | Resources | Assessment | Periods | References | Remarks |
|---|---|---|---|---|---|---|---|---|---|---|---|---|
| January | 1–2 | Apply the principles of Introduction to Chemistry in everyday life and further learning. |
| Introduction to Chemistry | Key concepts and applications | In groups, learners explore Introduction to Chemistry through examples, then present and discuss their findings; the teacher guides and consolidates. | Brainstorming, guided discussion, demonstration, group work, question & answer. | Textbooks, charts, real objects, chalkboard, digital content. | Oral questions, written exercises, practical tasks, observation and portfolio. | 4 | Chemistry syllabus (TIE); approved Chemistry textbook. | — |
| January | 3–4 | Apply the principles of Laboratory Techniques & Safety in everyday life and further learning. |
| Laboratory Techniques & Safety | Key concepts and applications | In groups, learners explore Laboratory Techniques & Safety through examples, then present and discuss their findings; the teacher guides and consolidates. | Brainstorming, guided discussion, demonstration, group work, question & answer. | Textbooks, charts, real objects, chalkboard, digital content. | Oral questions, written exercises, practical tasks, observation and portfolio. | 4 | Chemistry syllabus (TIE); approved Chemistry textbook. | — |
| February | 5–6 | Apply the principles of Heat Sources & Flames in everyday life and further learning. |
| Heat Sources & Flames | Key concepts and applications | In groups, learners explore Heat Sources & Flames through examples, then present and discuss their findings; the teacher guides and consolidates. | Brainstorming, guided discussion, demonstration, group work, question & answer. | Textbooks, charts, real objects, chalkboard, digital content. | Oral questions, written exercises, practical tasks, observation and portfolio. | 4 | Chemistry syllabus (TIE); approved Chemistry textbook. | — |
| February | 7–8 | Apply the principles of Air, Combustion & Rusting in everyday life and further learning. |
| Air, Combustion & Rusting | Key concepts and applications | In groups, learners explore Air, Combustion & Rusting through examples, then present and discuss their findings; the teacher guides and consolidates. | Brainstorming, guided discussion, demonstration, group work, question & answer. | Textbooks, charts, real objects, chalkboard, digital content. | Oral questions, written exercises, practical tasks, observation and portfolio. | 4 | Chemistry syllabus (TIE); approved Chemistry textbook. | — |
| March | 9–10 | Apply the principles of Water in everyday life and further learning. |
| Water | Key concepts and applications | In groups, learners explore Water through examples, then present and discuss their findings; the teacher guides and consolidates. | Brainstorming, guided discussion, demonstration, group work, question & answer. | Textbooks, charts, real objects, chalkboard, digital content. | Oral questions, written exercises, practical tasks, observation and portfolio. | 4 | Chemistry syllabus (TIE); approved Chemistry textbook. | — |
| March | 11–12 | Apply the principles of Fuels & Energy in everyday life and further learning. |
| Fuels & Energy | Key concepts and applications | In groups, learners explore Fuels & Energy through examples, then present and discuss their findings; the teacher guides and consolidates. | Brainstorming, guided discussion, demonstration, group work, question & answer. | Textbooks, charts, real objects, chalkboard, digital content. | Oral questions, written exercises, practical tasks, observation and portfolio. | 4 | Chemistry syllabus (TIE); approved Chemistry textbook. | — |