844 Syllabus Compressed

INTRODUCTION
This new secondary syllabus replaces the original 8-4-4 education syllabus which was first introduced in 1986 and
revised in 1992. It is available in four volumes. Volume one contains English, Kiswahili, Arabic, French, German
and Physical Education. Volume two contains Mathematics, Physics, Chemistry, Biology, Agriculture and
Homescience. Volume three contains History and Government, Geography, Business Studies, Christian Religious
Education, Islamic Religious Education and Hindu Religious Education. Volume four contains Art and Design,
Computer Studies and Music.
In each syllabus the objectives have been more clearly defined and the content spelt out more specifically to give
better guidance to the users.
The issue of overload in the secondary curriculum has been addressed by a reduction in the number of subjects and
content in the different subject areas. The reorganization of the syllabuses has been done in such a way that better
mastery of the knowledge, skills and attitudes required at the end of the secondary cycle is ensured.
The reorganisation has also tried to ensure that the cost of education on the part of both the government and
households will be significantly reduced. Careful consideration has been given to the resources required to
implement this curriculum in order to make the cost manageable. Most of the resources can either be improvised,
obtained locally or acquired at fairly low costs.
A special feature of the revised curriculum is the deliberate attempt to respond to the contemporary needs of society.
This has been done by the inclusion of such emerging issues as health, environmental and civic education, gender
and the anticipated industrial transformation of the nation.
In this rationalization most of the Technical and Industrial subjects have been moved to training institutions.
Essential competencies earlier acquired through the Business Education subjects will be taught in the new integrated
Business Studies subject.
The teaching of English and Kiswahili will remain integrated. The revised syllabuses have clearly defined the
integrated approach to make the teaching of the languages more effective.
NAOMY W. WANGAI
Director of Education
v
NATIONAL GOALS OF EDUCATION
Education in Kenya should:
1. foster nationalism, patriotism and promote national unity

Kenya‟s people belong to different communities, races and religions, but these differences need not divide
them. They must be able to live and interact as Kenyans. It is a paramount duty of education to help the
youth acquire this sense of nationhood by removing conflicts and by promoting positive attitudes of mutual
respect which enable them to live together in harmony, and foster patriotism in order to make a positive
contribution to the life of the nation.
2. promote the social economic, technological and industrial needs for national development
Education should prepare the youth of the country to play an effective and productive role in the life of the
nation.
a) Social Needs
Education in Kenya must prepare children for the changes in attitudes and relationships which are
necessary for the smooth process of a rapidly developing modern economy. There is bound to be a silent
social revolution following in the wake of rapid modernization. Education should assist our youth to adapt
to this change.
b) Economic Needs
Education in Kenya should produce citizens with skills, knowledge, expertise and personal qualities that
are required to support a growing economy. Kenya is building up a modern and independent economy
which is in need of adequate domestic manpower.
c) Technological and Industrial Needs

Education in Kenya should provide the learners with the necessary skills and attitudes for Industrial
development. Kenya recognizes the rapid industrial and technological changes taking place especially in
the developed world.
We can only be part of this development if our education system deliberately focused on knowledge, skills
and attitudes that will prepare the youth for these changing global trends.
3. promote individual development and self –fulfillment

Education should provide opportunities for the fullest development of individual talents and personality. It
should help children to develop their potential interests and abilities. A vital aspect of individual
development is character building.
4. promote sound moral and religious values

Education should provide for the development of knowledge, skills and attitudes that will enhance
acquisition of sound moral values and help children to grow up into self-disciplined, self-reliant and
integrated citizens.
5. promote social equality and responsibility

Education should promote social equality and foster a sense of social responsibility within an education
system which provides equal educational opportunities for all. It should give all children varied and
challenging opportunities for collective activities ad corporate social service irrespective of gender, ability
or geographical environment.
vi
6. promote respect for and development of Kenya’s rich and varied cultures
Education should instill in the youth of Kenya an understanding of past and present cultures and their valid
place in contemporary society. The children should be able to blend the best of traditional values with the
changed requirements that must follow rapid development in order to build a stable and modern society.
7. promote international consciousness and foster positive attitudes towards other nations
Kenya is part of the international community. It is part of the complicated and interdependent network of
peoples and nations. Education should therefore lead the youth of the country to accept membership in this
international community with all the obligations and responsibilities, rights and benefits that this
membership entails.
8. promote positive attitudes towards good health and environmental protection

Education should inculcate in the youth the value of good health in order to avoid indulging in activities
that will lead to physical or mental ill health. It should foster positive attitudes towards environmental
development and conservation. It should lead the youth to appreciate the need for a healthy environment.
vii
OBJECTIVES OF SECONDARY EDUCATION
Secondary Education should provide the learner with opportunities to:
1. acquire necessary knowledge, skills and attitudes for the development of the self
and the nation
2. promote love for and loyalty to the nation
3. promote harmonious co-existence among the peoples of Kenya
4. develop mentally, socially morally, physically and spiritually
5. enhance understanding and respect for own and other people‟s cultures and their
place in contemporary society
6. enhance understanding and appreciation of inter-relationships among nations
7. promote positive environmental and health practices
8. build a firm foundation for further education and training
9. develop ability for enquiry, critical thinking and rational judgment
10. develop into a responsible and socially well adjusted person
11. promote acceptance of and respect for all persons
12. enhance enjoyment in learning
13. identify individual talents and develop them
14. build a foundation for technological and industrial development
15. develop into a self-disciplined individual who appreciates work and manages time
properly.
viii
MATHEMATICS
2
INTRODUCTION
Secondary Mathematics aims at producing a person who will be numerate, orderly, logical, accurate and
precise in thought. The person should also be competent in appraising and utilizing mathematical skills in
playing a positive role in the development of a modern society.
In preparing this course care has been taken to ensure not only continuity, but also the reinforcement and
broadening of the basic skills already established in the eight years of primary education. While greater
emphasis has been placed in the needs of learners who will leave the normal education at the end of the
four year secondary cycle, the course will also prepare learners who will pursue further studies in the
subject and other related courses.
This syllabus has been reorganized and streamlined to remove overloads in the content and overlaps of
certain content evident in the previous Mathematics syllabus. Effort has been made to bridge the gap
between Primary and Secondary Mathematics.
The syllabus has emphasized application of Mathematics to real life experiences and practical approaches
to teaching and learning in an effort to address such contemporary issues as information technology, health,
gender and integrity. However, apart from the use of calculators which has been introduced in the course,
as a technological device most of the other issues will be addressed by way of examples and exercises in
support materials.
The objectives of teaching Mathematics have been expanded to enhance clarity. In addition notes have
been included with the aim of not only assisting in the interpretation of the syllabus, but also to alert the
teacher on some precautions required in handling the different topics. Also included in the notes are
suggested resources and further assessment. Time for each topic have been suggested.
The course has been designed to enable the learner to acquire attitudes, knowledge and skills which will be
relevant to his/her life after school. It is also expected to enable the learner to foster a positive attitude
towards Mathematics appreciating its usefulness and relevance to a modern society.
3
GENERAL OBJECTIVES
By the end of the course, the learner should be able to:
1. develop a positive attitude towards learning Mathematics
2. perform mathematical operations and manipulations with confidence, speed and accuracy
3. think and reason precisely, logically and critically in any given situation
4. develop investigative skills in Mathematics
5. identify, concretise, symbolise and use Mathematical relationships in everyday life
6. comprehend, analyse, synthesise evaluate and make generalizations so as to solve mathematical

problems
7. collect, organise, represent, analyse, interprete data and make conclusions and predictions from its
results
8. apply mathematical knowledge and skills to familiar and unfamiliar situations
9. appreciate the role, value and use of Mathematics in society
10. develop a willingness to work collaboratively
11. acquire knowledge and skills for further education and training
12. communicate mathematical ideas
4
Symbols:
The use of SI units will be applied throughout the syllabus. Besides the usual
operational symbols +,-,x,÷, the combined ± will also be used.
Rational symbols
= is equal to.
≠ is not equal to.
> is greater than.
≥ is greater than or equal to
< is less than.
≤ is less than or equal to.
a: b ratio of a to b.
Varies as.
≡ is congruent to or is identical to.
≈ is approximately equal to.
5
FORM ONE
1.0.0 NATURAL NUMBERS 2.2.0 Content

(4 Lessons) 2.2.1 Factors of composite numbers
2.2.2 Prime factors
1.1.0 Specific Objectives 2.2.3 Factors in power form
By the end of the topic, the learner should be
able to: Notes
a) identify, read and write natural Use of “index” for “power” is
numbers in symbols and words discouraged at this stage.
b) round off numbers to the nearest tens, Suggested Resources
hundreds, thousands, millions and Charts to illustrate factorisation
billions e.g. factor tree diagrams.
c) classify natural numbers as even, odd Suggested Further Assessment
or prime - puzzles and games
d) solve word problems involving natural
numbers. 3.0.0 DIVISIBILITY TESTS
1.2.0 Content 3.1.0 Specific Objectives

1.2.1 Place values of numbers By the end of the topic, the
1..2.2 Round off numbers to the nearest tens, learner should be able to test the divisibility
hundreds, thousands, millions and of numbers by 2, 3, 4, 5, 6, 8, 9, 10 and 11
billions
1.2.3 Odd numbers 3.2.0 Content
1.2.4 Even numbers 3.2.1 Divisibility test of numbers by 2,
1.2.5 Prime numbers 3,4,5,6,8,9,10, and 11
1.2.6 Word problems involving natural
numbers Notes
▪ Suggested Resources
Notes - Multiplication table
▪ Include reading and writing large - Charts to illustrate
numbers - millions and billions divisibility test
▪ Use word problems to involve the ▪ Suggested Further Assessment
four basic operations - Puzzles and games
▪ Reinforce the idea of place value
and total value of natural 4.0.0 GREATEST COMMON
numbers. DIVISOR(GCD) / HIGHEST
▪ Suggested Resources COMMON FACTOR (HCF)
- Place value charts (4 lessons)
- The abacus
- Bank cheques and 4.1.0 Specific Objectives
Statements By the end of the topic, the
learner should be able to:
Suggested Further Assessment a) find the GCD/HCF of a set of numbers
- puzzles and games b) apply GCD to real life situations.
2.0.0 FACTORS (4 lessons) 4.2.0 Content

4.2.1 Greatest common divisor of a
2.1.0 Specific Objectives set of numbers
By the end of the topic, the 4.2.2 Application of GCD/HCF to real
learner should be able to: life situations
a) express composite numbers in factor
form Notes
b) express numbers as product of prime Suggested Resources
factors - Containers of different capacities
c) express factors in power form. Suggested Further
Assessment
- Quiz
- Practical exercises
6
- ladder
- thermometer
- real life situations
5.0.0 LEAST COMMON Suggested Further Assessment
MULTIPLE (L.C.M.) - Short test on 6.00
(5 Lessons) - Puzzles and games
5.1.0 Specific Objectives 7.0.0 FRACTIONS (12 lessons)

By the end of the topic, the
learner should be able to: 7.1.0 Specific Objectives
a) list multiples of numbers By the end of the topic, the
b) find the least common multiple of a set learner should be able to:
of numbers a) identify proper and improper fractions
c) apply knowledge of LCM in real life and mixed numbers
situations. b) convert mixed numbers to improper
fractions and vise versa
5.2.0 Content c) compare fractions
5.2.1 Multiples of a number d) perform the four basic operations on
5.2.2 LCM of a set of numbers fractions
5.2.3 Application of LCM in real life e) carry out combined operations on
situations fractions in the correct order
f) apply the knowledge of fractions to
Notes real life situations.
Suggested Resources
- Bells, flickering light, alarms, 7.2.0 Content
containers of different capacities 7.2.1 Fractions
etc. 7.2.2 Proper, improper fractions and mixed
Suggested Further Assessment numbers
- Practical exercises 7.2.3 Conversion of improper fractions
- Test on topics 1.00 to 5.00 to mixed numbers and vice versa
can be given at this stage 7.2.4 Comparing fractions
7.2.5 Operations on fractions
6.0.0 INTEGERS (12 Lessons) 7.2.6 Order of operations on fractions
7.2.7 Word problems involving
6.1.0 Specific Objectives fractions in real life situations
learner should be able to: Notes
a) define integers - Treat fractions with positive
b) identify integers on a number line and negative cases in the same
c) perform the four basic operations on way as integers or as directed
integers using the number line numbers.
d) work out combined operations on - Give emphasis and time to the
integers in the correct order correct order of operations.
e) apply knowledge of integers to real life - Use of real objects is encouraged
situations. - Include equivalent fractions
Suggested Resources
6.2.0 Content - Chart illustrating operations
6.2.1 Integers on fractions and equivalent
6.2.2 The number line fractions
6.2.3 Operation on integers - Real life situations
6.2.4 Order of operations Suggested Further Assessment
6.2.5 Application to real life situations - Puzzles and games
- Short test on fractions
Notes
Practical exercises are encouraged
More practice required on directed
numbers especially when subtracting
negative integers
Explain the term directed numbers.
Suggested Resources
- the number line
- stairways
7
given at this stage.
- puzzles and games.
8.0.0 DECIMALS (12 Lessons) 9.0.0 SQUARES AND SQUARE ROOTS

(12 Lessons)
8.1.0 Specific Objectives
By the end of the topic, the 9.1.0 Specific Objectives
learner should be able to: By the end of the topic, the learner
a) convert fractions into decimals and vice should be able to:
versa a) find squares of numbers by
b) identify recurring decimals multiplication
c) convert recurring decimals into b) find squares from tables
fractions c) find square root by factor method
d) round off a decimal number to the d) find square root from tables.
required number of decimal places
e) write numbers in standard form 9.2.0 Content
f) perform the four basic operations on 9.2.1 Squares by multiplication
decimals 9.2.2 Squares from tables
g) carry out operations in the correct order 9.2.3 Square roots by factorization
h) apply the knowledge of decimals to real 9.2.4 Square roots from tables
life situations.
Notes
8.2.0 Content Use four figure mathematical tables.
8.2.1 Fractions and decimals When finding the square roots of a
8.2.2 Recurring decimals number, the number should be written
8.2.3 Recurring decimals and fractions in the form A x 10n where 1 A < 100
8.2.4 Decimal places and n is an even integer.
8.2.5 Standard form Suggested Resources
8.2.6 Operations on decimals - Mathematical tables
8.2.7 Order of operations - Real life experiences
8.2.8 Real life problems involving decimals Suggested Further Assessment
- Puzzles and games
Notes - Short test on 9.00
Explain the recurring decimal notation
of the form; 10.0.0 ALGEBRAIC EXPRESSIONS
• (14 Lessons)
6.3 = (6.33 ………)
•• 10.1.0 Specific Objectives
6.34 = (6.3434……..) By the end of the topic, the learner
• should be able to:
6.34 = (6.3444……) a) use letters to represent numbers
• • b) write statements in algebraic form
6.345 = (6.345345 ……) c) simplify algebraic expressions
•• d) factorise an algebraic expression by
6.345 = (6.34545 …….) grouping
• e) remove brackets from algebraic
6.345 = (6.34555…….) expressions
f) evaluate algebraic expressions by
substituting numerical values
Explain numbers in standard form g) apply algebra in real life situations.
i.e. A x 10n where 1 A < 10n and n is
an integer 10.2.0 Content
Mention the use of statements such as 10.2.1 Letters for numbers
5.6million, 3.9 million, 2.1 billion 10.2.2 Algebraic expressions including
Emphasize on the cancellation process algebraic fractions
on problems of the type; 10.2.3 Simplification of algebraic expressions
0.036 x 0.0049 10.2.4 Factorisation by grouping
0.07 x 0.048 10.2.5 Removal of brackets
Suggested Resources 10.2.6 Substitution and evaluation
- real life situations 10.2.7 Problem solving in real life situation
Suggested Further Assessment
- Test on topics 6.00 - 8.00 can be
8
Notes
- Use the idea of like and unlike
terms in simplification and
factorisation of algebraic
expressions Notes
- Use the term expansion when Exclude graphs on rates at this stage
removing brackets Include speed, velocity and
- Apply brackets in simplifying acceleration
expressions
Suggested Resources Suggested resources
- Real life experiences - Real life situations involving
Suggested Further Assessment quantities, shares, sharing etc.
- Short test on algebra Suggested further assessment
- Puzzles and games - Test on topics 9.00 and 10.00
can be given here
11.0.0 RATES, RATIO, PERCENTAGES AND
PROPORTION (18 Lessons) 12.0.0 LENGTH (6 Lessons)
By the end of the topic, the learner 12.1.0 Specific Objectives
should be able to: By the end of the topic, the learner
a) define rates should be able to:
b) solve problems involving rates a) state the units of measuring length
c) define ratio b) convert units of length from one form
d) compare two or more quantities using to another
ratios c) express numbers to required number of
e) change quantities in a given ratio significant figures
f) compare two or more ratios d) find the perimeter of a plane figure and
g) represent and interpret proportional circumference of a circle(include length
parts of arcs).
h) recognise direct and inverse
proportions 12.2.0 Content
i) solve problems involving direct and 12.2.1 Units of length
inverse proportions 12.2.2 Conversion of units of length from
j) convert fractions and decimals to one form to another
percentages and vice-versa 12.2.3 Significant figures
k) calculate percentage change in a given 12.2.4 Perimeter
quantity 12.2.5 Circumference(include length of arcs)
l) apply rates, ratio, percentage to real life
situations. Notes
Encourage practical approach to
11.2.0 Content establish the value of and the
11.2.1 Rates relationship C = D or C = 2 r
11.2.2 Solving problems involving rates Include lengths of arcs taken as
11.2.3 Ratio fractions of circumference
11.2.4 Comparing quantities using ratio Suggested Resources
11.2.5 Increase and decrease in a given ratio - Measuring instrument eg.
11.2.6 Comparing ratios Metre rule, vernier
11.2.7 Proportion: direct and inverse. callipers, micrometre screw
11.2.8 Solve problems direct and inverse gauge, tape measure etc
proportions. - Environment
11.2.9 Fractions and decimals as percentages Suggested Further Assessment
11.3.10 Percentage increase and decrease - Practical exercises in measuring
11.3.11 Application of rates, ratios, percentages - Short test on 12.00
and proportion to real life situations
9
13.0.0 AREA (6 Lessons) 14.2.0 Content
14.2.1 Units of volume
13.1.0 Specific Objectives 14.2.2 Conversion of units of volume
By the end of the topic, the learner 14.2.3 Volume of cube, cuboid and cylinders
should be able to: 14.2.4 Units of capacity
a) state units of area 14.2.5 Conversion of units of capacity
b) convert units of area from one form to 14.2.6 Relationship between volume and
another capacity
c) calculate the area of a regular plane 14.2.7 Solving problems involving volume
figure including circles and capacity
d) estimate the area of irregular plane Notes
figures by counting squares deriving the formula for finding
e) calculate the surface area of cubes, volume of a cylinder is not required.
cuboids and cylinders. Involve conversion of cm3 to m3 etc
Suggested Resources
13.2.0 Content - Containers
13.2.1 Units of area - Measuring cylinders
13.2.2 Conversion of units of area - Burrettes
13.2.3 Area of regular plane figures Suggested Further Assessment
13.2.4 Area of irregular plane shapes - Practical exercises.
13.2.5 Surface area of cube, cuboid and - Short test on volume
cylinder
Notes 15.0.0 MASS, DENSITY AND WEIGHT

Deriving area of circle practically using (4 LESSONS)
very small sectors is required.
Include “acres” and “hectares” 15.1.0 Specific Objectives
Derive surface area of cylinders. By the end of the topic, the learner
Include combined areas of shapes should be able to:
Include conversion of cm2 to m2 etc. a) define mass
b) state units of mass
Suggested Resources c) convert units of mass from one form to
- Model of cube, cuboid and another
cylinder d) define weight
- Charts illustrating regular e) state units of weight
plane figures f) distinguish mass and weight
- Plane figures g) relate volume, mass and density.
- Environment
Suggested Further Assessment 15.2.0 Content
- Practical exercises in the 15.2.1 Mass and units of mass
process of deriving formulae 15.2.2 Density
for areas. 15.2.3 Problem solving involving real
life experiences on mass, volume
14.0.0 VOLUME AND CAPACITY and density and weight
(6 Lessons) 15.2.4 Weight and units of weight
15.2.5 Mass and weight
By the end of the topic the learner Notes
should be able to: Explain the difference between mass
a) state units of volume and weight
b) convert units of volume from one form Explain the relationship
to another mass = density
c) calculate volume of cubes, cuboids and volume
cylinders and units of density
d) state units of capacity Suggested Resources
e) convert units of capacity from one form - Beam balance
to another - Lactometer
f) relate volume to capacity
g) solve problems involving volume and
capacity.
10
Suggested Further Assessment Notes
- Practical exercises in finding Suggested Resources
density of solids - Beam balances
- Short test on 15.00 - Real life situations and
experiences
16.0.0 TIME (4 Lessons)
16.1.0 Specific Objectives - puzzles and games
By the end of the topic, the learner - Test on topics 16.00 and 17.00
should be able to: can be given here
a) convert units of time from one form to
another 18.0.0 COMMERCIAL ARITHMETIC 1
b) relate the 12 hour and 24 hour clock (6 Lessons)
systems
c) read and interpret travel time-tables 18.1.0 Specific Objectives
d) solve problems involving travel time By the end of the topic, the learner
tables should be able to:
a) state the currencies of different
16.2.0 Content countries
16.2.1 Units of time b) convert currency from one form into
16.2.2 12 hour and 24 hour systems another given the exchange rates
16.2.3 travel time-tables c) calculate profit and loss
16.2.4 problem solving involving d) express profit and loss as percentages
travel time tables e) calculate discount and commission
f) express discount and commission as
Notes percentage.
Actual travel time-tables should be
used 18.2.0 Content
Include speed and distance 18.2.1 Currency
Mention distance and fare tables 18.2.2 Current currency exchange rates
Suggested Resources 18.2.3 Currency conversion
- Charts illustrating conversion of 18.2.4 Profit and loss
time from one system to another 18.2.5 Percentage profit and loss
- Clocks and watches 18.2.6 Discounts and commissions
- Travel time table charts for 18.2.7 Percentage discounts and commissions
buses, trains, ships and
aeroplanes Notes
Suggested Further Assessments Include currency exchange and buying
- Test on topics 11.00 - 15.00 can and selling tables.
be given at this stage Knowledge of change and balances in
purchases is assumed. However,
problems involving change and
17.0.0 LINEAR EQUATIONS balances should be given.
(12 Lessons)
Suggested Resources
17.1.0 Specific Objectives - Actual current exchange rate
By the end of the topic the learner table from newspapers etc
should be able to: - Prevailing real life situations
a) solve linear equations in one unknown Suggested Further Assessment
b) solve simultaneous linear equations by - Short test on 18.00
substitution and elimination
c) form and solve linear equations in one 19.0.0 CO-ORDINATES AND
and two unknown. GRAPHS(14 Lessons)

17.2.1 Linear equations in one unknown By the end of the topic, the learner
17.2.2 Simultaneous linear equations should be able to:
17.2.3 Formation and solution of linear a) draw and label the complete cartesian
equations in one and two unknowns plane
from given real life situations
11
b) locate and plot points on the cartesian 20.2.0 Content
plane 20.2.1 types of angles
c) choose and use appropriate scale for a 20.2.2 angles on a straight line
given data 20.2.3 angles at a point
d) make a table of values for a given 20.2.4 angles on a transversal
linear relation 20.2.5 corresponding angles
e) use values to draw a linear graph 20.2.6 angle properties of polygons
f) solve simultaneous linear equations 20.2.7 application to real life situations
graphically
g) draw, read and interprete graphs. Notes
Include exterior angles of a polygon
19.2.0 Content Include the formula for finding the sum
19.2.1 Cartesian plane of interior angles of a polygon i.e sum
19.2.2 Cartesian co-ordinates = 2(n-2) right angles or 180(n-2),
19.2.3 Points on the cartesian plane where n is the number of sides. This
19.2.4 Choice of appropriate scale formula should be derived.
19.2.5 Table of values for a given linear Suggested Resources
relation - Geometrical instruments
19.2.6 Linear graphs - Polygonal shapes
19.2.7 Graphical solutions of Suggested Further Assessment
simultaneous linear equations - Practical exercises
19.2.8 Interpretation of graphs - Short test on 20.00
Notes 21.0.0 GEOMETRICAL

- Co-ordinates should include CONSTRUCTIONS
both positive and negative values (18 lessons)
- Cartesian plane 21.1.0 Specific Objectives
- Square board By the end of the topic, the learner should be
- Pegboards/geoboards able to:
- Graph papers a) use a ruler and compasses only
- Topographical maps to construct
▪ Suggested Further Assessment i) a perpendicular bisector of a line
- Test on Topics 18.00 and ii) an angle bisector
19.00 can be given here iii) a perpendicular to a line from a
given point
20.0.0 ANGLES AND PLANE FIGURES iv) a perpendicular to a line through
(6 Lessons) a given point on the line
v) angles whose values are
20.1.0 Specific Objectives multiples of 7½°
By the end of the topic, the learner vi) parallel lines
should be able to: b) use a ruler and a set square to;
a) name and identify types of angles i) construct parallel lines
b) solve problems involving angles on a ii) divide a line proportionally
straight line iii) construct perpendicular lines
c) solve problems involving angles at a c) construct a regular polygon
point using
d) solve problems involving angles on a i) ruler and compasses only
transversal ii) ruler, compasses and protractor
e) solve problems involving d) construct irregular polygons using a
corresponding angles ruler, compasses and protractor
f) state angle properties of polygons
g) solve problems involving angle 21.2.0 Content
properties of polygons 21.2.1 Construction of lines and angles using a
h) apply the knowledge of angle ruler and compasses only
properties to real life situations. 21.2.2 Construction of perpendicular and
parallel lines using a ruler and a set
square only
21.2.3 Proportional division of a line
21.2.4 Construction of regular polygons
(upto a hexagon)
12
21.2.5 Construction of irregular polygons 22.2.5 Bearings, distance and locating points
(upto a hexagon) 22.2.6 Angles of elevation and depression
22.2.7 Solving problems involving bearings,
Notes scale drawing, angles of elevation and
▪ The polygons should include depression
triangles, quadrilaterals,
pentagons, trapezia, parallelograms, 22.2.8 Simple surveying techniques
hexagons, octagons etc.
▪ Suggested Resources Notes
- Geometrical instruments, Accuracy to be emphasised
- Polygonal shapes Should include true and compass
▪ Suggested Further Assessment bearings
- Practical exercises Include problems involving a
- Test on topics 20.00 and 21.00 combination of bearings, angles of
can be given here elevation and depression and scale
drawing
22.0.0 SCALE DRAWING Suggested Resources
(18 Lessons) - geometrical instruments
- clinometer
22.1.0 Specific Objectives - magnetic compass
By the end of the topic, the learner - metre rule
should be able to: - tape measure
a) interpret a given scale;
b) choose and use an appropriate scale Suggested Further Assessment
c) draw suitable sketches from given - practical exercises
information - short test on 22.00
d) state the bearing of one point from
another 23.0.0 COMMON SOLIDS
e) locate a point using bearing and (18 Lessons)
distance
f) determine angles of elevation and 23.1.0 Specific Objectives
depression By the end of the topic, the learner
g) solve problems involving bearings, should be able to:
elevations and scale drawing a) identify and sketch common solids
h) apply scale drawing in simple b) sketch and accurately draw nets of
surveying. solids
c) make models of solids from nets
22.2.0 Content d) calculate surface area of solids from
22.2.1 Types of scales nets
22.2.2 Choice of scales e) find distance between two points on a
22.2.3 Sketches from given information and solid.
scale drawing.
22.2.4 Bearings
13
23.2.0 Content
23.2.1 Common solids, eg cubes, cuboids
pyramdis, prisms, cones, spheres,
cylinders etc.
23.2.2 Sketches of solids

23.2.3 Nets of solids
23.2.4 Models of solids from nets
23.2.5 Surface area of solids from nets
(include cubes, cuboids, cones,
pyramids, prisms)
23.2.6 Distance between two points on the
surface of a solid
Notes
Use and making of models is
recommended.
Suggested Resources
- Geometrical instruments
- Manila papers
- Models of solids
- Practical exercises
- Test on topics 20.00 to 23.00
may be given here
14
FORM TWO
24.0.0 CUBES AND CUBE ROOTS 25.2.0 Content

(4 Lessons) 25.2.1 Reciprocals of numbers by division
25.2.2 Reciprocals of numbers from tables
24.1.0 Specific Objectives 25.2.3 Computation using reciprocals
By the end of the topic, the learner
should be able to: Notes
a) find the cube of a number by Decimal numbers should be converted
multiplication to standard form before finding their
b) find the cube root of a number by factor reciprocals using tables.
method Suggested Resources
c) find cubes of numbers from Mathematical tables
mathematical tables Suggested Further Assessment
d) evaluate expressions involving cubes - short test on 25.00
and cube roots
e) apply the knowledge of cubes and cube 26.0.0 INDICES AND LOGARITHMS
roots in real life situations. (18 Lessons)
24.2.0 Content By the end of the topic, the learner
24.2.1 Cubes of numbers by multiplication should be able to:
24.2.2 Cubes from tables a) define indices (powers);
24.2.3 Cuberoots of numbers by factor method b) state the laws of indices;
24.2.4 Evaluation of cube and cuberoot c) apply the laws of indices in
expressions calculations;
24.2.3 Application of cubes and cuberoots to d) relate the powers of 10 to common
real life situations logarithms;
e) use the tables of common logarithms
Notes and anti-logarithms in computation.
Cube roots should be found by using
factor method first before using tables 26.2.0 Content
Suggested Resources 26.2.1 Indices (powers) and base
- Mathematical tables 26.2.2 Laws of indices (including positive
- Real life situations integers, negative integers and fractional
Suggested Further Assessment indices)
- Short test on 24.20 26.2.3 Powers of 10 and common logarithms
26.2.4 Common logarithms;
- characteristics
25.0.0 RECIPROCALS (7 Lessons) - mantissa
25.1.0 Specific Objectives 26.2.5 Logarithm tables
By the end of the topic, the 26.2.6 Application of common logarithms in
learner should be able to: multiplication, division and finding
a) find reciprocals of numbers by division roots
b) find reciprocals of numbers from tables
c) use reciprocals of numbers in Notes
computation. Introduce laws using integral indices.
Laws of indices should include
- am x an = am + n
- am ÷ an =am – n
- (am)n = a mn
- a° = 1
15
¹ = a –m Short test on 27.00
am 28.0.0 REFLECTION AND
CONGRUENCE (12 Lessons)
m
- 1 =a
a-m 28.1.0 Specific Objectives
- am/n = n √ am By the end of the topic, the learner
Suggested Resources should be able to:
Logarithm tables. a) state the properties of reflection as a
Charts illustrating laws of indices transformation
Suggested Further Assessment b) use the properties of reflection in
- Test on 24.00, 25.00, 26.00 construction and identification of
images and objects
27.0.0 EQUATIONS OF STRAIGHT c) make geometrical deductions using
LINES (12 Lessons) reflection
27.1.0 Specific Objectives d) apply reflection in the cartesian plane
By the end of the topic, the learner e) distinguish between direct and opposite
should be able to: congruence
a) define gradient of a straight line f) identify congruent triangles.
b) determine the gradient of a straight line
through known points 28.2.0 Content
c) determine the equation of a straight line 28.2.1 lines and planes of symmetry
using gradient and one known point 28.2.2 mirror lines and construction of
d) express a straight line equation in the objects and images.
form y = mx + c 28.2.3 reflection as a transformation.
e) interpret the equation y = mx + c 28.2.4 reflection in the cartesian plane.
f) find the x- and y- intercepts from an 28.2.5 direct and opposite congruency.
equation of a line 28.2.6 Congruency tests (SSS, SAS, AAS,
g) draw the graph of a straight line using ASA and RHS)
gradient and x and y intercept
h) state the relationship of gradients of Notes
perpendicular lines Practical aspects should be used as
i) state the relationship of gradients of much as possible
parallel lines ASS does not prove triangles congruent
j) apply the relationship of gradients of except when the triangles are right
perpendicular and parallel lines to get angled
equations of straight lines. Images are oppositely congruent to
their objects under reflection
27.2.0 Content Suggested Resources
27.2.1 Gradient of a straight line Mirrors, cartesian plane, various
27.2.2 Equation of a straight line Symmetrical objects, tracing
27.2.3 The equation of a straight line of and graph papers, real life
the form y = mx + c experiences
27.2.4 The x and y intercepts of a line Suggested Further Assessment
27.2.5 The graph of a straight line - Practical exercises using
27.2.6 Perpendicular lines and their gradients mirrors and constructions
27.2.7 Parallel lines and their gradients - Short test on 28.00
27.2.7 Equations of parallel and perpendicular
lines. 29.0.0 ROTATION (12 Lessons)
Notes By the end of the topic, the learner
Suggested Resources should be able to:
- Square boards, graph books, a) state properties of rotation as a
straight edges/rulers, real transformation
life situations
16
b) determine centre and angle of rotation 30.2.0 Content
c) apply properties of rotation in the 30.2.1 Similar figures and their properties
cartesian plane 30.2.2 Construction of similar figures
d) identify point of rotational symmetry 30.2.3 Properties of enlargement
e) state order of rotational symmetry of 30.2.4 Construction of objects and images under
plane figure enlargement.
f) identify axis of rotational symmetry of 30.2,5 Enlargement in the Cartesian plane.
solids 30.2.6 Linear, area and volume scale factors
g) state order of rotational symmetry of 30.2.7 Real life situations
solids
h) deduce congruence from rotation. Notes
Enlargement should include fractional
29.2.0 Content and negative scale factors
29.2.1 Properties of rotation Apply enlargement in the cartesian
29.2.2 Centre and angle of rotation coordinate system
29.2.3 Rotation in the cartesian plane Suggested Resources
29.2.4 Rotational symmetry of plane figures Geometrical instruments, models
and solids (point axis and order) maps photographs, charts
29.2.5 Congruence and rotation illustrating similarity and
enlargement.
Notes Suggested Further Assessment
Encourage practicals - Practical exercises.
Emphasise that images are directly - Test on 27.00, 29.00, and 30.00
congruent to their objects under
rotation 31.1.0 PYTHAGORAS THEOREM
Suggested Resources (4 Lessons)
Square boards, graph papers 31.1.0 Specific Objectives
geometrical instruments, tracing By the end of the topic, the learner
paper and real life situations should be able to:
Suggested Further Assessment a) derive Pythagoras Theorem
- Practical exercises, b) solve problems using Pythagoras
- Short test on 29.12 Theorem
c) apply Pythagoras Theorem to real life
30.0.0 SIMILARITY AND situations.
ENLARGEMENT (19 Lessons) 31.2.0 Content
31.2.1 Pythagoras Theorem
30.1.0 Specific Objectives 31.2.2 Solution of problems using Pythagoras
By the end of the topic, the learner Theorem
should be able to: 31.2.3 Application to real life situations
a) identify similar figures
b) construct similar figures Notes
c) state properties of enlargement as a Use square cuttings to verify
transformation Pythagoras Theorem.
d) apply the properties of enlargement to Suggested Resources
construct objects and images Square boards, tape measures
e) apply enlargement in cartesian planes and metre rules
f) state the relationship between linear, Suggested Further Assessment
area and volume scale factors - Practical exercises
g) apply the scale factors to real life - Quiz
situations.
32.0.0 TRIGONOMETRY (19 Lessons)
should be able to:
a) define tangent, sine and cosine ratios
from a right angled triangle
17
b) read and use tables of trigonometric 33.2.0 Content
ratios 33.2.1 Area of triangle
c) use sine, cosine and tangent in A = ½ ab sin C.
calculating lengths and angles 33.2.2 Area of a triangle
d) establish and use the relationship of sine A = √{s(s - a)(s - b)(s – c )}
and cosine of complimentary angles 33.2.3 Application to Real life situations
e) relate the three trigonometric ratios Notes
f) determine the trigonometric ratios of s= a + b + c
2
special angles 30°, 45°, 60° and 90°
without using tables where a, b and c are the sides of
g) read and use tables of logarithms of triangle ABC
sine, cosine and tangent Suggested Resources
h) apply the knowledge of trigonometry to charts illustrating different ways of
real life situations. showing area of a triangle.
32.2.0 Content - practical exercises
32.2.1 Tangent, sine and cosine of angles - Short test on 33.00
32.2.2 Trigonometric tables
32.2.3 Angles and sides of a right angled 34.0.0 AREA OF QUADRILATERALS
triangle AND OTHER POLYGONS
32.2.4 Sine and cosine of complimentary angles (4 Lessons)
32.2.4 Relationship between tangent, sine and 34.1.0 Specific Objectives
cosine By the end of the topic, the learner
32.2.5 Trigonometric ratios of special angles should be able to:
30°, 45°, 60° and 90° a) find the area of a quadrilateral
32.2.6 Logarithms of sines, cosines and tangents b) find the area of other polygons (regular
32.2.7 Application of trigonometry to real life and irregular).
situations 34.2.0 Content
Notes 34.2.1 Area of quadrilaterals
Use a general right angled triangle to 34.2.2 Area of other polygons
define the ratios (regular and irregular)
Apply trigonometry to bearings, angles Notes
of elevation and depression Other polygons include pentagon,
Suggested Resources hexagon, heptagon and octagon.
- Right angled triangles, Use trigonometry.
- Mathematical tables Suggested Resources
- Real life situations - Charts illustrating various
Suggested Further Assessment polygons
Test on 31.00, 32.00 - Polygonal shapes
33.0.0 AREA OF A TRIANGLE - practical exercises
(7 Lessons) - short test on 34.00
By the end of the topic, the learner 35.0.0 AREA OF PART OF A CIRCLE
should be able to: (9 Lessons)
a) Derive the formula; 35.1.0 Specific Objectives
Area = ½ ab sin C By the end of the topic, the learner
b) Solve problems involving area of should be able to:
triangles using the formula a) find area of a sector
Area = ½ ab sin C b) find area of a segment
c) Solve problems on area of a triangle c) find area of common region
using the formula between two circles
area =√ {s(s - a)(s - b)(s - c) }.
18
35.2.0 Content 38.0.0 QUADRATIC EXPRESSIONS AND
35.2.1 Area of a sector EQUATIONS (12 Lessons)
32.2.2 Area of a segment 38.1.0 Specific Objectives
32.2.3 Area of a common regions between two By the end of the topic, the
circles learner should be able to:
Notes a) expand algebraic expressions that
Suggested Resources form quadratic equations
Circular cutouts, charts illustrating b) derive the three quadratic identities
sectors, segments and common c) identify and use the three quadratic
region between two circles. identities
Suggested Further Assessment d) factorise quadratic expressions
Short test on 35.00 including the identities
e) solve quadratic equations by
36.0.0 SURFACE AREA OF SOLIDS factorization
(10 Lessons) f) form and solve quadratic equations.
By the end of the topic the learner 38.2.0 Content
should be able to: 38.2.1 Expansion of algebraic expressions
a) find the surface area of a prism 38.2.2 The three quadratic identities
b) find the surface area of a pyramid 38.2.3 Using the three quadratic identities
c) find the surface area of a cone 38.2.4 Factorisation of quadratic expressions
d) find the surface area of a frustum 38.2.5 Solutions of quadratic equations by
e) find the surface area of a sphere. factor method
38.2.6 Formation and solution of quadratic
36.2.0 Content equations
36.2.1 Surface area of prisms, pyramids, cones, Notes
frustums and spheres Use the idea of area to derive the
Notes quadratic identities
Suggested Resources Use quadratic identities to evaluate
Models of pyramids, frustums, numerical cases
prisms, cones and spheres Include real life situations
Suggested Further Assessment Suggested Resources
- Practical exercises - Charts illustrating quadratic
- short test on 36.00 identities
- Situations that lead to
37.0.0 VOLUME OF SOLIDS (12 Lessons) Formation of quadratic
37.1.0 Specific Objectives equations
By the end of the topic, the learner Suggested Further Assessment
should be able to: - Practical exercises
a) find the volume of a prism - Short test on 38.00
b) find the volume of a pyramid - Puzzles and games
c) find the volume of a cone
d) find the volume of a frustum 39.0.0 LINEAR INEQUALITIES
e) find the volume of a sphere. (12 Lessons)
37.2.1 Volumes of prisms, pyramids, cones, By the end of the topic, the
frustums and spheres learner should be able to:
Notes a) identify and use inequality symbols
Linear scale factor and volume b) illustrate inequalities on the number
scale factor are useful in finding the line
volume of a frustum. c) solve linear inequalities in one
Suggested Resources unknown
Models of solids (prism, pyramid d) represent the linear inequalities
cone, frustum and sphere) graphically
Suggested Further Assessment e) solve the linear inequalities in two
Test on 33.00, 34.00, 35.00, 36.00 unknowns graphically
19
f) form simple linear inequalities Notes
from inequality graphs. The terms vector and scalar should
not be used at this stage
39.2.0 Content Include approaching and
39.2.1 Inequalities on a number line. overtaking bodies.
39.2.2 Simple and compound inequality Suggested Resources
statements. Linear motion tables, graph papers
39.2.3 Linear inequality in one unknown. and drawn graphs.
39.2.4 Graphical representation of linear Suggested Further Assessment
inequalities. - Test on 37.00, 38.00, 39.00,
39.2.5 Graphical solutions of simultaneous and 40.00
linear inequalities.
39.2.6 Simple linear inequalities from 41.0.0 STATISTICS (20 Lessons)
inequality graphs. 41.2.0 Specific Objectives
39.2.7 Inequalities from inequality graphs. By the end of the topic, the learner
Notes should be able to:
Use the symbols <, >, , a) define statistics
correctly. b) collect and organise data
Shade the unwanted regions c) draw a frequency distribution table
Explain the term integral value(s) d) group data into reasonable classes
Suggested Resources e) calculate measures of central
Square boards, graph papers tendency.
Suggested Further Assessment i) mean
Short test on 39.00 ii) mode
iii) median for ungrouped
40.0.0 LINEAR MOTION (10 Lessons) and grouped data.
40.1.0 Specific Objectives f) represent data in form of linegraph,
By the end of the topic, the learner bargraphs, pie-charts, pictogram,
should be able to: histogram and frequency polygons
a) define displacement, speed, g) interpret data from real life
velocity and acceleration situations
b) distinguish between
i) distance and displacement 41.2.0 Content
ii) speed and velocity 41.2.1 Definition of statistics
c) determine velocity and acceleration 41.2.2 Collection and organization of data
d) plot and draw graphs of linear 41.2.3 Frequency distribution tables (for
motion(distance and velocity time grouped and ungrouped data)
graphs) 41.2.4 Grouping data
e) interpret graphs of linear motion 41.2.5 Mean, mode and median
f) define relative speed 41.2.6 Representation of data
g) solve problems involving relative - Line graph
speed. - Bar graph
- Pie chart
40.2.0 Content - Pictogram
40.2.1 Displacement, velocity, speed and - Histogram
acceleration - Frequency polygon
40.2.2 Determining velocity and acceleration 41.2.7 Interpretation of data
40.2.3 Solve problems involving relative speed Notes
40.2.4 Distance - time graph Data from the learners experiences
40.2.5 Velocity time graph should be used.
40.2.6 Interpretation of graphs of linear motion Class limits and class boundaries
40.2.7 Relative speed should be distinguished.
Equal and unequal class intervals
should be used in drawing and
interpreting histograms.
20
Suggested Resources 43.0.0 VECTORS(1) (20 Lessons)
- Data from the environment, 43.1.0 Specific Objectives
charts illustrating various By the end of the topic, the learner
presentation of data. should be able to:
Suggested Further Assessment a) define vector and scalar
- Practical exercises b) use vector notation
- Test on 41.00 c) represent vectors both single and
combined geometrically
42.0.0 ANGLE PROPERTIES OF A d) identify equivalent vectors
CIRCLE (19 Lessons) e) add vectors
f) multiply vectors by scalars
42.1.0 Specific Objectives g) define position vector and column
By the end of the topic, the vector
learner should be able to: h) find magnitude of a vector
a) identify an arc, chord and segment i) find mid-point of a vector
b) relate and compute angle subtended j) define translation as a
by an arc at the circumference transformation.
c) relate and compute angle subtended
by an arc at the centre and at the 43.2.0 Content
circumference 43.2.1 Vector and scalar quantities
d) state the angle in the semi- circle 43.2.2 Vector notation
e) state the angle properties of a cyclic 43.2.3 Representation of vectors
quadrilateral 43.2.4 Equivalent vectors
f) find and compute angles of a cyclic 43.2.5 Addition of vectors
cyclic quadrilateral. 43.2.6 Multiplication of a vector by a scalar
43.2.7 Column vectors
42.2.0 Content 43.2.8 Position vectors
42.2.1 Arc, chord and segment 43.2.9 Magnitude of a vector
42.2.2 Angle subtended by the same arc at the 43.2.10 Midpoint of a vector
circumference 43.2.11 Translation vector
42.2.3 Relationship between angle subtended
at the centre and angle subtended on the Notes
circumference by the same arc Students should be exposed to
42.2.4 Angle in a semi-circle various vector notations. One of
42.2.5 Angle properties of a cyclic the notations should be adopted.
quadrilateral. Use practical situations to introduce
42.2.6 Finding angles of a cyclic quadrilateral translation
Notes Suggested Resources

Distinguish between angle Square boards, graph papers,
subtended by an arc and angle geometrical instruments.
subtended by a chord Suggested Further Assessment
Reasons in the process of solving Quiz, test on 42.00 and 43.00
for angles should be emphasized
Suggested Resources
- Mathematical instruments
- Charts illustrating angle
properties of a circle.
Short test on 42.00
21
FORM THREE
Notes
44.0.0 QUADRATIC EXPRESSIONS - Use quadratic equation to
AND EQUATIONS (2) solve other related quadratic
(22 Lessons) equations graphically
- Interpret the discriminant i.e.
44.1.0 Specific Objectives (b2-4ac).
By the end of the topic, the learner should be - Suggested Resources
able to: - Square boards
a) factorise quadratic expressions - Graph papers
b) identify perfect squares - Suggested Assessment
c) complete the square Test on 44.00
d) solving quadratic equations by
completing the square 45.0.0 APPROXIMATIONS AND
e) derive the quadratic formula ERRORS (16 Lessons)
f) solve quadratic equations using 45.1.0 Specific Objectives
the formula By the end of the topic, the
g) form and solve quadratic learner should be able to:
equations from roots and given a) use calculators in various
situations computations
h) make tables of values from a b) make reasonable approximations
quadratic relation and estimations of quantities in
i) draw the graph of a quadratic computations and measurements
relation c) express values to a given number
j) solve quadratic equations using of significant figures
graphs d) define absolute, relative,
k) solve simultaneous equations percentage, round-off and
(one linear and one quadratic) truncation errors
analytically and graphically e) determine possible errors made
l) apply the knowledge of quadratic from computations
equations to real life situations. f) find maximum and minimum
errors from operations.
44.2.0 Content
44.2.1 Factorisation of quadratic expressions 45.2.0 Content
44.2.3 Perfect squares 45.2.1 Computing using calculators
44.2.4 Completion of the square 45.2.2 Estimations and approximations
44.2.5 Solution of quadratic equations by 45.2.3 Significant figures
completing the square 45.2.4 Absolute, relative, percentage, round-off
and truncation errors
44.2.6 Quadratic formula 45.2.5 Propagation of errors from simple
x = - b ± √(b2 – 4ac) calculations
2a 45.2.6 Maximum and minimum errors
44.2.7 Solution of quadratic equations using Notes
the formula. - Use calculators in various
44.2.8 Formation of quadratic equations and computations involving the four
solving them basic operations, squares,
44.2.9 Tables of values for a given quadratic squareroots, cubes and cuberoots.
relation - Confine to errors propagated in
44.2.10 Graphs of quadratic equations addition, subtraction,
44.2.11 Simultaneous equations - one linear and multiplication and division.
one quadratic - Include maximum and minimum
44.2.12 Application to real life situation errors from operations.
- Measuring instruments
- Calculators
- Real life experiences
22
▪ Suggested Further Assessment Notes
- Practical Exercises Conversion of radians to degrees and
- Quiz vice versa is necessary
46.0.0 TRIGONOMETRY (2) Sine rule:
(22 Lessons) a = b = c = 2R
sin A sin B sin C
46.1.0 Specific Objectives and Cosine rule:
By the end of the topic the learner should be a2 = b2 + c2 - 2bc Cos A
able to: Use calculators to verify values of
a) define and draw the unit circle trigonometric ratios
b) use the unit circle to find Apply trigonometry to problems
trigonometric ratios in terms involving bearings and angles of
of co-ordinates of points for elevation and depression and
0 θ 360° surveying.
c) find trigonometric ratios of ▪ Suggested Resources
negative angles - Unit circle
d) find trigonometric ratios of angles - Graph paper
greater than 360° using the unit - Square boards
circle - Mathematical tables
e) use mathematical tables and - Calculators
calculators to find trigonometric - Real life experiences
ratios of angles in the range · Suggested Further Assessment
0 θ 360° - Test on 45.00 and 46.00
f) define radian measure
g) draw graphs of trigonometric 47.0.0 SURDS (9 Lessons)
functions; y = sin x,
y = cos x and y = tan x 47.1.0 Special Objectives
using degrees and radians By the end of the topic, the learner should be
h) derive the sine rule able to:
i) derive the cosine rule a) define rational and irrational
j) apply the sine and cosine rule numbers
to solve triangles (sides, angles b) simplify expressions with surds
and area) c) rationalise denominators with
k) apply the knowledge of sine surds
and cosine rules in real life
situations. 47.2.0 Content
47.2.1 Rational and irrational numbers
46.2.0 Content 47.2.2 Simplification of surds
46.2.1 The unit circle 47.2.3 Rationalisation of denominators
46.2.2 Trigonometric ratios from the Notes
unit circle ▪ Determination of conjugates is
46.2.3 Trigonometric ratios of angles necessary
greater than 360° and negative angles ▪ Simplifications be left in surd
46.2.4 Use of trigonometric tables form unless instructed otherwise
46.2.5 Radian measure ▪ Where evaluation is required, a
46.2.6 Simple trigonometric graphs calculator may be used but the
46.2.7 Derivation of sine and cosine rule process of working out the sum
46.2.8 Solution of triangles must be shown
46.2.9 Application of sine and cosine rule to Suggested Resources
real situation. Charts illustrating process of
rationalisation.
· Suggested Further Assessment
Short test on 47.00
23
48.0.0 FURTHER LOGARITHMS h) calculate hire purchase
(11 Lessons) i) calculate income tax given the
income tax bands.
48.1.0 Specific Objectives 49.2.0 Content
By the end of the topic, the learner should be 49.2.1 Principal rate and time
able to: 49.2.2 Simple interest
a) derive logarithmic relation from 49.2.3 Compound interest using step by step
index form and vice-versa method
b) state the laws of logarithms 49.2 4 Derivation of compound interest
c) use logarithmic laws to simplify formula
logarithmic expressions and solve 49.2.5 Calculations using the compound
logarithmic equations interest formula
d) apply laws of logarithms for 49.2.6 Appreciation and depreciation
further computations. 49.2.7 Calculation of appreciation and
depreciation using the compound
48.2.0 Content interest formula
48.2.1 Logarithmic notation 49.2.8 Hire purchase
48.2.2 The laws of logarithms 49.2.9 Income tax
48.2.3 Simplification of logarithmic
expressions Notes
48.2.4 Solution of logarithmic equations - Current income tax schedules to
48.2.5 Further computations using logarithmic be used.
laws. - Consider cases where compounding
Notes is done monthly, quarterly, and
- Logarithmic equations will also semi annually.
include indices. Suggested Resources
Logarithmic Laws: - Income tax schedule/bands
log ab = log a + log b - Real life experiences
log a = log a - log b - Ready reckoner tables
b - calculators
log an = n log a Suggested Further Assessment
Tests on 47.00, 48.00 and 49.00
- Suggested Resources
- Chart illustrating logarithmic laws 50.0.0 CIRCLES CHORDS AND
- Logarithm tables TANGENTS (21 Lessons)
- Calculators
- Suggested Further Assessment By the end of the topic the learner should be
- Short test on 48.00 able to:
a) calculate length of an arc and
49.0.0 COMMERCIAL a chord
ARITHMETIC (2) (22 Lessons) b) calculate lengths of tangents
49.1.0 Specific Objectives and intersecting chords
By the end of the topic, the learner should be c) state and use properties of chords
able to: d) construct tangent to a circle
a) define principal, rate and time e) construct direct and transverse
in relation to interest common tangents to two circles
b) calculate simple interest using f) relate angles in alternate segment
simple interest formula g) construct circumscribed, inscribed
c) calculate compound interest and escribed circles
using step by step method h) locate centroid and orthocentre of
d) derive the compound interest a triangle
formula
e) apply the compound interest
i) apply knowledge of circles,
formula for calculating interest tangents and chords to real life
situations.
f) define appreciation and
depreciation
g) use compound interest formula to
calculate appreciation and
depreciation
24
50.2.0 Content 51.2.5 Multiplication of a matrix by a scalar
50.2.1 Arcs, chords and tangents 51.2.6 Matrix multiplication
50.2.2 Lengths of tangents and intersecting 51.2.7 Identity matrix
chords 51.2.8 Determinant of a 2 x 2 matrix
50.2.3 Properties of chords 51.2.9 Inverse of a 2 x 2 matrix and
50.2.4 Construction of tangents to a circle 51.2.10 Singular matrix
50.2.5 Direct and transverse common 51.2.11 Solutions of simultaneous
tangents to two circles equations in two unknowns
50.2.6 Angles in alternate segment
50.2.7 Circumscribed, inscribed and Notes
escribed circles - Reduction of a 2 x 2 matrix to
50.2.8 Centroid and orthocentre echelon form is not required
50.2.9 Apply knowledge of tangents Suggested Resources
and chords to real life situations - Charts illustrating
NOTES compatibility of matrices
- Mention circumcircle, - Real life situations
circumcentre, incentre and - Calculators
incircle and excentre Suggested Further Assessment
Suggested Resources - Test on 50.00 and 51.00
- Charts to illustrate the
various properties 52.0.0 FORMULAE AND VARIATIONS
- Pulleys and wheels (21 Lessons)
Suggested Further Assessment 52.1.0 Specific Objectives
- Short on 50.00 By the end of the topic, the learner should be
able to:
51.0.0 MATRICES (21 Lessons) a) rewrite a given formula by
51.1.0 Specific Objectives changing the subject
By the end of the topic, the learner should be b) define direct, inverse, partial
able to: and joint variations
a) define a matrix c) identify constants of
b) state the order of a matrix proportionality
c) define a square matrix d) form and solve equations involving
d) determine compatibility in addition variations
and multiplication of matrices e) draw graphs to illustrate direct and
e) add matrices inverse proportions
f) multiply matrices f) use variations to solve everyday
g) identify identity matrix life problems
h) find determinant of a 2 x 2 52.2.0 Content
matrix 52.2.1 Change of the subject
i) find the inverse of a 2 x 2 52.2.2 Direct, inverse, partial and joint
matrix variations
j) use matrices to solve 52.2.3 Constant of proportionality
simultaneous equations. 52.2.4 Graphs of direct and inverse proportion
51.2.0 Content 52.2.5 Formation of equation on variation from
51.2.1 Matrix real life situations
51.2.2 Order of a matrix Notes
51.2.3 Square matrix - Need to clarify the relation
51.2.4 Compatibility in addition and connecting
multiplication of matrices “α” and “=” signs.
25
Suggested Resources Suggested Further Assessment
- Square boards Test on 52.00 and 53.00
- Graph papers
- Real life situations 54.0.0 VECTORS (2) (24 Lessons)
- Calculators
- Short test By the end of the topic, the learner should be
able to:
53.0.0 SEQUENCES AND SERIES a) locate a point in two and three
(21 Lessons) dimension co-ordinate systems
53.1.0 Specific Objectives b) represent vectors as column and
By the end of the topic, the learner should be position vectors in three
able to: dimensions
a) identify simple number patterns c) distinguish between column
b) define a sequence and position vectors
c) identify the pattern for a given set d) represent vectors in terms of
of numbers and deduce the i, j, and k
general rule e) calculate the magnitude of a
d) determine a term in a sequence vector in three dimensions
e) recognise arithmetic and f) use the vector method in
geometric sequences dividing a line proportionately
f) define a series g) use vector method to show
g) recognise arithmetic and parallelism
geometric series (Progression) h) use vector method to show
h) derive the formula for partial sum collinearity
of an arithmetic and geometric i) state and use the ratio theorem
series (Progression) j) apply vector methods in geometry.
i) apply A.P and G.P formula to
solve problems in real life 54.2.0 Content
situations. 54.2.1 Coordinates in two and three dimensions
54.2.2 Column and position vectors in three
53.2.0 Content dimensions
53.2.1 Simple number patterns 54.2.3 Column vectors in terms of unit vectors
53.2.2 Sequences i, j and k.
53.2.3 Arithmetic sequence 54.2.4 Magnitude of a vector
53.2.4 Geometric sequence 54.2.5 Parallel vectors
53.2.5 Determining a term in a sequence 54.2.6 Collinearity
53.2.6 Arithmetic progression (A.P) 54.2.7 Proportional division of a line
53.2.7 Geometric progression (G.P) 54.2.8 Ratio theorem
53.2.8 Sum of an A.P 54.2.9 Vector methods in geometry
53.2.9 Sum of a G.P
53.2.10 Application of A.P and G.P to real Notes
life situations - Discuss collinearity in two and
three dimensional spaces
Notes - Discuss the various vector notations.
- Sum up to infinity is not required - Include column vectors i and j
- Deduction of general rule for in two dimensions.
simple cases only is necessary Suggested Resources
Suggested Resources - Graph papers
- Charts illustrating number - Square board
patterns - Skeleton model of a cuboid
- Real life situations Suggested Further Assessment
- calculators - Test on 54.00
26
55.0.0 BINOMIAL EXPANSIONS 56.2.0 Content
(11 Lessons) 56.2.1 Probability
56.2.2 Experimental probability
55.1.0 Specific Objectives 56.2.3 Range of probability measure
By the end of the topic, the learner should be O P(x) <1
able to: 56.2.4 Probability space
a) expand binomial expressions up to 56.2.5 Theoretical probability
the power of four by multiplication 56.2.6 Discrete and continuous probability
b) build up - Pascal‟s Triangle up to the (simple cases only)
eleventh row 56.2.7 Combined events (mutually exclusive
c) use Pascal‟s triangle to determine the and independent events)
coefficient of terms in a binomial 56.2.8 Laws of probability
expansion up to the power of 10 56.2.9 The tree diagrams
d) apply binomial expansion in
numerical cases. Notes
- Explain the terms; at least, at
55.2.0 Content most, not more than, not less than,
55.2.1 Binomial expansion up to power four with respect to probability.
55.2.2 Pascal‟s triangle Suggested Resources
55.2.3 Coefficent of terms in binomial - Real life situations
expansion - Probability games
55.2.4 Computation using binomial expansion - Calculators
55.2.5 Evaluation of numerical cases using
binomial expansion Suggested Further Assessment
Notes - Practical exercises
- Binomial expansion by - Test on 55.00 and 56.00
multiplication up to power four only
- Compute numerical cases such as 57.00 COMPOUND PROPORTIONS
(1.05)10 and (0.99)10 to specified AND RATES OF WORK
number of terms and significant (9 Lessons)
figures.
- Use calculators but, process of 57.1.0 Specific Objectives
working out the figures must be By the end of the topic, the learner should be
shown able to:
a) solve problems involving compound
Suggested Resources proportions using unitary and ratio
- Charts illustrating Pascal‟s methods
triangle b) apply ratios and proportions to real life
- Calculators situations
Suggested Further Assessment c) solve problems involving rates of work
- Short test on 55.00
57.2.0 Content
56.0.0 PROBABILITY (22 Lessons) 57.2.1 Proportional parts
57.2.2 Compound proportions
56.1.0 Specific Objectives 57.2.3 Ratios and rates of work
By the end of the topic, the learner should be 57.2.4 Proportions applied to mixtures
able to: Notes
a) define probability - Revise ratios and proportions
b) determine probability from covered previously
experiments and real life
- Use unitary and ratio methods
situations
c) construct a probability space
d) determine theoretical probability Suggested Resources
e) differentiate between discrete and - Real life situations
continuous probability - Calculators
f) differentiate mutually Suggested Further Assessment
exclusive and independent - Short test on 57.00
events
g) state and apply laws of
probability
h) use a tree diagram to
determine probabilities.
27
58.0.0 GRAPHICAL METHODS 58.2.0 Content
(21 Lessons) 58.2.1 Tables and graphs of given relations.
58.2.2 Graphs of cubic equations
58.1.0 Specific Objectives 58.2 3 Graphical solutions of cubic equations.
By the end of the topic, the learner should be 58.2.4 Average rate of change
able to: 58.2.5 Instantaneous rate of change
a) make a table of values from given 58.2.6 Empirical data and their graphs
relations 58.2.7 The line of best fit
b) use the table of values to draw 58.2.8 Equation of a circle
the graphs of the relations 58.2.9 Finding of the equation of a circle
c) determine and interpret 58.2.10 Determining of the centre and radius of
instantaneous rates of change a circle
from a graph
d) interpret information from graphs Notes
e) draw and interpret graphs from - Include linear graphs and curves
empirical data - Line of best fit does not always
f) solve cubic equations graphically start from the origin
g) draw the line of best fit - Include the following equations
h) identify the equation of a circle of a circle;
i) find the equation of a circle given x2 + y2 = r2
the centre and the radius (x – a)2 + (y – b)2 = r2
j) determine the centre and radius of
a circle and draw the circle on a Suggested Resources
cartesian plane. - Graph papers
- Square boards
- Real life situations

- Test on 57.00 and 58.00
28
FORM FOUR
59.0.0 MATRICES AND - Rubber bands

TRANSFORMATIONS - Models
(21 Lessons) - Calculators
59.1.0 Specific Objectives Suggested Further Assessment

By the end of the topic, the learner - Practical exercises
should be able to: - Test on 59.00 and related topics
a) relate image and object under a
given transformation on the 60.1.0 STATISTICS (2) (27 Lessons)
cartesian plane 60.1.0 Specific objectives
b) determine the matrix of a By the end of the topic, the
transformation learner should be able to:
c) perform successive transformations a) state the measures of central
d) determine and identify a single tendency
matrix for successive b) calculate the mean using the
transformation assumed mean method
e) relate identity matrix and c) make cumulative frequency table
transformation d) estimate the median and the
f) determine the inverse of a quartiles by
transformation (i) calculation and
g) establish and use the relationship (ii) ogive
between area scale factor and e) define and calculate the measures
determinant of a matrix of dispersion: range, quartiles,
h) determine shear and stretch interquartile range, quartile
transformations deviation, variance and standard
i) define and distinguish isometric deviation
and non-isometric transformation f) interpret measures of dispersion.
j) apply transformation to real life
situations. 60.2.0 Content
60.2.1 Mean from assumed mean
59.2.0 Content 60.2.2 Cumulative frequency table
59.2.1 transformation on the Cartesian plane 60.2.3 Ogive
59.2.2 identification of transformation matrix 60.2.4 Median
59.2.3 successive transformations 60.2.5 Quartiles
59.2 4 single matrix of transformation for 60.2.6 Range
successive transformations. 60.2.7 Interquartile range
59.2.5 identity matrix and transformation 60.2.8 Quartile deviation
59.2.6 inverse of a transformation 60.2.9 Variance
59.2.7 area scale factor and determinant of a 60.2.10 Standard deviation
matrix
59.2.8 shear and stretch (include their matrices) Notes
59.2.9 isometric and non-isometric - Revise statistics ( I)
transformation - For measures of dispersion include
59.2.10 application of transformation to real life both ungrouped and grouped data
situations - Relate quartiles with percentages.
Suggested Resources
Notes - Square boards
- Revise transformation covered - Graph papers
previously - Data from real life situations
- Square boards - Practical exercises
- Peg boards and strings - Test on unit 60.00
29
y= a sin bx, y= a cos b x,
61.0.0 LOCI (21 Lessons) y=a tan bx
y=a sin(bx ± θ ),
61.1.0 Specific Objectives y= a cos(bx ± θ )
By the end of the topic, the learner y=a tan(bx ± θ )
should be able to: d) solve simple trigonometric
a) define Locus equations
b) describe common types of Loci analytically and graphically
c) construct e) deduce from the graph
(i) loci involving inequalities amplitude, period, wavelength and
(ii) loci involving chords phase angles.
(iii) loci involving points under
given conditions 62.2.0 Content
(iv) intersecting loci 62.2.1 Trigonometric ratios
62.2.2 deriving the relation sin2x + cos2x =1
61.2.0 Content 62.2.3 graphs of trigonometric functions
61.2.1 common types of Loci y =sinx, y=Cosx, y=tanx
61.2.2 Perpendicular bisector loci y=a sinx, y=a cosx,
61.2.3 Loci of a point at a given y= a tanx y= a sin bx,
distance from a fixed point and a y= a cos bx, y=a tan bx
fixed line y= a sin (bx ± θ ),
61.2.4 Angle bisector loci y = a cos (bx ± θ )
61.2.5 Constant angle loci y = a tan ( bx ± θ )
61.2.6 other loci under given condition
including intersecting loci 62.2.4 simple trigonometric
61.2.7 loci of inequalities equations amplitude, period,
61.2.8 loci involving chords wavelength and phase angle
of trigonometric functions.
Notes Notes
- Understanding of the language used - Making a correct table of values from
in locus is important a trigonometric function and correct
- Knowledge of geometric construct is plotting of points are essential.
a prerequisite - Identification of symmetry and its
Suggested Resources use in drawing waves is important
- Geometrical patterns Suggested Resources
- Square boards - Square boards
- Graph papers - Graph papers
Suggested Further Assessment - Charts to illustrate amplitude
- Practical exercises period and phase angle
- Test on unit 61.00 Suggested Further Assessment
Test on 62.00 and related topics
62.0.0 TRIGONOMETRY (3)
(21 Lessons) 63.0.0 THREE DIMENSIONAL
GEOMETRY (24 Lessons)
a) recall and define trigonometric should be able to:
ratios a) state the geometric properties of
b) derive trigonometric identity sin2x common solids
+ cos2x = 1 b) identify projection of a line onto
c) draw graphs of trigonometric ratios a plane
of the form c) identify skew lines
y= sin x, y = cos x,
y= tan x y = a sin x,
y= a cos x, y = a tan x
30
d) calculate the length between two f) calculate speed in knots and
points in three dimensional kilometres per hour.
geometry
e) identify and calculate the angle 64.2.0 Content
between 64.2.1 Latitude and longitude(great
(i) two lines and small circles)
(ii) a line and a plane 64.2.2 The Equator and Greenwich Meridian
(iii) two planes 64.2.3 Radii of small and great circles
64.2.4 Position of a place on the surface of the
63.2.0 Content earth
63.2.1 Geometrical properties of common 64.2.5 Distance between two points along the
solids small and great circles in nautical miles
63.2.2 Skew lines and projection of a line onto and kilometres.
a plane 64.2.6 Distance in nautical miles and
63.2.3 length of a line in 3- dimensional kilometers along a circle of latitude
geometry 64.2.7 Time and longitude
63.2.4 the angle between 64.2.8 Speed in knots and Kilometres per hour
(i) a line and a line
(ii) a line and a plane Notes
(iii) a plane and a plane - Revise (i) trigonometric ratios
63.2.5 angles between skewlines (ii) Length of an arc
(iii) Co-ordinates
Notes - Take the Equator and GMT as
- Revise sketching common solids reference points
- 3 -dimensional models must be used - take 1nm = 1.853 km
Suggested Resources radius of the earth = 6370 km
- 3- dimensional models both - include problems involving speed,
skeleton and solid and time and distance
detacheable models objects used
in real life situations Suggested Resources
Suggested Further Assessment - Globe
- Practical exercises - Calculator
- Test on 63.00 related topics - Ball
Test on unit 64.00 and related topics
64.0.0 LONGITUDES AND
LATITUDES (21 Lessons)
65.0.0 LINEAR PROGRAMMING
64.1.0 Specific Objectives (21 Lessons)
should be able to: 65.1.0 Specific Objectives
a) define the great and small circles in By the end of the topic, the learner
relation to a sphere (including the should be able to:
earth) a) form linear inequalities based on
b) establish the relationship between real life situations
the radii of small and great circles b) represent the linear inequalities on
c) locate a place on the earths surface a graph
in terms of latitude and longitude c) solve and interpret the optimum
d) calculate the distance between two solution of the linear inequalities
points along the great circles and d) apply linear programming to real
small circles (longitude and life situations.
latitude) in nautical miles (nm) and
kilometers (km)
e) calculate time in relation to
longitudes
31
65.2.0 Content 66.2.0 Content
65.2.1 Formation of linear inequalities 66.2.1 Average and instantaneous rates of
65.2.2 Analytical solutions of linear inequalities change
65.2.3 solutions of linear inequalities by graphs 66.2.2 Gradient of a curve at a point
65.2.4 optimisation (include objective 66.2.3 Gradient of y=xn
function) (where n is a positive integer)
65.2.5 application to real life situations 66.2.4 Delta notation (Δ)
66.2.5 Derivative of a polynomial
Notes 66.2.6 Equations of tangents and normals
- Revise on linear inequalities to the curve
- Emphasis should be put on key 66.2.7 Stationery points
words and their related symbols such 66.2.8 Curve sketching
as - at least, less than, at most, more 66.2.9 Application of differentiation in
than, not less than, not more than calculation of distance, velocity and
and so on. acceleration.
Suggested Resources 66.2.10 Maxima and minima
- Square boards
- Graph papers Notes
Suggested Further Assessment - exclude the product and quotient rule
- Test on 65.00 and related topics in differentiation
Suggested Resources
66.0.0 DIFFERENTIATION - square boards
(19 Lessons) - graph papers
66.1.0 Specific Objectives - Test on 66.00 and related topics
should be able to:
a) find average rates of change and 67.0.0 AREA APPROXIMATION
instantaneous rates of change (10 Lessons)
b) find the gradient of a curve at a
point using tangent 67.1.0 Specific Objectives
c) relate the delta notation to rates of By the end of the topic, the learner
change; should be able to:
d) find the gradient function of a a) approximate the area of irregular
function of the form y = xn shapes by counting techniques
(n is a positive integer) b) derive the trapezium rule
e) define c) apply trapezium rule to
(i) derivative of a function approximate areas of irregular
(ii) derived function of a shapes
polynomial d) apply trapezium rule to estimate
(iii) differentiation areas under curves
f) determine the derivative of a e) derive the mid-ordinate rule
polynomial f) apply mid-ordinate rule to
g) find equations of tangents and approximate area under a curve.
normals to the curves
h) sketch a curve 67.2.0 Content
i) apply differentiation in calculating 67.2.1 Area by counting techniques
distance, velocity and acceleration 67.2.2 Trapezium rule
j) apply differentiation in finding 67.2.3 Area using trapezium rule
maxima and minima of a junction. 67.2.4 Mid–ordinate
67.2.5 Area by the mid-ordinate rule
32
Notes 68.2.0 Content
- Revise area of irregular shapes and 68.2.1 Differentiation
area of a trapezium 68.2.2 Reverse differentiation
Suggested Resources 68.2.3 Integration notation and sum
- Square boards of areas of trapezia
- Graph papers 68.2.4 Indefinite and definite integrals
- Tracing papers for tracing 68.2.5 Area under a curve by integration
irregular shapes from maps 68.2.6 Application in kinematics
- Worksheet containing practical
work on trapezium and mid- Notes
ordinate rules - Revise differentiation
Suggested Further Assessment - Consider area of curves above and
- Practical exercises below the x - axis
- Test on 67.00 and related topics - Curve - sketching is important in
identifying the required region
- Avoid substitution methods of
68.0.0 INTEGRATION (19 Lessons) integration.
- Compare approximation of area by;
68.1.0 Specific Objectives trapezoidal rule, mid-ordinate rule
By the end of the topic, the learner and by integration.
should be able to: - If a curve is to be drawn either it
a) carry out the process of should not exceed the 3rd degree or a
differentiation table of values is given for students
b) interpret integration as a reverse to plot and draw.
process of differentiation Suggested Resources
c) relate integration notation to sum of - Square boards
areas of trapezia under a curve - Graph papers
d) integrate a polynomial - Real life situations
e) apply integration in finding the area Suggested Assessment
under a curve Oral and written exercises
f) apply integration in kinematics. Test on 66.00, 67.00, and 68.00
33
PHYSICS
34
INTRODUCTION
The Physics Syllabus is designed to offer varied experiences to the learner. The experiences are meant to lead to an all
round mental, social and moral development of the learner.
This syllabus presents Physics as a body of knowledge about the physical environment. It employs a systematic
scientific methodology of study to arouse learners way of reasoning and create positive attitude. To this end the use of
teacher/learner discussion, teacher demonstration and group/class experiments as methods of instruction is encouraged.
It emphasizes not only the understanding of the fundamental scientific concept and principles, but also the experimental
approach of investigation. The experimental approach should prepare the learner to present scientific concepts and
ideas in the modern technology. Teachers are encouraged to expand upon suggested projects and teaching
methodologies for effective implementation of this syllabus. These projects are designed to enrich the experiments
carried out in the laboratory and enhance creativity. The project work approach provides a learner with opportunities in
undertaking investigations for purposes of finding solutions to problems. It also helps in the transfer and application of
the required scientific knowledge to solving problems encountered in day-to-day experiences. Field visits to resource
centre/institutions of higher learning and industries are encouraged to enrich and modernize the teaching/learning
process.
The general and specific objectives have been carefully articulated to ensure clarity of the intended learning outcomes.
The time allocated for each topic is adequate and will enable the average learner not only acquire knowledge but also
discover more about the world around him/her and as such develop interest in the subject.
The syllabus also aims at inculcating in the learner virtues such as diligence and high integrity. Care has also been
taken to sensitize the learner on aspects of health and environmental concerns. The syllabus ensures appropriate
balance in the development of cognitive, psychomotor and affective skills
The teacher of Physics is therefore challenged to make the subject more appealing through experimental approach and
proper planning.
36
GENERAL OBJECTIVES
1. select and use appropriate instruments to carry out measurements in the physical
environment
2. use the knowledge acquired to discover and explain the order of the physical
environment
3. use the acquired knowledge in the conservation and management of the environment
4. apply the principles of Physics and acquired skills to construct appropriate scientific
devices from the available resources
5. develop capacity for critical thinking in solving problems in any situation
6. contribute to the technological and industrial development of the nation
7. appreciate and explain the role of Physics in promoting health in society
8. observe general safety precautions in all aspects of life
9. acquire and demonstrate a sense of honesty and high integrity in all aspects of
Physics and life in general
10. acquire positive attitude towards Physics
11. acquire adequate knowledge in Physics for further education and/or training.
37
FORM ONE
1.0.0 INTRODUCTION TO 2.2.4 Conversion of units

PHYSICS (4 Lessons) 2.2.5 Measuring instruments
2.2.6 Experiments on density
1.1.0 Specific Objectives 2.2.7 Problems on density
By the end of this topic, the
learner should be able to: 3.0.0 FORCE ( 16 Lessons)
(a) explain what the study of
physics involves 3.1.0 Specific Objectives
(b) relate physics to other subjects By the end of this topic, the learner should
and to technology be able to:
(c) identify career opportunities a) define force and state its SI unit
related to physics b) describe types of forces
(d) state and explain basic c) describe experiments to illustrate
laboratory safety rules. cohesion, adhesion and surface tension
d) state the effects of force
1.2.0 Content e) state the difference between mass and
1.2.1 Physics as a Science(reference weight
to Primary Science Syllabus) f) state the relation between mass and
1.2.2 Meaning of Physics weight, W = mg
1.2.3 Branches of Physics g) define scalar and vector quantities
1.2.4 Relation between Physics, h) solve numerical problems involving
other subjects and technology W = mg.
1.2.5 Career opportunities in Physics
1.2.6 Basic laboratory safety rules 3.2.0 Content
3.2.1 Definition of force and state its unit
2.0.0 MEASUREMENTS 1 3.2.2 Types of forces (including cohesive,
(12 Lessons) adhesive and surface tension)
3.2.3 Experiments to demonstrate cohesion,
2.1.0 Specific Objectives adhesion and surface tension.
By the end of this topic, the 3.2.4 Effects of force
learner should be able to: 3.2.5 Mass, weight and their relationship
a) define length, area, volume, mass, 3.2.6 Scalar and vector quantities
density, time and state the 3.2.7 Problem involving W = mg
corresponding symbols and SI units (take g = 10 N/kg)
b) convert other metric units to SI units
c) estimate length, mass and time 4.0.0 PRESSURE (24 Lessons)
d) use accurately the following measuring
instruments; metre rule, tape measure, 4.1.0 Specific Objectives
beam balance, stop clock/watch, By the end of this topic, the
measuring cylinder, pipette and burette learner should be able to:
e) determine experimentally the densities a) define pressure and state its units
of substances b) determine pressure exerted by solids
f) solve numerical problems on density. c) describe experiments to investigate
factors affecting pressure in fluids;
2.2.0 Content d) derive the formula P = gh
2.2.1 Definition of length, area, volume, mass,
density and time
2.2.2 SI units and symbols
2.2.3 Estimation of quantities
38
6.0.0 THERMAL EXPANSION
e) state the principle of transmission of (12 Lessons)
pressure in fluids (Pascals principle)
f) explain atmospheric pressure and its 6.1.0 Specific Objectives
effect By the end of this topic, the
g) state and explain the applications of learner should be able to:
pressure a) define temperature
h) solve numerical problems involving b) describe the functioning of various
pressure. thermometers
c) convert Celsius scale to Kelvin scale of
4.2.0 Content temperature
4.2.1 Definition of pressure d) describe thermal expansion in solids,
4.2.2 Pressure in solids liquids and gases
4.2.3 Factors affecting pressure in e) explain expansion in terms of particle
fluid (Experimental treatment required) behaviour
4.2.4 Derivation of P = ρgh f) describe the unusual expansion of
4.2.5 Atmospheric pressure water and its effects
4.2.6 Simple mercury barometer, manometers g) explain the effects and applications of
4.2.7 Applications of pressure: thermal expansion.
drinking straw, syringe, siphon,
hydraulic press, hydraulic brakes, bicycle 6.2.0 Content
pump, force pump, lift pump 6.2.1 Temperature
4.2.8 Problems on pressure 6.2.2 Thermometers:
▪ liquid - in - glass,
4.3.0 Project Work ▪ clinical,
4.3.1 Construct a hydraulic press model. ▪ six‟s maximum and minimum
6.2.3 Celsius and Kelvin scales
5.0.0 PARTICULATE NATURE OF 6.2.4 Expansion of solids, liquids and gases
MATTER (12 Lessons) 6.2.5 Effects of expansion and contraction
6.2.6 Unusual expansion of water
5.1.0 Specific Objectives (Anomolous expansion)
By the end of this topic, the 6.2.7 Applications of thermal expansion,
learner should be able to: include Bimetallic strip
a) show that matter is made up of
tiny particles 7.0.0 HEAT TRANSFER (12 Lessons)
b) describe experiments to show that
particles of matter are at constant 7.1.0 Specific Objectives
random motion By the end of this topic, the
c) explain the states of matter in terms learner should be able to:
of particles a) define heat
d) explain diffusion b) state the difference between
temperature and heat
5.2.0 Content c) state and explain the modes of
5.2.1 Experiments to show that matter is made heat transfer
up of tiny particles (e.g. cutting papers d) describe experiments to
into small pieces), dilution experiments illustrate factors affecting heat
5.2.2 Brownian motion transfer
5.2.3 States of matter e) explain applications of heat
5.2.4 Diffusion (Graham‟s law not required) transfer.
7.2.0 Content
7.2.1 Heat and temperature
7.2.2 Modes of heat transfer
7.2.3 Factors affecting heat transfer
(Experimental treatment required)
7.2.4 Applications of heat transfer on:
▪ Vacuum flask,
▪ Domestic hot - water system,
▪ Solar concentrators
39
8.0.0 RECTILINEAR PROPAGATION c) state the two types of charges
OF LIGHT AND REFLECTION d) state the basic law of charges
AT PLANE SURFACE e) state the unit of charge
(16 Lessons) f) construct a simple leaf electroscope
g) explain the charging of a leaf
8.1.0 Specific Objectives electroscope
By the end of this topic, the h) use a charged leaf electroscope to
learner should be able to: identify conductors, insulators and
a) perform and describe experiments types of charges.
to show that light travels in a
straight line 9.2.0 Content
b) describe the formation of shadows 9.2.1 Electrostatic charging of objects by
and eclipses rubbing (experimental treatment
c) explain the functioning of a pin- required)
hole camera 9.2.2 Types of charges and law of charges
d) state the laws of reflection 9.2.3 The source of charge
e) verify experimentally the laws of 9.2.4 The coulomb
reflection 9.2.5 Leaf electroscope: features, charging
f) state the characteristics of images and discharging
formed by plane mirrors 9.2.6 Charging by contact and by induction
g) explain the applications of 9.2.7 Identification of charge
reflection at plane surfaces 9.2.8 Conductors and insulators
h) solve numerical problems
involving pin-hole camera and 10.0.0 CELLS AND SIMPLE CIRCUITS
mirrors inclined at an angle. (12 Lessons)

8.2.1 Rectilinear propagation of light By the end of this topic, the learner
(experimental treatment required) should be able to:
8.2.2 Formation of shadows and eclipses a) draw and set-up simple electric
(umbra and penumbra) circuits
8.2.3 Pin-hole camera image formation and b) identify circuit symbols
magnification c) define electric current
8.2.4 Laws of reflection d) explain the working of primary
8.2.5 Images formed by plane mirrors, ray and secondary cells
diagrams, parallel and inclined mirrors e) explain the care and maintenance
8.2.6 Devices based on reflection: of secondary cells.
periscope, kaleidoscope
8.2.7 Problems on pin-hole camera 10.2.0 Content
and mirrors inclined at an angle 10.2.1 Simple electric circuits: cell,
ammeter, voltmeter, variable resistor,
8.3.0 Project Work connecting wires, bulb and switches
8.3.1 Construct Pin-hole Camera, 10.2.2 Circuit symbols
Periscope and Kaleidoscope. 10.2.3 Electric current and its units
10.2.4 Primary and secondary cells (simple
9.0.0 ELECTROSTATICS I cell, dry Leclanche‟ cell, Lead acid cell)
(12 Lessons) 10.2.5 Care and maintenance of secondary cells
10.3.0 Project Work

9.1.0 Specific Objectives 10.3.1 Making a simple cell from locally
By the end of this topic, the learner available materials.
should be able to:
a) describe electrostatic charging of
objects by rubbing
b) explain the source of electrostatic
charges
40
FORM TWO
11.0.0 MAGNETISM (12 Lessons) 12.2.3 Estimation of the diameter of

the molecule of oil (relate to the
11.1.0 Specific Objectives size of the HIV virus, mention effects
By the end of this topic, the of oil spills on health and environment)
learner should be able to: 12.2.4 Problems in measurements
a) describe the properties and uses of
magnets 12.3.0 Project Work
b) identify magnetic and non-magnetic 12.3.1 Construct Vernier Calliper.
materials
c) state the basic law of magnetism 13.0.0 TURNING EFFECT OF A FORCE
d) describe patterns of magnetic field (10 Lessons)
e) describe methods of magnetisation and
demagnetization 13.1.0 Specific Objectives
f) explain magnetisation and By the end of this topic, the
demagnetisation using the domain learner should be able to:
theory a) define moment of a force about a
g) construct a simple compass. point and state its SI unit
b) state and verify the principle
11.2.0 Content of moments
11.2.1 Magnets: properties and uses c) solve problems involving the
11.2.2 Magnetic and non-magnetic materials principle of moments.
11.2.3 Basic law of magnetism
11.2.4 Magnetic field patterns 13.2.0 Content
11.2.5 Magnetisation and demagnetization 13.2.1 Moment of a force, unit of moment of
11.2.6 Domain theory of magnetism a force
11.2.7 Care of magnets 13.2.2 Principle of moments
11.2.8 Construction of a simple compass 13.2.3 Problems on principle of moments
(consider single pivot only)
12.0.0 MEASUREMENT II
(16 Lessons) 14.0.0 EQUILIBRIUM AND
CENTRE OF GRAVITY
By the end of this topic, the learner should
be able to: 14.1.0 Specific Objectives
a) measure length using vernier By the end of this topic, the learner should
callipers and micrometer screw be able to:
gauge a) define centre of gravity
b) express quantities in correct b) determine experimentally the
number of decimal places and centre of gravity of lamina objects
correct number of significant c) identify and explain the states of
figures equilibrium
c) express measurements in standard d) state and explain factors affecting
form stability of an object
d) estimate the diameter of a molecule e) explain the applications of stability
of oil f) solve numerical problems involving
e) solve numerical problems in centre of gravity and moments of a
measurement. force.
12.2.0 Content
12.2.1 Measurement of length using Vernier
callipers and micrometer screw gauge
12.2.2 Decimal places, significant figures and
standard form
41
14.2.0 Content c) state the factors affecting the
14.2.1 Centre of gravity strength of an electromagnet
(Experimental treatment required) d) determine experimentally the
14.2.2 States of equilibrium direction of a force on a conductor
14.2.3 Factors affecting stability carrying current in a magnetic field
14.2.4 Applications of stability (motor effect)
14.2.5 Problems on centre of gravity and e) state the factors affecting force on a
moments of a force current carrying conductor or in a
(consider single pivot only) magnetic field
f) explain the working of simple
electric motor and electric bell.
15.0.0 REFLECTION AT CURVED
SURFACES(16 Lessons) 16.2.0 Content
16.2.1 Magnetic field due to a current
15.1.0 Specific Objectives 16.2.2 Oersted‟s experiment
By the end of this topic, the learner 16.2.3 Magnetic field patterns on straight
should be able to: conductors and solenoid (right hand
a) describe concave, convex and grip rule)
parabolic reflectors 16.2.4 Simple electromagnets
b) describe using ray diagram the 16.2.5 Factors affecting strength of an
principal axis, principal focus electromagnet
centre of curvature and related 16.2.6 Motor effect (Fleming‟s left hand rule)
terms 16.2.7 Factors affecting force on a current
c) locate images formed by curved carrying conductor in a magnetic field
mirrors by construction (Qualitative treatment only)
d) determine experimentally the 16.2.8 Applications:
characteristics of images formed by - electric bell,
a concave mirror - simple electric motor
e) define magnification
f) explain the applications of curved 16.3.0 Project Work
reflecting surfaces. 16.3.1 Construct an electromagnet and at least
one of the following:
15.2.0 Content - loudspeaker
15.2.1 Concave and convex parabolic reflectors - telephone receiver
15.2.2 Principal axis, principal focus, centre of - electric bell
curvature and related terms - electric motor
15.2.3 Location of Images formed by curved
mirrors by construction method
(Experiment on concave mirrors 17.0.0 HOOKE’S LAW (8 Lessons)
required)
15.2.4 Magnification formula 17.1.0 Specific Objectives
15.2.5 Applications of curved reflectors By the end of this topic, the
16.0.0 MAGNETIC EFFECT OF a) state and verify experimentally
ELECTRIC CURRENT Hooke‟s law
(18 Lessons) b) determine the spring constant
c) construct and calibrate a spring
16.1.0 Specific Objectives balance
By the end of this topic, the d) solve numerical problems
learner should be able to: involving Hooke‟s law.
a) perform and describe experiments
to determine the direction of the 17.2.0 Content
magnetic field round a current 17.2.1 Hooke‟s law
carrying conductor 17.2.2 Spring constant
b) construct a simple electromagnet 17.2.3 Spring balance
17.2.4 Problems on Hooke‟s Law
42
18.0.0 WAVES I(14 Lessons) a) perform and describe simple
experiments to show that sound is
18.1.0 Specific Objectives produced by vibrating bodies
By the end of this topic, the b) perform and describe an
learner should be able to: experiment to show that sound
a) describe the formation of pulses requires a material medium for
and waves propagation
b) describe transverse and longitudinal c) explain the nature of sound waves
waves d) determine the speed of sound in air
c) define amplitude(a), wavelength (λ), by the echo method
frequency (f) and periodic time(T) e) state the factors affecting the speed
of a wave of sound
d) derive the relation v = fλ f) solve numerical problems
e) solve numerical problems involving velocity of sound.
involving v = fλ
19.2.0 Content
18.2.0 Content 19.2.1 Sound: nature and sources
18.2.1 Pulses and waves (experimental treatment required)
18.2.2 Transverse and longitudinal waves 19.2.2 Propagation of sound:
18.2.3 Amplitude (a), Wavelength (λ ), compressions and rarefactions
frequency (f), periodic time (T) 19.2.3 Speed of sound by echo method
18.2.4 v = fλ 19.2.4 Factors affecting speed of sound
18.2.5 Problems involving v = fλ 19.2.5 Problems on velocity of sound
19.0.0 SOUND (12 Lessons)

By the end of this topic the learner should be
able to:
20.0.0 FLUID FLOW (14 Lessons)

a) describe streamline flow and
turbulent flow
b) derive the equation of continuity
c) describe experiments to illustrate
Bernoulli‟s effects
d) explain the Bernoulli‟s effect
e) describe the applications of
Bernoulli‟s effect
f) solve numerical problems
involving the equation of
continuity.
20.2.0 Content
20.2.1 Streamline and turbulent flow
20.2.2 Equation of continuity
20.2.3 Bernoulli‟s effect (Experimental
treatment required)
20.2.4 Applications of Bernoulli‟s effect:
Bunsen burner, spray gun, carburator
aerofoil, spinning ball
20.2.5 Problems on equation of continuity
43
FORM THREE
21.0.0 LINEAR MOTION (20 Lessons) i) solve numerical problems involving
refractive index and critical angle.
By the end of this topic, the 22.2.0 Content
learner should be able to: 22.2.1 Refraction of light - laws of
a) define distance, displacement, refraction (Experimental treatment
speed, velocity and acceleration required)
b) describe experiments to determine 22.2.2 Determination of refractive index:
velocity and acceleration - Snell‟s law,
c) determine acceleration due to - real/apparent depth,
gravity - critical angle
d) plot and explain motion - time 22.2.3 Dispersion of white light
graphs Experimental treatment required
e) applying the equations of uniformly 22.2.4 Total internal reflection and its effects:
accelerated motion critical angle
f) solve numerical problems. 22.2.5 Applications of total internal
reflection:
21.2.0 Content - Prism periscope,
2.1.2.1 Distance, displacement, speed, velocity, - Optical fibre
acceleration (Experimental treatment 22.2.6 Problems on refractive index and critical
required) angle
21.2.2 Acceleration due to gravity:
- free-fall, 23.0.0 NEWTON’S LAWS OF MOTION
- simple pendulum method (15 Lessons)
(experimental treatment required)
21.2.3 Motion-time graphs: 23.1.0 Specific Objectives
- Displacement - time graphs, By the end of this topic, the learner should
- Velocity - time graphs be able to:
(Experimental treatment required) a) state Newton‟s laws of motion
21.2.4 Equations of uniformly accelerated b) describe simple experiments to
motion illustrate inertia
21.2.5 Problems on uniformly accelerated c) state the law of conservation of linear
motion momentum
d) define elastic collision, inelastic
collision and impulse
22.0.0 REFRACTION OF LIGHT e) derive the equation F = ma
(20 Lessons) f) describe the application of frictional
force (static and dynamic friction)
22.1.0 Specific Objectives g) define viscosity
By the end of this topic, the h) explain terminal velocity
learner should be able to: i) solve numerical problems involving
a) describe simple experiments to Newton‟s laws and the law of
illustrate refraction of light conservation of linear momentum.
b) state the laws of refraction of light
c) verify Snell‟s law
d) define refractive index
e) determine experimentally the refractive
index
f) describe experiments to illustrate
dispersion of white light
g) explain total internal reflection and its
effects
h) state the applications of total internal
reflection
44
24.3.0 Project Work
23.2.0 Content 24.3.1 Construct an energy saving jiko
23.2.1 Newton‟s laws of motion and a solar heater
(Experimental treatment on inertia 25.0.0 CURRENT ELECTRICITY
required) (20 Lessons)
23.2.2 Conservation of linear momentum: 25.1.0 Specific Objectives
elastic collisions, inelastic collisions, By the end of this topic, the learner should
recoil velocity, impulse (oblique be able to:
collisions not required). a) define potential difference and state its
23.2.3 F = ma. units
23.2.4 Frictional forces: b) measure potential difference and
Static and dynamic friction current in a circuit
- advantages and disadvantages, c) verify Ohm‟s law
- viscosity, d) define resistance and state its unit
- terminal velocity e) determine resistance
(qualitative treatment). f) determine experimentally the voltage -
23.2.5 Static and dynamic friction current relationships for various
23.2.6 Problems on Newton‟s Laws conductors
and law of conservation of g) define emf and explain internal
linear momentum (exclude resistance of a cell
problems on elastic collisions) h) derive the formulae for effective
resistance of resistors in series and
24.0.0 WORK, ENERGY, POWER in parallel
AND MACHINES (20 Lessons) i) galvanometer to ammeters and
voltmeters
24.1.0 Specific Objectives j) solve numerical problems
By the end of this topic, the learner should involving ohm‟s law, resistors
be able to: in series and in parallel.
a) describe energy transformations
c) state the law of conservation of 25.2.0 Content
energy 25.2.1 Scale reading: Ammeter, Voltmeter
d) define work, energy, power and 25.2.2 Electric circuits: current, potential
state their SI units difference
e) define mechanical advantage, 25.2.3 Ohm‟s law (experimental treatment
velocity ratio and efficiency of required)
machines 25.2.4 Resistance: types of resistors,
f) solve numerical problems measurements of resistance and
involving work, energy, power units.
and machines. 25.2.5 Resistivity and potentiometer
25.2.6 Electromotive force (emf) and internal
24.20 Content resistance of a cell (E = V + ίr)
24.2.1 Forms of energy and energy 25.2.7 Resistors in series and in parallel
transformations 25.2.8 Galvanometers:
24.2.2 Sources of energy: Conversion to ammeters and voltmeters
- renewable, 25.2.9 Problems on Ohm‟s law, resistors in
- non-renewable series and in parallel
24.2.3 Law of conservation of energy
24.2.4 Work, energy and power (work done 26.0.0 WAVES II (10 Lessons)
by resolved force not required)
24.2.5 Kinetic and potential energy 26.1.0 Specific Objectives
24.2.6 Simple machines By the end of this topic the
24.2.7 Problems on work, energy, learner should be able to:
power and machines a) describe experiments to illustrate the
properties of waves
b) sketch wave fronts to illustrate the
properties of waves
c) explain constructive interference and
destructive interference
45
28.0.0 HEATING EFFECT OF AN
d) describe experiments to illustrate ELECTRIC CURRENT
stationary waves. (10 Lessons)
26.2.0 Content
26.2.1 Properties of waves including 28.1.0 Specific Objectives
sound waves: reflection, refraction, By the end of this topic, the
diffraction, interference (Experimental learner should be able to:
treatment required) a) Perform and describe experiments to
26.2.2 Constructive interference and illustrate heating effect of an electric
destructive interference (qualitative current
treatment only) b) state the factors affecting heating by
26.2.3 Stationary waves (qualitative electric current
and experimental treatment required) c) derive the equations for electrical
energy and electrical power
27.0.0 ELECTROSTATICS II d) identify devices in which heating effect
(15 Lessons) of an electric current is applied
f) solve numerical problems
27.1.0 Specific Objectives involving electrical energy and
By the end of this topic, the learner should electrical power.
be able to:
a) sketch electric field patterns around 28.2.0 Content
charged bodies 28.2.1 Simple experiments on heating effect
b) describe charge distribution on 28.2.2 Factors affecting electrical energy,
conductors of various shapes W = VIt, P =VI
c) define capacitance and state its SI unit 28.2.3 Heating devices:- electric kettle, electric
d) describe charging and discharging of a iron, bulb filament, electric heater
capacitor (calculation involving curves 28.2.4 Problems on electrical energy and
not required) electrical power
e) state the factors affecting the
capacitance of a parallel plate capacitor 29.0.0 QUANTITY OF HEAT
f) state the applications of capacitors (20 Lessons)
involving capacitors. 29.1.0 Specific Objectives
27.2.0 Content learner should be able to:
27.2.1 Electric field patterns a) define heat capacity and specific heat
27.2.2 Charge distribution on conductors: capacity
spherical and pear shaped conductors b) determine experimentally specific heat
27.2.3 Action at points: lightning arrestors capacity of solids and liquids
27.2.4 Capacitance, unit of capacitance (farad, c) define specific latent heat of fusion and
microfarad), factors affecting specific latent heat of vaporization
capacitance d) determine experimentally the specific
27.2.5 Applications of capacitors latent heat of fusion of ice and the
27.2.6 Problems on capacitors specific latent heat of vaporization of
{using Q=CV, CT =C1 +C2, steam
e) state the factors affecting melting point
1 = 1 + 1 and boiling point
CT C1 C2 f) explain the functioning of a pressure
cooker and a refrigerator
g) solve problems involving quantity
of heat.
46
29.2.0 Content
29.2.1 Heat capacity, specific heat
capacity, units (Experimental
treatment required)
29.2.2 Latent heat of fusion, latent heat of
vaporization, units (Experimental
treatment necessary)
29.2.3 Boiling and melting
29.2.4 Pressure cooker, refrigerator
29.2.5 Problem on quantity of heat
(Q = MCΔθ, Q = Mℓ)
29.3.0 Project Work

29.3.1 Construct a charcoal refrigerator
(cooler)
30.0.0 GAS LAWS (15 Lessons)

a) state the gas laws for an ideal gas
b) verify experimentally the gas laws
c) explain how the absolute zero
temperature may be obtained from the
pressure - temperature and
volume - temperature graphs
d) state the basic assumptions of the
kinetic theory of gases
e) explain the gas laws using the
f) solve numerical problems involving
gas laws.
30.2.0 Content
30.2.1 Boyle‟s law, Charles‟ law, pressure
law, absolute zero
30.2.2 Kelvin scale of temperature
30.2.3 Gas laws and kinetic theory of gases
(P= 1 ρ not required)
3
30.2.4 Problems on gas laws
[including PV = constant]
T
47
48
FORM FOUR
31.0.0 THIN LENSES(20 Lessons) 31.3.0 Project work

31.3.1 Construct a telescope.
31.1.0 Specific objectives
By the end of this topic, the learner
should be able to: 32.0.0 UNIFORM CIRCULAR MOTION
a) describe converging lenses and (10 Lessons)
diverging lenses
b) describe using ray diagrams the 32.1.0 Specific Objectives
principal focus, the optical centre By the end of this topic, the learner
and the focal length of a thin lens should be able to:
c) determine experimentally the focal a) define angular displacement
length of a converging lens and angular velocity
d) locate images formed by thin b) describe simple experiments to
lenses using ray construction illustrate centripetal force
method c) explain the applications of
e) describe the characteristics of uniform circular motion
images formed by thin lenses d) solve numerical problems
f) explain image formation in the involving uniform circular
human eye motion.
g) describe the defects of vision in
the human eye and how they can 32.2.0 Content
be corrected 32.2.1 The radian, angular displacement,
h) describe the use of lenses in angular velocity
various optical devices 32.2.2 Centripetal force;
i) solve numerical problems F = mv2, F = mrω2
involving the lens formula and the r
magnification formula. (derivation of formulae not required)
(experimental treatment is necessary)
31.2.0 Content 32.2.3 Applications of uniform circular motion
31.2.1 Types of lenses 32.2.4 Centrifuge, vertical, horizontal circles
31.2.2 Ray diagrams and terms used banked tracks (calculations on
31.2.3 Images formed banked tracks and conical pendulum
- ray construction, not required)
- characteristics, 32.2.5 Problem solving
- magnification. (Apply F = mv2 , F = mrω2 )
31.2.4 Determination of Focal length: r
- estimation method, 33.0.0 FLOATING AND SINKING
- lens formula, (15 Lessons)
- lens-mirror method
31.2.5 Human eye, defects (short sightedness 33.1.0 Specific Objectives
and long sightedness only) By the end of this topic, the
31.2.6 Optical devices: learner should be able to:
- simple microscope, a) state Archimedes‟ principle
- compound microscope, b) verify Archmimedes‟ principle
- the camera c) state the law of flotation
31.2.7 Problems involving the lens formula d) define relative density
and the magnification formula e) describe the applications of
Archimedes‟ principle and relative
density
49
f) Solve numerical problems c) state the laws of electromagnetic
involving Archimedes‟ principle. induction
d) describe simple experiments to
33.2.0 Content illustrate mutual induction
33.2.1 Archimedes‟ principle, e) explain the working of an
Law of flotation (experimental alternating current (a.c.) generator
treatment) and a direct current (d.c.) generator
33.2.2 Relative density f) explain the working of a
33.2.3 Applications of Archimedes‟ principle transformer
and relative density g) explain the applications of
33.2.4 Problems on Archimedes‟ principle electromagnetic induction
33.3.0 Project Work involving transformers.
33.3.1 Construct a hydrometer.
35.2.0 Content
35.2.1 Simple experiments to illustrate
34.0.0 ELECTROMAGNETIC SPECTRUM electromagnetic induction
(15 Lessons) 35.2.2 Induced emf:
- Faradays‟ law,
34.1.0 Specific Objectives - Lenz‟s law
By the end of this topic, the 35.2.3 Mutual induction
learner should be able to: 35.2.4 Alternating current generator, direct
a) describe the complete current generator
electromagnetic spectrum 35.2.5 Fleming‟s right hand-rule
b) state the properties of 35.2.6 Transformers
electromagnetic waves 35.2.7 Applications of electromagnetic
c) describe the methods of detecting induction:
electromagnetic radiations - induction coil,
d) describe the applications of - moving coil loudspeaker
electromagnetic radiations 35.2.8 Problems on transformers
e) solve numerical problems
involving c = f . 35.3.0 Project Work
35.3.1 Construct a simple transformer.
34.2.0 Content
34.2.1 Electromagnetic spectrum
34.2.2 Properties of electromagnetic waves 36.0.0 MAINS ELECTRICITY
34.2.3 Detection of electromagnetic (e.m.) (10 Lessons)
radiations
34.2.4 Applications of e.m radiations 36.1.0 Specific Objectives
(include greenhouse effect) By the end of this topic, the learner
34.2.5 Problems involving c =f should be able to:
a) state the sources of mains
electricity
35.0.0 ELECTROMAGNETIC b) describe the transmission of
INDUCTION (20 Lessons) electric power from the
generating station
35.1.0 Specific Objectives c) explain the domestic wiring
By the end of this topic, the learner system
should be able to: d) define the Kilowatt hour
a) perform and describe simple e) determine the electrical
experiments to illustrate energy consumption and cost
electromagnetic induction f) solve numerical problems
b) state the factors affecting the involving mains electricity.
magnitude and the direction of the
induced emf
50
36.2.1 Sources of mains electricity 38.2.1 Production of X-rays, X-ray tube
36.2.2 Power transmission (include 38.2.2 Energy changes in an X-ray tube
dangers of high voltage 38.2.3 Properties of X-rays, soft X-rays and
transmission) hard X-rays
36.2.3 Domestic wiring system 38.2.4 Dangers of X-rays and precautions
36.2.4 Kw-hr, consumption and cost 38.2.5 Uses of X-rays(Bragg‟s law not
of electrical energy required)
36.2.5 Problems on mains electricity 38.2.6 Problems on X-rays
36.3.0 Excursion 39.0.0 PHOTOELECTRIC EFFECT

36.3.1 Field trip to a power station (15 Lessons)
is recommended.
37.0.0 CATHODE RAYS AND By the end of this topic, the
CATHODE RAY TUBE learner should be able to:
(10 Lessons) a) perform and describe simple
experiments to illustrate the
37.1.0 Specific Objectives photoelectric effect
By the end of this topic, the learner b) explain the factors affecting
should be able to: photoelectric emission
a) describe the production of cathode c) apply the equation E = h to
rays calculate the energy of photons
b) state the properties of cathode rays d) define threshold frequency, work
c) explain the functioning of a function and the electron volt
Cathode Ray Oscilloscope (C.R.O.) e) explain photoelectric emission
and of a Television tube (T.V. tube) using Einstein equation
d) explain the uses of a Cathode Ray (h = h 0 + ½ mv2)
Oscilloscope f) explain the applications of
e) solve problems involving Cathode photoelectric effect
Ray Oscilloscope. g) solve numerical problems
involving photoelectric emissions.
37.2.0 Content
37.2.1 Production of cathode rays, cathode ray 39.2.0 Content
tube 39.2.1 Photoelectric effect, photons, threshold
37.2.2 Properties of cathode rays frequency; work function, Planck‟s
37.2.3 C.R.O. and T.V. tubes constant, and electron-volt
37.2.4 Uses of C.R.O. 39.2.2 Factors affecting photoelectric emission
37.2.5 Problems on C.R.O. 39.2.3 Energy of Photons
39.2.4 Einsteins equation h = h o + ½mv2
Note: Demonstration with a 39.2.4 Applications of photoelectric effect:
CRO is suggested. - photo emissive,
- photo conductive,
- photovoltaic cells
38.0.0 X-RAYS (8 Lessons) 39.2.5 Problems on photoelectric emissions
38.1.0 Specific Objectives 39.3.0 Project Work

By the end of this topic, the learner 39.3.1 Construct a burglar alarm.
should be able to:
a) explain the production of X-rays
b) state the properties of X-rays
c) state the dangers of X-rays
d) explain the uses of X-rays
e) solve numerical problems
involving X-rays.
51
40.0.0 RADIO ACTIVITY 41.0.0 ELECTRONICS (10 Lessons)
(15 Lessons)
40.1.0 Specific Objectives By the end of this topic, the learner should
By the end of this topic, the be able to:
learner should be able to: a) state the differences between
a) define radioactive decay and half-life conductors and insulators
b) describe the three types of radiations b) define intrinsic and extrinsic semi-
emitted in natural radioactivity conductors
c) explain the detection of radioactive c) explain doping in semi-conductors
emissions d) explain the working of a p-n junction
d) define nuclear fission and fusion diode
e) write balanced nuclear equations e) sketch current-voltage characteristics
f) explain the dangers of radioactive for a diode
emissions f) explain the application of diodes in
g) state the applications of radioactivity rectification.
h) solve numerical problems involving
half-life. 41.2.0 Content
41.2.1 Conductors, semi-conductors, insulators
40.2.0 Content 41.2.2 Intrinsic and extrinsic semi-conductors
40.2.1 Radioactive decay 41.2.3 Doping
40.2.2 Half-life 41.2.4 p-n junction diode
40.2.3 Types of radiations, properties of 41.2.5 Applications of diodes: half wave
radiations rectification and full-wave rectification
40.2.4 Detectors of radiation,
40.2.5 Nuclear fission, nuclear fusion 41.3.0 Project Work
40.2.6 Nuclear equations 41.3.1 Construct a simple radio receiver
40.2.7 Hazards of radioactivity, precautions
40.2.8 Applications
40.2.9 Problems on half-life
(integration not required)
52
SUGGESTED ASSESSMENT METHODS
1. Practical work.
2. Project work.
3. Field trips.
4. Oral questions.
5. Quizzes.
6. Written tests and examination.
53
CHEMISTRY
53
INTRODUCTION
Chemistry as a subject is introduced to the learners for the first time at secondary school level. The
knowledge of chemistry is necessary in the understanding of the composition, properties and behaviour
changes of matter that form the environment around us.
This syllabus presents chemistry as a practical subject where scientific concepts, principles and skills are
developed through experimental investigations. The learning of scientific knowledge by discovery method
is encouraged.
The topics and content have been carefully selected and logically organised to facilitate step by step
realization of the expected behavioral changes. The specific objectives in every topic will guide the teacher
and the learner on the depth of treatment of content. The learning/teaching experiences have been
appropriately chosen to ensure proper development of the cognitive, psychomotor and affective skills.
The syllabus emphasises the use of International Units for Physical and Applied Chemistry (IUPAC)
system of nomenclature, correct use of chemical terminologies and equations.
There are applications and projects at the end of most of the topics to enable the learners link the subject
with the physical environment around them. The learners would use the opportunities to interact with the
physical and chemical processes, which take place within the local environment. The projects are meant to
enhance creativity, critical thinking and ability to make logical decisions. The projects also make the
learners aware of the effect of scientific knowledge in everyday life and thus able to appreciate their
responsibility to the society.
The projects given are only examples. Teachers can come up with their own. The learners are also
encouraged to initiate their own projects based on the scientific principles so far learnt. This creates
interest, curiosity and fun in the learning of the subject.
Most of the apparatus, chemicals and equipment required for carrying out experiments are basic and
affordable by most schools. Improvisation and use of local materials is encouraged where necessary to cut
down on costs.
The suggested time is only a guide on how long each topic is expected to take.
55
GENERAL OBJECTIVES
1 select and handle appropriate apparatus for use in experimental work
2 make accurate measurements, observations and draw logical conclusions from

experiments
3 observe and appreciate the need for safety precautions during experimental
investigations
4 understand and appreciate the use of chemical symbols and formulae in writing
equations
5 use appropriate chemical terms in describing physical and chemical processes
6 identify patterns in the physical and chemical behaviour of substances
7 apply the knowledge acquired to promote positive environmental and health

practices
8 use the knowledge and skills acquired to solve problems in everyday life
9 apply principles and skills acquired in technological and industrial development
10 acquire adequate knowledge in chemistry for further education and for training.
56
FORM ONE
1.0.0 INTRODUCTION TO 2.0.0 SIMPLE CLASSIFICATION OF

CHEMISTRY (12 Lessons) SUBSTANCES (32 Lessons)
a) recall the topics related to
a) carry out simple experiments to
chemistry taught at primary school
obtain pure substances from
level
mixtures
b) explain what the study of chemistry
b) state the criteria for identifying a
is about
pure substance
c) name and state the uses of common
c) define and determine the melting
apparatus in the laboratory
point and boiling point of a
d) describe a Bunsen burner and its
substance
flame
d) explain the three states of matter
e) state laboratory safety rules.
(solid, liquid, gas) in terms of a
simplified form of the kinetic
1.2.0 Content theory
e) state the effect of heat on a variety
1.2.1 Review the following topics of substances
- properties of matter f) distinguish between permanent and
- states of matter non-permanent changes
- mixtures and their separations g) define an element, a compound, an
- conductors and non-conductors of atom and a molecule
electricity h) name and write the chemical
- Mention of drugs (prescription, symbols of common elements
dosage and abuse) i) recognize the constituents of matter
from given examples
1.2.2 Chemistry and the Society j) distinguish between mixtures and
Definition of chemistry and its role compounds
in the society k) apply separation techniques to
extract various substances from
1.2.3 Chemistry laboratory natural sources.
heating apparatus (Bunsen burner,
spirit lamp, candle, gas or kerosene 2.2.0 Content
stove and electric heater) 2.2.1 Separation of Mixtures
parts of a Bunsen burner and its Filtration, evaporation and
flame condensation
measuring apparatus (volume, Distillation (simple and fractional),
temperature, mass, time) chromatography, solvent extraction
other apparatus (glass ware, as a method of extracting oil from
spatula, deflagrating spoon, nut seeds, crystallization,
crucible, wire gauze etc) separation by using separating
laboratory safety rules. funnel, sublimation and
decantation.
Simple criteria for purity; melting
point and boiling point.
57
2.2.2 Effect of heat on substances 3.2.0 Content
States of matter (solid, liquid, gases); 3.2.1 Acid/Base indicators
The Kinetic theory Plant - extracts as simple acid -base
Melting and boiling, condensation and indicators
evaporation of liquids in terms of Common acid-base indicators,
kinetic theory universal indicator and pH scale
Permanent and non-permanent changes Acidic, neutral and basic/alkaline
(illustrate using iodine, wax, copper(II) solutions illustrated by the use of the
sulphate crystals, potassium following examples; water, aqueous
manganate(VII), solution/suspension; lemon juice, soap,
zinc(II) oxide etc) wood ash, baking powder, anti-acid
tablets and powders, toothpaste, sour
2.2.3 Constituents of matter milk, ammonia, ammonium sulphate,
Elements, atoms, molecules and sodium chloride, sodium hydroxide,
compounds carbon(IV) oxide, sulphur(IV) oxide,
Names and symbols of common sulphuric acid, hydrochloric acid, nitric
elements acid, calcium hydroxide and
Simple word equations magnesium oxide.
2.2.4 Applications 3.2.2 Simple properties of acids and bases:

Fractional distillation of crude oil (e.g. Reaction of dilute acids with metals,
Changamwe oil refinery) and liquid air, metal oxides, hydroxides, carbonates
salt extraction e.g. Magadi Soda and
Company and Ngomeni; removal of hydrogencarbonates
stains from fabrics (dry cleaning); Effects of acids on substances
obtaining cream from milk.
3.2.3 Applications
2.3.0 Projects Uses of acids and bases
extraction of natural dyes, medicines
and oils from plants 3.3.0 Projects
construction and use of a fractionating Investigate various plant extracts and
column use them as acid/base indicators
3.0.0 ACIDS, BASES AND INDICATORS (16 4.0.0 AIR AND COMBUSTION
Lessons) (24 Lessons)
3.1.0 Specific Objectives 4.1.0 Specific Objectives

By the end of this topic, the By the end of this topic, the
learner should be able to: learner should be able to:
a) prepare and use plant extracts as acid- a) state the percentage composition of air
base indicators by volume
b) use indicators to identify acids and b) carry out simple experiments to show
bases that oxygen is the active part of air
c) state simple properties of acids and c) determine the percentage of oxygen in
bases air using suitable methods
d) name uses of acids and bases d) describe the combustion of specified
e) state effects of acids on substances. elements in air and oxygen and name
the products
58
e) explain how liquefied air can be Mention atmospheric pollution due
separated into its components by to burning in oxygen
fractional distillation
f) carry out experiments to investigate 4.2.3 Reactivity Series
the conditions for rusting, and state order of reactivity of elements from
the composition of rust reaction with oxygen: potassium,
g) state methods of preventing rusting sodium, calcium, magnesium,
h) prepare oxygen, investigate its aluminium, carbon, zinc, iron, lead
properties and state its uses and copper.
i) arrange some elements in order of (It is not possible to establish
their reactivity with oxygen using full series practically)
experimental data Uses: oxy -acetylene in welding;
j) classify the products of burning life support functions
elements in oxygen either as acidic
or basic 4.2.4 Application
k) state pollution effects due to Extraction of metals (use the concept of
burning of substances in air reactivity series only)
l) state the uses of reactivity series.
4.3.0 Projects
4.2.0 Content Determination of oxygen in water from
4.2.1 Composition of air different sources. Investigate industrial
Approximate percentage of processes of large scale oxygen
nitrogen and oxygen in air by production (e.g. the British Oxygen
volume (mention of carbon dioxide Company (BOC) Kenya Limited).
and noble gases as other
constituents of air)
Quantitative determination of 5.0.0 WATER AND HYDROGEN
oxygen in air using copper, iron (20 Lessons)
fillings and burning candle.
Burning of substances in air; 5.1.0 Specific Objectives
carbon, sulphur, phosphorus By the end of this topic, the
(CARE), sodium and copper learner should be able to:
Oxygen as an active part of air a) state sources of water
(mass changes involved) b) describe an experiment to show
Fractional distillation of liquefied water is a product of burning
air organic matter
Rusting: conditions, composition c) describe an experiment to show
and prevention that water contains hydrogen
d) state the products of reactions of
4.2.2 Oxygen cold water and steam with different
Laboratory preparation of oxygen metals
using 20 volume by volume (v/v) e) list the order of reactivity of metals
hydrogen peroxide with as obtained from metal-water
manganese(IV) oxide or reaction of reactions
sodium peroxide with water (relate f) prepare hydrogen, investigate its
methods of collection to the properties and state its uses.
properties of the gas) g) define oxidation as oxygen gain
Properties; physical and chemical and reduction as removal of oxygen
Combustion of elements in oxygen h) explain metal oxide reactions with
(metals and non-metals) hydrogen in terms of reduction and
oxidation.
competition for combined oxygen
illustrated by the reaction of
magnesium with
carbon(IV) oxide, lead(II) oxide)
and copper(II) oxide
59
5.2.0 Content
5.3.0 Project
5.2.1 Water Identification of common
Sources of water: Burning of pollutants of water from local
organic matter e.g. burning candle sources and suggesting their control
in air (test for carbon(IV) oxide and
water vapour using calcium
hydroxide and cobalt chloride
paper or anhydrous copper(II)
sulphate respectively)
Water as an oxide of hydrogen.
Reaction of sodium, calcium,
magnesium with cold water and
reaction of magnesium, zinc, iron
with steam.
5.2.2 Hydrogen
Laboratory preparation of hydrogen
by reacting a metal with a dilute
acid. (relate methods of collection
to properties of the gas). Test for
hydrogen
Properties; physical and chemical
Oxidation and reduction (oxygen
gain and removal only) e.g. in
metal oxide - hydrogen reaction.
(Caution: experiments
involving the burning of
hydrogen gas are explosive).
Uses (manufacture of margarine,
rocket fuels, ammonia,
hydrochloric acid,
Oxyhydrogen flame for
welding and weather balloons
60
FORM TWO
6.0.0 STRUCTURE OF THE ATOM AND

THE PERIODIC TABLE Calculations of relative atomic mass
(24 Lessons) from relative abundance of isotopes of
an element
6.1.0 Specific Objectives 6.2.3 The periodic table
By the end of this topic, the Build up of the periodic table for the
learner should be able to: first twenty elements on the basis of
a) name and write the chemical symbols energy levels
of the first twenty elements of the - rows (periods)
periodic table - columns (groups)
b) describe the structure of the atom and 6.2.4 Ion formation
write the electron arrangement of the Formation of simple ions (cations and
first twenty elements of the periodic anions): qualitative treatment of the
table ionisation energy and electron affinity.
c) explain the electron arrangement of the Writing of the electron arrangement of
atom in terms of energy levels ions formed from atoms; lithium,
d) define atomic number, mass number, sodium, fluorine, chlorine, aluminium,
isotopes and relative atomic mass magnesium and Sulphur; definition of
e) calculate the relative atomic masses valency and oxidation numbers.
from isotopic composition Derive valency and oxidation number
f) explain the position of an element in of an element from atoms; its position
the periodic table in terms of the in the periodic table
electron arrangement Names and formulae of common
g) define valency and oxidation number of radicals
an element Use of valencies in determining the
h) predict the type of ion formed from a
chemical formulae of some common
given electron arrangement of an atom
compounds
i) predict the valencies and oxidation
Writing simple balanced chemical
numbers from position of elements in
equations
the periodic table
6.3.0 Project
j) derive the formulae of some simple
Atomic model construction
compounds from valencies of elements
Note: The use of chemical
and radicals
equations with state symbols should
k) write simple balanced chemical
be emphasised henceforth
equations.
7.0.0 CHEMICAL FAMILIES; PATTERNS
6.2.1 Content
IN PROPERTIES
6.2.1 The Structure of the Atom
(28 Lessons)
Names and symbols of the first twenty
elements of the periodic table.
Simple structure of the atom; protons,
electrons and neutrons; electron energy a) identify alkali metals, alkaline-earth
levels in atoms.
metals, halogens and noble gases in the
6.2.2 Atomic characteristics periodic table and write their electron
Definitions of atomic number, mass arrangement
number, isotopes and relative atomic
b) state and explain trends in physical
mass (reference C-12); examples of
properties of alkali metals, alkaline-
isotopes
earth metals, halogens and noble gases
61
c) state and explain the trends in reactivity 7.2.3 Halogens (Group 7);
of the alkali metals, alkaline-earth (Fluorine, chlorine, bromine and
metals and halogens iodine);
d) explain the similarities in formulae of Electron configuration of fluorine and
compounds formed by alkali metals, chlorine, gradation in size of atoms and
alkaline-earth metals and ions
halogens Physical properties (appearance,
e) state the uses of alkali metals, alkaline- melting point, boiling point, thermal
earth metals, halogens and noble gases and electrical conductivity)
f) explain the unreactive nature of the Reaction with metals, sodium, zinc,
noble gases in terms of their electron iron and water
arrangement Similarity of ions and formulae of
g) identify the elements in a given period compounds
and write their electron arrangement Importance of fluorine, chlorine,
h) state and explain the trends in physical bromine and iodine
properties of elements in a period
i) state and explain the trends in chemical 7.2.4 Noble gases (group 8);
behaviour of elements in a given (Helium, neon, argon)
period. Electron arrangement and gradation in
size of atoms
7.2.0 Content Electron arrangement - the basis of low
7.2.1 Alkali metals (Group 1); reactivity of helium, neon and argon
(lithium, sodium, and potassium).
Importance of noble gases
Electron arrangement, gradation in size
of the atom, ion and trends in ionisation
7.2.5 Properties and trends across a period
energy.
Period three elements (sodium,
Physical properties; appearance,
magnesium, aluminium, silicon,
melting point, boiling point, thermal phosphorus, sulphur, chlorine and
and electrical conductivity argon)
Reaction with air, water and chlorine.
Electron arrangement of the elements
Similarity of ions and formulae of Physical properties of period three
hydroxides, oxides and chlorides of
elements (atomic size, ionisation
alkali metals energy, melting point, boiling point,
Uses of alkali metals (sodium only). thermal and electrical conductivity)
Reaction of period three elements with
7.2.2 Alkaline - earth metals (Group 2) oxygen, water and dilute acids
(Beryllium, magnesium, and calcium)
Electron arrangement, gradation in size (Caution: Reaction of sodium with acids is
of atom, ion and trends of ionisation explosive. Give theoretical treatment only)
energy
Physical properties; appearance, 7.3.0 Project
melting point, boiling point, thermal Construction of models of the
and electrical conductivity Periodic table
Reaction with air, water, chlorine and
dilute acids.
(Caution: Reaction between

calcium and acid is violent. Use
very dilute acid)
Similarity of ions and formulae of

oxides, hydroxides and chlorides
Importance of alkaline-earth metals
62
8.0.0 STRUCTURE AND BONDING 8.2.2 Types of bonds across a period (period 3)
(20 Lessons) Changes in types of chemical bonds in
oxides and chlorides of sodium,
8.1.0 Specific Objectives magnesium, aluminium, silicon,
By the end of this topic, the phosphorous, Sulphur and chlorine.
a) describe the role of the outer electrons Note: Use of models to illustrate
in determining chemical bonding bonding should be encouraged.
b) explain qualitatively the formation of
covalent and ionic bonds 8.2.3 Applications
c) illustrate the covalent and ionic bonds Selection of materials for various uses; e.g.
using diagrams diamond, graphite and aluminium
d) explain the unique nature of the
metallic bonding 8.2.6 Project
e) state the effect of intermolecular forces Investigation of materials in terms of their
of attraction on physical properties of structure and bonding.
substances
f) distinguish between bond types on the 9.0.0 SALTS (20 Lessons)
basis of physical properties of
substances 9.1.0 Specific Objectives
g) compare and explain the changes in By the end of this topic, the
bond type across a period learner should be able to:
h) select appropriate materials for use a) select and use appropriate methods of
based on bond type. preparing particular salts
b) explain the terms saturated solution,
8.2.0 Content crystallisation, neutralisation and
precipitation
8.2.1 The role of outer electrons in c) write ionic equations for the
chemical bonding preparation of salts
significance of the outer electrons in d) state types of salts
chemical bonding. e) identify soluble and insoluble salts
the noble gas electron arrangement f) describe and explain from experimental
electron transfer and ionic bonding observations the action of heat on
electron sharing and covalent bonding various salts
use dot (.) and cross (x) diagrams to g) state uses of some salts.
illustrate bonding, electrostatic forces
of attraction in the following: 9.2.0 Content
molecular (iodine), giant covalent 9.2.1 Methods of preparing salts
(diamond, graphite and silicon (IV) preparation of soluble salts by reaction
oxide), giant ionic (sodium chloride) of acids with; metals, metal hydroxides,
and giant metallic (copper) metal oxides, metal carbonates and
other types of bonds: coordinate, metal hydrogencarbonates
hydrogen bond, Van der waals forces preparation of insoluble salts by
of attraction (simple explanation only) precipitation (ionic equations required)
the influence of hydrogen bonds and direct combination reaction (e.g.
Van der waals forces on physical sodium with chlorine, iron with
properties (melting point, boiling point, sulphur)
solubility, electrical and thermal Types of salts; normal, acid and double
conductivity) salts.
63
10.2.0 Content
9.2.2 Solubility of salts
Solubility of sulphates, chlorides, 10.2.1 Conduction of electricity
nitrates and carbonates in water Conductors and non-conductors
Relationship between method of Test for conduction of electricity by;
preparation and solubility - Solids, metals and non
Note: The solubility of hydroxides metals; (wood, aluminium
and oxides should be considered foil, sodium chloride, sugar
along with others and lead(II) bromide)
- aqueous solutions of: sugar,
9.2.3 Action of heat on salts urea, copper(II) chloride,
Effects of heat on the following salts; sodium chloride and mineral
carbonates, nitrates, sulphates and acids.
hydrated salts (include ammonium - melts: Sulphur, lead(II)
salts) bromide or lead(II) iodide
Applications and sugar
- use of lime to change soil pH Electrolytes and non-electrolytes
- use of salts as anti - acids Ions as the particles in electrolyte
- use of salts as inorganic solutions and melts
fertilizers Molecules as the particles in non-
electrolyte solutions and melts
9.2.4 Project
Analysing anti-acid drugs. 10.2.2 Electrolysis
Passage of a direct electric current
through an electrolyte (electrolysis of
10.0.0 EFFECT OF AN ELECTRIC CURRENT molten lead(II) bromide or
ON SUBSTANCES (16 Lessons) lead(II) iodide)
Anode and cathode
10.1.0 Specific objectives Applications of electrolysis
By the end of this topic, the - electroplating
learner should be able to: - production and purification
a) define the terms conductor and non- of metals
conductor; electrolyte and non - Note: details of the processes not required at
electrolyte this level
b) classify solutions and molten
substances as electrolytes and non- 11.0.0 CARBON AND SOME OF ITS
electrolytes COMPOUNDS (20 Lessons)
c) distinguish between electrolytes and
non-electrolytes in terms of the 11.1.0 Specific Objectives
particles they contain By the end of this topic, the
d) explain the process of electrolysis and learner should be able to:
define the terms anode and cathode a) define allotropy and allotropes
e) state the products of electrolysis of a b) explain the physical properties of the
binary electrolyte carbon allotropes in terms of bonding
f) state some applications of electrolysis. and how the properties are related to
the uses of the allotropes
c) describe some chemical properties of
carbon
d) describe laboratory preparation and
properties of carbon (IV) Oxide
(Carbon(II) oxide)
64
e) state and explain the physical and 11.2.4 Preparation and properties of
chemical properties of carbon(IV) carbon(II) oxide
Oxide (Carbon(II) oxide) (carbon monoxide)
f) describe laboratory preparation Preparation of carbon(II) oxide (carbon
and some properties of monoxide). Physical properties
Carbon (II) oxide (Carbon monoxide) Chemical properties; combustion,
g) describe the chemical reactions of reducing action, poisonous nature such
carbonates and as car exhausts fumes and charcoal fire
hydrogencarbonates (Note: only theoretical treatment required
h) describe the manufacture of sodium because of its poisonous nature)
carbonate
i) explain the advantages and
disadvantages of Carbon(IV) Oxide and 11.2.5 Carbonates and hydrogen carbonates
carbon(II) oxide gases in the Action of heat and dilute
atmosphere acids on some carbonates and
j) explain the importance of carbon hydrogencarbonates
compounds in the natural environment Production and manufacture of sodium
and industry. carbonate (Magadi Soda Company and
solvay process)
11.2.0 Content Note: Use simple schematic
11.2.1 Forms of carbon diagrams to illustrate solvay
Diamond, graphite and charcoal: process.
structure, physical properties and uses
(relate uses to structure and physical 11.2.6 Importance of carbon and its oxides
properties) Carbon cycle
Soft drinks manufacture
11.2.2 Chemical properties of carbon Fire extinguishers
Consider combustion, reaction with The effects of Carbon(IV) oxide
acids and reducing action (carbon dioxide) and
carbon(II) oxide (carbon monoxide) on
11.2.3 Preparation and properties of the environment
Carbon (IV) oxide
(carbon dioxide) 11.3.0 Projects
(Relate methods of collection to the construction and use of simple fire
properties of the gas)
extinguishers
Reactions of the gas with water,
construction of carbon cycle chart.
calcium hydroxide and alkalis.
Uses of carbon(IV) oxide (carbon
dioxide)
65
FORM THREE
12.0.0 GAS LAWS (15 lessons) d) determine the empirical and
molecular formulae of compounds
from experimental results and
given data
e) explain the terms concentration,
a) state Boyle‟s and Charles‟ laws
molarity and dilution of a solution
b) carry out calculations involving the
f) define and prepare molar solution
gas laws
g) prepare molar solutions
c) use combined gas law in
h) carry out titrations and calculations
calculations
involving molar solutions
d) state Graham‟s law of diffusion
i) write correct full formulae and
e) explain diffusion in liquids and
ionic equations of reactions with
gases in terms of kinetic theory
state symbols
f) relate the rate of diffusion to the
j) define molar gas volume and
relative molecular mass of a gas.
atomicity of gases
k) state Avogadro‟s and Gay -
12.2.0 Content
Lussac‟s laws and carry out related
12.2.1 Boyle’s law and Charles’ law
calculations.
Boyle‟s law, Charles‟ law and
combined gas laws
13.2.0 Content
Explanation of the laws (use 13.2.1 The mole as a basic unit
graphs to illustrate)
The mole as a basic unit. Molar
Calculations involving gas laws mass
Note: Use of SI units should be
Relative atomic mass (reference to
emphasised
carbon - 12) the mole as a number
of particles (illustrated using
12.2.2 Grahams’ law of diffusion „counting by weighing‟
Graham‟s law of diffusion; experiments)
experiments illustrating diffusion
Conversion of mass in grammes to
of bromine gas, dissolving of
moles and vice versa (consider
copper(II) sulphate crystals or
atoms, molecules and compounds)
potassium manganate(VII) crystals
in water. Explain diffusion in
13.2.2 Determination of formulae:
terms of kinetic theory.
Empirical and molecular formulae;
Relationship between rate of
quantitative determination of
diffusion and density or relative
composition of magnesium oxide
molecular mass of a gas (illustrate
and copper(II) oxide
with ammonia and hydrogen
13.2.3 Molar solutions
chloride)
Preparations of molar solutions.
Calculations on diffusion
Molarity of a solution.
Concentration and dilution
Stoichiometry of chemical
13.0.0 THE MOLE: FORMULAE AND
reactions. (Use of ionic and full
CHEMICAL EQUATIONS
formulae equations in calculation
(40 Lessons)
of reacting quantities). Reactions
that may be considered;
By the end of this topic, the - Ba2+ (aq) + CO32-(aq) BaCO3 (s)
learner should be able to: (precipitation)
a) define the mole - Pb2+ (aq) + 2I-(aq) PbI2 (s)
b) relate the mole to the relative (precipitation)
atomic mass - Cu2+ (aq) + Fe (s) Cu (s) + Fe2+ (aq)
c) convert mass into moles and vice (displacement)
versa
66
- Evolution of gas by action of an 14.2.0 Content
acid on solids e.g. 14.2.1 Alkanes
- Na2CO3 (s) + 2HCl (aq) Definition of a hydrocarbon
2NaCl (aq) + CO2 (g) + H2 O (I) General formula: occurrence,
- Acid/base titrations (use of pippete nomenclature (consider straight
fillers recommended) chain alkanes of up to ten carbon
(Use balanced ionic and full atoms); fractional distillation of
formulae equations in calculation crude oil.
of reacting quantities.) Isomerism (butane and pentane)
- Redox titration involving acidified Preparation of methane and ethane
MnO-4/Fe2+ and Cr2O72-/Fe2+ Trends in physical properties
(writing of redox equations not (melting point, boiling point,
required) density and solubility in water and
13.2.4 Molar gas volume in organic solvents)
Molar gas volume and atomicity Chemical properties: burning and
of gases substitution reactions with
Avogadro‟s and Gay-Lussac‟s chlorine or bromine (details of
laws and related calculations reaction mechanism not required)
13.3.0 Project Uses of alkanes
Carrying out Counting by
weighing experiments 14.2.2 Alkenes
General formula, nomenclature
14.0.0 ORGANIC CHEMISTRY I (consider straight chain alkenes of
(HYDROCARBONS) (25 Lessons) up to six carbon atoms)
Isomerism (butene and pentene)
14.1.0 Specific Objectives Preparation of ethene; trends in
By the end of this topic, the learner physical properties (melting point,
should be able to: boiling point, solubility in water
a) Define a hydrocarbon
and non-polar solvent)
b) name and draw the structures of
chemical properties (combustion,
simple hydrocarbons (alkanes,
addition of chlorine, bromine,
alkenes and alkynes).
hydrogen, hydrogen halides, and
c) state the features of a homologous
ethene).
series
(details of mechanism not
d) draw and name isomers of simple
required)
hydrocarbons containing not more
Test for unsaturation (use acidified
than five carbon atoms
potassium manganate (VII) or
e) describe the general methods of
bromine water)
preparing alkanes, alkenes and
alkynes Uses of alkenes
f) explain the physical and chemical
properties of alkanes, alkenes and 14.2.3 Alkynes
alkynes General formula, nomenclature
g) state the uses of alkanes, alkenes (consider straight chain alkynes of
and alkynes. up to six carbon atoms)
Isomerism (butyne)
Preparation of ethyne; trends in
physical properties ( melting point,
boiling point, density solubility in
water and non-polar solvents)
chemical properties (combustion
and addition reactions with
chlorine, hydrogen, bromine,
hydrogen halides).
Uses of alkynes
67
15.0.0 NITROGEN AND ITS 15.2.3 Oxides of nitrogen (nitrogen (I) oxide,
COMPOUNDS (30 lessons) nitrogen(II) oxide, nitrogen(IV) oxide)
Laboratory preparations
15.1.0 Specific Objectives Properties and uses of the oxides.
be able to: 15.2.4 Ammonia
a) describe the isolation of nitrogen from Laboratory preparation and properties
air of ammonia gas (relate method of
b) describe the laboratory preparation of collection to the properties of the gas):
nitrogen and state its properties and Solubility in water
uses - reaction of aqueous ammonia
c) describe the laboratory preparation, and (NH4OH) with cations.
state the properties and uses of the - reaction with air/oxygen
oxides of nitrogen (catalysed and uncatalysed),
d) describe the laboratory preparation of copper(II) oxide and hydrogen
ammonia and state its properties and chloride,
uses manufacture of ammonia by Haber
e) explain the difference in chemical process.
reactions of ammonia gas and its (state optimum conditions only)
aqueous solution uses of ammonia
f) describe the industrial manufacture of Fertilizers: mention of various
ammonia
nitrogen containing fertilizers,
g) calculate the percentage of nitrogen in
(sulphates, nitrates and phosphate),
nitrogen containing fertilizers amount of nitrogen in various
h) describe the preparation and
fertilizers.
manufacture of nitric acid
i) describe and explain the reactions of
15.2.5 Nitric acid
both dilute and concentrated nitric acid
Laboratory preparation and
j) state the uses of nitric acid
k) identify the products formed when
Reaction of dilute nitric acid with;
different nitrates are heated
metals, carbonates, hydroxides and
l) explain the pollution effects of nitrogen
oxides
compounds in the environment.
Reaction of concentrated nitric acid as
15.2.0 Content an oxidizing agent; iron(II) solution,
15.2.1 Isolation of nitrogen gas from air Sulphur and copper metal
Isolation of nitrogen gas from air; Uses of nitric acid
laboratory and in industry.
15.2.6 Action of heat on nitrates
15.2.2 Laboratory preparation of nitrogen gas Effects of heat on nitrates of sodium,
Laboratory preparation of nitrogen gas potassium, copper, lead and silver
(silver nitrate may be considered
Properties
- inert character theoretically due to its cost)
- burning magnesium and Test for nitrates
sulphur in nitrogen gas
uses of nitrogen gas 15.2.7 Pollution effects of nitrogen compounds in
the environment
68
16.0.0 SULPHUR AND ITS 16.2.3 Sulphur (VI) Oxide (Sulphur trioxide)
COMPOUNDS (25 lessons) Preparation (relate method of
collection + Properties of the gas)
16.1.0 Specific Objectives Properties and uses of sulpur (IV)
By the end of this topic, the learner should Oxide
be able to: NB: Only theoretical treatment required.
a) describe the allotropes of sulphur
b) describe the extraction and state the
properties and uses of sulphur 16.2.4 Manufacture of Sulphuric acid
c) describe the preparation and state the Contact process (state optimum
properties and uses of conditions only) e.g. Kel Chemical
sulphur(IV) oxide (sulphur dioxide) Ltd in Thika, and East Africa Heavy
and sulphur(VI) oxide (sulphur Chemicals, Webuye
trioxide) Pollution control in contact process
d) carry out tests to distinguish between
sulphite and sulphate ions 16.2.5 Properties of Sulphuric acid
e) explain the preparation and Reaction of concentrated sulphuric
manufacture of sulphuric acid and state acid as;
its uses - dehydrating agent (sucrose,
f) distinguish between the reactions of ethanol, hydrated copper(II)
dilute and concentrated sulphuric acid sulphate)
g) describe the preparation and state - oxidizing agent (copper, zinc,
properties of hydrogen sulphide sulphur and carbon)
h) explain environmental pollution caused - displacement reaction
by sulphur containing compounds. (sodium chloride solid,
potassium nitrate solid)
16.2.0 Content Reactions of dilute sulphuric acid
with:
16.2.1 Occurrence and extraction of Sulphur - metals
Extraction by Frasch process - carbonates
Allotropes of sulphur - metal hydroxides
Physical and chemical properties of - metal oxides
sulphur
Uses of sulphur 16.2.6 Hydrogen sulphide
Preparation and physical properties
16.2.2 Sulphur(IV) oxide (sulphur dioxide) Chemical properties (reducing action)
Preparation (relate method of Note: Only theoretical treatment is required
collection to properties of the gas)
Properties (acid character, bleaching 16.2.7 Pollution of atmosphere by compounds
action, reducing of sulphur (hydrogen sulphide and
action e.g. test with potassium oxides of sulphur)
chromate(VI) and combination with
oxygen to form sulphur(VI) oxide
(Sulphur trioxide). oxidizing action
e.g. with magnesium and hydrogen
sulphide
Test for sulphate and sulphite ions
Uses of sulphur(IV) oxide
69
17.0.0 CHLORINE AND ITS
COMPOUNDS (20 Lessons) 17.2.2 Hydrogen Chloride
Preparation of hydrogen chloride gas
17.1.0 Specific Objectives by reaction of
By the end of this topic, the learner should sodium chloride with concentrated
be able to: sulphuric acid (relate method of
a) describe and explain the laboratory collection to properties of the gas)
preparation of chlorine Properties (physical and chemical)
b) state and explain the properties and
uses of chlorine 17.2.3 Effect of solvent on the properties of
c) describe and explain the preparation of hydrogen chloride
hydrogen chloride gas Reactions of aqueous hydrogen
d) state and explain the properties and chloride
uses of hydrogen chloride gas Compare the properties of aqueous
e) explain the effect of a solvent on the hydrogen chloride and a solution of
properties of hydrogen chloride hydrogen chloride in methylbenzene
f) describe the industrial manufacture of - acid nature; litmus, reaction
hydrochloric acid with metals, bases, carbonates
g) explain environmental pollution caused and hydrogen carbonates
by chlorine and chlorine containing - redox reaction with potassium
compounds. manganate(VII) to produce
chlorine
17.2.0 Content Test for hydrogen chloride gas with
ammonia
17.2.1 Chlorine
Preparation of chlorine by reaction of 17.2.4 Uses of hydrogen chloride gas
concentrated hydrochloric acid with Industrial manufacture of hydrochloric
manganese(IV) oxide or any other acid (e.g. Pan Paper, Webuye)
suitable oxidizing agent (relate Uses of hydrochloric acid
method of collection to its properties)
Physical properties 17.2.5 Pollution of environment by chlorine and its
Chemical properties compounds e.g. CFC, DDT etc
Reactions of chlorine with;
- hydrogen 17.3.0 Projects
- metals (magnesium and iron) determination of chlorine content of
- non-metals phosphorous various bleaching powders and liquids
(caution!) investigation of water purification and
- Reducing agents (hydrogen treatment.
sulphide, sulphites and
ammonia)
- Water and alkali solutions (both
dilute and concentrated)
- Bromides and iodides
(displacement reactions)
- Bleaching action
Test for chlorides in dry solids and
aqueous solution
Uses of chlorine
70
FORM FOUR
18.2.3 Effect of solvent.
18.0.0 ACIDS, BASES AND SALTS Characteristics of hydrogen
(25 Lessons) chloride in methyl benzene and
aqueous solution,
18.1.0 Specific Objectives (illustrate with dry litmus,
By the end of this topic, the learner magnesium and marble chips)
should be able to: Reactions of dry and aqueous
a) define acids, bases and salts ammonia
b) explain the differences between
aqueous solutions of weak and 18.2.4 Salts
strong acids; weak and strong Salts as ionic compounds formed
bases; based on the degree to which when cations derived from bases
they dissociate into ions combine with anions derived from
c) write formulae and ionic equations acids
for specified acid-base and Precipitation reactions (use ionic
precipitation reactions equations)
d) explain the effect of solvent in Reactions involving the following
acid-base character cations in aqueous solutions:
e) test for the presence of specified magnesium, calcium, iron(II),
cations and anions iron(III), Barium(II), Zinc(II),
f) identify the precipitates and Aluminium(III), Copper(II) with;
complex ions produced by sodium hydroxide, ammonia
specified cation-anion reactions solution, Chloride, Carbonate,
g) explain the use of solubility curves sulphite and sulphate ions
in salt extraction
h) state the types and causes of 18.2.5 Complex ions
hardness of water Dissolving of specific metal hydroxides
i) state the effects and explain the in excess aqueous ammonia and sodium
methods of removal of water hydroxide solution
hardness.
Formulae of the following required,
18.2.0 Content [Cu (NH3)4]2+
18.2.1 Acids and Bases [Zn (NH3)4],2+ [Al (OH)4]-
Acids as substances which [Pb (OH) 4]2- and [Zn (OH)4]2-
dissociate in water to give Equations not required
hydrogen ions Solubility; definition and
Bases as substances which relationship with temperature
dissociate in water to give Solubility curves for sodium
hydroxide ions chloride, potassium nitrate,
Weak and strong acids and bases; potassium chlorate(V), calcium
pH scale and electrical sulphate and sodium carbonate.
conductivity, (use aqueous Fractional crystallization of salts
solutions of; hydrochloric acid, Extraction of sodium carbonate
ethanoic acid, sodium hydroxide from Lake Magadi and sodium
and ammonia of the same chloride at Ngomeni
concentration to illustrate)
18.2.6 Water hardness
18.2.2 Characteristics of Amphoteric oxides Types of water hardness: causes
and hydroxides and effects
Reaction with acids and alkalis
Methods of removal of water
(aluminium oxide, zinc(II) oxide,
hardness; boiling, distillation,
zinc hydroxide lead hydroxide,
precipitation and use of ion
and aluminium hydroxide).
exchange
71
18.3.0 Projects Solution (e.g. ammonium nitrate,
a) Salt extraction from ash or soil. sodium hydroxide and conc.
b) Investigation of water hardness and sulphuric acid)
its removal - combustion (e.g.
methanol/ethanol)
19.0.0 ENERGY CHANGES IN - displacement (e.g. copper
CHEMICAL AND PHYSICAL from copper (II) ions by
PROCESSES (25 Lessons) iron or zinc)
- neutralization (e.g. sodium
19.1.0 Specific Objectives hydroxide and dilute
By the end of this topic, the learner hydrochloric acid).
should be able to:
a) define exothermic and endothermic 19.2.4 Simple energy level diagrams
reactions using H notation Hess‟ Law (energy level diagrams
b) draw energy level diagrams and thermo chemical cycles)
c) explain fusion and vaporisation as (use molar enthalpy of formation
evidence of inter-particle forces for illustration)
d) explain that energy changes in Relate heat of solution to
chemical reactions are due to bond hydration and lattice energy
formation and bond breaking
e) define and explain various types of 19.2.5 Common fuels; Energy contents of:
heat changes - Charcoal, fuel oil, ethanol
f) carry out experiments to determine (methylated spirit), liquid
enthalpy changes for some petroleum gas (LPG), petroleum,
reactions kerosene and diesel
g) write correct simple - Choice of fuel;
thermochemical equations - Precautions necessary when using
h) state Hess‟ Law and carry out fuels
related calculations
i) state and explain the factors that 19.2.6 Pollution by common fuels e.g.
influence the choice of fuel internal combustion engine
j) explain the environmental effects
of fuels. 19.3.0 Projects
Comparison of heat energy values of
19.2.0 Content fuels
19.2.1 Endothermic and Exothermic
reactions 20.0.0 REACTION RATES AND
Enthalpy notation ( H) for REVERSIBLE REACTIONS
exothermic reactions and (15 Lessons)
endothermic reactions
19.2.2 Latent heat By the end of this topic, the
Molar heat of fusion and learner should be able to:
vaporisation as evidence of a) define rate of reaction
overcoming forces of attraction b) explain the term activation
between particles. energy
c) describe some methods used
19.2.3 Quantitative determination of to measure rates of reaction
enthalpies d) explain the effects of
Formation of hydrogen chloride different factors on reaction
gas from hydrogen gas and rates
chlorine gas; formation of e) illustrate reaction rates
chloromethane from methane and graphically and interpret
chlorine gas experimental data
Quantitative determination of
enthalpies of:
72
f) state examples of simple 21.0.0 ELECTROCHEMISTRY
reversible reactions (25 Lessons)
g) explain chemical equilibrium as a
state of „balance‟ 21.1.0 Specific objectives
h) explain the effect of different By the end of this topic, the
factors on the position of learner should be able to:
equilibrium. a) explain redox reactions in terms of
gain and loss of electrons
20.2.0 Content b) identify changes in oxidation
20.2.1 Reaction rates numbers during redox reactions
Definition of rate of reaction c) write balanced redox equations
Collision theory and activation d) explain an electrochemical cell in
energy (qualitative treatment terms of electron transfer process
only) e) draw cell diagrams and write the
Qualitative treatment of the cell notations
effects of concentration, f) explain the construction and
pressure, temperature, surface working of an electrochemical cell
area, light and catalysts on such as zinc - copper cell
rates of reactions. (No reaction g) compare oxidizing and reducing
mechanisms required). power of ions from displacement
Experiments involving the reactions
following reactions: h) Calculate Electromotive Force of a
- calcium carbonate (marble cell given the standard electrode
chips) with dilute acid potentials
(hydrochloric or nitric acid). i) state and explain the factors that
- sodium thiosulphate with affect preferential discharge of ions
dilute hydrochloric acid during electrolysis
- metal with dilute acid (e.g. j) relate the quantity of electricity
magnesium with passed to amount of substances
hydrochloric acid). liberated at the electrodes
- hydrogen peroxide with k) describe some applications of
various catalysts e.g. electrolysis.
manganese (IV) oxide
(Graphical presentation of 21.2.0 Content
results required)
21.2.1 Redox reactions
20.2.2 Reversible reactions Electron transfer (gain and loss of
Equilibrium as the state of electrons)
balance (example acid/alkali Determination of oxidation
plus indicator, numbers
chromate/dichromate, hydrated Use an illustration of iron(II)
and anhydrous copper(II) (acidified with dilute sulphuric
sulphate) acid) to iron(III) with hydrogen
The effect of changing peroxide.
concentration, pressure and Identify reactant - Iron(II) (aq), and
temperature on position of product Iron(III) (aq), with
equilibrium. Le Chatelier‟s hydroxide ion.
Principle Other examples; sodium/water
Uses in industrial processes magnesium/dilute acid
(Contact and Haber processes). (hydrochloric acid/sulphuric acid)
73
21.2.2 Displacement reactions; 21.3.0 Projects
(as redox reactions) Investigating further electroplating
Reducing power processes, prevention of rusting
- Reaction of metal/metal - (cathodic protection), investigate
cation (M|M2+ ). Calcium, various types of cells.
magnesium, zinc, iron,
lead, copper.
Oxidizing power of halogens: 22.0.0 METALS (20 Lessons)
chlorine, bromine and iodine only.
21.2.3 Electrochemical cell By the end of this topic, the
Qualitative treatment of the learner should be able to:
electron flow in: a) name the chief ores of some metals
Zn (s) |Zn 2+ (aq) ||Cu 2+ (aq) ||Cu b) describe and explain general
(s) cell methods used in the extraction of
Note: Conventions, vertical line (|) metals from their ores
represents a phase boundary where c) select and describe suitable
a potential difference develops e.g. methods for the extraction of some
Zn (s) |Zn2+ (aq); two vertical metals from their ores
parallel lines (||) represent a salt d) describe and explain physical and
bridge. chemical properties of some metals
Standard electrode potentials e) state and explain various uses of
(simple calculations involving E these metals and their alloys
values required) f) describe the effects of the industrial
production processes of metals on
21.2.4 Electrolysis the environment.
The role of water in electrolysis.
Preferential discharge in 22.2.0 Content
electrolysis of the following 22.2.1 Metals; methods of extraction:
solutions: Chief metal ores of: sodium,
- Sodium chloride aluminium, zinc, iron, copper and
- Dilute sulphuric acid lead
(acidified water). General methods of extraction
- Magnesium sulphate (electrolysis and reduction)
- Electrolysis of copper (II) The electrolytic production of
sulphate using graphite and sodium and aluminium
copper electrodes. (product Extraction of iron, copper, and zinc
changes in electrolytes) from their ores.
Factors affecting preferential
discharge 22.2.2 Properties of Metals (sodium,
- Quantitative treatment of aluminium, iron, copper and zinc):
electrolysis - Physical properties (melting point,
(Note: First Faraday‟s law boiling point, thermal and electrical
only). conductivity, density, malleability
and ductility)
21.2.5 Applications - Chemical properties (reaction with
Extraction of metals air, water, chlorine, dilute
Manufacture of sodium hydroxide, hydrochloric acid and oxidizing
chlorine, hydrogen (electrolysis of acids (concentrated nitric and
brine). sulphuric acid)
Copper refining, electroplating (Note: the reaction of sodium and
dilute acid is explosive)
74
22.2.3 Uses of metals and their alloys - Fermentation of carbohydrates
(alloys: brass, bronze, steel, duralumin) Physical properties
- construction (air craft, bridges etc.), - Gradual changes in physical
electrical materials (copper) properties of primary alkanols
22.2.4 Pollution effect of the industrial (mention hydrogen bonding)
production of metals on the Chemical properties
environment - reactions with oxygen
(burning), sodium,
22.3.0 Projects concentrated sulphuric acid
Analysis of ores (to give alkenes), ester
Construction of a mini-blast formation and oxidation to
furnace give alkanoic acids
Carrying out iron - smithing Uses - solvents, fuels and
pharmaceuticals.
23.0.0 ORGANIC CHEMISTRY II 23.2.2 Alkanoic acids

(ALKANOLS AND ALKANOIC General formula - RCOOH
ACIDS) (20 Lessons) Nomenclature (primary alkanoic
acids up to 10 carbon atoms)
23.1.0 Specific Objectives Preparation by oxidation of
By the end of this topic, the learner primary alkanols
should be able to: Physical properties
a) name and draw the structures of - gradual change in physical
simple alkanols and alkanoic acids properties of alkanoic acids
b) describe the preparation and (mention hydrogen bonding)
explain the physical and chemical Chemical properties
properties of alkanols and alkanoic - acid properties; salt and
acids ester (alkanoates) formation
c) state the main features of the [up to 2 carbons only]
homologous series
d) state and explain the uses of some Note: equations involving these
alkanols and alkanoic acids reactions are required (state symbols are
e) describe the preparation, properties not required)
and uses of detergents
f) explain the effect of hard water on 23.2.3 Detergents
detergents Soapy detergents (soaps)
g) list some natural, synthetic - laboratory preparation by
polymers, fibres and state their uses hydrolysis of fats or oils with
h) describe the preparation, properties alkalis
and uses of some synthetic - mode of action
polymers - water hardness
i) identify the structure of a polymer - pollution effects
given the monomer Soapless detergents
j) state the advantages and
- manufacture
disadvantages of synthetic
- mode of action
materials compared to those of
- pollution effect
natural origin in terms of both
Polymers
structure and properties.
Names of some natural polymers
and fibres
23.2.0 Content
- cellulose materials (cotton,
23.2.1 Alkanols
wood, paper;silk)
General formula (ROH)
- hydrocarbons (rubber and its
Nomenclature (primary alcohols
vulcanisation)
upto 10 carbon atoms)
Preparation of alkanols from:
- Hydrolysis of alkenes
75
Names of some synthetic 24.2.0 Content
polymers and fibres 24.2.1 Stability of isotopes of elements
- Polythene, polychloroethene Stability of isotopes of elements
(pvc) Radioactivity, types of radiation,
- polyphenylethene (alpha ( ), beta ( ) particles and
(polystyrene) gamma ( ) rays; characteristics
- terylene, nylon, and and properties
Perspex. Radioactive decay as measured by
Synthetic rubber half-life (t½), calculations
- Preparation properties and involving half -life (t1/2)
uses of synthetic polymers Nuclear equations: changes in
- Equations to show addition nuclei resulting from radioactive
polymerisation for example decay by alpha ( ), beta ( )
formation of polythene, particles and gamma ( ) rays
polychloroethene and Qualitative treatment of fission
polyphenylethene and fusion
Advantages and disadvantages of - mention nuclear reactions as
synthetic polymers and fibres over source of energy
those of natural origin should be
mentioned. (include biological NB: Nuclear reactions are
degradability of the materials). different from chemical
Uses of polymers and fibres. reactions.
(manufacture of beer, spirits,
soaps and detergents, drugs, 24.2.2 Applications
textiles, packaging materials, Uses and importance of radioisotopes in
pipes, tyres). chemistry, medicine, carbon dating and
agriculture.
23.3.0 Projects
- fermentation of various 24.2.3 Pollution effects of radioactivity
carbohydrates to produce ethanol Dangers of radio isotopes
- soap preparation Environmental pollution e.g. the
- investigate effects of soap and chernobyl disaster, titanium mining in
detergents on aquatic life Kwale
- investigate methods of recycling
and disposal of plastics
- investigation of strength of
polymers and fibres
24.0.0 RADIOACTIVITY (10 Lessons)

By the end of this topic, the learner
should be able to:
a) define radioactivity, half-life,
radioisotope and nuclides
b) state types of radioactivity
c) name the particles emitted during
radioactive decay and state their
properties
d) carry out simple calculations
involving half-life (t1/2)
e) write balanced nuclear equations
f) distinguish between nuclear fission
and fusion
g) state uses of some radioisotopes
h) state dangers associated with
radioactivity.
76
Oral Questions
Observation of individual/group activities
Short answer questions
Practical test/assignments
Written assignments
Project work
Field trips
77
BIOLOGY
78
INTRODUCTION
The study of Biology aims at equipping the learner with the knowledge, attitudes and skills necessary for
controlling and preserving the environment. The subject enables the learner to appreciate humans as part of
the broader community of living organisms. This subject is important in fields such as health, agriculture,
environment and education. Biology is the precursor of biotechnology which is a tool for industrial and
technological development
The content has been carefully reorganized to ensure that the required concepts and skills are realized.
Sufficient practical activities have been suggested. These should be taught alongside the respective content
rather than being treated as a separate entity. It is recommended that the teachers use discovery method in
achieving the objectives of this subject. Most of the apparatus, chemicals and equipment required for
practical activities are affordable. However, the teacher is highly encouraged to improvise using locally
available materials to reduce costs.
Contemporary issues such as HIV/AIDS, S.T.Is, drug abuse and environmental pollution which have an
impact on the learners lives have been incorporated for study.
The current system of using five kingdoms in classification has been adapted instead of the traditional two
kingdom system
It is envisaged that this syllabus should be adequately covered within the allocated time. A suggested
guideline on time allocation per topic has been provided to help the teacher in lesson planning. This
however, can be adjusted to meet the requirements of the individual class.
79
GENERAL OBJECTIVES
1. communicate biological information in a precise, clear and logical manner
2. develop an understanding of interrelationships between plants and animals and between humans and
their environment
3. apply the knowledge gained to improve and maintain the health of the individual, family and the
community
4. relate and apply relevant biological knowledge and understanding to social and economic situations in
rural and urban settings
5. observe and identify features of familiar and unfamiliar organisms, record the observation and make
deductions about the functions of parts of organisms
6. develop positive attitudes and interest towards biology and the relevant practical skills
7. demonstrate resourcefulness, relevant technical skills and scientific thinking necessary for economic
development
8. design and carry out experiments and projects that will enable them understand biological concepts
9. create awareness of the value of cooperation in solving problems
10. acquire a firm foundation of relevant knowledge, skills and attitudes for further education and for
training in related scientific fields.
80
FORM ONE
1.0.0 INTRODUCTION TO 2.2.4 Major units of classification: (naming)
BIOLOGY (5 lessons) • Kingdoms
- Monera
1.1.0 Specific Objectives - Protoctista
By the end of the topic, the - Fungi
learner should be able to: - Plantae
a) define biology - Asnimalia
b) list branches of biology (At least one example of each)
c) explain the importance of • For kingdom plantae and animalia,
biology cover phylum/division, class,
d) state the characteristics of order,family,genus and species.
living organisms Show relationship between the
e) state the main differences taxonomic units (Give at least
between plants and animals. one example of each taxon)
1.2.0 Content 2.2.5 Discussion on Binomial nomenclature

1.2.1 Definition of biology
1.2.2 Branches of biology 2.3.0 Practical activities
1.2.3 Importance of biology 2.3.1 • Use of collecting nets, cutting
1.2.4 Characteristics of living organisms instruments and handlens
1.2.5 Comparison between plants and animals • Collection and detailed observation
of:
1.3.0 Practical Activities - Small animals e.g. insects
1.3.1 Collecting, observing and - Plants - rhizoids, root
recording external features of systems (taproot, fibrous and
plants and animals adventitious), stems and leaves
2.0.0 CLASSIFICATION 1 (12 lessons)

3.0.0 THE CELL (20 lessons)
a) use the magnifying lens to observe should be able to:
the external features of plants and a) define the cell
animals b) state the purpose of a light
b) record observations of the main microscope
external characteristics of living c) identify the parts of a light
organisms, preserved specimens microscope and state their
and photographs functions
c) state the necessity and significance d) use and care for the light
of classification microscope and state the
d) name the major units of magnification
classification e) identify the components of a cell as
e) state the application of Binomial seen under the light and electron
nomenclature in naming organisms. microscopes and relate their
structure to functions
2.2.0 Content f) compare plant and animal cells
2.2.1 Review the use of magnifying lens g) mount and stain temporary slides of
2.2.2 External features of plants and animals plant cells
2.2.3 Necessity and significance of h) describe animal cells as observed
classification from permanent slides
i) estimate cell size
j) state the differences between cells,
tissues, organs and organ systems.
81
3.2.0 Content 4.2.3 Physiological processes - diffusion,
3.2.1 Definition of the cell osmosis and active transport
3.2.2 Structure and functions of parts of a 4.2.4 Factors affecting diffusion, osmosis and
light microscope active transport
3.2.3 Use and care of the light microscope 4.2.5 Role of diffusion, osmosis and active
3.2.4 Cell structure and functions as seen transport in living organisms
under 4.2.6 Water relations in plant and animal
• a light microscope cells: turgor, plasmolysis, wilting and
• an electron microscope haemolysis
3.2.5 Preparation of temporary slides of plant
cells 4.3.0 Practical Activities
3.2.6 Estimation of cell size 4.3.1 Diffusion as demonstrated with
3.2.7 Cell specialization, tissues, organs and potassium permanganate or potassium
organ systems iodide/flower dyes/coloured plant
extracts/smoke
3.3.0 Practical activities
3.3.1 Observe, identify, draw and state the 4.3.2 Experiments with visking tubing and
functions of parts of the light living tissues: fresh arrow
microscope roots/cassava/sweet potatoes/leaf
3.3.2 Prepare and observe temporary slides of petioles/irish potatoes/carrots
plant cells
3.3.3 Observe permanent slides of animal 4.3.3 Plasmolysis can be demonstrated by
cells using any of the following: spirogyra,
3.3.4 Comparison between plant and animal epidermal cells of onion or raw egg
cells that has been put in dilute hydrochloric
3.3.5 Observe, estimate size and calculate acid overnight
magnification of plant cells
5.0.0 NUTRITION IN PLANTS AND
4.0.0 CELL PHYSIOLOGY (20 lessons)
ANIMALS (59 lessons)
should be able to:
a) define cell physiology
should be able to:
b) correlate the membrane
a) define nutrition and state its
structure with cell physiology
importance in living organisms
in relation to permeability
b) differentiate various modes of
c) differentiate between diffusion,
feeding
osmosis and active transport
c) describe photosynthesis and show
d) state and describe factors
its importance in nature
affecting diffusion, osmosis
d) explain how the leaf is adapted to
and active transport
photosynthesis
e) carry out experiments on
e) explain the factors affecting
diffusion and osmosis
photosynthesis
f) explain the roles of diffusion,
f) distinguish between carbohydrates,
osmosis and active transport in
proteins and lipids
living organisms
g) state the importance of various
g) explain turgor and plasmolysis
chemical compounds in plants and
in terms of osmotic pressure.
animals
h) explain the properties and functions
4.2.0 Content
of enzymes
4.2.1 Meaning of cell physiology
i) relate various types of teeth in
4.2.2 Structure and properties of cell
mammals to their feeding habits
membrane (Theories of membrane
structure not required)
82
j) differentiate between omnivorous, 5.2.4 Nutrition in Animals (heterotrophism)
carnivorous and herbivorous modes Meaning and types of heterotrophism
of feeding • Modes of feeding in animals
k) relate the structures of the • Dentition of a named carnivorous,
mammalian (human) alimentary herbivorous and omnivorous
canal to their functions mammal
l) explain the role of enzymes in • Adaptation of the three types
digestion in a mammal (human) of dentition to feeding
m) explain the factors that determine • Internal structure of mammalian
energy requirements in humans. teeth
• Common dental diseases, their
5.2.0 Content causes and treatment
5.2.1 Meaning, importance and types of 5.2.5 Digestive system and digestion in a
nutrition mammal (human)
• Digestive system, regions,
5.2.2 Nutrition in plants (autotrophism) glands and organs associated
• Definition of photosynthesis with digestion
and its importance in nature • Ingestion, digestion,
• Adaptations of leaf to photosynthesis absorption, assimilation and
• Structure and function of egestion
chloroplast
5.2.6 Importance of vitamins, mineral
• Process of photosynthesis -
salts, roughage and water in human
light and dark stages (omit
nutrition
details of electron transport
system and chemical details
5.2.7 Factors determining energy
of carbondioxide fixation)
requirements in humans
• Factors influencing
photosynthesis
- light intensity
5.3.1 Carry out experiments on factors
- carbon dioxide concentration
affecting photosynthesis
- water
5.3.2 Observe stomata distribution
- temperature
5.3.3 Carry out food test experiments
5.2.3 Chemical Compounds which Constitute
affecting enzymatic activities
Living Organisms
5.3.5 Investigate presence of enzymes in
• Chemical composition and functions
living tissues (plants and animals)
of carbohydrates, proteins and lipids
5.3.6 Observe, identify, draw and label
(omit details of chemical structure of
different types of mammalian teeth
these compounds and mineral salts in
5.3.7 Carry out dissection of a small mammal
plant nutrition).
to observe digestive system and
• Properties and functions of
associated organs (demonstration)
enzymes (omit lock and key
hypothesis)
83
FORM TWO
6.0.0 TRANSPORT IN PLANTS 6.2.3 Transpiration

AND ANIMALS (52 lessons) • Definition of transpiration
• Review of the structure of the leaf
6.1.0 Specific Objectives • Structure and function of xylem
By the end of the topic, the learner • Factors affecting transpiration
should be able to: • Forces involved in water movement
a) define transport and explain the in plants
necessity of transport in plants and - Transpiration pull
animals - Cohesion and adhesion
b) relate the structure of the root, root - Capillarity
hair, xylem and phloem to their - Root pressure
functions
c) relate the internal structure of the 6.2.4 Translocation
leaf to transpiration • Structure and function of phloem
d) explain possible forces involved in • Materials translocated
the movement of water and mineral (omit mechanisms of translocation)
salts through the plant
e) explain the significance of and 6.2.5 Comparison between open and closed
factors affecting transpiration circulatory system
f) demonstrate simple experiments on
transpiration 6.2.6 Mammalian Circulatory System
g) distinguish between closed and • Structure and function of the
open circulatory systems heart, arteries, veins, and capillaries
h) relate the structure of the heart and • Diseases and defects of the
the blood vessels to their functions circulatory system (Thrombosis,
i) trace the path taken by blood from Varicose veins, Arterio-sclerosis)
the heart to all parts of the body, and how to control them.
and back to the heart
j) name the common diseases of the 6.2.7 The Structure and Functions of Blood
circulatory system in humans and • Composition of blood
suggest methods of control / • Functions of blood plasma
prevention • The structure and functions of
k) relate the structure of the red blood cells and white blood cells
components of blood to their • Mechanism of blood clotting and its
functions importance
l) explain how oxygen and carbon
dioxide are transported in the blood 6.2.8 Blood groups (ABO system and the
m) describe the mechanism of blood Rhesus factor)
clotting and its importance
n) describe the human blood groups 6.2.9 Immune responses
and their importance in blood • Natural and artificial immunity
transfusion • Allergic reactions
o) explain immunity and describe • Importance of vaccinations
immune responses. against diseases (Tuberculosis,
Poliomyletis, Measles,
6.2.0 Content Diphtheria, Whooping cough)
6.2.1 Meaning and importance of transport
systems 6.3.0 Practical Activities
6.2.2 Absorption of Water and Mineral Salts 6.3.1 Observe permanent slides of sections of
• Internal structure of root and root stems and roots
hairs 6.3.2 Carry out experiments to compare
• Absorption of water transpiration on lower and upper leaf
• Active uptake of mineral salts surfaces
84
6.3.3 Observe wall charts/models 7.2.3 Gaseous Exchange in Animals
6.3.4 Analyse data on transpiration rate under • Types and Characteristics of
different environmental conditions in Respiratory Surfaces - cell
Plants membrane, gills, buccal cavity, skin
6.3.5 Dissect a small mammal and observe its and lungs
transport system (demonstration) • Mechanism of gaseous
6.3.6 Make a longitudinal section of the exchange in
mammalian heart to display the - Protozoa - amoeba
chambers and associated blood vessels - Insect - grasshopper
6.3.7 Record pulse rate at the wrist before - Fish - bonyfish
and after vigorous activities and analyse - Amphibia - frog
the results - Mammal - human
6.3.8 Demonstrate the unidirectional flow of
blood in the cutaneous veins of the fore 7.2.4 Factors affecting rate of breathing in
arm humans
7.2.5 Respiratory diseases: Asthma,

7.0.0 GASEOUS EXCHANGE Bronchitis, Pulmonary tuberculosis,
(36 lessons) Pneumonia and Whooping cough
7.1.0 Specific Objectives 7.3.0 Practical Activities

should be able to: 7.3.1 Observe permanent slides of cross-
a) explain the need for gaseous sections of aerial and aquatic leaves and
exchange in living organisms stems
b) explain the mechanism of gaseous 7.3.2 Examine the distribution of spiracles on
exchange in plants grasshopper or locust
c) compare the internal structures of 7.3.3 Examine the gills of a bony fish
aquatic and terrestrial roots, stems 7.3.4 Dissect a small mammal and identify
and leaves the structures of the respiratory system
d) examine various types of (demonstration)
respiratory structures in animals 7.3.5 Construct and use models to
and relate them to their functions demonstrate breathing mechanisms in a
e) state the characteristics of mammal (human)
respiratory surfaces 7.3.6 Demonstrate the effect of exercise on
f) describe the mechanisms of the rate of breathing
gaseous exchange in protozoa,
insects, fish, frog and mammal 8.0.0 RESPIRATION (18 lessons)
g) describe the factors which control
the rate of breathing in humans 8.1.0 Specific Objectives
h) state the causes, symptoms and By the end of the topic, the learner
prevention of respiratory diseases. should be able to:
a) explain the significance of
7.2.0 Content respiration in living organisms
7.2.1 Gaseous exchange in living organisms b) distinguish between aerobic and
(necessity) anaerobic respiration
7.2.2 Gaseous Exchange in Plants c) describe the economic importance
• Mechanisms of opening and of anaerobic respiration in industry
closing of stomata and at home
• The process of gaseous d) describe experiments to show that
exchange in root, stem and respiration takes place in plants and
leaves of both aquatic animals.
(floating) and terrestrial plants
85
8.2.0 Content l) discuss the role of antidiuretic
8.2.1 Meaning and significance of respiration hormone, insulin and glucagons
8.2.2 Tissue respiration m) describe simple symptoms of
• Mitochondrion - structure and Diabetes mellitus and Diabetes
function insipidus.
• Aerobic respiration (Details of
kreb‟s cycle not required) 9.2.0 Content
• Anaerobic respiration in plants 9.2.1 Excretion in Plants
and animals, the products and • Methods of excretion in plants
by-products • Useful and harmful excretory
• Application of anaerobic respiration products of plants and their
in industry and at home economic importance e.g. caffeine
• Compare the energy output of in tea and coffee, quinine, tannins,
aerobic and anaerobic colchicine, cocaine, rubber, gum,
respiration papain (from pawpaw) and products
of cannabis sativa (bhang) and khat
8.3.0 Practical Activities (miraa)
8.3.1 Carry out experiments to Investigate 9.2.2 Excretion and Homeostasis in Animals
• The gas produced when food is burnt • Distinction between excretion,
• The gas produced during homeostasis and egestion
fermentation • Excretion in a named uni-cellular
• Heat production by germinating organism (protozoa)
seeds • Structure and functions of skin
and kidney
• Neuro-endocrine system and
9.0.0 EXCRETION AND HOMEOSTASIS homeostasis
(42 lessons) - Water balance (blood osmotic
pressure)
9.1.0 Specific Objectives - Blood sugar level (control)
By the end of the topic, the learner - Temperature regulation
should be able to: (mention the role of
a) distinguish between excretion and hypothalamus)
egestion 9.2.3 Common kidney diseases, their
b) explain the necessity for excretion symptoms and possible methods of
in plants and animals prevention and control.
c) state the uses of excretory products 9.2.4 The role of the skin in
of plants thermoregulation, salt and water
d) describe the methods of excretion balance
in a named unicellular organism 9.2.5 Major functions of the liver and their
e) relate the structures of the human contributions to homeostasis
skin, lungs, liver and kidney to 9.2.6 Common diseases of the liver, their
their functions symptoms and possible methods of
f) name common kidney diseases prevention/control
g) explain the concept of internal
environment and homeostasis 9.3.0 Practical Activities
h) compare responses to changes in 9.3.1 Examine and draw the mammalian
temperature by behavioural and kidney
physiological methods in animals 9.3.2 Make vertical sections of the kidney to
i) relate heat loss to body size in identify cortex and medulla
mammals 9.3.3 Observe permanent slides of
j) describe methods by which mammalian skin
mammals gain and lose heat 9.3.4 Investigate effect of catalase enzyme on
k) explain how the functions of the hydrogen peroxide
following relate to homeostasis -
skin, hypothalamus, liver and
kidney
86
FORM THREE
10.0.0 CLASSIFICATION II (35 lessons) • Chordata

- pisces
10.1.0 Specific Objectives - amphibia
By the end of the topic, the learner should be - reptilia
able to: - aves
a) state briefly the general principles of - mammalia
classification of living organisms
b) state general characteristics of each of 10.2.6 Construction and use of simple
the five kingdoms dichotomous keys based on observable
c) state the main characteristics of features of plants and animals
arthropoda, chordata and major
divisions of plantae 10.3.0 Practical activities
d) name classes of spermatophyta
e) describe the main characteristics of 10.3.1 Examine live/preserved specimens or
classes of phyla arthropoda and photographs of representatives of major
chordata divisions of plantae and phyla arthropoda
f) use observable external features to and chordata
construct simple dichotomous keys of 10.3.2 Construct simple dichotomous keys using
plants and animals leaves/parts of common plants/arthropods/
g) use already constructed dichotomous common chordates in the local environment
keys to identify organisms. 10.3.3 Use dichotomous keys to identify organisms
10.2.0 Content
11.0.0 ECOLOGY (55 lessons)
10.2.1 Review of binomial nomenclature
10.2.2 General principles of classification 11.1.0 Specific Objectives
10.2.3 General characteristics of kingdoms By the end of the topic, the learner should be
Monera able to:
Protoctista a) define the terms ecology, habitat,
Fungi biomass, ecosystem and carrying
Plantae capacity
Animalia b) identify the physical (abiotic) and
biological (biotic) factors in a given
10.2.4 Main characterisitics of major divisions of ecosystem
plantae c) describe the inter-relationships of
Bryophyta organisms in the ecosystem
d) differentiate between saprophytism,
Pteridophyta
parasitism and symbiosis
Spermatophyta (cover only up to class
e) explain the importance of fungi and
level)
bacteria as decomposers
f) relate the mode of transmission to
10.2.5 Main Characteristics of the Phyla
prevention/control of named parasites
Arthropoda and Chordata (cover
g) describe the adaptive characteristics of
up to classes as shown)
named parasites to hosts
• Arthropoda
h) explain the importance of symbiotic
- diplopoda
bacteria in leguminous plants
- chilopoda
i) describe the nitrogen cycle
- insecta
- crustacea
- arachnida
87
j) explain the flow of energy in the 11.2.5 Adaptations of plants to various habitats
ecosystem • Xerophytes
k) identify and construct food chains • Mesophytes (common
and food webs, pyramid of terrestrial plants )
numbers and pyramid of biomass • Hydrophytes - Nymphea, Salvinia
l) explain the use of various methods spp
of estimating population • Halophytes – mangrove
m) relate adaptations of plants to
various habitats 11.2.6 Effect of pollution on human beings and
n) describe the effects of pollutants in other organisms
air, water and soil on humans and Causes, effects and control of pollutants
other living organisms in air, water and soil
o) identify symptoms of different
types of human diseases, methods 11.2.7 Human diseases
of transmission and control. • Bacterial diseases - Cholera and
Typhoid
11.2.0 Content • Protozoa - Malaria and Amoebic
11.2.1 Concepts of Ecology dysentry (Amoebiasis)
Ecology • Ascaris lumbricoides and
Habitat Schistosoma
Niche - Mode of transmission
Population - Effects of the parasites on the
Community hosts
Ecosystem - Adaptive characteristics of the
parasites
Biomass
- Control/prevention of diseases
Carrying capacity
associated with the parasites
11.2.2 Factors in an ecosystem
Abiotic factors (environmental
factors) - light, temperature,
11.3.1 Collect, record, analyse and interpret
atmospheric pressure, salinity,
data from ecological studies (examples
humidity, pH and wind
of food chains should be used to join up
Biotic factors to make food webs. Calculate ratios of
Inter-relationships - competition, consumers to producers from data
predation, saprophytism, provided)
Nitrogen cycle 11.3.2 Examine specimens of hydrophytes,
mesophytes and xerophytes, and
11.2.3 Energy flow in an ecosystem identify the features that adapt them to
Food chains, food webs, decomposers, their habitats
pyramid of numbers and pyramid of
biomass 11.3.3 Examine roots of legumes taken from
fertile and poor soils to compare the
11.2.4 Population estimation methods number of root nodules
Quadrat method
Line transect 11.3.4 Estimate populations using sampling
Belt transect methods (for quadrat and line/belt
Capture - recapture method transect, measure pH, temperature, wind
direction and humidity)
88
12.0.0 REPRODUCTION IN PLANTS AND 12.2.4 Sexual reproduction in plants
ANIMALS (50 lessons) • Structure and functions of parts of
named insect and wind pollinated
12.1.0 Specific Objectives flowers
By the end of the topic, the learner should be • Pollination and agents of pollination
able to: • Features and mechanisms that hinder
a) describe location and appearance of self-pollination and self fertilization
chromosomes and chromosome • The process of fertilization
movement during mitosis and meiosis • Fruit and seed formation and
b) differentiate between mitosis and dispersal
meiosis stating their significance in 12.2.5 Sexual reproduction in animals
reproduction • External fertilization in amphibians
c) describe and state the importance of • Structure of the reproductive system
asexual reproduction, binary fission, of a named mammal (human)
spore formation and budding • Functions of the parts of reproductive
d) compare adaptations of wind and insect system
pollinated flowers • Fertilization, implantation and
e) describe the process of fertilization in the role of placenta
flowering plants • Gestation period
f) describe and explain how different • Role of hormones in
fruits and seeds are formed and reproduction in humans
dispersed (secondary sexual characteristics,
g) differentiate between internal and menstrual cycle)
external fertilization as exhibited by
amphibians and mammals (humans) 12.2.6 Sexually transmitted infections (S.T.Is)
h) relate structure of the human - Gonorrhoea
reproductive system to functions - Herpes simplex
i) describe the role of hormones in human - Syphilis, Trichomoniasis, Hepatitis,
reproduction Candidiasis
j) identify the symptoms and explain the - HIV/AIDS (Acquired Immune
method of transmission and prevention Deficiency Syndrome) - emphasize
of sexually transmitted infections preventive measures especially
(S.T.Is) change of behaviour
k) explain the advantages and
disadvantages of sexual and a sexual 12.2.7 Advantages and disadvantages of asexual
reproduction. and sexual reproduction
12.2.0 Content 12.3.0 Practical Activities

12.2.1 Concept of reproduction 12.3.1 Examine stages of mitosis using squashed
- Importance of reproduction young onion tip/charts/electron micrographs
12.3.2 Examine stages of meiosis using anthers of a
12.2.2 Chromosomes, mitosis and meiosis flower
(mention gamete formation) 12.3.3 Grow bread mould and examine using a
handlens
12.2.3 A sexual reproduction 12.3.4 Examine spores in sori of a fern
• Binary fission in amoeba 12.3.5 Examine various types of insect and wind
• Spore formation/reproduction in pollinated flowers and relate structure to
mucor/Rhizopus function
• Budding in yeast 12.3.6 Collect, classify and dissect fruits and seeds
and relate their structure to mode of
dispersal
12.3.7 Dissect a small mammal to show organs
associated with reproduction
(demonstration)
89
13.0.0 GROWTH AND DEVELOPMENT (20 13.3.0 Practical activities
lessons)
13.3.1 Examine, draw and differentiate seeds
13.1.0 Specific Objectives 13.3.2 Determine the region of growth in shoots
By the end of the topic, the learner should be and roots
able to: 13.3.3 Investigate hypogeal and epigeal
a) differentiate growth from development germination
b) analyse experimental data on growth 13.3.4 Carry out experiments to demonstrate apical
rates dominance
c) identify parts of a named seed and 13.3.5 Observe stages of complete and
factors affecting viability and incomplete metamorphosis in insects
dormancy in seeds
d) investigate conditions necessary for 13.4.0 Project work:
germination and distinguish the types Measure either length of internodes/ breadth
of germination of leaves/height/dry weight of seedlings
e) measure one aspect of growth in a over a known period of time, analyse and
given seedling present the data obtained in form of graphs,
f) determine the region of growth in charts or histograms
seedlings
g) explain apical dominance
h) distinguish between complete and
incomplete metamorphosis in insects
i) explain the role of hormones in
regulating growth and development.
13.2.0 Content
13.2.1 Concepts of growth and development

13.2.2 Growth and development in plants
• Dormancy and ways of breaking it
• Conditions necessary for germination
• Epigeal and hypogeal germination
• Measurement of one aspect of
growth in a named seedling e.g.
region of growth
• Primary and secondary growth
• Role of growth hormones in plants
• Apical dominance
13.2.3 Growth and development in animals

• Complete and incomplete
metamorphosis in insects
• Role of growth hormones in insects
90
FORM FOUR
14.0.0 GENETICS (34 lessons)
14.2.4 Linkage
14.1.0 Specific Objectives Sex linked genes, sex linked
By the end of the topic, the learner characteristics e.g. Colour blindness,
should be able to: Haemophilia, Hairy ears and Nose
a) distinguish between continuous and
discontinuous variations 14.2.5 Mutations
b) describe the structure and • Types of mutations
properties of chromosomes • Causes and consequences of
c) state the first law of inheritance and chromosomal mutations
describe Mendel‟s work • Gene mutations(only cover the
d) construct and use punnet following examples of genetic
square/checker board disorders: Albinism, Sickle cell
e) distinguish between F1 and F2 Anaemia, Haemophilia, Colour
generations, genotype and blindness)
phenotype, haploidy and diploidy,
homozygosity and heterozygosity, 14.2.6 Practical applications of genetics
dominance and recessiveness, • Blood transfusion
linkage and sex linkage, mutations • Plant and animal breeding using
and mutagens artificial selection
f) predict and explain the inheritance • Genetic counselling
of the ABO blood groups and • Genetic engineering
Rhesus (Rh) factor
g) state examples of genetically 14.3.0 Practical Activities
inherited disorders 14.3.1 Measure and record heights of class
h) explain causes of chromosomal members and plot the data on graphs
mutations 14.3.2 Demonstrate chromosome behaviour in
i) explain the practical application of mitosis and meiosis by using
genetics. clay/plasticine/insulated coloured
wires/coloured thread
14.2.0 Content 14.3.3 Carry out investigations on finger prints
14.2.1 Concepts of genetics and tongue rolling
• Variation within plant and
animal species 15.0.0 EVOLUTION (19 lessons)
• Review of chromosomes
• Brief mention of genes and 15.1.0 Specific Objectives
DNA (without details of the By the end of the topic, the learner
molecular structure of genes should be able to:
and DNA) a) explain the meaning of evolution and
the current concepts of evolution
14.2.2 First law of heredity b) describe the struggle for existence
• Mendel‟s experiments - and survival for the fittest
monohybrid inheritance c) describe the evidences for organic
(3:1 ratio) evolution
• Complete and incomplete d) explain resistance to antibiotics,
dominance, backcross/testcross fungicides and pesticides.
• Inheritance of ABO blood
groups and Rh factor
14.2.3 Sex determination in humans
91
15.2.0 Content f) explain the role of endocrine system in
15.2.1 Meaning of evolution humans
15.2.2 The origin of life g) state the effects of drug abuse on the
• Special creation human health
• Chemical evolution h) relate structure to function of the
(Brief explanation required) human ear and eye
15.2.3 Evidences for organic evolution i) explain defects of the eye and ear and
• Fossil records - brief mention of their corrections.
human evolution
• Geographical distribution - 16.2.0 Content
continental drift 16.2.1 Meaning of stimulus, response and
• Comparative embryology irritability
• Comparative anatomy 16.2.2 Reception, response and coordination in
(Convergent and divergent plants
evolution based on homology • Response to a variety of external
and analogy) stimuli
• Cell biology - occurrence of • Tropisms and tactic movements
cell organelles and blood and their survival values
pigments • Production of auxins and their
effects on plant growth
15.2.4 Mechanisms of evolution
• Lamarcks theory (Brief mention) 16.2.3 Reception, responses and coordination
• Evolution by natural selection in animals
• Natural selection in action e.g. • Components of the nervous system
peppered moth (industrial melanism) in a mammal
• Resistance to drugs, pesticides and • Structure and functions of the
antibiotics neurones
• Functions of major parts of human
15.3.0 Practical activities brain
• Simple and conditioned reflex
15.3.1 Compare vertebrate limbs actions
15.3.2 Compare wings of birds and insects 16.2.4 The role of hormones in coordination in
15.3.3 Education tour to an archeological site/local a mammal
museum • Effects of over secretion and under
secretion of adrenaline and thyroxine
16.0.0 RECEPTION, RESPONSE AND in humans
COORDINATION IN PLANTS AND • Functional differences and
ANIMALS (43 lessons) similarities between endocrine and
nervous systems
16.1.0 Specific Objectives 16.2.5 Effects of drug abuse on the human
By the end of the topic, the learner should be health
able to: 16.2.6 Structure and functions of parts of the
a) define irritability, stimulus and mammalian eye (human)
response • Accommodation, image formation
b) explain differences between tactic and and interpretations
tropic responses and their survival • Common eye defects and their
values corrections
c) explain the production of plant 16.2.7 Structure and functions of parts of the
hormones and their effects on tropisms mammalian ear (human)
(growth responses) • Hearing (omit details of cochlea)
d) relate the structure of the mammalian • Balance and posture (mention
nervous system to its functions only parts involved)
e) distinguish between simple and
conditioned reflex actions
92
16.3.0 Practical activities 17.2.3 Locomotion in a finned fish
16.3.1 Carry out experiments to investigate tactic 17.2.4 Identification of the bones of axial and
responses e.g. chemotaxis - use any of the appendicular skeletons (names of
following organisms: worker termites/fly individual bones of coccyx not
maggots/earth worms/honey required)
bee/grasshoppers/ woodlice
16.3.2 Carry out experiments on tropisms and
17.2.5 Types and functions of movable joints
etiolation (ball and socket, hinge joint)
16.3.3 Determine the distance of blind spot 17.2.6 Structure, function and location of
16.3.4 Carry out knee jerk experiment cardiac, smooth and skeletal muscles
(Details of fine structure not required)
Role of muscles in movement of
17.0.0 SUPPORT AND MOVEMENT the arm in humans
IN PLANTS AND ANIMALS
(39 LESSONS) 17.3.0 Practical activities
By the end of the topic, the learner should be 17.3.1 Observe permanent slides of
able to: transverse sections of the stems of
a) explain the necessity of support and herbacious and woody plants
movement in animals and plants 17.3.2 Observe wilting in young herbacious
b) describe the arrangement and the role plants
of supporting tissues in young and old 17.3.3 Examine the exoskeleton in arthropods
plants 17.3.4 Observe and identify external features
c) list functions of the exo and endo- of a finned fish
skeletons
d) describe locomotion in a named finned
17.3.5 Examine and draw different types of
fish bones in mammals
e) identify the bones of the axial and
appendicular skeleton in a mammal
f) describe the structure and functions of
different types of joints in a mammal
and explain how muscles bring about
movement
g) distinguish between the different types
of muscles, their locations and
functions.
17.2.0 Content
17.2.1 Plants
• Necessity for support and
movement in plants
• Review of tissue distribution in
monocotyledonous and
dicotyledonous plants
(Histological details of tissues
are not required)
17.2.2 Animals
movement in animals
• Types and functions of the skeleton
- exoskeleton in arthropods
- endoskeleton in vertebrates
93
5. Quizzes
6. Written tests and examinations
1. Practical Work
2. Project work
3. Field trips
4. Oral questions
94
AGRICULTURE
vi
INTRODUCTION
This syllabus has been compiled with a view to accomplishing two fundamental objectives. First, the
learners should develop basic principles of agricultural production relevant to Kenya in general, and
specifically to their own environments. Secondly, learners should be involved in practicals which aim at
assisting them to acquire useful agricultural skills. Therefore, it is highly recommended that learners be
involved in practical work for actual agricultural production.
Affective domain objectives in agriculture are as important as those in cognitive and psychomotor domains.
However, they must not be seen as achievable at the end of each single topic. They are long term
objectives and are set out in the general rather than specific objectives. The teacher must not forget them in
teaching and in assessment.
The syllabus covers crop production, livestock production, farm power and machinery, farm structures,
agricultural economics and agroforestry. These are distributed throughout the four-year course.
An attempt has been made to arrange the topics in a logical sequence. However, due to different ecological
zones and weather patterns in the country, teachers are advised to take into account these differences when
developing their schemes of work. They should also endeavour to cover the syllabus within the allocated
time. In topics on crop and livestock production, teachers should select examples which are most suited to
their ecological zones. It is highly recommended that a crop museum be established in each school.
Students should also be encouraged to plant suitable trees in their schools and label them using common
and botanical names for each tree.
Each school is encouraged to harvest its rain water from the roof catchment, hold it in reservoirs and use it
for irrigation and for livestock, among other uses. Rain water harvesting does not only avail cheap water to
the school, but also prevents soil erosion and undermining of building foundations. Agricultural and other
related activities must not be used as punishment for wrong doers.
At the end of this syllabus are appendices on lists of tools, weeds, pests and diseases to be studied.
However, teachers are encouraged to innovate and to use local resources in teaching. A guide on
learner/assessment and self evaluation is given in appendix II.
96
GENERAL OBJECTIVES
The Secondary Agriculture course aims to:
1. develop an understanding of agriculture and its importance to the family and the
nation
2. promote interest in agriculture as an industry and create awareness of opportunities

existing in agriculture and related sectors.
3. demonstrate that farming is a dignified and profitable occupation
4. enhance skills needed in carrying out agricultural practices
5. provide a background for further studies in agriculture
6. develop self-reliance, resourcefulness and problem solving abilities in agriculture
7. develop occupational outlook in agriculture
8. enable schools to take an active part in national development through agricultural

activities
9. create awareness of the role of agriculture in industrial and technological

development
10. enhance understanding of the role of technology and industrialization in

agricultural development
11. promote agricultural activities which enhance environmental conservation
12. promote consciousness of health promoting activities in agricultural production.
97
FORM ONE
1.0.0 INTRODUCTION TO Note: Learners should be reminded

AGRICULTURE that any of the above methods can be
1.1.0 Specific objectives subsistence or commercial
should be able to: 1.2.5 Roles of agriculture in the economy
a) define agriculture • Food supply
b) state the main branches of • Source of employment
agriculture • Foreign exchange earner
c) describe farming systems • Source of raw materials for
d) explain the role of agriculture in the industries
economy and demonstrate an • Provision of market for
appreciation of its importance to industrial goods
the country • Source of capital
e) demonstrate an appreciation for the
wide and varied opportunities in
agriculture. 2.0.0 FACTORS INFLUENCING
AGRICULTURE
1.2.0 Content
1.2.1 Definition of agriculture 2.1.0 Specific objectives
1.2.2 Branches of agriculture By the end of the topic, the learner
• Crop-farming (Arable farming) should be able to:
i) Field crops a) explain the human factors
ii) Horticulture influencing agriculture
- Floriculture b) explain biotic factors influencing
(flower farming) agriculture
- Olericulture c) explain how climatic factors
(vegetable farming) influence agriculture
- Pomoculture d) define soil
(fruit farming) e) describe the process of soil
• Livestock farming formation
i) Pastoralism - mammalian f) describe soil profile
livestock farming g) determine soil constituents
ii) Fish farming h) classify soils by physical
iii) Apiculture (Bee keeping) characteristics
iv) Poultry keeping i) explain chemical properties of soils
• Agricultural economics j) relate crop and livestock
• Agricultural engineering distribution to soils in different
1.2.3 Systems of farming regions.
• Extensive
• Intensive 2.2.0 Content
• Large scale farming 2.2.1 Human factors
• Small scale farming • Levels of education and technology
Note:- Study each of the above systems • Health - HIV/AIDs and health in
under: general
- Meaning • Economy (include liberalization)
- Advantages • Transport and communication
- Disadvantages • Market forces (local and
1.2.4 Methods of farming international)
• Mixed farming • Government policy
• Nomadic pastoralism • Cultural and religious beliefs
• Shifting cultivation
• Organic farming
• Agroforestry
98
2.2.2 Biotic Factors • Soil constituents
• Pests - Constituents (demonstrate
• Parasites presence of each)
• Decomposers - importance of each constituent
• Pathogens • Physical properties of soil
• Predators i) Soil structure
• Pollinators - Definition
• Nitrogen fixing bacteria - Types
- Influence on crop production
2.2.3 Climatic Factors ii) Soil texture
• Rainfall - definition
- intensity - soil textural classification
- reliability - influences on crop growth and
- quantity production, porosity,
- distribution capillarity, drainage and
water retention capacity.
• Temperature iii) Soil colour
- How topography and altitude • Chemical properties of soil
affect temperature - Soil pH
- How temperature influences - pH influence on crop growth
crop and livestock production and production
- Effects of pH on mineral
• Wind availability
- Evapotranspiraton
- Lodging 3.0.0 FARM TOOLS AND EQUIPMENT
- Pollination 3.1.0 Specific objectives
- Seed dispersal By the end of the topic, the learner
- Soil erosion (note section 21.11) should be able to:
a) identify various farm tools and
• Light equipment
- Intensity b) name parts of various farm tools
- Duration - long, neutral and and equipment
short day plants c) describe the use of various tools
- Wavelength and equipment
d) carry out maintenance practices on
Note: Each factor to be discussed with tools and equipment
respect to the following: e) demonstrate an appreciation for
- Land potentiality care and maintenance of tools.
- Crop production
- Livestock production 3.2.0 Content
- Crop and livestock distribution in 3.2.1 Garden tools and equipment
Kenya 3.2.2 Workshop tools and equipment
• Woodwork tools and equipment
2.2.4 Edaphic factors • Metalwork tools and equipment
• Definition of soil 3.2.3 Livestock production tools and
• Soil formation equipment
• Soil profile 3.2.4 Plumbing tools and equipment
- Definition 3.2.5 Masonry tools and equipment
- Characteristics of different
soil layers Note: Study the above tools
- Difference between soil under the following headings:
formed in situ and depositions - Name and uses
- Soil depth and its influence on - Parts and uses
crop production - Maintenance practices
99
Note: (see Appendix I for list of 4.2.3 Minimum tillage
tools and equipment to be studied) • Definition
4.0.0 CROP PRODUCTION I • Importance
(LAND PREPARATION) • Practices

By the end of the topic, the learner 5.0.0 WATER SUPPLY, IRRIGATION
should be able to: AND DRAINAGE
a) explain the importance of land
preparation 5.1.0 Specific objectives
b) describe the various types of By the end of the topic, the learner
cultivation should be able to:
c) relate cultivation operation to a) state the sources of water for the
correct tools and or implements farm
d) prepare a piece of land ready for b) describe collection, storage,
crop production. pumping, and conveyance of water;
c) describe water treatment and
4.2.0 Content explain its importance
4.2.1 Land preparation d) define irrigation
• Definition e) explain the importance of irrigation
• Importance f) describe methods of irrigating land
4.2.2 Operations in land preparation g) list the equipment used in irrigation
• Clearing land before cultivation h) grow a crop through irrigation
- Importance(include clearing as a i) carry out maintenance on irrigation
method of land reclamation) equipment and facilities
- Methods and equipment j) define drainage
k) explain the importance of drainage
• Primary cultivation l) describe the methods of drainage
- Definition and importance m) explain how agricultural activities
- Timing pollute water and how this can be
- Choice of tools and implements prevented
n) demonstrate an appreciation for
• Secondary cultivation clean water in farming and life in
- Definition and importance general.
- Number of operations
- Correct tools and implements 5.2.0 Content
for different operations 5.2.1 Water supply
- Relating final tilth to the • Sources of water
intended planting material • Collection and storage of water
• Pumps and pumping
• Tertiary operations • Conveyance of water
- Ridging - Piping: - types of pipes
- Rolling - Choice of pipes
- Levelling - Canals
- Transportation in containers
Note: for each type:
- give reasons • Water treatment
- explain how it is carried out - Meaning
• Sub-soiling - Methods
- Meaning - Importance
- Importance • Uses of water on the farm
- Equipment used
100
5.2.2 Irrigation 6.2.0 Content
• Definition 6.2.1 Soil fertility
• Importance (include irrigation as • Definition
a method of land reclamation) • How soil loses fertility
• Methods • Maintenance of soil fertility
- surface
- sub-surface 6.2.2 Organic Manures
- overhead • organic matter and humus
- drip • importance of organic matter in
the soil
Note: advantages and • types of organic manures
disadvantages of each - Green manure
• Maintenance practices of each - Farm-yard manure
irrigation system - Compost manure
5.2.3 Project on crop production through
any method of irrigation Note: For each type, describe its
5.2.4 Drainage preparation, advantages and
• Definition disadvantages and use
• Importance (include as a method
of land reclamation) 6.2.3 Compost manure:
• Methods of drainage • Meaning
- Surface • Materials used and materials to
- Sub-surface avoid
- Pumping • Preparation methods and procedure
- Planting of appropriate trees - Heap
5.2.5 Water Pollution - Pit
• Meaning
• Agricultural practices that pollute
water 7.0.0 LIVESTOCK PRODUCTION I
• Methods of pollution prevention (COMMON BREEDS)
and control
SOIL FERTILITY I should be able to:
(ORGANIC MANURES) a) name various livestock species
b) define the terms livestock, breed
6.1.0 Specific objectives and type
By the end of the topic, the learner c) describe the various breed
should be able to: characteristics
a) define soil fertility d) state the origin of various livestock
b) explain how soil fertility can be breeds
maintained e) classify the various breeds into
c) describe how soil loses fertility types
d) define and distinguish organic f) name the external parts of the
matter, manure and humus various livestock species
e) explain the importance of organic g) demonstrate an appreciation of the
matter in the soil socio-economic value of livestock.
f) describe the different organic
manures
g) prepare compost manure;
h) demonstrate a caring attitude
towards soil.
101
7.2.1 Importance of livestock 8.2.1 Definition
72.2 Livestock species • Economics
• Cattle • Agricultural Economics
- Exotic
- Indigenous 8.2.2 Basic concepts of economics
• Goats • Scarcity
• Sheep • Preferences and choice
• Pigs • Opportunity cost
• Poultry (chicken)
• Rabbits 8.2.3 Uses of farm records
• Camels
8.2.4 Types of farm records
Discuss each under the following: • Breeding
• Breed origin and characteristics • Feeding
• Type of each breed • Production
• External parts of each livestock • Health
species • Field operations
• Typical conformation • Inventory
• Labour
7.2.3 Terms used to describe livestock • Marketing
in different species by age, sex
and use.
8.0.0 AGRICULTURAL ECONOMICS I

(BASIC CONCEPTS AND
FARM RECORDS)

should be able to:
a) define economics and agricultural
economics
b) explain basic concepts of
economics
c) describe the importance of
agricultural economics
d) explain the importance of farm
records
e) describe the different types of farm
records
f) keep farm records.
102
FORM TWO
9.2.4 Soil testing

9.0.0 SOIL FERTILITY II • Meaning
(INORGANIC FERTILIZERS) • Importance
• Testing for pH
9.1.0 Specific Objectives • How soil pH affects crop production
By the end of the topic, the learner Note: Learners to make a table
should be able to: showing optimum pH range for various
a) list the essential elements crops with the help of the teacher.
b) classify the essential elements
c) state the role of each macro- 10.0.0 CROP PRODUCTION II
nutrient (PLANTING)
d) describe the deficiency
symptoms of the macro-nutrients 10.1.0 Specific objectives
e) identify and classify fertilizers By the end of the topic, the learner
f) describe the properties of various should be able to:
fertilizers a) state the correct planting materials
g) describe soil sampling and testing for various crops
procedures b) select and prepare planting
h) use appropriate methods of fertilizer materials
application c) determine the optimum time of
i ) calculate fertilizer application rates planting
j) explain how soil acidity and d) state the factors which determine
alkalinity affect crop production. the depth of planting
e) describe the planting procedures for
9.2.0 Content different crops
9.2.1 Essential elements f) state the factors that determine seed
• Macro-nutrients rate, spacing and plant population
- carbon hydrogen and oxygen g) calculate plant population
- fertilizer elements(N.P.K) h) demonstrate an appreciation for
- liming elements (Ca, Mg, S) economical use of land.
• Role of macro-nutrients in plant
growth 10.2.0 Content
• Deficiency symptoms of macro- 10.2.1 Types of planting materials
nutrients in crops • Seeds
• Micronutrients - Description
- Advantages
9.2.2 Inorganic fertilizers - Disadvantages
• Classification of fertilizers • Vegetative materials
• Identification of fertilizers - Description
• Properties of fertilizers - Advantages
• Methods of fertilizer application - Disadvantages
• Determination of fertilizer rates • Plant parts used for vegetative
propagation
9.2.3 Soil sampling - Slips
• Meaning - Splits
• Soil sampling methods and - Bulbils
procedures - Crowns
• Sites to avoid - Suckers
• Preparation and Procedure of - Tubers
sending soil for testing - Vines
- Cuttings and setts
10.2.2 Selection of planting materials
• Suitability to ecological
103
conditions (use maize hybrids d) select a suitable site for a nursery
and coffee varieties as examples) e) prepare a nursery bed
• Purity f) manage a nursery bed
• Germination percentage g) transplant crops from a nursery
• Certified seeds h) bud a seedling
i) graft a seedling
10.2.3 Preparation of planting materials j) explain the importance of budding,
• Breaking dormancy grafting, layering and tissue culture
• Disease and pest control/seed k) describe damage caused by animals
dressing on tree seedlings and how to
• Seed innoculation prevent it.
• Chitting
11.2.0 Content
Note: Give appropriate crop for each 11.2.1 Nursery bed
Practice • Definition
• Difference between a nursery
10.2.4 Planting bed, seedling bed and a seed bed
• Timing • Importance
- Factors to consider • Site selection
- Advantages of timely planting • Nursery establishment
• Methods of planting i) Vegetable nursery
- Broadcasting ii) Tree nursery
- Row planting iii) Vegetative propagation
- Oversowing (refer to pastures) nursery (tea as an example)
- Undersowing - use of sleeves and other
innovations for growing
Note: Give appropriate crop for young plants
each method - making and using seedling
boxes for growing young
10.2.5 Plant population plants
• spacing - preparation of rooting
- factors to consider medium
• seedrates - preparation of cuttings
- factors to consider
• calculation of plant population 11.2.2 Routine management in raising
per unit area. • seedlings
• Seed drilling
10.2.6 Depth of planting • Mulching
• factors to consider • Watering
• Shading
Note: Learners should: • Pricking out
- carry out the above practices • Hardening off
- develop a table showing spacing for • Weed control
different local crops • Pest control
• Disease control
11.0.0 CROP PRODUCTION III 11.2.3 Budding
(NURSERY PRACTICES) • Meaning
• Methods and procedure
11.1.0 Specific objectives • Appropriate plants
By the end of the topic, the learner • Appropriate tools and materials
should be able to:
a) describe a nursery bed Note: Learners to practice budding of
b) distinguish between a nursery bed, orange scions on lemon root-stocks or
a seedling bed and a seed bed other appropriate plants.
c) state the importance of a nursery
bed
104
11.2.4 Grafting 12.2.0 Content
• Meaning 12.2.1 Crop rotation
• Methods and procedure • Definition
• Appropriate plants • Importance
• Appropriate tools and materials • Factors influencing crop rotation
• Rotational programmes
Note: Learners to practice grafting on 12.2.2 Terms used in crop production
appropriate fruit trees • Monocropping
• Intercropping
11.2.5 Importance of budding and grafting • Mixed cropping
11.2.6 Layering 12.2.3 Mulching
• Methods • Meaning
• Importance • Importance
• Appropriate crops/plants for • Types of mulching materials
layering - organic
• Materials used in layering - inorganic
• Advantages and disadvantages
11.2.7 Tissue culture for crop propagation of mulching materials
11.2.8 Transplanting of vegetable seedlings 12.2.4 Routine field practices

from nursery to seedbed • Thinning
• Timing • Rogueing
• Procedure and precautions • Gapping
• Training/staking/propping
11.2.9 Transplanting of tree seedlings • Pruning:
• Timing i) Tea - table formation
• Digging appropriate holes and maintenance
• Planting including firming and ii) Coffee
watering - single and multiple stem.
• Protecting the seedlings after - capping
transplanting - de-suckering
- Shading - changing cycles
- Damage caused by animals on tree
seedlings and how to prevent it.
(iii) Banana stool management.
12.0.0 CROP PRODUCTION IV (iv) Pyrethrum
(FIELD PRACTICES) - cutting back
• Earthing up
12.0.0 Specific objectives • Crop protection:
By the end of the topic, the learner - Weed control
should be able to: - Pests and disease control
a) define crop rotation (see unit 22 and 23)
b) state the importance of crop
rotation Note: Study each of the above under
c) draw a crop rotation programme - Importance
d) distinguish terms used in crop - Timing
farming - Appropriate crops
e) state the importance of mulching in
crop production 12.2.5 Harvesting
f) describe the importance of various • Stage and timing of harvesting
field practices in crop production • Methods of harvesting
g) carry out various field practices • Precautions during harvesting
h) state the correct stage for
harvesting various crops 12.2.6 Post - harvest practices:
i) describe harvesting practices for • Threshing/shelling
various crops. • Drying
105
• Cleaning carried out concurrently as theory
• Sorting and grading and practical
• Dusting
• Packaging
14.0.0 LIVESTOCK HEALTH I
12.2.7 Storage (INTRODUCTION TO LIVESTOCK
• Importance HEALTH)
• Types of storage
• Preparation of store 14.1.0 Specific objectives
should be able to:
13.0.0 CROP PRODUCTION V a) define health and disease
(VEGETABLES) b) describe signs of sickness in
animals
13.1.0 Specific objectives c) state the predisposing factors of
By the end of the topic, the learner livestock diseases
should be able to: d) categorize animal diseases;
a) grow a vegetable crop from nursery e) carry out disease control practices
establishment to harvesting f) state the importance of
b) keep crop production records maintaining livestock healthy
c) market farm produce g) demonstrate a caring attitude
d) demonstrate an appreciation of towards livestock.
agriculture as an economically
lucrative activity. 14.2.0 Content
14.2.1 Health and disease
13.2.0 Content • Definitions
13.2.1 Vegetable crops • Importance of keeping livestock
• Tomatoes - use varieties that healthy
require pruning and staking. • Pre-disposing factors of
• Carrots livestock diseases
• Onions • Signs of ill -health in livestock
• Cabbages/kales
Note: 14.2.2 Classification of livestock diseases

- Each student should grow at by cause
least one of the above crops 14.2.3 General methods of disease control
keeping all the necessary records 14.2.4 Appropriate methods of handling
- The teacher should organise the class livestock
in such a way that there are students
growing each of the crops 15.0.0 LIVESTOCK HEALTH II
- Class discussions should be (PARASITES) (16 Lessons)
organised so that students tell
and demonstrate to each other 15.1.0 Specific objectives
their work in the different By the end of the topic, the learner
vegetable crops. Discussion should be able to:
may be held at the crop plots for a) describe host-parasite relationship
students to observe. b) identify different parasites
- The teacher may organise common c) describe the life-cycle of parasites
nurseries for students growing d) explain methods of parasite control
tomatoes, cabbages/kales and in livestock.
onions. However, all students
should actively participate in all 15.2.0 Content
nursery establishment and 15.2.1 Host - parasite relationship
management practices. • effects of parasites on hosts
- Topics 12.00 and 13.00 may be
106
15.2.2 External parasites f) demonstrate a caring attitude
• Ticks towards livestock.
• Tsetseflies
• Mites 16.2.0 Content
• Lice 16.2.1 Livestock nutrition
• Fleas • Feeds and Feeding
• Keds - Identification
- classification of feeds
15.2.3 Internal parasites - Terms used in expressing
• Roundworms (Ascaris spp) feed values
• Tapeworms (Taenia spp) - Computation of livestock rations
• Flukes (Fasciola spp) - Preparation of livestock rations
Note:
• The parasites in 15.2.2 and 15.2.3 • Digestive systems.
should be studied under the - Ruminant cattle
following:- - Non-ruminant (pig and poultry)
i) Identification
ii) Livestock species attacked • Digestion in cattle, pig and poultry
iii) Part(s) of livestock attacked or
inhabited and mode of feeding 16.2.2 Appropriate livestock handling
iv) Signs and symptoms of attack techniques while feeding
• Describe the life cycles of the

following:
i) Roundworm (ascaris spp.)
ii) Tapeworm (Taenia spp.)
iii) Liver Fluke (Fasciola spp.)
iv) Ticks, appropriate examples of:
- one - host
- two - host
- three - host
Note: Indicate whether soft or

hard tick
• State methods of parasite
control giving appropriate
example of a parasite for each
method.
16.0.0 LIVESTOCK PRODUCTION II

(NUTRITION) (12 Lessons)

should be able to:
a) identify and classify livestock feeds
b) describe digestion and digestive
systems of cattle, pig and poultry
c) define terms used to express feed
values
d) compute a livestock ration
e) prepare balanced ration for various
livestock
107
FORM THREE
17.2.4 Signs of heat in:

17.0.0 LIVESTOCK PRODUCTION III • Cattle
(SELECTION AND BREEDING) • Pigs
• Rabbits
17.1.0 Specific objectives Note: Study the oestrus cycle of
By the end of the topic the learner each of the above
should be able to:
a) describe reproduction 17.2.5 Methods of service in livestock
b) describe reproductive systems, • Natural mating
c) select breeding stock • Artificial insemination
d) describe breeding systems • Embryo transplant
e) identify signs of heat in livestock Note: Discuss advantages and
f) describe methods used in serving disadvantages of each.
livestock
g) demonstrate a caring attitude 17.1.6 Signs of parturition
towards livestock • Cattle
• Pigs
17.2.0 Content • Rabbits
17.2.1 Reproduction and reproductive systems. Note: Learners to handle livestock in
• Cattle appropriate caring manner.
• Poultry
17.2.2 Selection:
• meaning 18.0.0 LIVESTOCK PRODUCTION IV
• Factors to consider in selecting a (LIVESTOCK REARING
breeding stock PRACTICES)
- Cattle
- Sheep 18.1.0 Specific Objectives
- Goats By the end of the topic the learner
- Pigs should be able to:
- Camels a) describe livestock rearing practices
• Methods of selection b) carry out livestock rearing practices
- mass selection c) demonstrate a caring attitude
- contemporary comparison towards livestock.
- progeny testing
18.2.0 Content
17.2.3 Breeding 18.2.1 Routine livestock rearing practices
• Meaning • Feeding practices
• Terms used in breeding - Flushing
- Dorminant and recessive genes - Steaming up
- Heterosis(hybrid vigour) - Creep feeding
- Epistasis • Parasites and Disease control
practices
• Breeding systems - Vaccination
- Cross-breeding - Deworming
- Up-grading - Hoof trimming
- Inbreeding - Docking
- Line breeding - Dipping/spraying
- Out-crossing - Dusting
Note: Discuss under the headings:
- Definition
- Advantages
- Disadvantages
108
• Breeding practices c) construct and maintain farm
- Crutching structures.
- Tupping and serving
- Raddling 19.2.0 Content
- Ringing 19.2.1 Farm buildings and structures
• Identification • Siting
• Debeaking • Parts of a building
• Tooth clipping - Foundation
• Culling: Describe general - Wall
methods and carry out - Roof
practicals on: 19.2.2 Livestock buildings and structures
- Cattle • Crushes
- Poultry • Dips
• Dehorning • Spray race
• Shearing • Dairy shed/parlour
• Castration • Calf pens
- open • Poultry houses and structures
- closed - Deep litter
- caponization - Coops
• Management during paturation:- - Folds/Arks
- Pigs - Runs
- Cattle - Battery cages
- Sheep • Rabbit hutches/Rabbitry
- Goats • Piggery/pig sty
- Rabbits • Fish ponds
18.2.2 Bee Keeping (Apiculture) • Silos (for silage)
• Importance • Zero grazing unit
• Colony • Bee hives
• Siting of the apiary and hive 19.2.3 Farm stores
• Stocking the bee hive • Feed
• Management: • Farm produce
- Feeding • Chemical
- Predator and pest control • Machinery
• Honey harvesting and processing • Tools
18.2.3 Fish Farming (aquaculture) 19.2.4 Green house
• Importance • Meaning
• Types of fish kept in farm ponds • Construction materials
• Management • uses
• Harvesting 19.2.5 Fences in the farm
• Processing and preservation • Types of fences and materials
18.2.4 Appropriate handling of livestock used
during routine management • Uses - advantages and disadvantages
• Gates and passes in fences
• Fence reinforcements
19.0.0 FARM STRUCTURES (18 Lessons)
Note
19.1.0 Specific Objectives - Construct either of the
By the end of this topic, the learner following structures:
should be able to: i) a crush
a) describe parts of a building ii) a beehive
b) identify materials for construction iii) a hutch
b) describe various farm structures - Visit nearby construction sites
and their uses for observation.
c) describe sitting of various
structures
109
20.0.0 AGRICULTURAL ECONOMICS II 21.2.0 Content
(LAND TENURE AND LAND 21.2.1 Soil erosion
REFORM) (8 Lessons) • Definition
• Factors influencing erosion -
20.1.0 Specific objectives - Land use and ground cover
By the end of the topic, the learner - Topography - gradient and length
should be able to: of slope (horizontal and vertical
a) define the term tenure intervals)
b) describe tenure systems - Soil type and condition
c) describe land reforms. (Erodability)
- Rainfall intensity (Erosivity)
20.2.0 Content • Agents of erosion
20.2.1 Land tenure - Water
• definition - Wind
• tenure systems - Human beings
(i) individual - Animals
- Types • Types of erosion
- Advantages and disadvantages i) Splash/rain drop
(ii) collective ii) Sheet
- Description iii) Rill
- Advantages iv) Gully
- Disadvantages - gully formation
20.2.2 Land reforms - types of gullies
• Definition v) River bank
• Types of reform and reasons vi) Solifluction
for each vii) Landslides
- Fragmentation • Soil erosion control
- Consolidation (i) Biological/cultural control
- Adjudication - Grass strips
- Registration (Emphasise the - Cover crops
importance of a title deed) - Grassed waterways
- Settlement and resettlement - Contour farming and strip
cropping
21.0.0 SOIL AND WATER - Mulching
CONSERVATION (19 Lessons) - Afforestation/forestation
(ii) Physical/structural controls
21.1.0 Specific objectives - Stone lines
By the end of the topic, the learner - Filters /strip
should be able to: - Trashlines
a) define soil erosion - Terraces - level, graded,
b) explain the various factors that broad based narrow-
influence erosion based. bench, fanya
c) list the agents of erosion juu, fanya chini.
d) describe the various types of erosion - Bunds
e) describe various methods of erosion - Cut-off - drains/Diversion
control ditches
f) demonstrate a caring attitude towards - Gabions/porous dams
soil and water - Ridging
g) carry out soil erosion control
measures
h) describe water harvesting and
conservation techniques
i) describe micro-catchments and their
uses.
j) design and construct a micro-
catchment .
110
21.2.2 Water harvesting 22.2.2 Weed control methods
• Roof catchment • Chemical weed control:
• Rock catchment - Classes of herbicides
• Weirs and dams - Methods of application
• Ponds - Safety measures in use
• Retention ditches/Level terraces of chemicals
• Mechanical weed control
21.2.3 Micro-catchments • Cultural weed control
• Types • Biological weed control
• Laying out and construction • Legislative control
methods
• Uses
23.0.0 CROP PESTS AND DISEASES
Note
- A local soil conservation officer to be 23.1.0 Specific objectives
contacted for necessary tools and By the end of the topic, the learner
demonstration of skills in should be able to:
establishing level and graded terraces a) define pest and disease
- Learners to practice using leveling b) state the main causes of crop
boards, line and spirit level to diseases
develop conservation structures. c) describe the harmful effects of crop
- Learners to carry out soil and water pests and diseases
conservation work in and or out of d) identify and classify some of the
school wherever appropriate common pests and diseases
e) carry out general disease and pest
control measures
22.0.0 WEEDS AND WEED CONTROL f) demonstrate a caring attitude
towards the environment while
22.1.0 Specific objectives controlling pests and diseases.
should be able to: 23.2.0 Content
a) define a weed 23.2.1 Pests
b) identify weeds • Definition
c) classify weeds • Classification of pests:
d) explain the characteristics which - Mode of feeding
make the weeds competitive - Crops attacked
e) describe ways of controlling weeds - Stage of growth of crop attacked
f) state harmful effects of weeds - Field and storage
g) control weeds pests
h) exercise safety measures to oneself, • Identification of common pests
to crops and to the environment • Harmful effects of pests
while controlling weeds. • Pest control measures.
23.2.2 Diseases:
22.2.0 Contents • Definition
22.2.1 Weeds • Classification of diseases
• Definition of weed according to cause
• Weed identification and • Identification of common diseases
classification • Disease control
• Competitive ability of weeds • Harmful effects of diseases
(Appropriate examples for each • Disease control measures
ability) (see appendices III and IV for
• Harmful effects of weeds pests and diseases to be studied)
(appropriate examples for
each effect)
(See Appendix II for weeds to
be studied)
111
Note: Remind learners of safety in Note:
mixing, using and storing of chemicals Compare cost of production with value
including container disposal as in unit of product for maize/sorghum/millet
22.00) and beans
24.0.0 CROP PRODUCTION VI Discuss why there is a loss or a

(FIELD PRACTICES II) (17 Lessons) profit and improvement needed.
24.1.0 Specific objectives 25.0.0 FORAGE CROPS (9 Lessons)

should be able to: 25.1.0 Specific objectives
a) describe management practices in By the end of the topic, the learner
crop production should be able to:
b) carry out management practices for a) define and classify pastures
a given crop b) identify forage crops
c) demonstrate an appreciation of c) describe the ecological
agriculture as an economically requirements of forage crops
lucrative activity. d) describe the establishment and
management of pastures and fodder
24.2.0 Content e) describe forage utilization and
24.2.1 Production of : conservation.
• Maize/millet/sorghum
• Beans 25.2.0 Content
25.2.1 Pastures
Discuss under the following:- • Definition
• Meaning of hybrids, composites • Classification
and cultivars • Establishment
• Selecting best hybrids, composites • Management
or cultivars for a given climatic 25.2.2 Utilization
region. • Grazing systems
• Raising of a maize/sorghum/millet - Rotational
and bean crop from seed bed - Herding
preparation to harvesting • Zero grazing
• Keeping records in production
of maize/sorghum/millet and beans 25.2.3 Fodder crops
• Napier/bana grass
24.2.2 Rice production • Guatemala grass
• Land preparation • Sorghum
• Water control • Kale
• Use of flooding in rice field • Edible cana
• Fertilizer application • Lucerne
• Weed control • Clovers
• Desmodium
24.2.3 Harvesting of the following crops • Manigolds
• Cotton • Agroforestry trees/bushes used
• Pyrethrum as fodder
• Sugarcane
• Tea Under the following:
• Coffee - Ecological requirements
- Establishment and management
Under the following - Production per unit area
• Stage of harvesting - Utilization
• Method and procedure of harvesting
• Precautions in harvesting
112
25.2.4 Forage conservation 26.2.3 Viral diseases
• Hay making • Rinderpest
• Silage making • Foot and mouth
• Standing hay • Newcastle
• Fowl pox
26.0.0 LIVESTOCK HEALTH III • Gumboro
(DISEASES) (20 Lessons) • African Swine fever
26.1.0 Specific objectives 26.2.4 Nutritional diseases

By the end of the topic, the learner • Milk fever
should be able to: • Bloat
a) describe causes and vectors of main
livestock diseases The above diseases should be studied
b) state the incubation period of the under the following:
livestock diseases • Animal species attacked
c) describe the signs of each disease • Cause/causal organism/agent
d) state the predisposing factors where and or vector
applicable • Predisposing factors(where
e) carry out simple control measures of applicable)
livestock diseases • Incubation period (where
f) demonstrate a caring attitude towards applicable)
livestock. • Signs and symptoms of disease
• Simple control measures of the
26.2.0 Content diseases
26.2.1 Protozoan diseases
• East coast fever Note
• Anaplasmosis - Learners to exercise care and use
• Coccidiosis appropriate livestock handling
• Trypanosomiasis(Nagana) practices
26.2.2 Bacterial diseases - Exercise care not to pollute the

• Fowl typhoid environment with chemicals
• Foot rot
• Contagious
abortion(Brucellosis)
• Scours
• Black quarter
• Mastitis
• Anthrax
• Pneumonia
113
FORM FOUR
27.0.0 LIVESTOCK management
PRODUCTION V (POULTRY) - Conditions
(25 Lessons) - Equipment
- Management of:-
27.1.0 Specific objectives i) layers
By the end of the topic, the learner ii) broilers
should be able to:
a) identify parts of an egg 27.2.5 Rearing systems
b) select eggs for incubation • Extensive
c) identify suitable sources of chicks - Free range
d) describe broodiness and natural • Semi - intensive
brooding - Fold system
e) describe brooder and brooder • Intensive
management - Deep litter
f) describe conditions necessary for - Battery cage system
artificial incubation Note: Include advantages
g) describe rearing systems and disadvantages of each
h) describe the feeding for each age system.
and category of poultry
i) identify stress and vices 27.2.6 Chicken feeding
j) state the causes of stress and • Broilers
vices in poultry • Layers
k) state the effects of vices and
stress in poultry 27.2.7 Stress and vices in chicken.
l) state control measures of • Identification
vices and stress • Causes
m) describe marketing of eggs • Control
and poultry meat
n) select sort and grade eggs for 27.2.8 Marketing
marketing • eggs - include, grading of
o) demonstrate an appreciation eggs for marketing
of poultry production as an • meat
economically lucrative activity.
Note: Learners to exercise care and use
27.2.0 Content appropriate methods while handling
27.2.1 Parts of an egg poultry
27.2.2 Incubation
• Meaning
• Selection of eggs for incubation 28.0.0 LIVESTOCK PRODUCTION VI
• Natural incubation (CATTLE) (16 Lessons)
- Signs of broodiness in poultry
- Preparation and management of 28.1.0 Specific objectives
natural incubation By the end of the topic, the
• Artificial incubation learner should be able to:
- Management of the incubator i. raise young stock
ii. demonstrate a caring
27.2.3 Sources of chicks attitude towards livestock
(c) describe milk by its
27.2.4 Brooding Components
• Meaning (d) describe milk secretion and
• Natural brooding let – down
• Artificial brooding (e) milk using correct
- Brooder and brooder procedure and technique
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1. describe marketing of beef • Wind
cattle and milk • Water
2. Demonstrate an appreciation • Biomas
of cattle production as an - Wood/charcoal
economically lucrative activity. - Biogas
• Fossil fuel
28.2.0 Content - Coal
28.2.1 Raising young stock - Petroleum
• Feeding - Natural gas
• Weaning • Electrical
• Housing - Hydro
• Routine practices (see unit 18) - Geothermal
- Nuclear
28.2.2 Milk and Milking - Storage battery
• Milk composition • Solar
• Milk secretion and let down 29.2.2 Tractor Engine
• Clean milk production • Four stroke cycle engine
- Equipment and materials - diesel
(include milking machine) - petrol
- Cleanliness of the milkman / • Two stroke cycle engine
milkwoman 29.2.3 Systems of the tractor
- Milking procedure (by hand and • Fuel system
by machine • Electrical
- Milking techniques • Ignition
• Dry cow therapy • Cooling
• Lubrication
28.2.3 Marketing of milk • Transmission
- Clutch
28.2.4 Marketing beef cattle - Gears
Note: Learners to exercise care and - Differential
use appropriate methods in handling - Final Drive
livestock
29.0.0 FARM POWER AND MACHINERY 29.2.4 Tractor service maintenance

(18 Lessons) 29.2.5 Tractor drawn implements, their
uses and maintenance.
29.1.0 Specific objectives • Attachment methods
By the end of the topic the learner i) One point hitch
should be able to: - draw bar
a) describe various sources of ii) Three point hitch
power in the farm - hydraulic
b) describe various systems of a iii) Power take off (P.T.O)
tractor • Implements
c) describe the various tractor i) Trailer
implements, their uses and ii) Disc plough
maintenance iii) Mouldboard plough
d) describe the various animal drawn iv) Harrows
implements, their uses and - disc
maintenance plain
e) describe tractor service and notched
maintenance practices. - spike tooth
- spring tined
29.2.0 Content v) Sub - soilers
29.2.1 Sources of power in the farm vi) Ridgers
• Human • Rotary tillers
• Animal • Mowers
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- Gyro • Contribution of agriculture to
- Reciprocating national development
• Planters and seeders 30.2.2 Factors of production
• Cultivators/weeders • Land
• Sprayers - Definition
• Harvesting machines - Methods of acquisition
- grain • Labour
- root crops - Definition
- forage - Types
• Shellers - Measures of labour
- Ways of increasing
29.2.6 Animal drawn implements, uses labour efficiency
and maintenance • Capital
• Ploughs - Definition
• Carts - Types
• Ridgers - Sources
• Management
Note : Teacher should use local - Definition
resources and diagrams. The school - Role of a farm manager
does not need to have tractor, tractor Note: Emphasize that by law, a
drawn implements, animals and animal Kenyan can acquire land, settle,
drawn implements. invest capital or work anywhere
within the country.
30.0.0 AGRICULTURAL 30.2.3 Production function.

ECONOMICS III (PRODUCTION • Increasing returns
ECONOMICS) (20 Lessons) • Constant returns
• Decreasing returns
30.1.0 Specific objectives 30.2.4 Economic laws and principle
By the end of the topic, the learner • The law of diminishing returns
should be able to: • The law of substitution
a) explain various parameters • The law of equimarginal returns
of national development • Principle of profit maximization
b) relate national development 30.2.5 Farm planning
to agricultural production • meaning
c) state the factors of production • factors to consider
and explain how each affects • steps
production 30.2.6 Farm budgeting
d) describe how the law of • Definition
diminishing returns relates to • Importance
agricultural production • Types
e) describe agricultural planning - Partial
and budgeting in a farm business - Complete
f) state sources of agricultural
support services 30.2.7 Agricultural services available to
g) describe risks and uncertainities the farmer
in farming
h) explain ways of adjusting to 30.2.8 Risks and uncertainties in farming
risks and uncertainities. • Meaning
• Common risks and uncertainties
30.2.0 Content • Ways of adjusting
30.2.1 National income
• Household - firm relationship
• Gross Domestic product (GDP)
• Gross National Product (GNP)
• Per Capita Income
116
31.0.0 AGRICULTURAL ECONOMICS IV (f) list various agricultural
(FARM ACCOUNTS) (10 Lessons) Organizations
(g) describe the role of each of
31.1.0 Specific objectives the agricultural organizations.
learner should be able to: 32.2.0 Content
a) state the importance of farm 32.2.1 Market and marketing
b) accounts 32.2.2 Types of markets
c) distinguish and describe the 32.2.3 Demand, supply and price theory
d) various financial documents 32.2.4 Marketing functions
e) and their uses 32.2.5 Problems of marketing agricultural
f) prepare and analyse financial products and possible solutions
g) statements 32.2.6 Marketing boards, agents and
h) identify various books of institutions
i) accounts and their uses. 32.2.7 Co-operatives
• Formation
31.2.0 Content • Functions
31.2.1 Financial documents and books 32.2.8 Associations and unions
of accounts • Agricultural society of Kenya
• Financial documents (ASK)
- Invoices • Young Farmers Clubs (YFC)
- Statements • Kenya National Farmers Union
- Receipts (KNFU)
- Delivery notes • Agricultural based Women groups.
- Purchase orders
33.0.0 AGROFORESTRY
• Books of Accounts 33.1.0 Specific objectives

- Ledger By the end of the topic, the learner
- Journal should be able to:
- Inventory a) define agroforestry
- Cash book b) state the importance of agroforestry
c) describe various forms of
31.2.2 Financial statements agroforestry
• Cash analysis d) explain the importance of trees
• Balance sheet e) select appropriate trees for
• Profit and loss account different uses
f) describe tree nursery management
32.0.0 AGRICULTURAL ECONOMICS V and transplanting
(AGRICULTURAL MARKETING g) explain routine tree management
AND ORGANISATIONS) h) select appropriate sites for trees in
(10 Lessons) the farm and other areas
i) describe various methods of tree
32.1.0 Specific objectives harvesting.
should be able to: 33.2.0 Content
a) define market and marketing 33.2.1 Definition of agroforestry
b) describe the various types of • forms of agroforestry
markets
c) describe how the law of 33.2.2 Importance of agroforestry
supply and demand affects the
prices of agricultural products 33.2.3 Importance of trees and shrubs
d) state various marketing functions, • important trees and shrubs for
agents and institutions particular purposes
e) identify problems in marketing of • Trees and shrubs to avoid at certain
agricultural products sites and reasons
117
33.2.4 Tree nursery
• types of nurseries
• seed collection and preparation
• nursery management
• transplanting
Note: Refer to 11.00 nursery practices
33.2.5 Care and management of trees

• Protection
• Pruning and training
• Grafting old trees
33.2.6 Agroforestry practices

• Alley cropping
• Multistory cropping
• Woodlots in farms
33.2.7 Sites for agroforestry trees

• Boundaries
• River banks
• Terraces
• Slopes
• Homestead
33.2.8 Tree harvesting methods
118
APPENDIX I - RESOURCES
A TOOLS AND EQUIPMENT TO BE STUDIED
1. GARDEN TOOLS AND EQUIPMENT TO BE STUIED
panga knap -sack sprayer

axe sprinkler
mattock/pick axe hose pipe
jembe/hoe garden shear
fork jembe pruning saw
spade pruning knife
wheelbarrow meter rule
watering can secateurs
spring balance garden trowel
rake garden fork
tape measure pruning - hook
soil auger levelling boards
2. LIVESTOCK PRODUCTION TOOLS AND EQUIPMENT
elastrator stir-up pump

burdizzo milk churn
syringes and needles strainer/sieve
thermometer rope
halter milking stool
hoof trimmer weighing balance
strip cup hot iron
trochar and canular teeth clipper
hard broom drenching gun
wool shears dosing gun
ear notcher bolus gun
bull ring and lead stick dehorning wire
bucket chaff cutter
3. WORKSHOP TOOLS AND EQUIPMENT
cross cut saw jack plane

tenon/back saw scrapper
coping saw try square
compass saw/key hole saw wood clamp
rip saw sash clamp
bow saw G-clamp
hack saw mallet
wood chisel soldering gun
cold chisel tin -snip
files and rasps claw hammer
wire brush paint brush
marking gauge ball -pein hammer
divider sledge hammer
centre punch wire strainer
spoke shave pliers
screw drivers brace and bits
spanners hand drills and bits
119
pipe wrench riveting machine
pipe cutter crow bar
levelling rod masons square
spirit level plumb bob
mason trowel
wood float metal float
meter rule shovel
B. WEEDS TO BE STUDIED
COMMON NAME BOTANICAL NAME

1. Black Jack Bidens pilosa
2. Mexican marigold Tagetes minuta
3. Oxalis/sorrel Oxalis species
4. Double thorn Oxygonum sinuatum
5. Thorn apple Datura stramonium
6. Couch grass Digitaria scalarum
7. Nut grass Cyperus rotundas
8. Wandering Jew Commelina bengalensis
9. Sow thistle Sonchus oleraceus
10. Devil‟s horsewhip Achranthes aspera
11. Macdonaldi/gallant soldier Gallinsoga parviflora
12. Sodom apple Solanum incanum
13. Black nightshade Solanuim nigrum
14. Chinese lantern Nicandra physalodes
15. Bracken fern Pteridium aquillinum
16. Love grass/Bristly foxtail Seteria verticillata
17. Cleavers Gallium spurium
18. Stinging nettle Utica massaica
19. Fat hen/Goosefoot Chenopodium species
20. Rape Weed Brassica napus
21. Wild Oats Avena fatua
22. Lantana/Tick berry Lantana camara
23. Water hyacinth Eichhornial crassipes
24. Witchweed Striga hermonthica
25. Creeping indigo Indigofera spicata
120
C. CROP PESTS TO BE STUDIED
1. Armyworm
2. Cut worm
3. Locust
4. Moths
5. Fruitfly
6. Mealybug
7. Thrips
8. Beetles
9. Weavils - field and store
10. Birds - Weaver, Sudan dioch, Mouse
bird
11. Rodents - Squirrels, Moles and Rats
12. Boll worms
13. Stainers
14. Nematodes
15. Leaf miners
16. Aphids
17. Stalk borers
18. Loopers
19. Scales
D. CROP DISEASE TO BE STUDIED
1. Maize streak
2. Smuts
3. Blasts
4. Leaf blight
5. Anthracnose
6. Rusts – in cereals and leaf rust in
coffee
7. Leaf spot
8. Blight –hallow, early and late
9 Panama disease
10. Cigar end rot
11. Mildew
12. Mosaic
13. Die back
14. Greening
15. Tristeza
16. Wilts –Fusarium and Bacterial
17. Black arm
18. Damping off
19. Coffee Berry Disease
20. Rosette
21. Ratoon stunting disease
22. Armilaria root-rot
121
APPENDIX II
2. They guide the teacher on the
EVALUATION methodology for example, if the task
It is important for the teacher to evaluate his is that the learner be able to explain
teaching and to assess learners performance. something, then the teacher may use
Both of these measurements can be carried out lecture or discussion method.
by determining the extent to which the intended
objectives have achieved by the end of each If the task is to prepare e.g. a nursery
topic. bed, then the methodology will be a
demonstration followed by a
At the beginning of each topic, a list of specific practical.
objectives is given. Note that, the stem of each
list of objectives says; 3 They guide on the method of
assessment i.e. if the task was to state,
“By the end of the topic, the learner should be then the learner should be asked to
able to:” perform a certain task. Each specific state but not to explain.
objective then starts with a verb which gives the
task that the learner should be able to perform by If on the other hand, the objective
the end of the topic. required learners to describe, the
question should read, describe but not
Such verbs include: demonstrate
- State
- Explain The teacher must therefore always get
- Describe the verb in the objective to ask the
- Relate question.
- Distinguish
- Prepare 4 They guide on the depth of coverage
- Carry out e.g. name the tick that carries ECF is
A good assessment therefore will attempt to shallower than describe the tick that
determine whether the learner is able to perform carries ECF.
the task expressed by the verb.
Therefore if the objective states that
The objectives are meant to serve certain the learner should be able to name,
purposes:- then description is not
called for.
1) They guide the teacher to determine
what the learner is expected to do. 5. The teacher is able to evaluate
In some cases when the objectives his/her teaching through assessment
are very specific they may demand of learners. The number of learners
the determination of extent to which able to perform the task(s) set out in
the learner is able to perform a task the objective(s) to a certain extent
eg the learner should be able to by the end of the specified
complete milking a cow within seven time that is end of topic, shows how
minutes from the beginning is effective the teaching has been. The
different from the learner “the results of such an evaluation can
learner will be able to milk a cow” help the teacher to determine what
changes are required in future
In the first objective, assessment will teaching such as, changes in:-
not only be on the ability to milk but - Teaching methods
also within what time. Grades may - Teaching resources
then be allocated for performance of - Time given per content area
the task and for the time it takes.
122
METHODS OF ASSESSMENT It is important for the teacher to understand that
how a task is performed tells not only the
It is recommended that the teacher carries out competence gained but also the attitude with
continuous assessment. Since, the specific which it is done.
objectives state that learners will be able to
perform certain task(s) by the end of the topic. Observation will therefore include:
Therefore, through the teacher may need to test a) Degree of exactness in performance of a
certain contents before the end of the topic, it is task.
important that a test is done at the end of each b) Creativity
topic. Mid-term, term and end year c) Timeliness in completing a task and
examinations are also encouraged. Some reporting
methods of testing are: d) Enthusiasism/keenness
e) Care in handling materials and tools
i) Oral for example for brainstorming on a f) Care of the environment
topic, exploring learners knowledge g) Co-operation/teamwork spirit
of a new topic or as an indication to h) Leadership/planning/organizational
the teacher whether the learners are abilities/responsibility/command/respect
following the lesson.
ii) Short/written quizzes at the end of
the lesson or topic/short answer
questions.
iii) Written assignments/long answer
questions/essays
iv) Practical work - in class or field
v) Observation - this is used mostly of
assessing of psychomotor and affective
domain objectives
vi) Practical projects for individuals or
groups
123
HOME SCIENCE
INTRODUCTION
Home science is an applied and integrated science which aims at improving the quality of life for the individual, the
family and the community.
This Home science syllabus incorporates subject areas such as health education foods, nutrition, textiles, clothing,
home care, maternal health-care and consumer education. Issues such as HIV/AIDS, STIs, drug misuse, sanitation
have been dealt with under health education. Gender responsiveness has also been addressed to encourage both male
and female learners to take the subject.
The syllabus has been formatted for uniform interpretation by teachers. In view of this, teachers are advised to use it as
a guide and to integrate content areas appropriately during lesson planning. Teachers are called upon to be creative
and improvise materials and equipment appropriately. Use of locally available resources and incorporation of the
electronic media are encouraged in the enhancement of the learning and teaching of Home Science. Information update
in all areas incorporated in this subject is essential.
Emphasis should be laid on economical use of resources through group practicals and, where possible, field visits
within the locality. Practical and written assignments should be given regularly so that the teacher can assess the
learners‟ mastery of content and acquisition of relevant skills.
The content has been reorganized and can be covered within the suggested number of lessons, however, flexibility is
acceptable. Teachers are advised to make use of the teachers guide in lesson preparation.
It is expected that this syllabus will adequately prepare learners for further education and training in a wide variety of
careers.
126
GENERAL OBJECTIVES
By the end of the course the learner should be able to:
1 adapt to environmental, social and economic changes
2 practice principles of good health with respect to self, others and the environment
3 manage and improvise resources
4 practice preventive and promotive health care strategies
5 develop artistic values in the selection, preparation and serving of food
6 preserve and store foods
7 appreciate foods from different communities
8 develop artistic values in clothing and interior design
9 select, use and care for different fabrics
10 develop skills in garment construction and soft furnishings
11 acquire knowledge in maternal child health care
12 acquire awareness of consumer education and be able to utilize it wisely
13 form a foundation for further education and training in various fields.
127
FORM ONE
1.0.0 INTRODUCTION TO 3.0.0 SAFETY IN THE HOME AND

HOME SCIENCE (2 Lessons) FIRST AID (9 Lessons)

By the end of the topic the learner By the end of the topic the learner
should be able to: should be able to:
a) define Home Science a) identify causes of common accidents
b) explain the importance of in the home
Home Science b) take appropriate measures to prevent
c) relate Home Science to various and manage common accidents
career opportunities. c) prepare and assemble items in a
1.2.0 Content First Aid kit
1.2.1 Definition of Home Science d) use medicine correctly
1.2.2 Importance of Home Science to: e) differentiate between misuse
· individual and abuse of medicine.
· family 3.2.0 Content
· nation 3.2.1 Common accidents in the home, their
1.2.3 Home Science as a basis for various causes, prevention and management
careers · burns and scalds
· cuts and bruises
2.0.0 PERSONAL HYGIENE (11 Lessons) · fractures and sprains
· suffocation and choking
2.1.0 Specific Objectives · foreign bodies in the eyes, ears and
By the end of the topic the learner nose
should be able to: · shock
a) practice principles of good · fainting
grooming · nose bleeding
b) choose and use cosmetics · drowning
appropriately · insect stings and bites
c) state changes in adolescence · snake bites
and relate them to personal · poisoning
hygiene 3.2.2 Assembling a First Aid kit
d) make correct choice, use and care 3.2.3 Medicine
for clothes and shoes. · basic instruction on using
medicine
2.2.0 Content · misuse and abuse
2.2.1 Good grooming:
· care of the body 4.0.0 HOUSING THE FAMILY(6 Lessons)
· ways of enhancing personal
appearance 4.1.0 Specific Objectives
· care of personal items - By the end of the topic the learner
handkerchiefs, combs, hair should be able to:
brushes, towels, tooth brushes, a) compare house designs in different
underwear communities
b) identify and relate locations of
2.2.2 Choice, use and misuse of cosmetics different areas in a house to their
2.2.3 Changes in adolescence functions
· physical c) explain different ways of providing
- personal hygiene family shelter
· emotional d) state and discuss factors to consider
· social when providing family shelter.
2.2.4 Choice, use and care of clothes and
shoes - leather and canvas shoes
128
4.2.0 Content 6.0.0 KITCHEN EQUIPMENT
4.2.1 Types of houses (8 Lessons)
· traditional houses
· modern houses 6.1.0 Specific Objectives
4.2.2 Essential areas and their placement By the end of the topic the learner
in a house should be able to:
4.2.3 Relationship between locations of a) identify, use and care for kitchen
different areas in a house and their equipment
functions b) exercise safety precautions when
4.2.4 Methods of providing family shelter handling kitchen equipment
4.2.5 Factors to consider when providing c) improvise kitchen equipment
family shelter. where necessary.
5.0.0 CARE OF THE HOME 6.2.0 Content

(12 Lessons) 6.2.1 Types of kitchen equipment and
their use
By the end of the topic the learner 6.2.2 Care of kitchen equipment
should be able to: · plastics
a) classify different types of dirt · metals
found in the home - stainless steel
b) choose, use and care for - aluminium
different types of cleaning - iron
materials and equipment - enamel
c) improvise cleaning materials · wood
and equipment · glass
d) practice methods of removing · earthenware
dirt from different surfaces · calabashes
e) practice cleaning different 6.2.3 Safety precautions when handling
areas in the home. kitchen equipment
6.2.4 Improvisation of kitchen equipment.
5.2.0 Content
5.2.1 Classification of dirt: 7.0.0 FOOD HYGIENE (9 Lessons)
· loose dirt
· fixed dirt 7.1.0 Specific Objectives
5.2.2 Choice, use and care of different By the end of the topic the learner
types of cleaning materials and should be able to:
equipment a) practice rules of food hygiene
5.2.3 Improvisation of cleaning b) explain the causes and prevention of
materials and equipment food spoilage and poisoning
5.2.4 Reasons for cleaning a house c) state the signs and symptoms of
5.2.5 Removing dirt from surfaces food poisoning
· sweeping d) store perishable and dry food
· dusting appropriately
· scrubbing e) treat water for drinking.
· suction
5.2.6 Daily, weekly and special cleaning 7.2.0 Content
of different areas in a house: 7.2.1 Kitchen and food hygiene
· sitting/living area 7.2.2 Food spoilage and poisoning
· sleeping area 7.2.3 Signs and symptoms of food poisoning
· sanitation area 72.4 Storage of perishable and dry foods
· storage area 7.2.5 Water treatment at home
· dining area · sedimentation
· cooking area · filtration
· boiling
· storage
129
8.0.0 METHODS OF COOKING 9.2.2 Properties of common textile fibres
(12 Lessons) · cotton
· linen
8.1.0 Specific Objectives · wool
By the end of the topic the learner · silk
should be able to: · viscose rayon
a) discuss reasons for cooking food · nylon
b) state general rules for different · acrylic
methods of cooking · polyester
c) state the advantages and 9.2.3 Physical identification of textile fibres.
disadvantages of different
methods of cooking
d) practice different methods of 10.0.0 SEWING TOOLS AND
cooking. EQUIPMENT (9 Lessons)

8.2.1 Reasons for cooking food By the end of the topic the learner
8.2.2 Methods of cooking should be able to:
· General rules a) choose, use and care for basic
· Advantages and disadvantages sewing tools and equipment
for each method: b) use and care for a sewing
i) Moist Methods machine.
· boiling
· steaming 10.2.0 Content
· frying 10.2.1 Choice, use and care for basic
· stewing sewing tools and equipment
ii) Dry Methods 10.2.2 Parts of a sewing machine and
· roasting their functions
· baking
9.0.0 TEXTILE FIBRES (9 Lessons) 11.0.0 STITCHES (12 Lessons)

a) classify textile fibres a) classify stitches
b) state properties of textile fibres b) work out different types of stitches.
c) identify types of textile fibres.
11.2.0 Content
9.2.0. Content 11.2.1 Classification of stitches
9.2.1 Classification of fibres · temporary
i) Natural fibres · permanent (joining, neatening
· animal (wool, silk) and decorative)
· plant (cotton, linen) 11.2.2 Different types of stitches
· mineral (asbestos) • temporary
ii) Man-made fibres i) tacking
· regenerated - even tacks
- viscose rayon - long and short
- acetate rayon - basting/diagonal tacks
· synthetic - tailor tacks
- polyamides (nylon) • permanent
- acrylonitrile (acrylic) - joining
- polyester (terylene) - neatening
· elastofibres (lycra) - decorative
130
FORM TWO
12.0.0 ENVIRONMENTAL 13.2.0 Content

HYGIENE (9 Lessons) 13.2.1 Types of laundry equipment used
for washing, drying, finishing and
12.1.0 Specific Objectives storage
By the end of the topic the learner should be 13.2.2 Choice, use and care for different
able to: laundry equipment.
a) define environmental hygiene
b) dispose refuse appropriately
c) describe the types of drainage and care 14.0.0 DETERGENTS AND
for them appropriately LAUNDRY AGENTS (6 Lessons)
d) explain dangers of poor sanitation 14.1.0 Specific Objectives
e) discuss causes, signs, symptoms and By the end of the topic the learner should be
prevention of common communicable able to:
diseases. a) distinguish between soap and soapless
detergents and their suitability to
12.2.0 Content various fabrics
12.2.1 Definition of environmental hygiene b) explain the difference between hard and
12.2.2 Disposal of household refuse soft water
· organic refuse c) soften hard water for laundry work
· inorganic refuse d) identify laundry agents.
· recycling
12.2.3 Drainage 14.2.0 Content
· types of drainage 14.2.1 Soap and soapless detergents
· care 14.2.2 Suitability of different detergents to
12.2.4 Sanitation various fabrics
· causes of poor sanitation 14.2.3 Hard and soft water
· dangers of poor sanitation 14.2.4 Soften hard water
· common communicable diseases 14.2.5 Other laundry agents
- typhoid · bleaches
- cholera · starch
- dysentery · laundry blue
- malaria · fabric conditioner
- bilharzia · salt
- scabies
- ringworms 15.0.0 LAUNDRY PROCESSES (1 Lesson)
- T.B. (Tuberculosis)
- worm infestation 15.1.0 Specific Objective
By the end of the topic the learner should
able to identify different laundry processes.
13.0.0 LAUNDRY EQUIPMENT
(3 Lessons) 15.2.0 Content
15.2.1 Laundry processes
13.1.0 Specific Objectives · repairing
By the end of the topic the learner · sorting
should be able to: · soaking/steeping
a) identify laundry equipment · washing
b) choose, use and care for · rinsing
different laundry equipment · drying
· finishing
· storage
131
16.0.0 REPAIR OF CLOTHES AND 18.0.0 SPECIAL TREATMENT IN
HOUSEHOLD ARTICLES LAUNDRYWORK (9 Lessons)
(6 Lessons)
16.1.0 Specific Objectives By the end of the topic the learner
By the end of the topic the learner should be able to:
should be able to: a) identity and remove stains
a) discuss the importance of repairing b) carry out special treatment in
clothes and household articles laundrywork.
b) differentiate wear and tear in clothes and
household articles 18.2.0 Content
c) repair wear and tear in clothes and 18.2.1 Stain Removal
household articles. · blood
· tea
16.2.0 Content · grass
16.2.1 Importance of timely repair of · oil
clothes and household articles · ink
16.2.2 Wear and tear · banana sap
16.2.3 Repair of clothes and household · chewing gum
articles · perspiration
· darning (holes, thin areas) 18.2.2 Other Special treatment in laundry work
· hanging hems · disinfecting
· gaping seams · fixing colour
· replacement of buttons · starching
· buttonhole repairs · blueing
· repair of belt loops · valeting
· patches (plain, print) · dry cleaning
· spotting and sponging
· fabric conditioning
17.0.0 LAUNDERING DIFFERENT
FABRICS ( 9 Lessons)
19.0.0 STORAGE OF CLOTHES AND
17.1.0 Specific Objective HOUSEHOLD ARTICLES
By the end of the topic, the learner should be (3 Lessons)
able to launder different fabrics
appropriately. 19.1.0 Specific Objectives
By the end of the topic the learner
17.2.0 Content should be able to:
17.2.1 Laundering different fabrics a) store clothes and household articles;
· white and coloured cottons and b) improvise storage facilities for clothes
linens and household articles.
- knitted
- woven 19.2.0 Content
· woollens 19.2.1 Storage facilities
· silks 19.2.2 Methods of storing clothes and
· nylons household articles
· acrylics · folding
· viscose rayon‟s · hanging
· polyesters 19.2.3 Improvisation of storage facilities
17.2.2 Care labels
132
20.0.0 FOOD NUTRIENTS AND 21.0.0 SEAMS (9 Lessons)
NUTRITIONAL DISORDERS
(18 Lessons) 21.1.0 Specific Objectives
20.1.0 Specific Objectives should be able to:
By the end of the topic the learner a) list commonly used seams
should be able to: b) make samples of commonly
a) classify food nutrients and their used seams
sources c) choose appropriate seams.
b) explain the functions of food
nutrients 21.2.0 Content
c) discuss the common nutritional 21.2.1 Definition of a seam
disorders, their signs, symptoms 21.2.2 Commonly used seams
and management · inconspicuous
d) discuss causes of malnutrition - open seam
e) explain principles of nutrient - French seam
conservation · conspicuous
f) state reason for food fortification. - overlaid seam
- double stitched seams
20.2.0 Content 21.2.3 Procedures of working commonly
20.2.1 Definitions of food, food nutrient, used seams
nutrition, balanced diet and 21.2.4 Choice of seams
malnutrition
20.2.2 Classification of nutrients and
their sources 22.0.0 PATTERNS AND GARMENT
20.2.3 Functions of nutrients in the body CONSTRUCTION (24 Lessons)
20.2.4 Causes of malnutrition
20.2.5 Common nutritional disorders, 22.1.0 Specific Objectives
their signs, symptoms and By the end of the topic the learner
management should be able to:
· kwashiorkor a) take body measurements
· marasmus b) identify pattern symbols and
· anaemia markings and their use
· scurvy c) draft and develop pattern pieces for
· goiter an apron
· rickets/osteomalacia d) lay out and transfer pattern
· beriberi symbols and markings on to the
· keratomalacia fabric correctly
· pellagra e) cut out and make the apron.
20.2.6 Nutritional disorders associated with 22.2.0 Content

lifestyles 22.2.1 Body measurements
· diabetes 22.2.2 Pattern symbols and markings
· gout 22.2.3 Drafting and developing patterns
· hypertension for an apron
· obesity · double bib
· anorexia nervosa · waistband
· skirt
20.2.7 Principles of nutrient conservation · pocket
during · neckband
· preparation of food · frills (optional)
· cooking 22.2.4 Making the apron
· storage
20.2.8 Food fortification
133
23.0.0 CONSUMER AWARENESS 24.2.0 Content
(2 Lessons) 24.2.1 Types of advertisements
· informative
23.1.0 Specific Objectives · persuasive
By the end of the topic the learner · competitive
should be able to:
a) explain the importance of 24.2.2 Forms of advertisement
consumer education · electronic media
b) state sources of consumer · print media
information. · person to person
23.2.0 Content 24.2.3 Effects of advertisements on the

23.2.1 Definitions of consumer, consumer
consumer education, goods, services · negative
23.2.2 Importance of consumer education · positive
23.2.3 Sources of consumer information
24.0.0 ADVERTISEMENT (3 Lessons)

should be able to:
a) discuss types of advertisements
b) state forms of advertisement
c) interpret and use advertisements
wisely.
134
FORM THREE
· voluntary counselling and testing
25.0.0 MEAL PLANNING AND (VCT) in HIV
MANAGEMENT (24 Lessons) · age of the parents
26.2.2 Pregnancy
25.1.0 Specific Objectives · signs of pregnancy
By the end of the topic the learner · common problems during
should be able to: pregnancy
a) state the importance of meal 26.2.3 Needs of a pregnant woman
planning · nutritional needs
b) discuss factors to consider when · physical needs
planning meals · emotional needs
c) plan and prepare meals to meet · social needs
individuals needs - role of the family
d) present meals attractively 26.2.4 Ante-natal care
e) plan and prepare packed meals. · definition
· factors that affect normal
25.2.0 Content foetal development
25.2.1 Importance of meal planning - STIs
25.2.2 Factors to consider when planning - H.I.V/AIDS
meals - alcohol
25.2.3 Plan, prepare and present meals - smoking
for the family and special groups - drugs
· young children - trauma
· adolescents - german measles
· manual workers - nutrient deficiency
· invalids · activities at the antenatal clinics
· convalescents · role of Traditional Birth Attendants
· elderly (TBA)
25.2.4 Packed meals 26.2.5 Post-natal care
· definition
· importance of post-natal care
26.0.0 MATERNAL CHILD HEALTH · activities at the post-natal clinic
CARE (12 Lessons) · care of the lactating mother
· growth monitoring and promotion
should be able to: 27.0.0 CHILD IMMUNIZATION
a) discuss the importance of safe (2 Lessons)
parenthood
b) state the signs of pregnancy 27.1.0 Specific Objectives
c) explain common problems in By the end of the topic the learner
pregnancy should be able to:
d) discuss the needs of a pregnant a) define immunization
woman b) discuss the importance of
e) explain the importance of ante- immunization
natal and post-natal care. c) explain the immunization
schedule.
26.2.0 Content
26.2.1 Safe parenthood
· nutritional needs
· social preparation
· psychological preparation
135
27.2.1 Definition of immunization 29.2.1 Definition of weaning
27.2.2 Importance of immunization 29.2.2 Factors to consider when
27.2.3 Immunization schedule for young weaning a baby
children 29.2.3 Choice and preparation of
· BCG weaning foods
· diptheria, whooping cough 29.2.4 Problems related to weaning and
(pertussis), tetanus, hepatitis B, how to deal with them
H. influenza type B
· polio
· measles 30.0.0 HABIT TRAINING (6 Lessons)
· yellow fever 30.1.0 Specific Objectives
· supplementation - vitamin A By the end of the topic the learner
should be able to:
28.0.0 BREAST FEEDING (6 Lessons) a) explain the importance of habit
28.1.0 Specific Objectives training
By the end of the topic the learner b) discuss the role of play in child
should be able to: development
a) explain how to care for a lactating c) choose, make and care of
mother play items.
b) explain the importance of
breastfeeding 30.2.0 Content
c) state the problems related to 30.2.1 Importance of habit training
breastfeeding 30.2.2 Role of play in child
d) state advantages and disadvantages development
of supplementary/complementary 30.2.3 Choice and care of play items
feeding 30.2.4 Making play items
e) practice proper care of feeding
equipment.
31.0.0 FLOUR MIXTURES AND
28.2.0 Content RAISING AGENTS (28 Lessons)
28.2.1 Care of a lactating mother
28.2.2 Importance of breastfeeding 31.1.0 Specific Objectives
28.2.3 Problems related to breastfeeding By the end of the topic the learner
and how to overcome them should be able to:
28.2.4 Advantages and disadvantages of a) classify different flour mixtures
supplementary/complementary feeding b) explain how raising agents work
28.2.5 Care of feeding equipment c) make food items using flour
· handling mixtures.
· cleaning
· storage 31.2.0 Content
31.2.1 Classification of flour mixtures
· batters
29.0.0 WEANING THE BABY · dough
(4 Lessons) 31.2.2 Types and functions of raising agents
· biological
29.1.0 Specific Objectives · chemical
By the end of the topic the learner · mechanical
should be able to: 31.2.3 Food items made from different
a) define weaning; flour mixtures
b) state factors to consider when · pancakes
weaning a baby · short crust pastries
c) choose and prepare suitable · cakes
weaning foods - rubbed in
d) discuss problems related to - creamed
weaning and their management. · bread/doughnuts
136
32.0.0 CLOTHING CONSTRUCTION 33.0.0 PRINCIPLES OF WISE
PROCESSES (44 Lessons) BUYING (3 Lessons)

a) discuss processes in garment a) discuss factors influencing
construction consumer buying
b) apply the processes in the b) explain principles of wise
construction of a garment. buying
c) state the advantages and
32.2.0 Content disadvantages of common
32.2.1 Management of fullness methods of buying.
32.2.2 Pockets
· in-seam pocket 33.2.0 Content
· patch pocket 33.2.1 Factors influencing consumer
buying
32.2.3 Interfaced waistband 33.2.2 Principles of wise buying
33.2.3 Common methods of buying
32.2.4 Openings and fastenings goods and services
· button and worked button holes
· hook and eye/bar
· zips 34.0.0 MAKING A BUDGET
- concealed (3 Lessons)
- semi-concealed
32.2.5 Hem management By the end of the topic the learner
· hemming should be able to:
· slip hemming a) explain the importance of
budgeting;
32.2.6 Make one of the following: b) make a budget.
· skirt
· pair of shorts 34.2.0 Content
· pair of trousers 34.2.1 Importance of budgeting
34.2.2 Steps in making a budget
137
FORM FOUR
35.0.0 CARE OF THE SICK AT

HOME (12 Lessons) 37.0.0 FUELS IN THE HOME (8 Lessons)

a) state reasons for taking care of a) identify fuels used in the home
the sick at home b) discuss the advantages and
b) identify the needs of the sick at disadvantages of the fuels
home c) explain the precautions to take
c) discuss preventative measures while handling fuels in the home
in the spread of infections. d) explain methods of conserving
energy.
35.2.0 Content
35.2.1 Reasons for caring for the sick at 37.2.0 Content
home 37.2.1 Fuels used in the home
35.2.2 Care for the sick at home · wood
· physical needs · charcoal
· emotional needs · kerosene
· nutritional needs · gas
· social needs · electricity
· spiritual needs · bio-gas
35.2.3 Preventative measures in the · solar
spread of infections · others
37.2.2 Advantages and disadvantages of

36.0.0 VENTILATION (4 Lessons) fuels used in the home
36.1.0 Specific Objectives 37.2.3 Precautions to take while handling

By the end of the topic the learner and storing fuels in the home
should be able to:
a) discuss reasons for sufficient 37.2.4 Methods of conserving energy
ventilation in a room
b) identify ways of ventilating a room.
38.0.0 LIGHTING IN THE HOME
36.2.0 Content (8 Lessons)
36.2.1 Reasons for adequate ventilation
in a room 38.1.0 Specific Objectives
36.2.2 Dangers of poor ventilation By the end of the topic the learner
36.2.3 Ways of ventilating a room should be able to:
· natural a) identify sources of light;
· mechanical b) explain methods of lighting a house;
c) discuss reasons for appropriate
lighting;
d) care for lighting fixtures and lamps.
138
38.2.1 Sources of light 40.2.1 Definition of food preservation
· natural 40.2.2 Reasons for preserving food
· artificial 40.2.3 Advantages and disadvantages of food
preservation
38.2.2 Methods of lighting the home 40.2.4 Methods of preserving food
· direct lighting · traditional
· semi-direct lighting · modern
· indirect lighting
· decorative lighting
41.0.0 CONVENIENCE FOODS
38.2.3 Reasons for appropriate lighting (2 Lessons)
38.2.4 Care of lighting fixtures and lamps 41.1.0 Specific objectives

should be able to:
39.0.0 SOFT FURNISHINGS IN THE a) explain the meaning of
HOME (20 Lessons) convenience foods
b) identify convenience foods
39.1.0 Specific Objectives c) state the advantages and
By the end of the topic the learner disadvantages of convenience
should be able to: foods.
a) discuss the colour wheel
b) discuss factors to consider when 41.2.0 Content
choosing soft furnishings for the 41.2.1 Meaning of convenience foods
home 41.2.2 Convenience foods
c) choose and arrange flowers for 41.2.3 Advantages and disadvantages of
different occasions. convenience foods
39.2.0 Content
39.2.1 Colour wheel 42.0.0 RÉCHAUFFÉ COOKERY
· choice of colour (8 Lessons)
· colour scheme
39.2.2 Furniture and soft furnishings By the end of the topic the learner
· definitions should be able to:
· reasons for using soft furnishings a) define réchauffé cookery
· choice of soft furnishings b) state the advantages and
disadvantages of using left-over
39.2.3 Flower arrangement foods
· points to consider in flower c) discuss factors to consider when
arrangements using left-over foods
d) make réchauffé dishes.
40.0.0 FOOD PRESERVATION 42.2.0 Content

(12 Lessons) 42.2.1 Definition of réchauffé cookery
40.1.0 Specific objectives using left over foods
By the end of the topic the learner 42.2.3 Storage of left over foods
should be able to: 42.2.4 Factors to consider when using
a) explain the reasons for preserving left over foods
food 42.2.5 Réchauffé dishes
b) state advantages and disadvantages
of food preservation
c) discuss methods of preserving food.
139
43.0.0 CLOTHING CONSTRUCTION
PROCESSES (52 Lessons) 45.0.0 CONSUMER PROTECTION
(4 Lessons)
By the end of the topic the learner 45.1.0 Specific Objectives
should be able to: By the end of the topic the learner
a) discuss selected processes in should be able to:
garment construction a) explain the importance of
b) apply the processes in garment consumer protection
construction. b) state the rights of a consumer
c) identify consumer protection
43.2.0 Content agencies.
43.2.1 Processes in garment construction
· collars 45.2.0 Content
- straight 45.2.1 Importance of consumer protection
- curved 45.2.2 Rights of a consumer
· cuffs 45.2.3 Agencies dealing with consumer
· set-in sleeves protection
· facings and interfacings
43.2.2 Make one of the following

· shirt
· blouse
44.0.0 PROBLEMS OF THE

CONSUMER (2 Lessons)
44.1.0 Specific Objective

By end of the topic the learner should
be able to discuss common problems
affecting the consumer.
44.2.0 Content
44.2.1 Problems of a consumer
· scarcity of resources
· inflation
· lack of information
· lack of awareness of ones rights
140
APPENDIX 1
SUGGESTED LEARNING/TEACHING RESOURCES

Needlework Tools and Equipment
1. Sewing Machines (choose whichever · cupboards

is suitable) · refrigerators
· Treadle 3. Saucepans/sufurias/ pots (all with covers)
· Electric 4. Frying pans
· Hand · deep frying pan
2. Ironing Surfaces · flat frying pan
· Ironing board 5. Clay pots
· Ironing table/blanket/sheet 6. Pressure cooker
· Sleeve board 7. Knives
3. Cutting out table · kitchen knife (French chef knife)
4. Large mirror · vegetable knife
5. Storage cupboards/wardrobes · bread knife
· clothes hangers · palette knife
6. Scissors · potato peeler
· dressmakers shears · table knives
· buttonholes scissors 8. Spoons
· embroidery scissors · tablespoons
· paper scissors · dessert spoons
7. Tape measures · teaspoons
8. Dressmakers pins · serving spoon
9. Needles · ladle
10. Tracing wheels/dressmakers carbon · wooden spoons (mwiko)
papers 9. Forks
11. Metre rulers 10. Cups
12. Seam rippers · plastic
13. Stilettos * · tea cups
14. Bodkin * · mugs
15. Tailors chalk 11. Drinking glasses
16. French curve * 12. Fish slice
13. Flour dredgers
* Not compulsory 14. Sieves
Sewing Notions · large
· machine sewing threads · small
· tacking thread
· materials for coursework and samples 15. Mixing bowls
· trimmings – ribbons, lace, embroidery 16. Chopping boards
threads (depending on coursework articles) 17. Plates
· fasteners · kitchen - plastic, enamel
· table
Cooking tools and equipment · platters
1. Cookers/stoves (choose which ever is 18 Measuring/equipment
suitable) · measuring jug
· gas 19. Rolling pins
· electric 20. Casserole dishes *
· kerosene 21. Serving dishes
· charcoal 22. Graters
23. Kettles
· firewood 24. Kitchen scissors *
· micro wave 25. Mortar and pestle *
2. Food storage equipment 26. Salt shakers
141
27. Water jug 6. Brooms
28. Trays · yard broom
29. Whisks · soft broom
· hand · carpet brush *
· rotary 7. Brushes
30. Potato mashers · clothes brush
31. Skewers * · scrubbing brush
32. Weighing scales · shoe brushes
33. Roasting dish · cobweb brush
34. Dustbin with cover · bottle brush
35. Labour saving, equipment * 8. Rubber squeezers *
· meat miner 9. Floor mops, rags or clothes
· food processors 10. Dusters
· blenders 11. Clothes line
· juicers 12. Pegs
· extractors 13. Hangers
· deep friers 14. Irons
· rice cookers 15. Ironing surfaces
· shredders 16. Soap dishes
· sandwich makers 17. Garbage bin with cover (large)
* Not compulsory * Not compulsory
Baking Equipment
1. baking tins APPENDIX II
2. baking trays
3. cooling trays SUGGESTED ASSESSMENT METHODS
4. bread tins 1. Practical work
2. Project work
Cleaning and Laundering Equipment 3. Field trips
1. Water storage equipment 4. Oral questions
2. Water heater 5. Quizzes
3. Basins 6. Written tests and examination
4. Buckets 7. Group reports
5. Dustpan
vi
This new secondary syllabus replaces the original 8-4-4 education syllabus which was first introduced in
1986 and revised in 1992. It is available in four volumes. Volume one contains English, Kiswahili, Arabic,
French, German and Physical Education. Volume two contains Mathematics, Physics, Chemistry,
Biology, Agriculture and Homescience. Volume three contains History and Government, Geography,
Business Studies, Christian Religious Education, Islamic Religious Education and Hindu Religious
Education. Volume four contains Art and Design, Computer Studies and Music.
In each syllabus the objectives have been more clearly defined and the content spelt out more specifically
to give better guidance to the users.
The issue of overload in the secondary curriculum has been addressed by a reduction in the number of
subjects and content in the different subject areas. The reorganization of the syllabuses has been done in
such a way that better mastery of the knowledge, skills and attitudes required at the end of the secondary
cycle is ensured.
The reorganisation has also tried to ensure that the cost of education on the part of both the government and
households will be significantly reduced. Careful consideration has been given to the resources required to
implement this curriculum in order to make the cost manageable. Most of the resources can either be
improvised, obtained locally or acquired at fairly low costs.
A special feature of the revised curriculum is the deliberate attempt to respond to the contemporary needs
of society. This has been done by the inclusion of such emerging issues as health, environmental and civic
education, gender and the anticipated industrial transformation of the nation.
In this rationalization most of the Technical and Industrial subjects have been moved to training
institutions. Essential competencies earlier acquired through the Business Education subjects will be taught
in the new integrated Business Studies subject.
The teaching of English and Kiswahili will remain integrated. The revised syllabuses have clearly defined
the integrated approach to make the teaching of the languages more effective.
NAOMY W. WANGAI
Director of Education
NATIONAL GOALS OF EDUCATION
Education in Kenya should:
2. foster nationalism, patriotism and promote national unity
vi
Kenya‟s people belong to different communities, races and religions, but these differences need
not divide them. They must be able to live and interact as Kenyans. It is a paramount duty of
education to help the youth acquire this sense of nationhood by removing conflicts and by
promoting positive attitudes of mutual respect which enable them to live together in harmony, and
foster patriotism in order to make a positive contribution to the life of the nation.
2. promote the social economic, technological and industrial needs for national development
Education should prepare the youth of the country to play an effective and productive role in the
life of the nation.
a) Social Needs
Education in Kenya must prepare children for the changes in attitudes and relationships which are
necessary for the smooth process of a rapidly developing modern economy. There is bound to be
a silent social revolution following in the wake of rapid modernization. Education should assist
our youth to adapt to this change.
b) Economic Needs
Education in Kenya should produce citizens with skills, knowledge, expertise and personal
qualities that are required to support a growing economy. Kenya is building up a modern and
independent economy which is in need of adequate domestic manpower.
c) Technological and Industrial Needs

Education in Kenya should provide the learners with the necessary skills and attitudes for
Industrial development. Kenya recognizes the rapid industrial and technological changes taking
place especially in the developed world.
We can only be part of this development if our education system deliberately focused on
knowledge, skills and attitudes that will prepare the youth for these changing global trends.
3. promote individual development and self –fulfillment

Education should provide opportunities Education should promote social
for the fullest development of individual equality and foster a sense of social
talents and personality. It should help responsibility within an education
children to develop their potential system which provides equal
interests and abilities. A vital aspect of educational opportunities for all. It
individual development is character should give all children varied and
building. challenging opportunities for collective
activities ad corporate social service
irrespective of gender, ability or
4. promote sound moral and religious geographical environment.
6. promote respect for and development
values
of Kenya’s rich and varied cultures
Education should provide for the
development of knowledge, skills and Education should instill in the youth of
attitudes that will enhance acquisition of Kenya an understanding of past and
sound moral values and help children to present cultures and their valid place in
grow up into self-disciplined, self- contemporary society. The children
reliant and integrated citizens. should be able to blend the best of
traditional values with the changed
requirements that must follow rapid
5. promote social equality and development in order to build a stable
and modern society.
responsibility
vii
7. promote international consciousness
and foster positive attitudes towards other
nations
Kenya is part of the international
community. It is part of the
complicated and interdependent
network of peoples and nations.
Education should therefore lead the
OBJECTIVES OF SECONDARY
youth of the country to accept
EDUCATION
membership in this international
community with all the obligations and
responsibilities, rights and benefits that
this membership entails.
Secondary Education should provide the learner
with opportunities to:
8. promote positive attitudes towards
good health and environmental protection 1. acquire necessary knowledge, skills and
attitudes for the development of the self
Education should inculcate in the youth
and the nation
the value of good health in order to
avoid indulging in activities that will
2. promote love for and loyalty to the
lead to physical or mental ill health. It
nation
should foster positive attitudes towards
environmental development and
3. promote harmonious co-existence
conservation. It should lead the youth
among the peoples of Kenya
to appreciate the need for a healthy
environment.
4. develop mentally, socially morally,
physically and spiritually
5. enhance understanding and respect for

own and other people‟s cultures and their
place in contemporary society
6. enhance understanding and appreciation

of inter-relationships among nations
7. promote positive environmental and

health practices
8. build a firm foundation for further

education and training
9. develop ability for enquiry, critical

thinking and rational judgment
10. develop into a responsible and socially

well adjusted person
11. promote acceptance of and respect for

all persons
12. enhance enjoyment in learning
vi
13. identify individual talents and develop
them
14. build a foundation for technological and

industrial development
15. develop into a self-disciplined

individual who appreciates work and manages
time
properly.
vii
MATHEMATICS
INTRODUCTION
Secondary Mathematics aims at producing a person who will be numerate, orderly, logical, accurate and
precise in thought. The person should also be competent in appraising and utilizing mathematical skills in
playing a positive role in the development of a modern society.
In preparing this course care has been taken to ensure not only continuity, but also the reinforcement and
broadening of the basic skills already established in the eight years of primary education. While greater
emphasis has been placed in the needs of learners who will leave the normal education at the end of the
four year secondary cycle, the course will also prepare learners who will pursue further studies in the
subject and other related courses.
This syllabus has been reorganized and streamlined to remove overloads in the content and overlaps of
certain content evident in the previous Mathematics syllabus. Effort has been made to bridge the gap
between Primary and Secondary Mathematics.
The syllabus has emphasized application of Mathematics to real life experiences and practical approaches
to teaching and learning in an effort to address such contemporary issues as information technology, health,
gender and integrity. However, apart from the use of calculators which has been introduced in the course,
as a technological device most of the other issues will be addressed by way of examples and exercises in
support materials.
The objectives of teaching Mathematics have been expanded to enhance clarity. In addition notes have
been included with the aim of not only assisting in the interpretation of the syllabus, but also to alert the
teacher on some precautions required in handling the different topics. Also included in the notes are
suggested resources and further assessment. Time for each topic have been suggested.
The course has been designed to enable the learner to acquire attitudes, knowledge and skills which will be
relevant to his/her life after school. It is also expected to enable the learner to foster a positive attitude
towards Mathematics appreciating its usefulness and relevance to a modern society.
GENERAL OBJECTIVES
10. develop a positive attitude towards learning Mathematics

3
11. perform mathematical operations and manipulations with confidence, speed and accuracy
12. think and reason precisely, logically and critically in any given situation
13. develop investigative skills in Mathematics
14. identify, concretise, symbolise and use Mathematical relationships in everyday life
15. comprehend, analyse, synthesise evaluate and make generalizations so as to solve mathematical
problems
16. collect, organise, represent, analyse, interprete data and make conclusions and predictions from its
results
17. apply mathematical knowledge and skills to familiar and unfamiliar situations
18. appreciate the role, value and use of Mathematics in society
10. develop a willingness to work collaboratively
11. acquire knowledge and skills for further education and training
12. communicate mathematical ideas
Symbols:
The use of SI units will be applied throughout this syllabus. Besides the usual operational symbols +, -, x,
÷, the combined will also be used.
Rational symbols
= is equal to.
≠ is not equal to.

4
> is greater than.
≥ is greater than or equal to.
< is less than.
is less than or equal to.
a: b ratio of a to b.
α Varies as.
≡ is congruent to or is identical to.
≈ is approximately equal to.
5
FORM ONE
f) express factors in power form.
1.0.0 NATURAL NUMBERS
2.2.1 Factors of composite numbers
1.1.0 Specific Objectives 2.2.2 Prime factors
By the end of the topic, the learner 2.2.3 Factors in power form
should be able to:
e) identify, read and write natural Notes
numbers in symbols and words Use of “index” for “power” is
f) round off numbers to the nearest discouraged at this stage.
tens, hundreds, thousands, millions Suggested Resources
and billions Charts to illustrate factorisation
g) classify natural numbers as even, e.g. factor tree diagrams.
odd or prime Suggested Further Assessment
h) solve word problems involving - puzzles and games
natural numbers.
1.2.0 Content 3.0.0 DIVISIBILITY TESTS

1.2.1 Place values of numbers
1..2.2 Round off numbers to the nearest tens, 3.1.0 Specific Objectives
hundreds, thousands, millions and By the end of the topic, the
billions learner should be able to test the
1.2.3 Odd numbers divisibility of numbers by 2, 3, 4, 5, 6,
1.2.4 Even numbers 8, 9, 10 and 11
1.2.5 Prime numbers
1.2.6 Word: problems involving natural 3.2.0 Content
numbers 3.2.1 Divisibility test of numbers by 2,
3,4,5,6,8,9,10, and 11
Notes
▪ Include reading and writing large Notes
numbers - millions and billions ▪ Suggested Resources
▪ Use word problems to involve the - Multiplication table
four basic operations - Charts to illustrate
▪ Reinforce the idea of place value divisibility test
and total value of natural ▪ Suggested Further Assessment
numbers. - Puzzles and games
- Place value charts 4.0.0 GREATEST COMMON
- The abacus DIVISOR(GCD) / HIGHEST
- Bank cheques and COMMON FACTOR (HCF)
State ments (4 lessons)

- puzzles and games By the end of the topic, the
2.0.0 FACTORS (4 lessons) c) find the GCD/HCF of a set of
numbers
2.1.0 Specific Objectives d) apply GCD to real life situations.
d) express composite numbers in 4.2.1 Greatest common divisor of a
factor form set of numbers
e) express numbers as product of 4.2.2 Application of GCD/HCF to real
prime factors life situations
Notes
6
Suggested Resources
- Containers of different capacities Notes
Suggested Further Practical exercises are encouraged
Assessment More practice required on directed
- Quiz numbers especially when
- Practical exercises subtracting negative integers
Explain the term directed numbers.
5.0.0 LEAST COMMON Suggested Resources
MULTIPLE (L.C.M.) - the number line
(5 Lessons) - stairways
- ladder
5.1.0 Specific Objectives - thermometer
By the end of the topic, the - real life situations
learner should be able to: Suggested Further Assessment
d) list multiples of numbers - Short test on 6.00
e) find the least common multiple of a - Puzzles and games
set of numbers
f) apply knowledge of LCM in real 7.0.0 FRACTIONS (12 lessons)
life situations.
5.2.0 Content By the end of the topic, the
5.2.1 Multiples of a number learner should be able to:
5.2.2 LCM of a set of numbers g) identify proper and improper
5.2.3 Application of LCM in real life fractions and mixed numbers
situations h) convert mixed numbers to improper
fractions and vise versa
Notes i) compare fractions
Suggested Resources j) perform the four basic operations
- Bells, flickering light, alarms, on fractions
containers of different capacities k) carry out combined operations on
etc. fractions in the correct order
Suggested Further Assessment l) apply the knowledge of fractions
- Practical exercises to real life situations.
- Test on topics 1.00 to 5.00
can be given at this stage 7.2.0 Content
7.2.1 Fractions
6.0.0 INTEGERS (12 Lessons) 7.2.2 Proper, improper fractions and mixed
numbers
6.1.0 Specific Objectives 7.2.3 Conversion of improper fractions
By the end of the topic, the to mixed numbers and vice versa
learner should be able to: 7.2.4 Comparing fractions
f) define integers 7.2.5 Operations on fractions
g) identify integers on a number line 7.2.6 Order of operations on fractions
h) perform the four basic operations 7.2.7 Word problems involving
on integers using the number line fractions in real life situations
i) work out combined operations on
integers in the correct order Notes
j) apply knowledge of integers to real - Treat fractions with positive
life situations. and negative cases in the same
way as integers or as directed
6.2.0 Content numbers.
6.2.1 Integers - Give emphasis and time to the
6.2.2 The number line correct order of operations.
6.2.3 Operation on integers - Use of real objects is encouraged
6.2.4 Order of operations - Include equivalent fractions
6.2.5 Application to real life situations Suggested Resources
7
- Chart illustrating operations i.e. A x 10n where 1 A < 10n and
on fractions and equivalent n is an integer
fractions Mention the use of statements such
- Real life situations as 5.6million, 3.9 million, 2.1
Suggested Further Assessment billion
- Puzzles and games Emphasize on the cancellation
- Short test on fractions process on problems of the type;
0.036 x 0.0049
8.0.0 DECIMALS (12 Lessons) 0.07 x 0.048
Suggested Resources
8.1.0 Specific Objectives - real life situations
By the end of the topic, the Suggested Further Assessment
learner should be able to: - Test on topics 6.00 - 8.00 can be
i) convert fractions into decimals and given at this stage.
vice versa - puzzles and games.
j) identify recurring decimals
k) convert recurring decimals into 9.0.0 SQUARES AND SQUARE ROOTS
fractions (12 Lessons)
l) round off a decimal number to the
required number of decimal places 9.1.0 Specific Objectives
m) write numbers in standard form By the end of the topic, the learner
n) perform the four basic operations should be able to:
on decimals e) find squares of numbers by
o) carry out operations in the correct multiplication
order f) find squares from tables
p) apply the knowledge of decimals to g) find square root by factor method
real life situations. h) find square root from tables.

8.2.1 Fractions and decimals 9.2.1 Squares by multiplication
8.2.2 Recurring decimals 9.2.2 Squares from tables
8.2.3 Recurring decimals and fractions 9.2.3 Square roots by factorization
8.2.4 Decimal places 9.2.4 Square roots from tables
8.2.5 Standard form
8.2.6 Operations on decimals Notes
8.2.7 Order of operations Use four figure mathematical
8.2.8 Real life problems involving decimals tables.
When finding the square roots of a
Notes number, the number should be
Explain the recurring decimal written in the form A x 10n where 1
notation of the form; A < 100 and n is an even integer.
Suggested Resources
6.3 = (6.33 ………) - Mathematical tables
- Real life experiences
6.34 = (6.3434……..) Suggested Further Assessment
- Puzzles and games
6.34 = (6.3444……) - Short test on 9.00
6.345 = (6.345345 ……)
6.345 = (6.34545 …….)
6.345 = (6.34555…….)
10.0.0 ALGEBRAIC EXPRESSIONS

Explain numbers in standard form (14 Lessons)
8
t) recognise direct and inverse
10.1.0 Specific Objectives proportions
By the end of the topic, the learner u) solve problems involving direct and
should be able to: inverse proportions
h) use letters to represent numbers v) convert fractions and decimals to
i) write statements in algebraic form percentages and vice-verse
j) simplify algebraic expressions w) calculate percentage change in a
k) factorise an algebraic expressions given quantity
by grouping x) apply rates, ratio, percentage to real
l) remove brackets from algebraic life situations.
expressions
m) evaluate algebraic expressions by 11.2.0 Content
substituting numerical values 11.2.1 Rates
n) apply algebra in real life situations. 11.2.2 Solving problems involving rates
11.2.3 Ratio
10.2.0 Content 11.2.4 Comparing quantities using ratio
10.2.1 Letters for numbers 11.2.5 Increase and decrease in a given ratio
10.2.2 Algebraic expressions including 11.2.6 Comparing ratios
algebraic fractions 11.2.7 Proportion: direct and inverse.
10.2.3 Simplification of algebraic expressions 11.2.8 Solve problems direct and inverse
10.2.4 Factorisation by grouping proportions.
10.2.5 Removal of brackets 11.2.9 Fractions and decimals as percentages
10.2.6 Substitution and evaluation 11.3.10 Percentage increase and decrease
10.2.7 Problem solving in real life situation 11.3.11 Application of rates, ratios, percentages
and proportion to real life situations
Notes
- Use the idea of like and unlike Notes
terms in simplification and Exclude graphs on rates at this
factorisation of algebraic expressions stage
- Use the term expansion when Include speed, velocity and
removing brackets acceleration
- Apply brackets in simplifying
expressions Suggested resources
Suggested Resources - Real life situations involving
- Real life experiences quantities, shares, sharing etc.
Suggested Further Assessment Suggested further assessment
- Short test on algebra - Test on topics 9.00 and 10.00
- Puzzles and games can be given here
12.0.0 LENGTH (6 Lessons)

11.0.0 RATES, RATIO, PERCENTAGES
AND PROPORTION (18 Lessons) 12.1.0 Specific Objectives
By the end of the topic, the learner e) state the units of measuring length
should be able to: f) convert units of length from one
m) define rates form to another
n) solve problems involving rates g) express numbers to required
o) define ratio number of significant figures
p) compare two or more quantities h) find the perimeter of a plane figure
using ratios and circumference of a
q) change quantities in a given ratio circle(include length of arcs).
r) compare two or more ratios
s) represent and interpret proportional
parts 12.2.0 Content
12.2.1 Units of length
9
12.2.2 Conversion of units of length from - Model of cube, cuboid and
one form to another cylinder
12.2.3 Significant figures - Charts illustrating regular
12.2.4 Perimeter plane figures
12.2.5 Circumference(include length of arcs) - Plane figures
- Environment
Notes Suggested Further Assessment
Encourage practical approach to - Practical exercises in the
establish the value of and the process of deriving formulae
relationship C = D or C = 2 r for areas.
Include lengths of arcs taken as
fractions of circumference
Suggested Resources 14.0.0 VOLUME AND CAPACITY
- Measuring instrument eg. (6 Lessons)
Metre rule, vernier
callipers, micrometre screw 14.1.0 Specific Objectives
gauge, tape measure etc By the end of the topic the learner
- Environment should be able to:
Suggested Further Assessment h) state units of volume
- Practical exercises in measuring i) convert units of volume from one
- Short test on 12.00 form to another
j) calculate volume of cubes, cuboids
and cylinders
13.0.0 AREA (6 Lessons) k) state units of capacity
l) convert units of capacity from one
13.1.0 Specific Objectives form to another
By the end of the topic the learner m) relate volume to capacity
should be able to: n) solve problems involving volume
f) state units of area and capacity.
g) convert units of area from one form
to another 14.2.0 Content
h) calculate the area of a regular plane 14.2.1 Units of volume
figure including circles 14.2.2 Conversion of units of volume
i) estimate the area of irregular plane 14.2.3 Volume of cube, cuboid and cylinders
figures by counting squares 14.2.4 Units of capacity
j) calculate the surface area of cubes, 14.2.5 Conversion of units of capacity
cuboids and cylinders. 14.2.6 Relationship between volume and
capacity
13.2.0 Content 14.2.7 Solving problems involving volume
13.2.1 Units of area and capacity
13.2.2 Conversion of units of area Notes
13.2.3 Area of regular plane figures deriving the formula for finding
13.2.4 Area of irregular plane shapes volume of a cylinder is not
13.2.5 Surface area of cube, cuboid and required.
cylinder Involve conversion of sm3 to m3 etc
Suggested Resources
Notes - Containers
Deriving area of circle practically - Measuring cylinders
using very small sectors is required. - Burrettes
Include “acres” and “hectares” Suggested Further Assessment
Derive surface area of cylinders. - Practical exercises.
Include combined areas of shapes - Short test on volume
Include conversion of cm2 to m2
etc.
15.0.0 MASS, DENSITY AND WEIGHT
Suggested Resources (4 LESSONS)
10
15.1.0 Specific Objectives Notes
By the end of the topic, the learner Actual travel time-tables should be
should be able to: used
h) define mass Include speed and distance
i) state units of mass Mention distance and fare tables
j) convert units of mass from one Suggested Resources
form to another - Charts illustrating conversion of
k) define weight time from one system to another
l) state units of weight - Clocks and watches
m) distinguish mass and weight - Travel time table charts for
n) relate volume, mass and density. buses, trains, ships and
aeroplanes
15.2.0 Content Suggested Further Assessments
15.2.1 Mass and units of mass - Test on topics 11.00 - 15.00 can
15.2.2 Density be given at this stage
15.2.3 Problem solving involving real
life experiences on mass, volume
and density and weight 17.0.0 LINEAR EQUATIONS
15.2.4 Weight and units of weight (12 Lessons)
15.2.5 Mass and weight
Notes By the end of the topic the learner
Explain the difference between should be able to:
mass and weight d) solve linear equations in one
Explain the relationship unknown
mass = density e) solve simultaneous linear equations
volume by substitution and elimination
and units of density f) form and solve linear equations in
Suggested Resources one and two unknown.
- Beam balance
- Lactometer 17.2.0 Content
Suggested Further Assessment 17.2.1 Linear equations in one unknown
- Practical exercises in finding 17.2.2 Simultaneous linear equations
density of solids 17.2.3 Formation and solution of linear
- Short test on 15.00 equations in one and two unknowns
from given real life situations
16.0.0 TIME (4 Lessons)
Notes
16.1.0 Specific Objectives Suggested Resources
By the end of the topic, the learner - Beam balances
should be able to: - Real life situations and
e) convert units of time from one form experiences
to another
f) relate the 12 hour and 24 hour Suggested Further Assessment
clock systems - puzzles and games
g) read and interpret travel time-tables - Test on topics 16.00 and 17.00
h) solve problems involving travel can be given here
time tables
16.2.0 Content
16.2.1 Units of time
16.2.2 12 hour and 24 hour systems
16.2.3 travel time-tables
16.2.4 problem solving involving 18.0.0 COMMERCIAL ARITHMETIC 1
travel time tables (6 Lessons)
11
m) solve simultaneous linear equations
18.1.0 Specific Objectives graphically
By the end of the topic, the learner n) draw, read and interprete graphs.
should be able to:
g) state the currencies of different 19.2.0 Content
countries 19.2.1 Cartesian plane
h) convert currency from one form 19.2.2 Cartesian co-ordinates
into another given the exchange 19.2.3 Points on the cartesian plane
rates 19.2.4 Choice of appropriate scale
i) calculate profit and loss 19.2.5 Table of values for a given linear
j) express profit and loss as relation
percentages 19.2.6 Linear graphs
k) calculate discount and commission 19.2.7 Graphical solutions of
l) express discount and commission simultaneous linear equations
as percentage. 19.2.8 Interpretation of graphs
18.2.0 Content Notes

18.2.1 Currency - Co-ordinates should include
18.2.2 Current currency exchange rates both positive and negative values
18.2.3 Currency conversion ▪ Suggested Resources
18.2.4 Profit and loss - Cartesian plane
18.2.5 Percentage profit and loss - Square board
18.2.6 Discounts and commissions - Pegboards/geoboards
18.2.7 Percentage discounts and commissions - Graph papers
- Topographical maps
Notes ▪ Suggested Further Assessment
Include currency exchange and - Test on Topics 18.00 and
buying and selling tables. 19.00 can be given here
Knowledge of change and balances
in purchases is assumed. However, 20.0.0 ANGLES AND PLANE FIGURES
problems involving change and (6 Lessons)
balances should be given.
Suggested Resources By the end of the topic, the learner
- Actual current exchange rate should be able to:
table from newspapers etc i) name and identify types of angles
- Prevailing real life situations j) solve problems involving angles
Suggested Further Assessment on a straight line
- Short test on 18.00 k) solve problems involving angles at
a point
l) solve problems involving angles on
19.0.0 CO-ORDINATES AND a transversal
GRAPHS(14 Lessons) m) solve problems involving
corresponding angles
19.1.0 Specific Objectives n) state angle properties of polygons
By the end of the topic, the learner o) solve problems involving angle
should be able to: properties of polygons
h) draw and label the complete p) apply the knowledge of angle
cartesian plane properties to real life situations.
i) locate and plot points on the
cartesian plane
j) choose and use appropriate scale
for a given data
k) make a table of values for a given 20.2.0 Content
linear relation 20.2.1 types of angles
l) use values to draw a linear graph 20.2.2 angles on a straight line
12
20.2.3 angles at a point 21.2.2 Construction of perpendicular and
20.2.4 angles on a transversal parallel lines using a ruler and a set
20.2.5 corresponding angles square only
20.2.6 angle properties of polygons 21.2.3 Proportional division of a line
20.2.7 application to real life situations 21.2.4 Construction of regular polygons
(upto a hexagon)
Notes 21.2.5 Construction of irregular polygons
Include exterior angles of a (upto a hexagon)
polygon
Include the formula for finding the Notes
sum of interior angles of a polygon ▪ The polygons should include
i.e sum = 2(n-2) right angles or triangles, quadrilaterals,
180(n-2), where n is the number of pentagons trapezia, parallelograms,
sides. This formula should be hexagons, octagons etc.
derived. ▪ Suggested Resources
Suggested Resources - Geometrical instruments,
- Geometrical instruments - Polygonal shapes
- Polygonal shapes ▪ Suggested Further Assessment
Suggested Further Assessment - Practical exercises
- Practical exercises - Test on topics 20.00 and 21.00
- Short test on 20.00 can be given here
21.0.0 GEOMETRICAL
CONSTRUCTIONS 22.0.0 SCALE DRAWING
(18 lessons) (18 Lessons)

By the end of the topic, the learner By the end of the topic, the learner
a) use a ruler and compasses only i) interpret a given scale;
to construct j) choose and use an appropriate scale
i) a perpendicular bisector of a line k) draw suitable sketches from given
ii) an angle bisector information
iii) a perpendicular to a line from a l) state the bearing of one point from
given point another
iv) a perpendicular to a line through m) locate a point using bearing and
a given point on the line distance
v) angles whose values are n) determine angles of elevation and
multiples of 7½° depression
vi) parallel lines o) solve problems involving bearings,
b) use a ruler and a set square to; elevations and scale drawing
i) construct parallel lines p) apply scale drawing in simple
ii) divide a line proportionally surveying.
iii) construct perpendicular lines
c) construct a regular polygon
using
i) ruler and compasses only
ii) ruler, compasses and protractor
d) construct irregular polygons using a
ruler, compasses and protractor

21.2.1 Construction of lines and angles using a 22.2.1 Types of scales
ruler and compasses only 22.2.2 Choice of scales
13
22.2.3 Sketches from given information and cylinders etc.
scale drawing. 23.2.2 Sketches of solids
22.2.4 Bearings 23.2.3 Nets of solids
22.2.5 Bearings, distance and locating points 23.2.4 Models of solids from nets
22.2.6 Angles of elevation and depression 23.2.5 Surface area of solids from nets
22.2.7 Solving problems involving bearings, (include cubes, cuboids, cones,
scale drawing, angles of elevation and pyramids, prisms)
depression 23.2.6 Distance between two points on the
22.2.8 Simple surveying techniques surface of a solid
Notes Notes
Accuracy to be emphasised Use and making of models is
Should include true and compass recommended.
bearings Suggested Resources
Include problems involving a - Geometrical instruments
combination of bearings, angles of - Manila papers
elevation and depression and scale - Models of solids
drawing Suggested Further Assessment
Suggested Resources - Practical exercises
- geometrical instruments - Test on topics 20.00 to 23.00
- clinometer may be given here
- magnetic compass
- metre rule
- tape measure

- practical exercises
- short test on 22.00
23.0.0 COMMON SOLIDS

(18 Lessons)

should be able to:
f) identify and sketch common solids
g) sketch and accurately draw nets of
solids
h) make models of solids from nets
i) calculate surface area of solids
from nets
j) find distance between two points
on a solid.
23.2.0 Content
23.2.1 Common solids, eg cubes, cuboids
pyramdis, prisms, cones, spheres,
14
FORM TWO
25.2.0 Content
24.0.0 CUBES AND CUBE ROOTS 25.2.1 Reciprocals of numbers by division
(4 Lessons) 25.2.2 Reciprocals of numbers from tables
25.2.3 Computation using reciprocals
By the end of the topic, the learner Notes
should be able to: Decimal numbers should be
f) find the cube of a number by converted to standard form before
multiplication finding their reciprocals using
g) find the cube root of a number by tables.
factor method Suggested Resources
h) find cubes of numbers from Mathematical tables
mathematical tables Suggested Further Assessment
i) evaluate expressions involving - short test on 25.00
cubes and cube roots
j) apply the knowledge of cubes and
cube roots in real life situations. 26.0.0 INDICES AND LOGARITHMS
(18 Lessons)
24.2.1 Cubes of numbers by multiplication By the end of the topic, the learner
24.2.2 Cubes from tables should be able to:
24.2.3 Cuberoots of numbers by factor method f) define indices (powers);
24.2.4 Evaluation of cube and cuberoot g) state the laws of indices;
expressions h) apply the laws of indices in
24.2.3 Application of cubes and cuberoots to calculations;
real life situations i) relate the powers of 10 to common
logarithms;
Notes j) use the tables of common
Cube roots should be found by logarithms and anti-logarithms in
using factor method first before computation.
using tables
Suggested Resources 26.2.0 Content
- Mathematical tables 26.2.1 Indices (powers) and base
- Real life situations 26.2.2 Laws of indices (including positive
Suggested Further Assessment integers, negative integers and fractional
- Short test on 24.20 indices)
26.2.3 Powers of 10 and common logarithms
26.2.4 Common logarithms;
25.0.0 RECIPROCALS (7 Lessons) - characteristics
25.1.0 Specific Objectives - mantissa
By the end of the topic, the 26.2.5 Logarithm tables
learner should be able to: 26.2.6 Application of common logarithms in
d) find reciprocals of numbers by multiplication, division and finding
division roots
e) find reciprocals of numbers from
tables Notes
f) use reciprocals of numbers in Introduce laws using integral
computation. indices.
Laws of indices should include
- a m x an = a m + n
- am ÷ an =am – n
- (am)n = a mn
- a° = 1
m
- 1 =a
15
a-m
- a = n √ am
m/n
28.0.0 REFLECTION AND
CONGRUENCE (12 Lessons)
Suggested Resources
Logarithm tables. 28.1.0 Specific Objectives
Charts illustrating laws of indices By the end of the topic, the learner
Suggested Further Assessment should be able to:
- Test on 24.00, 25.00, 26.00 g) state the properties of reflection as
a transformation
h) use the properties of reflection in
27.0.0 EQUATIONS OF STRAIGHT construction and identification of
LINES (12 Lessons) images and objects
27.1.0 Specific Objectives i) make geometrical deductions using
By the end of the topic, the learner reflection
should be able to: j) apply reflection in the cartesian
k) define gradient of a straight line plane
l) determine the gradient of a straight k) distinguish between direct and
line through known points opposite congruence
m) determine the equation of a straight l) identify congruent triangles.
line using gradient and one known
point 28.2.0 Content
n) express a straight line equation in 28.2.1 lines and planes of symmetry
the form y = mx + c 28.2.2 mirror lines and construction of
o) interpret the equation y = mx + c objects and images.
p) find the x- and y- intercepts from 28.2.3 reflection as a transformation.
an equation of a line 28.2.4 reflection in the cartesian plane.
q) draw the graph of a straight line 28.2.5 direct and opposite congruency.
using gradient and x and y 28.2.6 Congruency tests (SSS, SAS, AAS,
intercept ASA and RHS)
r) state the relationship of gradients of
perpendicular lines Notes
s) state the relationship of gradients of Practical aspects should be used as
parallel lines much as possible
t) apply the relationship of gradients ASS does not prove triangles
of perpendicular and parallel lines congruent except when the
to get equations of straight lines. triangles are right angled
Images are oppositely congruent to
27.2.0 Content their objects under reflection
27.2.1 Gradient of a straight line Suggested Resources
27.2.2 Equation of a straight line Mirrors, cartesian plane, various
27.2.3 The equation of a straight line of Symmetrical objects, tracing
the form y = mx + c and graph papers, real life
27.2.4 The x and y intercepts of a line experiences
27.2.5 The graph of a straight line Suggested Further Assessment
27.2.6 Perpendicular lines and their gradients - Practical exercises using
27.2.7 Parallel lines and their gradients mirrors and constructions
27.2.7 Equations of parallel and perpendicular - Short test on 28.00
lines.
29.0.0 ROTATION (12 Lessons)
Notes 29.1.0 Specific Objectives
Suggested Resources By the end of the topic, the learner
- Square boards, graph books, should be able to:
straight edges/rulers, real i) state properties of rotation as a
life situations transformation
Suggested Further Assessment j) determine centre and angle of
Short test on 27.00 rotation
16
k) apply properties of rotation in the 30.2.2 Construction of similar figures
cartesian plane 30.2.3 Properties of enlargement
l) identify point of rotational 30.2.4 Construction of objects and images under
symmetry enlargement.
m) state order of rotational symmetry 30.2,5 Enlargement in the Cartesian plane.
of plane figure 30.2.6 Linear, area and volume scale factors
n) identify axis of rotational 30.2.7 Real life situations
symmetry of solids
o) state order of rotational symmetry Notes
of solids Enlargement should include
p) deduce congruence from rotation. fractional and negative scale factors
Apply enlargement in the cartesian
29.2.0 Content coordinate system
29.2.1 Properties of rotation Suggested Resources
29.2.2 Centre and angle of rotation Geometrical instruments, models
29.2.3 Rotation in the cartesian plane maps photographs, charts
29.2.4 Rotational symmetry of plane figures illustrating similarity and
and solids (point axis and order) enlargement.
29.2.5 Congruence and rotation Suggested Further Assessment
- Practical exercises.
Notes - Test on 27.00, 29.00, and 30.00
Encourage practicals
Emphasise that images are directly
congruent to their objects under 31.3.0 PYTHAGORAS THEOREM
rotation (4 Lessons)
Suggested Resources 31.1.0 Specific Objectives
Square boards, graph papers By the end of the topic, the learner
geometrical instruments, tracing should be able to:
paper and real life situations d) derive Pythagoras Theorem
Suggested Further Assessment e) solve problems using Pythagoras
- Practical exercises, Theorem
- Short test on 29.12 f) apply Pythagoras Theorem to real
life situations.
31.2.0 Content
30.0.0 SIMILARITY AND 31.2.1 Pythagoras Theorem
ENLARGEMENT (19 Lessons) 31.2.2 Solution of problems using Pythagoras
Theorem
30.1.0 Specific Objectives 31.2.3 Application to real life situations
should be able to: Notes
h) identify similar figures Use square cuttings to verify
i) construct similar figures Pythagoras Theorem.
j) state properties of enlargement as a Suggested Resources
transformation Square boards, tape measures
k) apply the properties of enlargement and metre rules
to construct objects and images Suggested Further Assessment
l) apply enlargement in cartesian Practical exercises, Quiz
planes
m) state the relationship between 32.0.0 TRIGONOMETRY (19 Lessons)
linear, area and volume scale 32.1.0 Specific Objectives
factors By the end of the topic, the learner
n) apply the scale factors to real life should be able to:
situations. i) define tangent, sine and cosine ratios
from a right angled triangle
30.2.0 Content j) read and use tables of trigonometric
30.2.1 Similar figures and their properties ratios
17
k) use sine, cosine and tangent in A = ½ ab sin C.
calculating lengths and angles 32.2.2 Area of a triangle
l) establish and use the relationship of A = √s(s - a)(s - b)(s - c)
sine and cosine of complimentary 32.2.3 Application to Real life situations
angles Notes
m) relate the three trigonometric ratios s= a + b + c
2
n) determine the trigonometric ratios
of special angles 30°, 45°, 60° and where a, b and c are the sides of
90° without using tables triangle ABC
o) read and use tables of logarithms of Suggested Resources
sine, cosine and tangent charts illustrating different ways of
p) apply the knowledge of showing area of a triangle.
trigonometry to real life situations. Suggested Further Assessment
32.2.0 Content - Short test on 33.00
32.2.1 Tangent, sine and cosine of angles
32.2.2 Trigonometric tables
32.2.3 Angles and sides of a right angled 34.0.0 AREA OF QUADRILATERALS
triangle AND OTHER POLYGONS
32.2.4 Sine and cosine of complimentary angles (4 Lessons)
32.2.4 Relationship between tangent, sine and 34.1.0 Specific Objectives
cosine By the end of the topic, the learner
32.2.5 Trigonometric ratios of special angles should be able to:
30°, 45°, 60° and 90° c) find the area of a quadrilateral
32.2.6 Logarithms of sines, cosines and agents d) find the area of other polygons
32.2.7 Application of trigonometry to real life (regular and irregular).
34.2.1 Area of quadrilaterals
Notes 34.2.2 Area of other polygons
Use a general right angled triangle (regular and irregular)
to define the ratios Notes
Apply trigonometry to bearings, Other polygons include pentagon,
angles of elevation and depression hexagon, heptagon and octagon.
Suggested Resources Use trigonometry.
- Right angled triangles, Suggested Resources
- Mathematical tables - Charts illustrating various
- Real life situations polygons
Suggested Further Assessment - Polygonal shapes
Test on 31.00, 32.00 Suggested Further Assessment
33.0.0 AREA OF A TRIANGLE - short test on 34.00
(7 Lessons)
33.1.0 Specific Objectives 35.0.0 AREA OF PART OF A CIRCLE
By the end of the topic, the learner (9 Lessons)
should be able to:
d) Derive the formula; 35.1.0 Specific Objectives
Area = ½ ab sin C By the end of the topic, the learner
e) Solve problems involving area of should be able to:
triangles using the formula d) find area of a sector
Area = ½ ab sin C e) find area of a segment
f) Solve problems on area of a f) find area of common region
triangle using the formula between two circles
area = √ s(s - a)(s - b)(s - c).

32.2.1 Area of triangle 35.2.1 Area of a sector
18
32.2.2 Area of a segment 38.1.0 Specific Objectives
32.2.3 Area of a common regions between two By the end of the topic, the
circles learner should be able to:
Notes g) expand algebraic expressions that
Suggested Resources form quadratic equations
Circular cutouts, charts illustrating h) derive the three quadratic identities
sectors, segments and common i) identify and use the three quadratic
region between two circles. identities
Suggested Further Assessment j) factorise quadratic expressions
Short test on 35.00 including the identities
k) solve quadratic equations by
36.0.0 SURFACE AREA OF SOLIDS factorization
(10 Lessons) l) form and solve quadratic equations.
By the end of the topic the learner 38.2.0 Content
should be able to: 38.2.1 Expansion of algebraic expressions
f) find the surface area of a prism 38.2.2 The three quadratic identities
g) find the surface area of a pyramid 38.2.3 Using the three quadratic identities
h) find the surface area of a cone 38.2.4 Factorisation of quadratic expressions
i) find the surface area of a frustum 38.2.5 Solutions of quadratic equations by
j) find the surface area of a sphere. factor method
38.2.6 Formation and solution of quadratic
36.2.0 Content equations
36.2.1 Surface area of prisms, pyramids, cones, Notes
frustums and spheres Use the idea of area to derive the
Notes quadratic identities
Suggested Resources Use quadratic identities to evaluate
Models of pyramids, frustums, numerical cases
prisms, cones and spheres Include real life situations
Suggested Further Assessment Suggested Resources
- Practical exercises - Charts illustrating quadratic
- short test on 36.00 identities
- Situations that lead to
37.0.0 VOLUME OF SOLIDS (12 Lessons) Formation of quadratic
37.1.0 Specific Objectives equations
By the end of the topic, the learner Suggested Further Assessment
should be able to: - Practical exercises
f) find the volume of a prism - Short test on 38.00
g) find the volume of a pyramid - Puzzles and games
h) find the volume of a cone
i) find the volume of a frustum 39.0.0 LINEAR INEQUALITIES
j) find the volume of a sphere. (12 Lessons)
37.2.1 Volumes of prisms, pyramids, cones, By the end of the topic, the
frustums and spheres learner should be able to:
Notes g) identify and use inequality symbols
Linear scale factor and volume h) illustrate inequalities on the number
scale factor are useful in finding the line
volume of a frustum. i) solve linear inequalities in one
Suggested Resources unknown
Models of solids (prism, pyramid j) represent the linear inequalities
cone, frustum and sphere) graphically
Suggested Further Assessment k) solve the linear inequalities in two
Test on 33.00, 34.00, 35.00, 36.00 unknowns graphically
38.0.0 QUADRATIC EXPRESSIONS AND l) form simple linear inequalities
EQUATIONS (12 Lessons) from inequality graphs.
19
Notes
39.2.0 Content The terms vector and scalar should
39.2.1 Inequalities on a number line. not be used at this stage
39.2.2 Simple and compound inequality Include approaching and
statements. overtaking bodies.
39.2.3 Linear inequality in one unknown. Suggested Resources
39.2.4 Graphical representation of linear Linear motion tables, graph papers
inequalities. and drawn graphs.
39.2.5 Graphical solutions of simultaneous Suggested Further Assessment
linear inequalities. - Test on 37.00, 38.00, 39.00,
39.2.6 Simple linear inequalities from and 40.00
inequality graphs.
39.2.7 Inequalities from inequality graphs. 41.0.0 STATISTICS (20 Lessons)
Notes 41.2.0 Specific Objectives
Use the symbols <, >, , By the end of the topic, the learner
correctly. should be able to:
Shade the unwanted regions h) define statistics
Explain the term integral value(s) i) collect and organise data
Suggested Resources j) draw a frequency distribution table
Square boards, graph papers k) group data into reasonable classes
Suggested Further Assessment l) calculate measures of central
Short test on 39.00 tendency.
i) mean
40.0.0 LINEAR MOTION (10 Lessons) ii) mode
40.1.0 Specific Objectives iii) median for ungrouped
By the end of the topic, the learner and grouped data.
should be able to: m) represent data in form of linegraph,
h) define displacement, speed, bargraphs, pie-charts, pictogram,
velocity and acceleration histogram and frequency polygons
i) distinguish between n) interpret data from real life
i) distance and displacement situations
ii) speed and velocity
j) determine velocity and acceleration 41.2.0 Content
k) plot and draw graphs of linear 41.2.1 Definition of statistics
motion(distance and velocity time 41.2.2 Collection and organization of data
graphs) 41.2.3 Frequency distribution tables (for
l) interpret graphs of linear motion grouped and ungrouped data)
m) define relative speed 41.2.4 Grouping data
n) solve problems involving relative 41.2.5 Mean, mode and median
speed. 41.2.6 Representation of data
40.2.0 Content - Line graph
40.2.1 Displacement, velocity, speed and - Bar graph
acceleration - Pie chart
40.2.2 Determining velocity and acceleration - Pictogram
40.2.3 Solve problems involving relative speed - Histogram
40.2.4 Distance - time graph - Frequency polygon
40.2.5 Velocity time graph 41.2.7 Interpretation of data
40.2.6 Interpretation of graphs of linear motion Notes
40.2.7 Relative speed Data from the learners experiences
should be used.
Class limits and class boundaries
should be distinguished.
Equal and unequal class intervals
should be used in drawing and
interpreting histograms.
20
Suggested Resources 43.0.0 VECTORS(1) (20 Lessons)
- Data from the environment, 43.1.0 Specific Objectives
charts illustrating various By the end of the topic, the learner
presentation of data. should be able to:
Suggested Further Assessment k) define vector and scalar
- Practical exercises l) use vector notation
- Test on 41.00 m) represent vectors both single and
combined geometrically
42.0.0 ANGLE PROPERTIES OF A n) identify equivalent vectors
CIRCLE (19 Lessons) o) add vectors
p) multiply vectors by scalars
42.1.0 Specific Objectives q) define position vector and column
By the end of the topic, the vector
learner should be able to: r) find magnitude of a vector
g) identify an arc, chord and segment s) find mid-point of a vector
h) relate and compute angle subtended t) define translation as a
by an arc at the circumference transformation.
i) relate and compute angle subtended
by an arc at the centre and at the 43.2.0 Content
circumference 43.2.1 Vector and scalar quantities
j) state the angle in the semi- circle 43.2.2 Vector notation
k) state the angle properties of a cyclic 43.2.3 Representation of vectors
quadrilateral 43.2.4 Equivalent vectors
l) find and compute angles of a cyclic 43.2.5 Addition of vectors
cyclic quadrilateral. 43.2.6 Multiplication of a vector by a scalar
43.2.7 Column vectors
42.2.0 Content 43.2.8 Position vectors
42.2.1 Arc, chord and segment 43.2.9 Magnitude of a vector
42.2.2 Angle subtended by the same arc at the 43.2.10 Midpoint of a vector
circumference 43.2.11 Translation vector
42.2.3 Relationship between angle subtended
at the centre and angle subtended on the Notes
circumference by the same arc Students should be exposed to
42.2.4 Angle in a semi-circle various vector notations. One of
42.2.5 Angle properties of a cyclic the notations should be adopted.
quadrilateral. Use practical situations to introduce
42.2.6 Finding angles of a cyclic quadrilateral translation
Notes Suggested Resources

Distinguish between angle Square boards, graph papers,
subtended by an arc and angle geometrical instruments.
subtended by a chord Suggested Further Assessment
Reasons in the process of solving Quiz, test on 42.00 and 43.00
for angles should be emphasized
Suggested Resources
- Mathematical instruments
- Charts illustrating angle
properties of a circle.
Short test on 42.00
21
FORM THREE
Notes
44.0.0 QUADRATIC EXPRESSIONS - Use quadratic equation to
AND EQUATIONS (2) solve other related quadratic
(22 Lessons) equations graphically
- Interpret the discriminant i.e.
44.1.0 Specific Objectives √(b2-4ac).
By the end of the topic, the learner - Suggested Resources
should be able to: - Square boards
m) factorise quadratic expressions - Graph papers
n) identify perfect squares - Suggested Assessment
o) complete the square Test on 44.00
p) solving quadratic equations by
completing the square 45.0.0 APPROXIMATIONS AND
q) derive the quadratic formula ERRORS (16 Lessons)
r) solve quadratic equations using 45.1.0 Specific Objectives
the formula By the end of the topic, the
s) form and solve quadratic learner should be able to:
equations from roots and given g) use calculators in various
situations computations
t) make tables of values from a h) make reasonable approximations
quadratic relation and estimations of quantities in
u) draw the graph of a quadratic computations and measurements
relation i) express values to a given number
v) solve quadratic equations using of significant figures
graphs j) define absolute, relative,
w) solve simultaneous equations percentage, round-off and
(one linear and one quadratic) truncation errors
analytically and graphically k) determine possible errors made
x) apply the knowledge of quadratic from computations
equations to real life situations. l) find maximum and minimum
errors from operations.
44.2.0 Content
44.2.1 Factorisation of quadratic expressions 45.2.0 Content
44.2.3 Perfect squares 45.2.1 Computing using calculators
44.2.4 Completion of the square 45.2.2 Estimations and approximations
44.2.5 Solution of quadratic equations by 45.2.3 Significant figures
completing the square 45.2.4 Absolute, relative, percentage, round-off
and truncation errors
44.2.6 Quadratic formula 45.2.5 Propagation of errors from simple
x = - b ± √(b2 – 4ac) calculations
2a 45.2.6 Maximum and minimum errors
44.2.7 Solution of quadratic equations using Notes
the formula. - Use calculators in various
44.2.8 Formation of quadratic equations and computations involving the four
solving them basic operations, squares,
44.2.9 Tables of values for a given quadratic squareroots, cubes and cuberoots.
relation - Confine to errors propagated in
44.2.10 Graphs of quadratic equations addition, subtraction,
44.2.11 Simultaneous equations - one linear and multiplication and division.
one quadratic - Include maximum and minimum
44.2.12 Application to real life situation errors from operations.
22
▪ Suggested Resources Notes
- Measuring instruments Conversion of radians to degrees
- Calculators and vice versa is necessary
- Real life experiences Sine rule:
▪ Suggested Further Assessment a = b = c = 2R
- Practical Exercises sin A sin B sin C
- Quiz and Cosine rule:
a2 = b2 + c2 - 2bc Cos A
46.0.0 TRIGONOMETRY (2) Use calculators to verify values of
(22 Lessons) trigonometric ratios
Apply trigonometry to problems
46.1.0 Specific Objectives involving bearings and angles of
By the end of the topic the learner elevation and depression and
should be able to: surveying.
l) define and draw the unit circle ▪ Suggested Resources
m) use the unit circle to find - Unit circle
trigonometric ratios in terms - Graph paper
of co-ordinates of points for - Square boards
O θ 360° - Mathematical tables
n) find trigonometric ratios of - Calculators
negative angles - Real life experiences
o) find trigonometric ratios of angles · Suggested Further Assessment
greater than 360° using the unit - Test on 45.00 and 46.00
circle
p) use mathematical tables and 47.0.0 SURDS (9 Lessons)
calculators to find trigonometric
ratios of angles in the range 47.1.0 Special Objectives
O θ 360° By the end of the topic, the learner
q) define radian measure should be able to:
r) draw graphs of trigonometric d) define rational and irrational
functions; y = sin x, numbers
y = cos x and y = tan x e) simplify expressions with surds
using degrees and radians f) rationalise denominators with
s) derive the sine rule surds
t) derive the cosine rule
u) apply the sine and cosine rule 47.2.0 Content
to solve triangles (sides, angles 47.2.1 Rational and irrational numbers
and area) 47.2.2 Simplification of surds
v) apply the knowledge of sine 47.2.3 Rationalisation of denominators
and cosine rules in real life
situations. Notes
▪ Determination of conjugates is
46.2.0 Content necessary
46.2.1 The unit circle ▪ Simplifications be left in surd
46.2.2 Trigonometric ratios from the form unless instructed otherwise
unit circle ▪ Where evaluation is required, a
46.2.3 Trigonometric ratios of angles calculator may be used but the
greater than 360° and negative angles process of working out the sum
46.2.4 Use of trigonometric tables must be shown
46.2.5 Radian measure Suggested Resources
46.2.6 Simple trigonometric graphs Charts illustrating process of
46.2.7 Derivation of sine and cosine rule rationalisation.
46.2.8 Solution of triangles · Suggested Further Assessment
46.2.9 Application of sine and cosine rule to Short test on 47.00
real situation.
23
formula for calculating interest
48.0.0 FURTHER LOGARITHMS o) define appreciation and
(11 Lessons) depreciation
p) use compound interest formula to
48.1.0 Specific Objectives calculate appreciation and
By the end of the topic, the learner depreciation
should be able to: q) calculate hire purchase
e) derive logarithmic relation from r) calculate income tax given the
index form and vice-versa income tax bands.
f) state the laws of logarithms
g) use logarithmic laws to simplify 49.2.0 Content
logarithmic expressions and solve 49.2.1 Principal rate and time
logarithmic equations 49.2.2 Simple interest
h) apply laws of logarithms for 49.2.3 Compound interest using step by step
further computations. method
49.2 4 Derivation of compound interest
48.2.0 Content formula
48.2.1 Logarithmic notation 49.2.5 Calculations using the compound
48.2.2 The laws of logarithms interest formula
48.2.3 Simplification of logarithmic 49.2.6 Appreciation and depreciation
expressions 49.2.7 Calculation of appreciation and
48.2.4 Solution of logarithmic equations depreciation using the compound
48.2.5 Further computations using logarithmic interest formula
laws. 49.2.8 Hire purchase
Notes 49.2.9 Income tax
- Logarithmic equations will also
include indices. Notes
Logarithmic Laws: - Current income tax schedules to
log ab = log a + log b be used.
log a = log a - log b - Consider cases where compounding
b is done monthly, quarterly, and
log an = n log a semi annually.
- Suggested Resources Suggested Resources

- Chart illustrating logarithmic laws - Income tax schedule/bands
- Logarithm tables - Real life experiences
- Calculators - Ready reckoner tables
- calculators
- Suggested Further Assessment Suggested Further Assessment
- Short test on 48.00 Tests on 47.00, 48.00 and 49.00
49.0.0 COMMERCIAL 50.0.0 CIRCLES CHORDS AND

ARITHMETIC (2) (22 Lessons) TANGENTS (21 Lessons)
j) define principal, rate and time should be able to:
in relation to interest j) calculate length of an arc and
k) calculate simple interest using a chord
simple interest formula k) calculate lengths of tangents
l) calculate compound interest and intersecting chords
using step by step method l) state and use properties of chords
m) derive the compound interest m) construct tangent to a circle
formula n) construct direct and transverse
n) apply the compound interest common tangents to two circles
24
o) relate angles in alternate segment 51.2.2 Order of a matrix
p) construct circumscribed, inscribed 51.2.3 Square matrix
and escribed circles 51.2.4 Compatibility in addition and
q) locate centroid and orthocentre of multiplication of matrices
a triangle 51.2.5 Multiplication of a matrix by a scalar
r) apply knowledge of circles, 51.2.6 Matrix multiplication
tangents and chords to real life 51.2.7 Identity matrix
situations. 51.2.8 Determinant of a 2 x 2 matrix
51.2.9 Inverse of a 2 x 2 matrix and
50.2.0 Content 51.2.10 Singular matrix
50.2.1 Arcs, chords and tangents 51.2.11 Solutions of simultaneous
50.2.2 Lengths of tangents and intersecting equations in two unknowns
chords
50.2.3 Properties of chords Notes
50.2.4 Construction of tangents to a circle - Reduction of a 2 x 2 metrix to
50.2.5 Direct and transverse common echelon form is not required
tangents to two circles Suggested Resources
50.2.6 Angles in alternate segment - Charts illustrating
50.2.7 Circumscribed, inscribed and compatibility of matrices
escribed circles - Real life situations
50.2.8 Centroid and orthocentre - Calculators
50.2.9 Apply knowledge of tangents Suggested Further Assessment
and chords to real life situations - Test on 50.00 and 51.00
NOTES
- Mention circumcircle, 52.0.0 FORMULAE AND VARIATIONS
circumcentre, incentre and (21 Lessons)
incircle and excentre
Suggested Resources 52.1.0 Specific Objectives
- Charts to illustrate the By the end of the topic, the learner
various properties should be able to:
- Pulleys and wheels g) rewrite a given formula by
Suggested Further Assessment changing the subject
- Short on 50.00 h) define direct, inverse, partial
and joint variations
i) identify constants of
51.0.0 MATRICES (21 Lessons) proportionality
51.1.0 Specific Objectives j) form and solve equations involving
By the end of the topic, the learner variations
should be able to: k) draw graphs to illustrate direct and
k) define a matrix inverse proportions
l) state the order of a matrix l) use variations to solve everyday
m) define a square matrix life problems
n) determine compatibility in addition
and multiplication of matrices 52.2.0 Content
o) add matrices 52.2.1 Change of the subject
p) multiply matrices 52.2.2 Direct, inverse, partial and joint
q) identify identity matrix variations
r) find determinant of a 2 x 2 52.2.3 Constant of proportionality
matrix 52.2.4 Graphs of direct and inverse proportion
s) find the inverse of a 2 x 2 52.2.5 Formation of equation on variation from
matrix real life situations
t) use matrices to solve Notes
simultaneous equations. - Need to clarify the relation
51.2.0 Content connecting
51.2.1 Matrix “α” and “=” signs.
25
- Square boards Test on 52.00 and 53.00
- Graph papers
- Real life situations
- Calculators 54.0.0 VECTORS (2) (24 Lessons)
- Short test 54.1.0 Specific Objectives
should be able to:
53.0.0 SEQUENCES AND SERIES k) locate a point in two and three
(21 Lessons) dimension co-ordinate systems
l) represent vectors as column and
53.1.0 Specific Objectives position vectors in three
By the end of the topic, the learner dimensions
should be able to: m) distinguish between column
j) identify simple number patterns and position vectors
k) define a sequence n) represent vectors in terms of
l) identify the pattern for a given set i, j, and k
of numbers and deduce the o) calculate the magnitude of a
general rule vector in three dimensions
m) determine a term in a sequence p) use the vector method in
n) recognise arithmetic and dividing a line proportionately
geometric sequences q) use vector method to show
o) define a series parallelism
p) recognise arithmetic and r) use vector method to show
geometric series (Progression) collinearity
q) derive the formula for partial sum s) state and use the ratio theorem
of an arithmetic and geometric t) apply vector methods in geometry.
series (Progression)
r) apply A.P and G.P formula to 54.2.0 Content
solve problems in real life 54.2.1 Coordinates in two and three dimensions
situations. 54.2.2 Column and position vectors in three
dimensions
53.2.0 Content 54.2.3 Column vectors in terms of unit vectors
53.2.1 Simple number patterns i, j and k.
53.2.2 Sequences 54.2.4 Magnitude of a vector
53.2.3 Arithmetic sequence 54.2.5 Parallel vectors
53.2.4 Geometric sequence 54.2.6 Collinearity
53.2.5 Determining a term in a sequence 54.2.7 Proportional division of a line
53.2.6 Arithmetic progression (A.P) 54.2.8 Ratio theorem
53.2.7 Geometric progression (G.P) 54.2.9 Vector methods in geometry
53.2.8 Sum of an A.P
53.2.9 Sum of a G.P Notes
53.2.10 Application of A.P and G.P to real - Discuss collinearity in two and
life situations three dimensional spaces
- Discuss the various vector notations.
Notes - Include column vectors i and j
- Sum up to infinity is not required in two dimensions.
- Deduction of general rule for Suggested Resources
simple cases only is necessary - Graph papers
Suggested Resources - Square board
- Charts illustrating number - Skeleton model of a cuboid
patterns Suggested Further Assessment
- Real life situations - Test on 54.00
- calculators
26
continuous probability
55.0.0 BINOMIAL EXPANSIONS n) differentiate mutually
(11 Lessons) exclusive and independent
events
55.1.0 Specific Objectives o) state and apply laws of
By the end of the topic, the learner probability
should be able to: p) use a tree diagram to
a) expand binomial expressions up to determine probabilities.
the power of four by multiplication
b) build up - Pascal‟s Triangle up to the 56.2.0 Content
eleventh row 56.2.1 Probability
c) use Pascal‟s triangle to determine the 56.2.2 Experimental probability
coefficient of terms in a binomial 56.2.3 Range of probability measure
expansion up to the power of 10 O P(x) <1
d) apply binomial expansion in 56.2.4 Probability space
numerical cases. 56.2.5 Theoretical probability
56.2.6 Discrete and continuous probability
55.2.0 Content (simple cases only)
55.2.1 Binomial expansion up to power four 56.2.7 Combined events (mutually exclusive
55.2.2 Pascal‟s triangle and independent events)
55.2.3 Coefficent of terms in binomial 56.2.8 Laws of probability
expansion 56.2.9 The tree diagrams
55.2.4 Computation using binomial expansion
55.2.5 Evaluation of numerical cases using Notes
binomial expansion - Explain the terms; at least, at
Notes most, not more than, not less than,
- Binomial expansion by with respect to probability.
multiplication up to power four only Suggested Resources
- Compute numerical cases such as - Real life situations
(1.05)10 and (0.99)10 to specified - Probability games
number of terms and significant - Calculators
figures.
- Use calculators but, process of Suggested Further Assessment
working out the figures must be - Practical exercises
shown - Test on 55.00 and 56.00
Suggested Resources
- Charts illustrating Pascal‟s 57.00 COMPOUND PROPORTIONS
triangle AND RATES OF WORK
- Calculators (9 Lessons)
- Short test on 55.00 57.1.0 Specific Objectives
should be able to:
56.0.0 PROBABILITY (22 Lessons) d) solve problems involving
compound proportions using
56.1.0 Specific Objectives unitary and ratio methods
By the end of the topic, the learner e) apply ratios and proportions to real
should be able to: life situations
i) define probability f) solve problems involving rates of
j) determine probability from work
experiments and real life
k) construct a probability space 57.2.1 Proportional parts
l) determine theoretical probability 57.2.2 Compound proportions
m) differentiate between discrete and 57.2.3 Ratios and rates of work
27
57.2.4 Proportions applied to mixtures
Notes 58.2.0 Content
- Revise ratios and proportions 58.2.1 Tables and graphs of given relations.
covered previously 58.2.2 Graphs of cubic equations
- Use unitary and ratio methods 58.2 3 Graphical solutions of cubic equations.
Suggested Resources 58.2.4 Average rate of change
- Real life situations 58.2.5 Instantaneous rate of change
- Calculators 58.2.6 Empirical data and their graphs
Suggested Further Assessment 58.2.7 The line of best fit
- Short test on 57.00 58.2.8 Equation of a circle
58.2.9 Finding of the equation of a circle
58.2.10 Determining of the centre and radius of
58.0.0 GRAPHICAL METHODS a circle
(21 Lessons)
Notes
58.1.0 Specific Objectives - Include linear graphs and curves
By the end of the topic, the learner - Line of best fit does not always
should be able to: start from the origin
k) make a table of values from given - Include the following equations
relations of a circle;
l) use the table of values to draw x2 + y2 = r2
the graphs of the relations (x – a)2 + (y – b)2 = r2
m) determine and interpret
instantaneous rates of change Suggested Resources
from a graph - Graph papers
n) interpret information from graphs - Square boards
o) draw and interpret graphs from - Real life situations
empirical data
p) solve cubic equations graphically Suggested Further Assessment
q) draw the line of best fit - Test on 57.00 and 58.00
r) identify the equation of a circle
s) find the equation of a circle given
the centre and the radius
t) determine the centre and radius of
a circle and draw the circle on a
cartesian plane.
28
FORM FOUR
- Rubber bands
59.0.0 MATRICES AND - Models
TRANSFORMATIONS - Calculators
(21 Lessons)
59.1.0 Specific Objectives - Practical exercises
By the end of the topic, the learner - Test on 59.00 and related topics
should be able to:
k) relate image and object under a 60.1.0 STATISTICS (2) (27 Lessons)
given transformation on the 60.1.0 Specific objectives
cartesian plane By the end of the topic, the
l) determine the matrix of a learner should be able to:
transformation g) state the measures of central
m) perform successive transformations tendency
n) determine and identify a single h) calculate the mean using the
matrix for successive assumed mean method
transformation i) make cumulative frequency table
o) relate identity matrix and j) estimate the median and the
transformation quartiles by
p) determine the inverse of a (i) calculation and
transformation (ii) ogive
q) establish and use the relationship k) define and calculate the measures
between area scale factor and of dispersion: range, quartiles,
determinant of a matrix interquartile range, quartile
r) determine shear and stretch deviation, variance and standard
transformations deviation
s) define and distinguish isometric l) interpret measures of dispersion.
and non-isometric transformation
t) apply transformation to real life 60.2.0 Content
situations. 60.2.1 Mean from assumed mean
60.2.2 Cumulative frequency table
59.2.0 Content 60.2.3 Ogive
59.2.1 transformation on the Cartesian plane 60.2.4 Median
59.2.2 identification of transformation matrix 60.2.5 Quartiles
59.2.3 successive transformations 60.2.6 Range
59.2 4 single matrix of transformation for 60.2.7 Interquartile range
successive transformations. 60.2.8 Quartile deviation
59.2.5 identity matrix and transformation 60.2.9 Variance
59.2.6 inverse of a transformation 60.2.10 Standard deviation
59.2.7 area scale factor and determinant of a
matrix Notes
59.2.8 shear and stretch (include their matrices) - Revise statistics ( I)
59.2.9 isometric and non-isometric - For measures of dispersion include
transformation both ungrouped and grouped data
59.2.10 application of transformation to real life - Relate quartiles with percentages.
situations Suggested Resources
Notes - Square boards
- Revise transformation covered - Graph papers
previously - Data from real life situations
- Square boards - Practical exercises
- Peg boards and strings - Test on unit 60.00
61.0.0 LOCI (21 Lessons)
29
61.1.0 Specific Objectives y=a sin(bx ± θ ),
By the end of the topic, the learner y= a cos(bx ± θ )
should be able to: y=a tan(bx ± θ )
d) define Locus d) solve simple trigonometric
e) describe common types of Loci equations
f) construct analytically and graphically
(i) loci involving inequalities e) deduce from the graph
(ii) loci involving chords amplitude, period, wavelength and
(iii) loci involving points under phase angles.
given conditions
(iv) intersecting loci 62.2.0 Content
62.2.1 Trigonometric ratios
61.2.0 Content 62.2.2 deriving the relation sin2x + cos2x =1
61.2.1 common types of Loci 62.2.3 graphs of trigonometric functions
61.2.2 Perpendicular bisector loci y =sinx, y=Cosx, y=tanx
61.2.3 Loci of a point at a given y=a sinx, y=a cosx,
distance from a fixed point and a y= a tanx y= a sin bx,
fixed line y= a cos bx, y=a tan bx
61.2.4 Angle bisector loci y= a sin (bx ± θ ),
61.2.5 Constant angle loci y = a cos (bx ± θ )
61.2.6 other loci under given condition y = a tan ( bx ± θ )
including intersecting loci
61.2.7 loci of inequalities 62.2.4 simple trigonometric
61.2.8 loci involving chords equations amplitude, period,
wavelength and phase angle
Notes of trigonometric functions.
- Understanding of the language used Notes
in locus is important - Making a correct table of values from
- Knowledge of geometric construct is a trigonometric function and correct
a prerequisite plotting of points are essential.
Suggested Resources - Identification of symmetry and its
- Geometrical patterns use in drawing waves is important
- Square boards Suggested Resources
- Graph papers - Square boards
Suggested Further Assessment - Graph papers
- Practical exercises - Charts to illustrate amplitude
- Test on unit 61.00 period and phase angle
Test on 62.00 and related topics
62.0.0 TRIGONOMETRY (3)
(21 Lessons)
63.0.0 THREE DIMENSIONAL
62.1.0 Specific Objectives GEOMETRY (24 Lessons)
should be able to: 63.1.0 Specific Objectives
d) recall and define trigonometric By the end of the topic, the learner
ratios should be able to:
e) derive trigonometric identity sin2x f) state the geometric properties of
+ cos2x = 1 common solids
f) draw graphs of trigonometric ratios g) identify projection of a line onto
of the form a plane
y= sin x, y = cos x, h) identify skew lines
y= tan x y = a sin x, i) calculate the length between two
y= a cos x, y = a tan x points in three dimensional
y= a sin bx, y= a cos b x, geometry
y=a tan bx
30
j) identify and calculate the angle 64.2.1 Latitude and longitude(great
between and small circles)
(i) two lines 64.2.2 The Equator and Greenwich Meridian
(ii) a line and a plane 64.2.3 Radii of small and great circles
(iii) two planes 64.2.4 Position of a place on the surface of the
earth
63.2.0 Content 64.2.5 Distance between two points along the
63.2.1 Geometrical properties of common small and great circles in nautical miles
solids and kilometres.
63.2.2 Skew lines and projection of a line onto 64.2.6 Distance in nautical miles and
a plane kilometers along a circle of latitude
63.2.3 length of a line in 3- dimensional 64.2.7 Time and longitude
geometry 64.2.8 Speed in knots and Kilometres per hour
63.2.4 the angle between
(i) a line and a line Notes
(ii) a line and a plane - Revise (i) trigonometric ratios
(iii) a plane and a plane (ii) Length of an arc
63.2.5 angles between skewlines (iii) Co-ordinates
- Take the Equator and GMT as
Notes reference points
- Revise sketching common solids - take 1nm = 1.853 km
- 3 -dimensional models must be used radius of the earth = 6370 km
Suggested Resources - include problems involving speed,
- 3- dimensional models both time and distance
skeleton and solid and
detacheable models objects used Suggested Resources
in real life situations - Globe
Suggested Further Assessment - Calculator
- Practical exercises - Ball
- Test on 63.00 related topics Suggested Further Assessment
Test on unit 64.00 and related topics
64.0.0 LONGITUDES AND

LATITUDES (21 Lessons) 65.0.0 LINEAR PROGRAMMING
(21 Lessons)
g) define the great and small circles in should be able to:
relation to a sphere (including the e) form linear inequalities based on
earth) real life situations
h) establish the relationship between f) represent the linear inequalities on
the radii of small and great circles a graph
i) locate a place on the earths surface g) solve and interpret the optimum
in terms of latitude and longitude solution of the linear inequalities
j) calculate the distance between two h) apply linear programming to real
points along the great circles and life situations.
small circles (longitude and
latitude) in nautical miles (nm) and
kilometers (km)
k) calculate time in relation to
longitudes
l) calculate speed in knots and 65.2.0 Content
kilometres per hour. 65.2.1 Formation of linear inequalities
65.2.2 Analytical solutions of linear inequalities
64.2.0 Content 65.2.3 solutions of linear inequalities by graphs
31
65.2.4 optimisation (include objective 66.2.3 Gradient of y=xn
function) (where n is a positive integer)
65.2.5 application to real life situations 66.2.4 Delta notation (Δ)
66.2.5 Derivative of a polynomial
Notes 66.2.6 Equations of tangents and normals
- Revise on linear inequalities to the curve
- Emphasise should be put on key 66.2.7 Stationery points
words and their related symbols such 66.2.8 Curve sketching
as - at least, less than, at most, more 66.2.9 Application of differentiation in
than, not less than, not more than calculation of distance, velocity and
and so on. acceleration.
Suggested Resources 66.2.10 Maxima and minima
- Square boards
- Graph papers Notes
Suggested Further Assessment - exclude the product and quotient rule
- Test on 65.00 and related topics in differentiation
Suggested Resources
66.0.0 DIFFERENTIATION - square boards
(19 Lessons) - graph papers
66.1.0 Specific Objectives - Test on 66.00 and related topics
should be able to:
k) find average rates of change and 67.0.0 AREA APPROXIMATION
instantaneous rates of change (10 Lessons)
l) find the gradient of a curve at a
point using tangent 67.1.0 Specific Objectives
m) relate the delta notation to rates of By the end of the topic, the learner
change; should be able to:
n) find the gradient function of a g) approximate the area of irregular
function of the form y = xn shapes by counting techniques
(n is a positive integer) h) derive the trapezium rule
o) define i) apply trapezium rule to
(i) derivative of a function approximate areas of irregular
(ii) derived function of a shapes
polynomial j) apply trapezium rule to estimate
(iii) differentiation areas under curves
p) determine the derivative of a k) derive the mid-ordinate rule
polynomial l) apply mid-ordinate rule to
q) find equations of tangents and approximate area under a curve.
normals to the curves
r) sketch a curve 67.2.0 Content
s) apply differentiation in calculating 67.2.1 Area by counting techniques
distance, velocity and acceleration 67.2.2 Trapezium rule
t) apply differentiation in finding 67.2.3 Area using trapezium rule
maxima and minima of a junction. 67.2.4 Mid–ordinate
67.2.5 Area by the mid-ordinate rule
66.2.0 Content Notes

66.2.1 Average and instantaneous rates of - Revise area of irregular shapes and
change area of a trapezium
66.2.2 Gradient of a curve at a point
32
Suggested Resources 68.2.3 Integration notation and sum
- Square boards of areas of trapezia
- Graph papers 68.2.4 Indefinite and definite integrals
- Tracing papers for tracing 68.2.5 Area under a curve by integration
irregular shapes from maps 68.2.6 Application in kinematics
- Worksheet containing practical
work on trapezium and mid- Notes
ordinate rules - Revise differentiation
Suggested Further Assessment - Consider area of curves above and
- Practical exercises below the x - axis
- Test on 67.00 and related topics - Curve - sketching is important in
identifying the required region
- Avoid substitution methods of
68.0.0 INTEGRATION (19 Lessons) integration.
- Compare approximation of area by;
68.1.0 Specific Objectives trapezoidal rule, mid-ordinate rule
By the end of the topic, the learner and by integration.
should be able to: - If a curve is to be drawn either it
g) carry out the process of should not exceed the 3rd degree or a
differentiation table of values is given for students
h) interpret integration as a reverse to plot and draw.
process of differentiation Suggested Resources
i) relate integration notation to sum of - Square boards
areas of trapezia under a curve - Graph papers
j) integrate a polynomial - Real life situations
k) apply integration in finding the area Suggested Assessment
under a curve Oral and written exercises
l) apply integration in kinematics. Test on 66.00, 67.00, and 68.00
68.2.0 Content
68.2.1 Differentiation
68.2.2 Reverse differentiation
33
PHYSICS
INTRODUCTION
The Physics Syllabus is designed to offer varied experiences to the learner. The experiences are meant to
lead to an all round mental, social and moral development of the learner.
This syllabus presents Physics as a body of knowledge about the physical environment. It employs a
systematic scientific methodology of study to arouse learners way of reasoning and create positive attitude.
To this end the use of teacher/learner discussion, teacher demonstration and group/class experiments as
methods of instruction is encouraged. It emphasises not only the understanding of the fundamental
scientific concept and principles, but also the experimental approach of investigation. The experimental
approach should prepare the learner to present scientific concepts and ideas in the modern technology.
Teachers are encouraged to expand upon suggested projects and teaching methodologies for effective
implementation of this syllabus. These projects are designed to enrich the experiments carried out in the
laboratory and enhance creativity. The project work approach provides a learner with opportunities in
undertaking investigations for purposes of finding solutions to problems. It also helps in the transfer and
application of the required scientific knowledge to solving problems encountered in day-to-day
experiences. Field visits to resource centre/institutions of higher learning and industries are encouraged to
enrich and modernize the teaching/learning process.
The general and specific objectives have been carefully articulated to ensure clarity of the intended learning
outcomes. The time allocated for each topic is adequate and will enable the average learner not only
acquire knowledge but also discover more about the world around him/her and as such develop interest in
the subject.
The syllabus also aims at inculcating in the learner virtues such as diligence and high integrity. Care has
also been taken to sensitise the learner on aspects of health and environmental concerns. The syllabus
ensures appropriate balance in the development of cognitive, psychomotor and affective skills
The teacher of Physics is therefore challenged to make the subject more appealing through experimental
approach and proper planning.
36
GENERAL OBJECTIVES
1. select and use appropriate instruments to carry out measurements in the physical
environment
2. use the knowledge acquired to discover and explain the order of the physical
environment
3. use the acquired knowledge in the conservation and management of the environment
4. apply the principles of Physics and acquired skills to construct appropriate scientific
devices from the available resources
5. develop capacity for critical thinking in solving problems in any situation
6. contribute to the technological and industrial development of the nation
7. appreciate and explain the role of Physics in promoting health in society
8. observe general safety precautions in all aspects of life
9. acquire and demonstrate a sense of honesty and high integrity in all aspects of
Physics and life in general
10. acquire positive attitude towards Physics
11. acquire adequate knowledge in Physics for further education and/or training.
37
FORM ONE
1.0.0 INTRODUCTION TO 2.2.5 Measuring instruments

PHYSICS (4 Lessons) 2.2.6 Experiments on density
2.2.7 Problems on density
learner should be able to: 3.0.0 FORCE (16Lessons)
(a) explain what the study of
physics involves 3.1.0 Specific Objectives
(b) relate physics to other subjects By the end of this topic, the learner
and to technology should be able to:
(c) identify career opportunities i) define force and state its SI unit
related to physics j) describe types of forces
(d) state and explain basic k) describe experiments to illustrate
laboratory safety rules. cohesion, adhesion and surface
tension
1.2.0 Content l) state the effects of force
1.2.1 Physics as a Science(reference m) state the difference between mass
to Primary Science Syllabus) and weight
1.2.2 Meaning of Physics n) state the relation between mass and
1.2.3 Branches of Physics weight, W = mg
1.2.4 Relation between Physics, o) define scalar and vector quantities
other subjects and technology p) solve numerical problems
1.2.5 Career opportunities in Physics involving W = mg.
1.2.6 Basic laboratory safety rules
3.2.0 Content
2.0.0 MEASUREMENTS 1 3.2.1 Definition of force
(12 Lessons) 3.2.2 Types of forces (including cohesive,
adhesive and surface tension)
2.1.0 Specific Objectives 3.2.3 Experiments to demonstrate cohesion,
By the end of this topic, the adhesion and surface tension.
learner should be able to: 3.2.4 Effects of force
g) define length, area, volume, mass, 3.2.5 Mass, weight and their relationship
density, time and state the 3.2.6 Scalar and vector quantities
corresponding symbols and SI units 3.2.7 Problem involving W = mg
h) convert other metric units to SI (take g = 10 N/kg)
units
i) estimate length, mass and time
j) use accurately the following 4.0.0 PRESSURE (24 Lessons)
measuring instruments; metre rule,
tape measure, beam balance, stop 4.1.0 Specific Objectives
clock/watch, measuring cylinder, By the end of this topic, the
pipette and burette learner should be able to:
k) determine experimentally the a) define pressure and state its units
densities of substances b) determine pressure exerted by
l) solve numerical problems on solids
density. c) describe experiments to investigate
factors affecting pressure in fluids;
2.2.0 Content d) derive the formula P = gh
2.2.1 Definition of length, area, volume, mass,
density and time
2.2.2 SI units and symbols
2.2.3 Estimation of quantities
2.2.4 Conversion of units
38
e) state the principle of transmission of 6.0.0 THERMAL EXPANSION
pressure in fluids (Pascals principle) (12 Lessons)
f) explain atmospheric pressure and its
effect 6.1.0 Specific Objectives
g) state and explain the applications of By the end of this topic, the
pressure learner should be able to:
h) solve numerical problems involving a) define temperature
pressure. b) describe the functioning of various
thermometers
4.2.0 Content c) describe thermal expansion in solids,
4.2.1 Definition of pressure liquids and gases
4.2.2 Pressure in solids d) explain expansion in terms of particle
4.2.3 Factors affecting pressure in behaviour
fluid (Experimental treatment required) e) describe the unusual expansion of
4.2.4 Derivation of P = ρgh water and its effects
4.2.5 Atmospheric pressure f) explain the effects and applications of
4.2.6 Simple mercury barometer, manometers thermal expansion.
4.2.7 Applications of pressure:
drinking straw, syringe, siphon, 6.2.0 Content
hydraulic press, hydraulic brakes, bicycle 6.2.1 Temperature
pump, force pump, lift pump 6.2.2 Thermometers:
4.2.8 Problems on pressure ▪ liquid - in - glass,
▪ clinical,
4.3.0 Project Work ▪ six‟s maximum and minimum
4.3.1 Construct a hydraulic press model. 6.2.3 Celsius and Kelvin scales
6.2.4 Expansion of solids, liquids and gases
6.2.5 Effects of expansion and contraction
5.0.0 PARTICULATE NATURE OF 6.2.6 Unusual expansion of water
MATTER (12 Lessons) (Anomolous expansion)
6.2.7 Applications of thermal expansion,
5.1.0 Specific Objectives include Bimetallic strip
learner should be able to: 7.0.0 HEAT TRANSFER (12 Lessons)
a) show that matter is made up of
tiny particles 7.1.0 Specific Objectives
b) describe experiments to show that By the end of this topic, the
particles of matter are at constant learner should be able to:
random motion a) define heat
c) explain the states of matter in terms b) state the difference between
of particles temperature and heat
d) explain diffusion c) state and explain the modes of
heat transfer
5.2.0 Content d) describe experiments to
5.2.1 Experiments to show that matter is made illustrate factors affecting heat
up of tiny particles (e.g. cutting papers transfer
into small pieces), dilution experiments e) explain applications of heat
5.2.2 Brownian motion transfer.
5.2.3 States of matter
5.2.4 Diffusion (Graham‟s law not required) 7.2.0 Content
7.2.1 Heat and temperature
7.2.2 Modes of heat transfer
7.2.3 Factors affecting heat transfer
7.2.4 Applications of heat transfer on:
▪ Vacuum flask,
▪ Domestic hot - water system,
▪ Solar concentrators
39
8.0.0 RECTILINEAR PROPAGATION k) state the two types of charges
OF LIGHT AND REFLECTION l) state the basic law of charges
AT PLANE SURFACE m) state the unit of charge
(16 Lessons) n) construct a simple leaf electroscope
o) explain the charging of a leaf
8.1.0 Specific Objectives electroscope
By the end of this topic, the p) use a charged leaf electroscope to
learner should be able to: identify conductors, insulators and
i) perform and describe experiments types of charges.
to show that light travels in a
straight line 9.2.0 Content
j) describe the formation of shadows 9.2.1 Electrostatic charging of objects by
and eclipses rubbing (experimental treatment
k) explain the functioning of a pin- required)
hole camera 9.2.2 Types of charges and law of charges
l) state the laws of reflection 9.2.3 The source of charge
m) verify experimentally the laws of 9.2.4 The coulomb
reflection 9.2.5 Leaf electroscope: features, charging
n) state the characteristics of images and discharging
formed by plane mirrors 9.2.6 Charging by contact and by induction
o) explain the applications of 9.2.7 Identification of charge
reflection at plane surfaces 9.2.8 Conductors and insulators
p) solve numerical problems
involving pin-hole camera and
mirrors inclined at an angle. 10.0.0 CELLS AND SIMPLE CIRCUITS
(12 Lessons)
8.2.0 Content
8.2.1 Rectilinear propagation of light 10.1.0 Specific Objectives
(experimental treatment required) By the end of this topic, the learner
8.2.2 Formation of shadows and eclipses should be able to:
(umbra and penumbra) a) draw and set-up simple electric
8.2.3 Pin-hole camera image formation and circuits
magnification b) identify circuit symbols
8.2.4 Laws of reflection c) define electric current
8.2.5 Images formed by plane mirrors, ray d) explain the working of primary
diagrams, parallel and inclined mirrors and secondary cells
8.2.6 Devices based on reflection: e) explain the care and maintenance
periscope, kaleidoscope of secondary cells.
8.2.7 Problems on pin-hole camera
and mirrors inclined at an angle 10.2.0 Content
10.2.1 Simple electric circuits: cell,
8.3.0 Project Work ammeter, voltmeter, variable resistor,
8.3.1 Construct Pin-hole Camera, connecting wires, bulb and switches
Periscope and Kaleidoscope. 10.2.2 Circuit symbols
10.2.3 Electric current and its units
10.2.4 Primary and secondary cells (simple
9.0.0 ELECTROSTATICS I cell, dry Leclanche‟ cell, Lead acid cell)
(12 Lessons) 10.2.5 Care and maintenance of secondary cells

By the end of this topic, the learner 10.3.1 Making a simple cell from locally
should be able to: available materials.
i) describe electrostatic charging of
objects by rubbing
j) explain the source of electrostatic
charges
40
FORM TWO
12.2.3 Estimation of the diameter of
11.0.0 MAGNETISM (12 Lessons) the molecule of oil (relate to the
size of the HIV virus, mention effects
11.1.0 Specific Objectives of oil spills on health and environment)
By the end of this topic, the 12.2.4 Problems in measurements
h) describe the properties and uses of 12.3.0 Project Work
magnets 12.3.1 Construct Vernier Calliper.
i) identify magnetic and non-
magnetic materials
j) state the basic law of magnetism 13.0.0 TURNING EFFECT OF A FORCE
k) describe patterns of magnetic field (10 Lessons)
l) describe methods of magnetisation
and demagnetization 13.1.0 Specific Objectives
m) explain magnetisation and By the end of this topic, the
demagnetisation using the domain learner should be able to:
theory a) define moment of a force at a
n) construct a simple compass. point and state its SI unit
b) state and verify the principle
11.2.0 Content of moments
11.2.1 Magnets: properties and uses c) solve problems involving the
11.2.2 Magnetic and non-magnetic materials principle of moments.
11.2.3 Basic law of magnetism
11.2.4 Magnetic field patterns 13.2.0 Content
11.2.5 Magnetisation and demagnetization 13.2.1 Moment of a force, unit of moment of
11.2.6 Domain theory of magnetism a force
11.2.7 Care of magnets 13.2.2 Principle of moments
11.2.8 Construction of a simple compass 13.2.3 Problems on principle of moments
(consider single pivot only)
12.0.0 MEASUREMENT II
(16 Lessons)
14.0.0 EQUILIBRIUM AND
12.1.0 Specific Objectives CENTRE OF GRAVITY
By the end of this topic, the learner (12 Lessons)
should be able to:
a) measure length using vernier 14.1.0 Specific Objectives
callipers and micrometer screw By the end of this topic, the learner
gauge should be able to:
b) express quantities in correct a) define centre of gravity
number of decimal places and b) determine experimentally the
correct number of significant centre of gravity of lamina objects
figures c) identify and explain the states of
c) express measurements in standard equilibrium
form d) state and explain factors affecting
d) estimate the diameter of a molecule stability of an object
of oil e) explain the applications of stability
e) solve numerical problems in f) solve numerical problems involving
measurement. centre of gravity and moments of a
force.
12.2.0 Content
12.2.1 Measurement of length using Vernier
callipers and micrometer screw gauge
12.2.2 Decimal places, significant figures and
standard form
41
14.2.0 Content i) state the factors affecting the
14.2.1 Centre of gravity strength of an electromagnet
(Experimental treatment required) j) determine experimentally the
14.2.2 States of equilibrium direction of a force on a conductor
14.2.3 Factors affecting stability carrying current in a magnetic field
14.2.4 Applications of stability (motor effect)
14.2.5 Problems on centre of gravity and k) state the factors affecting force on a
moments of a force current carrying conductor or in a
(consider single pivot only) magnetic field
l) explain the working of simple
electric motor and electric bell.
15.0.0 REFLECTION AT CURVED
SURFACES(16 Lessons) 16.2.0 Content
16.2.1 Magnetic field due to a current
15.1.0 Specific Objectives 16.2.2 Oersted‟s experiment
By the end of this topic, the learner 16.2.3 Magnetic field patterns on straight
should be able to: conductors and solenoid (right hand
g) describe concave, convex and grip rule)
parabolic reflectors 16.2.4 Simple electromagnets
h) describe using ray diagram the 16.2.5 Factors affecting strength of an
principal axis, principal focus electromagnet
centre of curvature and related 16.2.6 Motor effect (Fleming‟s left hand rule)
terms 16.2.7 Factors affecting force on a current
i) locate images formed by curved carrying conductor in a magnetic field
mirrors by construction (Qualitative treatment only)
j) determine experimentally the 16.2.8 Applications:
characteristics of images formed by - electric bell,
a concave mirror - simple electric motor
k) define magnification
l) explain the applications of curved 16.3.0 Project Work
reflecting surfaces. 16.3.1 Construct an electromagnet and at least
one of the following:
15.2.0 Content - loudspeaker
15.2.1 Concave and convex parabolic reflectors - telephone receiver
15.2.2 Principal axis, principal focus, centre of - electric bell
curvature and related terms - electric motor
15.2.3 Location of Images formed by curved
mirrors by construction method
(Experiment on concave mirrors 17.0.0 HOOKE’S LAW (8 Lessons)
required)
15.2.4 Magnification formula 17.1.0 Specific Objectives
15.2.5 Applications of curved reflectors By the end of this topic, the
a) state and verify experimentally
16.0.0 MAGNETIC EFFECT OF Hooke‟s law
ELECTRIC CURRENT b) determine the spring constant
(18 Lessons) c) construct and calibrate a spring
balance
16.1.0 Specific Objectives d) solve numerical problems
By the end of this topic, the involving Hooke‟s law.
g) perform and describe experiments 17.2.0 Content
to determine the direction of the 17.2.1 Hooke‟s law
magnetic field round a current 17.2.2 Spring constant
carrying conductor 17.2.3 Spring balance
h) construct a simple electromagnet 17.2.4 Problems on Hooke‟s Law
42
18.0.0 WAVES I(14 Lessons) 20.0.0 FLUID FLOW (14 Lessons)

By the end of this topic, the By the end of this topic, the
learner should be able to: learner should be able to:
a) describe the formation of pulses a) describe streamline flow and
and waves turbulent flow
b) describe transverse and longitudinal b) derive the equation of continuity
waves c) describe experiments to illustrate
c) define amplitude(a), wavelength (λ), Bernoulli‟s effects
frequency (f) and periodic time(T) d) explain the Bernoulli‟s effect
of a wave e) describe the applications of
d) derive the relation v = fλ Bernoulli‟s effect
e) solve numerical problems f) solve numerical problems
involving v = fλ involving the equation of
continuity.
18.2.0 Content
18.2.1 Pulses and waves 20.2.0 Content
18.2.2 Transverse and longitudinal waves 20.2.1 Streamline and turbulent flow
18.2.3 Amplitude (a), Wavelength (λ ), 20.2.2 Equation of continuity
frequency (f), periodic time (T) 20.2.3 Bernoulli‟s effect (Experimental
18.2.4 v = fλ treatment required)
18.2.5 Problems involving v = fλ 20.2.4 Applications of Bernoulli‟s effect:
Bunsen burner, spray gun, carburator
aerofoil, spinning ball
19.0.0 SOUND (12 Lessons) 20.2.5 Problems on equation of continuity

By the end of this topic the learner
should be able to:
g) perform and describe simple
experiments to show that sound is
produced by vibrating bodies
h) perform and describe an
experiment to show that sound
requires a material medium for
propagation
i) explain the nature of sound waves
j) determine the speed of sound in air
by the echo method
k) state the factors affecting the speed
of sound
l) solve numerical problems
involving velocity of sound.
19.2.0 Content
19.2.1 Sound: nature and sources
(experimental treatment required)
19.2.2 Propagation of sound:
compressions and rarefactions
19.2.3 Speed of sound by echo method
19.2.4 Factors affecting speed of sound
19.2.5 Problems on velocity of sound
43
FORM THREE
21.0.0 LINEAR MOTION (20 Lessons) j) solve numerical problems involving

refractive index and critical angle.
By the end of this topic, the 22.2.0 Content
learner should be able to: 22.2.1 Refraction of light - laws of
a) define distance, displacement, refraction (Experimental treatment
speed, velocity and acceleration required)
b) describe experiments to determine 22.2.2 Determination of refractive index:
velocity and acceleration - Snell‟s law,
c) determine acceleration due to - real/apparent depth,
gravity - critical angle
d) plot and explain motion - time 22.2.3 Dispersion of white light
graphs (Experimental treatment required)
e) applying the equations of uniformly 22.2.4 Total internal reflection and its effects:
accelerated motion critical angle
f) solve numerical problems. 22.2.5 Applications of total internal
reflection:
21.2.0 Content - Prism periscope,
2.1.2.1 Distance, displacement, speed, velocity, - Optical fibre
acceleration (Experimental treatment 22.2.6 Problems on refractive index and critical
required) angle
21.2.2 Acceleration due to gravity:
- free-fall,
- simple pendulum method 23.0.0 NEWTON’S LAWS OF MOTION
21.2.3 Motion-time graphs: (15 Lessons)
- Displacement - time graphs,
- Velocity - time graphs 23.1.0 Specific Objectives
21.2.4 Equations of uniformly accelerated By the end of this topic, the learner
motion should be able to:
21.2.5 Problems on uniformly accelerated a) state Newton‟s laws of motion
motion b) describe simple experiments to
illustrate inertia
c) state the law of conservation of
22.0.0 REFRACTION OF LIGHT linear momentum
(20 Lessons) d) define elastic collision, inelastic
collision and impulse
22.1.0 Specific Objectives e) derive the equation F = ma
a) By the end of this topic, the f) describe the application of
b) learner should be able to: frictional force
c) describe simple experiments to g) define viscosity
illustrate refraction of light h) explain terminal velocity
d) state the laws of refraction of light i) solve numerical problems
e) verify Snell‟s law involving Newton‟s laws and the
f) define refractive index law of conservation of linear
g) determine experimentally the momentum.
refractive index
h) describe experiments to illustrate
dispersion of white light
i) explain total internal reflection and
its effects
j) state the applications of total
internal reflection
44
23.2.0 Content 24.3.0 Project Work
23.2.1 Newton‟s laws of motion 24.3.1 Construct an energy saving jiko
(Experimental treatment on inertia and a solar heater
required)
23.2.2 Conservation of linear momentum: 25.0.0 CURRENT ELECTRICITY
elastic collisions, inelastic collisions, (20 Lessons)
recoil velocity, impulse (oblique
collisions not required). 25.1.0 Specific Objectives
23.2.3 F = ma. By the end of this topic, the learner
should be able to:
23.2.4 Frictional forces: i) define potential difference and state
- advantages and disadvantages, its units
- viscosity, j) measure potential difference and
- terminal velocity current in a circuit
(qualitative treatment). k) verify Ohm‟s law
l) define resistance and state its unit
23.2.5 Problems on Newton‟s Laws m) determine experimentally the
and law of conservation of voltage - current relationships for
linear momentum (exclude various conductors
problems on elastic collisions) n) define emf and explain internal
resistance of a cell
24.0.0 WORK, ENERGY, POWER o) derive the formulae for effective
AND MACHINES (20 Lessons) resistance of resistors in series and
in parallel
24.1.0 Specific Objectives h) solve numerical problems
By the end of this topic, the learner involving ohm‟s law, resistors
should be able to: in series and in parallel.
d) describe energy transformations
c) state the law of conservation of 25.2.0 Content
energy 25.2.1 Scale reading: Ammeter, Voltmeter
d) define work, energy, power and 25.2.2 Electric circuits: current, potential
state their SI units difference
e) define mechanical advantage, 25.2.3 Ohm‟s law (experimental treatment
velocity ratio and efficiency of required)
machines 25.2.4 Resistance: types of resistors,
f) solve numerical problems measurements of resistance units
involving work, energy, power 25.2.5 Electromotive force (emf) and internal
and machines. resistance of a cell (E = V + ίr)
25.2.6 Resistors in series and in parallel
24.20 Content 25.2.7 Problems on Ohm‟s law, resistors in
24.2.1 Forms of energy and energy series and in parallel
transformations
24.2.2 Sources of energy: 26.0.0 WAVES II (10 Lessons)
- renewable,
- non-renewable 26.1.0 Specific Objectives
24.2.3 Law of conservation of energy By the end of this topic the
24.2.4 Work, energy and power (work done learner should be able to:
by resolved force not required) a) describe experiments to illustrate the
24.2.5 Kinetic and potential energy properties of waves
24.2.6 Simple machines b) sketch wave fronts to illustrate the
24.2.7 Problems on work, energy, properties of waves
power and machines c) explain constructive interference and
destructive interference
45
d) describe experiments to illustrate 28.0.0 HEATING EFFECT OF AN
stationary waves. ELECTRIC CURRENT
26.2.0 Content (10 Lessons)
26.2.1 Properties of waves including
sound waves: reflection, refraction, 28.1.0 Specific Objectives
diffraction, interference (Experimental By the end of this topic, the
treatment required) learner should be able to:
26.2.2 Constructive interference and e) Perform and describe experiments to
destructive interference (qualitative illustrate heating effect of an electric
treatment only) current
26.2.3 Stationary waves (qualitative f) state the factors affecting heating by
and experimental treatment required) electric current
26.2.4 Problems involving waves g) derive the equations for electrical
energy and electrical power
h) identify devices in which heating effect
27.0.0 ELECTROSTATICS II of an electric current is applied
(15 Lessons) f) solve numerical problems
involving electrical energy and
27.1.0 Specific Objectives electrical power.
be able to: 28.2.0 Content
g) sketch electric field patterns around 28.2.1 Simple experiments on heating effect
charged bodies 28.2.2 Factors affecting electrical energy,
h) describe charge distribution on W = VIt, P =VI
conductors of various shapes 28.2.3 Heating devices:- electric kettle, electric
i) define capacitance and state its SI unit iron, bulb filament, electric heater
j) describe charging and discharging of a 28.2.4 Problems on electrical energy and
capacitor (calculation involving curves electrical power
not required)
k) state the factors affecting the
capacitance of a parallel plate capacitor 29.0.0 QUANTITY OF HEAT
l) state the applications of capacitors (20 Lessons)
involving capacitors. 29.1.0 Specific Objectives
27.2.0 Content learner should be able to:
27.2.1 Electric field patterns g) define heat capacity and specific heat
27.2.2 Charge distribution on conductors: capacity
spherical and pear shaped conductors h) determine experimentally specific heat
27.2.3 Action at points: lightning arrestors capacity of solids and liquids
27.2.4 Capacitance, unit of capacitance (farad, i) define specific latent heat of fusion and
microfarad), factors affecting specific latent heat of vaporization
capacitance j) determine experimentally the specific
27.2.5 Applications of capacitors latent heat of fusion of ice and the
27.2.6 Problems on capacitors specific latent heat of vaporization of
{using Q=CV, CT =C1 +C2, steam
k) state the factors affecting melting point
1 = 1 + 1 and boiling point
CT C1 C2 l) explain the functioning of a pressure
cooker and a refrigerator
g) solve problems involving quantity
of heat.
46
29.2.1 Heat capacity, specific heat 30.2.1 Boyle‟s law, Charles‟ law, pressure
capacity, units (Experimental law, absolute zero
treatment required) 30.2.2 Gas laws and kinetic theory of gases
29.2.2 Latent heat of fusion, latent heat of (P= 1 p ² not required)
vaporization, units (Experimental 3 C
treatment necessary) 30.2.3 Problems on gas laws
29.2.3 Boiling and melting [including PV = constant]
29.2.4 Pressure cooker, refrigerator T
29.2.5 Problem on quantity of heat
(Q = MCΔθ, Q = Mℓ)
29.3.0 Project Work

29.3.1 Construct a charcoal refrigerator
(cooler)
30.0.0 GAS LAWS (15 Lessons)

a) state the gas laws for an ideal gas
b) verify experimentally the gas laws
c) explain how the absolute zero
temperature may be obtained from the
pressure - temperature and
volume - temperature graphs
d) state the basic assumptions of the
e) explain the gas laws using the kinetic
theory of gases
f) solve numerical problems involving gas
laws.
47
FORM FOUR
31.3.0 Project work

31.0.0 THIN LENSES(20 Lessons) 31.3.1 Construct a telescope.

By the end of this topic, the learner should 32.0.0 UNIFORM CIRCULAR MOTION
be able to: (10 Lessons)
j) describe converging lenses and
diverging lenses 32.1.0 Specific Objectives
k) describe using ray diagrams the By the end of this topic, the learner should
principal focus, the optical centre and be able to:
the focal length of a thin lens a) define angular displacement
l) determine experimentally the focal and angular velocity
length of a converging lens b) describe simple experiments to
m) locate images formed by thin lenses illustrate centripetal force
using ray construction method c) explain the applications of
n) describe the characteristics of images uniform circular motion
formed by thin lenses d) solve numerical problems
o) explain image formation in the human involving uniform circular
eye motion.
p) describe the defects of vision in the
human eye and how they can be 32.2.0 Content
corrected 32.2.1 The radian, angular displacement,
q) describe the use of lenses in various angular velocity
optical devices 32.2.2 Centripetal force;
r) solve numerical problems involving F = mv2, F = mrω2
the lens formula and the magnification r
formula. (derivation of formulae not required)
(experimental treatment is necessary)
31.2.0 Content 32.2.3 Applications of uniform circular motion
31.2.1 Types of lenses 32.2.4 Centrifuge, vertical, horizontal circles
31.2.2 Ray diagrams and terms used banked tracks (calculations on
31.2.3 Images formed banked tracks and conical pendulum
- ray construction, not required)
- characteristics, 32.2.5 Problem solving
- magnification. (Apply F = mv2 , F = mrω2 )
31.2.4 Determination of Focal length: r
- estimation method, 33.0.0 FLOATING AND SINKING
- lens formula, (15 Lessons)
- lens-mirror method
31.2.5 Human eye, defects (short sightedness 33.1.0 Specific Objectives
and long sightedness only) By the end of this topic, the
31.2.6 Optical devices: learner should be able to:
- simple microscope, a) state Archimedes‟ principle
- compound microscope, b) verify Archmimedes‟ principle
- the camera c) state the law of flotation
31.2.7 Problems involving the lens formula d) define relative density
and the magnification formula e) describe the applications of
Archimedes‟ principle and relative
density
48
c) state the laws of electromagnetic
f) Solve numerical problems involving induction
Archimedes‟ principle. d) describe simple experiments to
illustrate mutual induction
33.2.0 Content e) explain the working of an alternating
33.2.1 Archimedes‟ principle, current (a.c.) generator and a direct
(experimental treatment) Law of current (d.c.) generator
flotation f) explain the working of a transformer
33.2.2 Relative density g) explain the applications of
33.2.3 Applications of Archimedes‟ principle electromagnetic induction
and relative density h) solve numerical problems
33.2.4 Problems on Archimedes‟ principle involving transformers.
33.3.0 Project Work 35.2.0 Content

33.3.1 Construct a hydrometer. 35.2.1 Simple experiments to illustrate
electromagnetic induction
35.2.2 Induced emf:
34.0.0 ELECTROMAGNETIC SPECTRUM - Faradays‟ law,
(15 Lessons) - Lenz‟s law
35.2.3 Mutual induction
34.1.0 Specific Objectives 35.2.4 Alternating current generator, direct
By the end of this topic, the current generator
learner should be able to: 35.2.5 Fleming‟s right hand-rule
a) describe the complete electromagnetic 35.2.6 Transformers
spectrum 35.2.7 Applications of electromagnetic
b) state the properties of electromagnetic induction:
waves - induction coil,
c) describe the methods of detecting - moving coil loudspeaker
electromagnetic radiations 35.2.8 Problems on transformers
d) describe the applications of electromagnetic
radiations 35.3.0 Project Work
e) solve numerical problems involving c = f . 35.3.1 Construct a simple transformer.
34.2.0 Content
34.2.1 Electromagnetic spectrum 36.0.0 MAINS ELECTRICITY
34.2.2 Properties of electromagnetic waves (10 Lessons)
34.2.3 Detection of electromagnetic (e.m.)
radiations 36.1.0 Specific Objectives
34.2.4 Applications of e.m radiations By the end of this topic, the learner should
(include greenhouse effect) be able to:
34.2.5 Problems involving c =f a) state the sources of mains
electricity
b) describe the transmission of
35.0.0 ELECTROMAGNETIC electric power from the
INDUCTION (20 Lessons) generating station
c) explain the domestic wiring
35.1.0 Specific Objectives system
By the end of this topic, the learner should d) define the Kilowatt hour
be able to: e) determine the electrical
a) perform and describe simple energy consumption and cost
experiments to illustrate f) solve numerical problems
electromagnetic induction involving mains electricity.
b) state the factors affecting the
magnitude and the direction of the
induced emf
49
38.2.0 Content
36.2.0 Content 38.2.1 Production of X-rays, X-ray tube
36.2.1 Sources of mains electricity 38.2.2 Energy changes in an X-ray tube
36.2.2 Power transmission (include 38.2.3 Properties of X-rays, soft X-rays and
dangers of high voltage hard X-rays
transmission) 38.2.4 Dangers of X-rays and precautions
36.2.3 Domestic wiring system 38.2.5 Uses of X-rays(Bragg‟s law not
36.2.4 Kw-hr, consumption and cost required)
of electrical energy 38.2.6 Problems on x-rays
36.2.5 Problems on mains electricity
39.0.0 PHOTOELECTRIC EFFECT
36.3.0 Excursion (15 Lessons)
36.3.1 Field trip to a power station
is recommended. 39.1.0 Specific Objectives
37.0.0 CATHODE RAYS AND learner should be able to:
CATHODE RAY TUBE f) perform and describe simple
(10 Lessons) experiments to illustrate the
photoelectric effect
37.1.0 Specific Objectives g) explain the factors affecting
By the end of this topic, the learner photoelectric emission
should be able to: h) apply the equation E = h to
f) describe the production of cathode calculate the energy of photons
rays i) define threshold frequency, work
g) state the properties of cathode rays function and the electron volt
h) explain the functioning of a j) explain photoelectric emission
Cathode Ray Oscilloscope (C.R.O.) using Einstein equation
and of a Television tube (T.V. tube) (h = h 0 + ½ mv2)
i) explain the uses of a Cathode Ray f) explain the applications of
Oscilloscope photoelectric effect
j) solve problems involving Cathode g) solve numerical problems
Ray Oscilloscope. involving photoelectric emissions.

37.2.1 Production of cathode rays, cathode ray 39.2.1 Photoelectric effect, photons, threshold
tube frequency; work function, Planck‟s
37.2.2 Properties of cathode rays constant, and electron-volt
37.2.3 C.R.O. and T.V. tubes 39.2.2 Factors affecting photoelectric emission
37.2.4 Uses of C.R.O. 39.2.3 Energy of Photons
37.2.5 Problems on C.R.O. 39.2.4 Einsteins equation h = h o + ½mv2
39.2.4 Applications of photoelectric effect:
Note: Demonstration with a - photo emissive,
CRO is suggested. - photo conductive,
- photovoltaic cells
38.0.0 X-RAYS (8 Lessons) 39.2.5 Problems on photoelectric emissions

By the end of this topic, the learner 39.3.1 Construct a burglar alarm.
should be able to:
f) explain the production of X-rays
g) state the properties of X-rays
h) state the dangers of X-rays
i) explain the uses of X-rays
j) solve numerical problems
involving X-rays.
50
40.0.0 RADIO ACTIVITY 41.0.0 ELECTRONICS (10 Lessons)
(15 Lessons)
40.1.0 Specific Objectives By the end of this topic, the learner
By the end of this topic, the should be able to:
learner should be able to: g) state the differences between
i) define radioactive decay and half- conductors and insulators
life h) define intrinsic and extrinsic semi-
j) describe the three types of conductors
radiations emitted in natural i) explain doping in semi-conductors
radioactivity j) explain the working of a p-n
k) explain the detection of radioactive junction diode
emissions k) sketch current-voltage
l) define nuclear fission and fusion characteristics for a diode
m) write balanced nuclear equations l) explain the application of diodes in
n) explain the dangers of radioactive rectification.
emissions
o) state the applications of
radioactivity 41.2.0 Content
p) solve numerical problems 41.2.1 Conductors, semi-conductors, insulators
involving half-life. 41.2.2 Intrinsic and extrinsic semi-conductors
41.2.3 Doping
40.2.0 Content 41.2.4 p-n junction diode
40.2.1 Radioactive decay 41.2.5 Applications of diodes: half wave
40.2.2 Half-life rectification and full-wave rectification
40.2.3 Types of radiations, properties of
radiations 41.3.0 Project Work
40.2.4 Detectors of radiation, 41.3.1 Construct a simple radio receiver
40.2.5 Nuclear fission, nuclear fusion
40.2.6 Nuclear equations
40.2.7 Hazards of radioactivity, precautions
40.2.8 Applications
40.2.9 Problems on half-life
(integration not required)
51
1. Practical work.
2. Project work.
3. Field trips.
4. Oral questions.
5. Quizes.
6. Written tests and examination.
52
CHEMISTRY
INTRODUCTION
Chemistry as a subject is introduced to the learners for the first time at secondary school level. The
knowledge of chemistry is necessary in the understanding of the composition, properties and behaviour
changes of matter that form the environment around us.
This syllabus presents chemistry as a practical subject where scientific concepts, principles and skills are
developed through experimental investigations. The learning of scientific knowledge by discovery method
is encouraged.
The topics and content have been carefully selected and logically organised to facilitate step by step
realization of the expected behavioral changes. The specific objectives in every topic will guide the teacher
and the learner on the depth of treatment of content. The learning/teaching experiences have been
appropriately chosen to ensure proper development of the cognitive, psychomotor and affective skills.
The syllabus emphasises the use of International Units for Physical and Applied Chemistry (IUPAC)
system of nomenclature, correct use of chemical terminologies and equations.
There are applications and projects at the end of most of the topics to enable the learners link the subject
with the physical environment around them. The learners would use the opportunities to interact with the
physical and chemical processes, which take place within the local environment. The projects are meant to
enhance creativity, critical thinking and ability to make logical decisions. The projects also make the
learners aware of the effect of scientific knowledge in everyday life and thus able to appreciate their
responsibility to the society.
The projects given are only examples. Teachers can come up with their own. The learners are also
encouraged to initiate their own projects based on the scientific principles so far learnt. This creates
interest, curiosity and fun in the learning of the subject.
Most of the apparatus, chemicals and equipment required for carrying out experiments are basic and
affordable by most schools. Improvisation and use of local materials is encouraged where necessary to cut
down on costs.
The suggested time is only a guide on how long each topic is expected to take.
GENERAL OBJECTIVES
55
1 select and handle appropriate apparatus for use in experimental work
2 make accurate measurements, observations and draw logical conclusions from

experiments
3 observe and appreciate the need for safety precautions during experimental
investigations
4 understand and appreciate the use of chemical symbols and formulae in writing
equations
5 use appropriate chemical terms in describing physical and chemical processes
6 identify patterns in the physical and chemical behaviour of substances
7 apply the knowledge acquired to promote positive environmental and health

practices
8 use the knowledge and skills acquired to solve problems in everyday life
9 apply principles and skills acquired in technological and industrial development
10 acquire adequate knowledge in chemistry for further education and for training.
56
FORM ONE
1.0.0 INTRODUCTION TO 2.1.0 SIMPLE CLASSIFICATION OF

CHEMISTRY (12 Lessons) SUBSTANCES (32 Lessons)
f) recall the topics related to
l) carry out simple experiments to
chemistry taught at primary school
obtain pure substances from
level
mixtures
g) explain what the study of chemistry
m) state the criteria for identifying a
is about
pure substance
h) name and state the uses of common
n) define and determine the melting
apparatus in the laboratory
point and boiling point of a
i) describe a Bunsen burner and its
substance
flame
o) explain the three states of matter
j) state laboratory safety rules.
(solid, liquid, gas) in terms of a
simplified form of the kinetic
1.2.2 Content theory
p) state the effect of heat on a variety
1.2.3 Review the following topics of substances
- properties of matter q) distinguish between permanent and
- states of matter non-permanent changes
- mixtures and their separations r) define an element, a compound, an
- conductors and non-conductors of atom and a molecule
electricity s) name and write the chemical
- Mention of drugs (prescription, symbols of common elements
dosage and abuse) t) recognize the constituents of matter
from given examples
1.2.2 Chemistry and the Society u) distinguish between mixtures and
Definition of chemistry and its role compounds
in the society v) apply separation techniques to
extract various substances from
1.2.4 Chemistry laboratory natural sources.
heating apparatus (Bunsen burner,
spirit lamp, candle, gas or kerosene 2.2.0 Content
stove and electric heater) 2.2.5 Separation of Mixtures
parts of a Bunsen burner and its Filtration, evaporation and
flame condensation
measuring apparatus (volume, Distillation (simple and fractional),
temperature, mass, time) chromatography, solvent extraction
other apparatus (glass ware, as a method of extracting oil from
spatula, deflagrating spoon, nut seeds, crystallization,
crucible, wire gauze etc) separation by using separating
laboratory safety rules. funnel, sublimation and
decantation.
Simple criteria for purity; melting
point and boiling point.
57
2.2.6 Effect of heat on substances 3.2.4 Content
States of matter (solid, liquid, 3.2.5 Acid/Base indicators
gases); The Kinetic theory Plant - extracts as simple acid -base
Melting and boiling, condensation indicators
and evaporation of liquids in terms Common acid-base indicators,
of kinetic theory universal indicator and pH scale
Permanent and non-permanent Acidic, neutral and basic/alkaline
changes (illustrate using iodine, solutions illustrated by the use of
wax, copper (II) sulphate crystals, the following examples; water,
potassium manganate (VII), zinc aqueous solution/suspension;
(II) oxide etc) lemon juice, soap, wood ash,
baking powder, anti-acid tablets
2.2.7 Constituents of matter and powders, toothpaste, sour milk,
Elements, atoms, molecules and ammonia, ammonium sulphate,
compounds sodium chloride, sodium
Names and symbols of common hydroxide, carbon (IV) oxide,
elements sulphur (IV) oxide, sulphuric acid,
Simple word equations hydrochloric acid, nitric acid,
calcium hydroxide and magnesium
2.2.8 Applications oxide.
Fractional distillation of crude oil
(e.g. Changamwe oil refinery) and 3.2.6 Simple properties of acids and bases:
liquid air, salt extraction e.g. Reaction of dilute acids with
Magadi Soda Company and metals, metal oxides, hydroxides,
Ngomeni; removal of stains from carbonates and hydrogen
fabrics (dry cleaning); obtaining carbonates
cream from milk. Effects of acids on substances
2.4.0 Projects 3.2.7 Applications

extraction of natural dyes, Uses of acids and bases
medicines and oils from plants
construction and use of a 3.3.0 Projects
fractionating column Investigate various plants extracts
and use them as acid/base
indicators
3.1.0 ACIDS, BASES AND INDICATORS
(16 Lessons)
4.1.0 AIR AND COMBUSTION
learner should be able to: 4.1.0 Specific Objectives
f) prepare and use plant extracts as By the end of this topic, the
acid-base indicators learner should be able to:
g) use indicators to identify acids and m) state the percentage composition of
bases air by volume
h) state simple properties of acids and n) carry out simple experiments to
bases show that oxygen is the active part
i) name uses of acids and bases of air
j) state effects of acids on substances. o) determine the percentage of oxygen
in air using suitable methods
p) describe the combustion of
specified elements in air and
oxygen and name the products
58
q) explain how liquefied air can be Mention atmospheric pollution due
separated into its components by to burning in oxygen
fractional distillation
r) carry out experiments to investigate 4.2.9 Reactivity Series
the conditions for rusting, and state order of reactivity of elements from
the composition of rust reaction with oxygen: potassium,
s) state methods of preventing rusting sodium, calcium, magnesium,
t) prepare oxygen, investigate its aluminium, carbon, zinc, iron, lead
properties and state its uses and copper.
u) arrange some elements in order of (It is not possible to establish
their reactivity with oxygen using full series practically)
experimental data Uses: oxy -acetylene in welding;
v) classify the products of burning life support functions
elements in oxygen either as acidic
or basic 4.2.10 Application
w) state pollution effects due to Extraction of metals (use the concept of
burning of substances in air reactivity series only)
x) state the uses of reactivity series.
4.4.0 Projects
4.2.6 Content Determination of oxygen in water from
4.2.7 Composition of air different sources. Investigate industrial
Approximate percentage of processes of large scale oxygen
nitrogen and oxygen in air by production (e.g. the British Oxygen
volume (mention of carbon dioxide Company (BOC) Kenya Limited).
and noble gases as other
constituents of air)
Quantitative determination of 5.1.0 WATER AND HYDROGEN
oxygen in air using copper, iron (20 Lessons)
fillings and burning candle.
Burning of substances in air; 5.1.0 Specific Objectives
carbon, sulphur, phosphorus By the end of this topic, the
(CARE), sodium and copper learner should be able to:
Oxygen as an active part of air i) state sources of water
(mass changes involved) j) describe an experiment to show
Fractional distillation of liquefied water is a product of burning
air organic matter
Rusting: conditions, composition k) describe an experiment to show
and prevention that water contains hydrogen
l) state the products of reactions of
4.2.8 Oxygen cold water and steam with different
Laboratory preparation of oxygen metals
using 20 volume by volume (v/v) m) list the order of reactivity of metals
hydrogen peroxide with manganese as obtained from metal-water
(IV) oxide or reaction of sodium reactions
peroxide with water (relate n) prepare hydrogen, investigate its
methods of collection to the properties and state its uses.
properties of the gas) o) define oxidation as oxygen gain
Properties; physical and chemical and reduction as removal of oxygen
Combustion of elements in oxygen p) explain metal oxide reactions with
(metals and non-metals) hydrogen in terms of reduction and
oxidation.
competition for combined oxygen
illustrated by the reaction of
magnesium with carbon dioxide,
lead (II) oxide) and copper (II)
oxide
59
5.2.3 Content
5.2.4 Water
Sources of water: Burning of
organic matter e.g. burning candle 5.4.0 Project
in air (test for carbon dioxide and Identification of common
water vapour using lime water and pollutants of water from local
cobalt chloride paper or anhydrous sources and suggesting their control
copper (II) sulphate respectively)
Water as an oxide of hydrogen.
Reaction of sodium, calcium,
magnesium with cold water and
reaction of magnesium, zinc, iron
with steam.
5.2.5 Hydrogen
Laboratory preparation of hydrogen
by reacting a metal with a dilute
acid. (relate methods of collection
to properties of the gas). Test for
hydrogen
Properties; physical and chemical
Oxidation and reduction (oxygen
gain and removal only) e.g. in
metal oxide - hydrogen reaction.
(Caution: experiments
involving the burning of
hydrogen gas are explosive).
Uses (manufacture of margarine,
rocket fuels, ammonia,
hydrochloric acid,
Oxyhydrogen flame for
welding and weather balloons
FORM TWO
60
Calculations of relative atomic
6.1.0 STRUCTURE OF THE ATOM AND mass from relative abundance of
THE PERIODIC TABLE isotopes of an element
(24 Lessons) 6.2.3 The periodic table
Build up of the periodic table for
6.1.0 Specific Objectives the first twenty elements on the
By the end of this topic, the basis of energy levels
learner should be able to: - rows (periods)
l) name and write the chemical - columns (groups)
symbols of the first twenty 6.2.5 Ion formation
elements of the periodic table Formation of simple ions (cations
m) describe the structure of the atom and anions): qualitative treatment
and write the electron arrangement of the ionisation energy and
of the first twenty elements of the electron affinity.
periodic table Writing of the electron arrangement
n) explain the electron arrangement of of ions formed from atoms; lithium,
the atom in terms of energy levels sodium, fluorine, chlorine,
o) define atomic number, mass aluminium, magnesium and
number, isotopes and relative Sulphur; definition of valency and
atomic mass oxidation numbers.
p) calculate the relative atomic masses Derive valency and oxidation
from isotopic composition number of an element from atoms;
q) explain the position of an element its position in the periodic table
in the periodic table in terms of the Names and formulae of common
electron arrangement radicals
r) define valency and oxidation
Use of valencies in determining the
number of an element
chemical formulae of some
s) predict the type of ion formed from
common compounds
a given electron arrangement of an
Writing simple balanced chemical
atom
equations
t) predict the valencies and oxidation
numbers from position of elements
6.4.0 Project
in the periodic table
Atomic model construction
u) derive the formulae of some simple
Note: The use of chemical
compounds from valencies of
equations with state symbols should
elements and radicals
be emphasised henceforth
v) write simple balanced chemical
equations.
7.1.0 CHEMICAL FAMILIES;
6.3.1 Content
PATTERNS IN PROPERTIES
6.2.1 The Structure of the Atom
(28 Lessons)
Names and symbols of the first
twenty elements of the periodic
table.
Simple structure of the atom;
protons, electrons and neutrons;
j) identify alkali metals, alkaline-
electron energy levels in atoms.
earth metals, halogens and noble
6.2.3 Atomic characteristics gases in the periodic table and write
Definitions of atomic number, mass their electron arrangement
number, isotopes and relative k) state and explain trends in physical
atomic mass (reference C-12); properties of alkali metals,
examples of isotopes alkaline-earth metals, halogens and
noble gases
61
l) state and explain the trends in Similarity of ions and formulae of
reactivity of the alkali metals, oxides, hydroxides and chlorides
alkaline-earth metals and halogens Importance of alkaline-earth metals
m) explain the similarities in formulae
of compounds formed by alkali 7.2.9 Halogens (Group 7);
metals, alkaline-earth metals and (Fluorine, chlorine, bromine and
halogens iodine);
n) state the uses of alkali metals, Electron configuration of fluorine
alkaline-earth metals, halogens and and chlorine, gradation in size of
noble gases atoms and ions
o) explain the unreactive nature of the Physical properties (appearance,
noble gases in terms of their melting point, boiling point,
electron arrangement thermal and electrical conductivity)
p) identify the elements in a given Reaction with metals, sodium, zinc,
period and write their electron iron and water
arrangement Similarity of ions and formulae of
q) state and explain the trends in compounds
physical properties of elements in a
Importance of fluorine, chlorine,
period
bromine and iodine
r) state and explain the trends in
chemical behaviour of elements in 7.2.10 Noble gases (group 8);
a given period.
(Helium, neon, argon)
Electron arrangement and gradation
7.2.6 Content
in size of atoms
7.2.7 Alkali metals (Group 1);
Electron arrangement - the basis of
(lithium, sodium, and potassium).
low reactivity of helium, neon and
Electron arrangement, gradation in
argon
size of the atom, ion and trends in
Importance of noble gases
ionisation energy.
7.2.11 Properties and trends across a period
melting point, boiling point,
Period three elements (sodium,
thermal and electrical conductivity
magnesium, aluminium, silicon,
Reaction with air, water and
phosphorus, sulphur, chlorine and
chlorine.
argon)
Similarity of ions and formulae of
Electron arrangement of the
hydroxides, oxides and chlorides of
elements
alkali metals
Physical properties of period three
Uses of alkali metals (sodium
elements (atomic size, ionisation
only).
energy, melting point, boiling
point, thermal and electrical
7.2.8 Alkaline - earth metals (Group 2)
conductivity)
(Beryllium, magnesium, and calcium)
Reaction of period three elements
Electron arrangement, gradation in
with oxygen, water and dilute acids
size of atom, ion and trends of
ionisation energy
(Caution: Reaction of sodium with
acids is explosive. Give theoretical
melting point, boiling point,
treatment only)
thermal and electrical conductivity
Reaction with air, water, chlorine 7.4.0 Project
and dilute acids.
Construction of models of the
periodic table
(Caution: Reaction between
calcium and acid is violent. Use
very dilute acid)
62
8.1.0 STRUCTURE AND BONDING 8.2.3 Types of bonds across a period
(20 Lessons) (period 3)
Changes in types of chemical
8.1.0 Specific Objectives bonds in oxides and chlorides of
By the end of this topic, the sodium, magnesium, aluminium,
learner should be able to: silicon, phosphorous, Sulphur and
i) describe the role of the outer chlorine.
electrons in determining chemical Note: Use of models to illustrate
bonding bonding should be encouraged.
j) explain qualitatively the formation
of covalent and ionic bonds 8.2.3 Applications
k) illustrate the covalent and ionic Selection of materials for various uses;
bonds using diagrams e.g. diamond, graphite and aluminium
l) explain the unique nature of the
metallic bonding 8.2.6 Project
m) state the effect of intermolecular Investigation of materials in terms of
forces of attraction on physical their structure and bonding.
properties of substances
n) distinguish between bond types on
the basis of physical properties of 9.1.0 SALTS (20 Lessons)
substances
o) compare and explain the changes in 9.1.0 Specific Objectives
bond type across a period By the end of this topic, the
p) select appropriate materials for use learner should be able to:
based on bond type. h) select and use appropriate methods
of preparing particular salts
8.3.0 Content i) explain the terms saturated
solution, crystallisation,
8.2.1 The role of outer electrons in neutralisation and precipitation
chemical bonding j) write ionic equations for the
significance of the outer electrons preparation of salts
in chemical bonding. k) state types of salts
the noble gas electron arrangement l) identify soluble and insoluble salts
electron transfer and ionic bonding m) describe and explain from
electron sharing and covalent experimental observations the
bonding action of heat on various salts
use dot (.) and cross (x) diagrams to n) state uses of some salts.
illustrate bonding, electrostatic
forces of attraction in the 9.2.5 Content
following: molecular (iodine), giant 9.2.6 Methods of preparing salts
covalent (diamond, graphite and preparation of soluble salts by
silicon (IV) oxide), giant ionic reaction of acids with; metals,
(sodium chloride) and giant metal hydroxides, metal oxides,
metallic (copper) metal carbonates and metal
other types of bonds: coordinate, hydrogen carbonates
hydrogen bond, Van der waals preparation of insoluble salts by
forces of attraction (simple precipitation (ionic equations
explanation only) required)
the influence of hydrogen bonds direct combination reaction (e.g.
and Van der waals forces on sodium with chlorine, iron with
physical properties (melting point, sulphur)
boiling point, solubility, electrical Types of salts; normal, acid and
and thermal conductivity) double salts.
63
9.2.7 Solubility of salts 10.2.3 Content
Solubility of sulphates, chlorides,
nitrates and carbonates in water 10.2.4 Conduction of electricity
Relationship between method of Conductors and non-conductors
preparation and solubility Test for conduction of electricity
Note: The solubility of hydroxides by;
and oxides should be considered - Solids, metals and non
along with others metals; (wood, aluminium
foil, sodium chloride,
9.2.8 Action of heat on salts sugar and lead (II)
Effects of heat on the following bromide)
salts; carbonates, nitrates, sulphates - aqueous solutions of:
and hydrated salts (include sugar, urea, copper (II)
ammonium salts) chloride, sodium chloride
Applications and mineral acids.
- use of lime to change soil pH - melts: Sulphur, lead (II)
- use of salts as anti - acids bromide or lead (II) iodide
- use of salts as inorganic and sugar
fertilizers Electrolytes and non-electrolytes
Ions as the particles in electrolyte
9.2.9 Project solutions and melts
Analysing anti-acid drugs. Molecules as the particles in non-
electrolyte solutions and melts
10.1.0 EFFECT OF AN ELECTRIC 10.2.5 Electrolysis

CURRENT ON SUBSTANCES Passage of a direct electric current
(16 Lessons) through an electrolyte (electrolysis
of molten lead (II) bromide or lead
10.1.0 Specific objectives (II) iodide)
By the end of this topic, the Anode and cathode
learner should be able to: Applications of electrolysis
g) define the terms conductor and - electroplating
non-conductor; electrolyte and non - production and
- electrolyte purification of metals
h) classify solutions and molten Note: details of the processes not
substances as electrolytes and non- required at this level
electrolytes
i) distinguish between electrolytes
and non-electrolytes in terms of the 11.1.0 CARBON AND SOME OF ITS
particles they contain COMPOUNDS (20 Lessons)
j) explain the process of electrolysis
and define the terms anode and 11.1.0 Specific Objectives
cathode By the end of this topic, the
k) state the products of electrolysis of learner should be able to:
a binary electrolyte k) define allotropy and allotropes
l) state some applications of l) explain the physical properties of
electrolysis. the carbon allotropes in terms of
bonding and how the properties are
related to the uses of the allotropes
m) describe some chemical properties
of carbon
n) describe laboratory preparation and
properties of carbon (IV) dioxide
(Carbon dioxide)
64
o) state and explain the physical and 11.2.4 Preparation and properties of
chemical properties of carbon (IV) carbon (II) oxide
dioxide (Carbon dioxide) (carbon monoxide)
p) describe laboratory preparation and Preparation of carbon (II) oxide
some properties of Carbon (II) (carbon monoxide). Physical
oxide (Carbon monoxide) properties
q) describe the chemical reactions of Chemical properties; combustion,
carbonates and hydrogen reducing action, poisonous nature
carbonates such as car exhausts fumes and
r) describe the manufacture of sodium charcoal fire
carbonate (Note: only theoretical treatment
s) explain the advantages and required because of its poisonous
disadvantages of Carbon (IV) nature)
dioxide and carbon (II) oxide gases
in the atmosphere
t) explain the importance of carbon 11.2.5 Carbonates and hydrogen carbonates
compounds in the natural Action of heat and dilute acids on
environment and industry. some carbonates and hydrogen
carbonates
11.2.2 Content Production and manufacture of
11.2.3 Forms of carbon sodium carbonate (Magadi Soda
Diamond, graphite and charcoal: Company and solvay process)
structure, physical properties and Note: Use simple schematic
uses (relate uses to structure and diagrams to illustrate solvay
physical properties) process.
11.2.2 Chemical properties of carbon 11.2.7 Importance of carbon and its oxides
Consider combustion, reaction with Carbon cycle
acids and reducing action Soft drinks manufacture
Fire extinguishers
11.2.3 Preparation and properties of The effects of Carbon (IV) oxide
Carbon (IV) oxide (carbon dioxide) and carbon (II)
(carbon dioxide) oxide (carbon monoxide) on the
(Relate methods of collection to the environment
properties of the gas)
Reactions of the gas with water, 11.3.0 Projects
lime water and alkalis. construction and use of simple fire
Uses of carbon (IV) oxide (carbon extinguishers
dioxide) construction of carbon cycle chart.
65
FORM THREE
12.1.0 GAS LAWS (15 lessons) o) determine the empirical and
molecular formulae of compounds
from experimental results and
given data
p) explain the terms concentration,
g) state Boyle‟s and Charles‟ laws
molarity and dilution of a solution
h) carry out calculations involving the
q) define and prepare molar solution
gas laws
r) prepare molar solutions
i) use combined gas law in
s) carry out titrations and calculations
calculations
involving molar solutions
j) state Graham‟s law of diffusion
t) write correct full formulae and
k) explain diffusion in liquids and
ionic equations of reactions with
gases in terms of kinetic theory
state symbols
l) relate the rate of diffusion to the
u) define molar gas volume and
relative molecular mass of a gas.
atomicity of gases
v) state Avogadro‟s and Gay -
12.2.0 Content
Lussac‟s laws and carry out related
12.2.3 Boyle’s law and Charles’ law
calculations.
Boyle‟s law, Charles‟ law and
combined gas laws
13.2.4 Content
Explanation of the laws (use 13.2.5 The mole as a basic unit
graphs to illustrate)
The mole as a basic unit. Molar
Calculations involving gas laws mass
Note: Use of SI units should be
Relative atomic mass (reference to
emphasised
carbon - 12) the mole as a number
of particles (illustrated using
12.2.4 Grahams’ law of diffusion „counting by weighing‟
Graham‟s law of diffusion; experiments)
experiments illustrating diffusion
Conversion of mass in grammes to
of bromine gas, dissolving of
moles and vice versa (consider
copper (II) sulphate crystals or atoms, molecules and compounds)
potassium manganate (VII)
crystals in water. Explain diffusion
13.2.6 Determination of formulae:
in terms of kinetic theory.
Empirical and molecular formulae;
Relationship between rate of
quantitative determination of
diffusion and density or relative
composition of magnesium oxide
molecular mass of a gas (illustrate
and copper (II) oxide
with ammonia and hydrogen
13.2.7 Molar solutions
chloride)
Preparations of molar solutions.
Calculations on diffusion
Molarity of a solution.
Concentration and dilution
Stoichiometry of chemical
13.1.0 THE MOLE: FORMULAE AND
reactions. (Use of ionic and full
CHEMICAL EQUATIONS
formulae equations in calculation
(40 Lessons)
of reacting quantities). Reactions
that may be considered;
By the end of this topic, the - Ba2+ (aq) + CO32-(aq) BaCO3 (s)
learner should be able to: (precipitation)
l) define the mole - Pb2+ (aq) + 2I-(aq) PbI2 (s)
m) relate the mole to the relative (precipitation)
atomic mass - Cu2+ (aq) + Fe (s) Cu (s) + Fe2+ (aq)
n) convert mass into moles and vice (displacement)
versa - Evolution of gas by action of an
acid on solids e.g.
66
- Na2CO3 (s) + 2HCl (aq) 14.3.0 Content
2NaCl (aq) + CO2 (g) + H2 O (I) 14.2.1 Alkanes
- Acid/base titrations (use of pippete Definition of a hydrocarbon
fillers recommended) General formula: occurrence,
(Use balanced ionic and full nomenclature (consider straight
formulae equations in calculation chain alkanes of up to ten carbon
of reacting quantities.) atoms); fractional distillation of
- Redox titration involving acidified crude oil.
MnO-4/Fe2+ and Cr2O72-/Fe2+ Isomerism (butane and pentane)
(writing of redox equations not Preparation of methane and ethane
required) Trends in physical properties
13.2.4 Molar gas volume (melting point, boiling point,
Molar gas volume and atomicity density and solubility in water and
of gases in organic solvents)
Avogadro‟s and Gay-Lussac‟s Chemical properties: burning and
laws and related calculations substitution reactions with
13.4.0 Project chlorine or bromine (details of
Carrying out Counting by reaction mechanism not required)
weighing experiments Uses of alkanes
14.0.0 ORGANIC CHEMISTRY I 14.2.4 Alkenes

(HYDROCARBONS) (25 Lessons) General formula, nomenclature
(consider straight chain alkenes of
14.1.0 Specific Objectives up to six carbon atoms)
By the end of this topic, the learner Isomerism (butene and pentene)
should be able to: Preparation of ethane; trends in
a) Define a hydrocarbon physical properties (melting point,
b) name and draw the structures of boiling point, solubility in water
simple hydrocarbons (alkanes,
and non-polar solvent)
alkenes and alkynes).
chemical properties (combustion,
c) state the features of a homologous
addition of chlorine, bromine,
series
hydrogen, hydrogen halides, and
d) draw and name isomers of simple
ethene).
hydrocarbons containing not more
(details of mechanism not
than five carbon atoms
required)
e) describe the general methods of
Test for unsaturation (use acidified
preparing alkanes, alkenes and
potassium manganate (VII) or
alkynes
bromine water)
f) explain the physical and chemical
properties of alkanes, alkenes and Uses of alkenes
alkynes
g) state the uses of alkanes, alkenes 14.2.5 Alkynes
and alkynes. General formula, nomenclature
(consider straight chain alkynes of
up to six carbon atoms)
Isomerism (butyne)
Preparation of ethyne; trends in
physical properties ( melting point,
boiling point, density solubility in
water and non-polar solvents)
chemical properties (combustion
and addition reactions with
chlorine, hydrogen, bromine,
hydrogen halides).
Uses of alkynes
67
15.0.0 NITROGEN AND ITS 15.4.3 Oxides of nitrogen (nitrogen (I) oxide,
COMPOUNDS (30 lessons) nitrogen (II) oxide, nitrogen (IV)
oxide)
15.1.0 Specific Objectives Laboratory preparations
By the end of this topic, the learner Properties and uses of the oxides.
should be able to:
m) describe the isolation of nitrogen 15.4.4 Ammonia
from air Laboratory preparation and
n) describe the laboratory preparation properties of ammonia gas (relate
of nitrogen and state its properties method of collection to the
and uses properties of the gas):
o) describe the laboratory preparation, Solubility in water
and state the properties and uses of - reaction of aqueous ammonia
the oxides of nitrogen (NH4OH) with cations.
p) describe the laboratory preparation - reaction with air/oxygen
of ammonia and state its properties (catalysed and uncatalysed),
and uses copper (II) oxide and hydrogen
q) explain the difference in chemical chloride,
reactions of ammonia gas and its manufacture of ammonia by Haber
aqueous solution process.
r) describe the industrial manufacture (state optimum conditions only)
of ammonia uses of ammonia
s) calculate the percentage of nitrogen
Fertilizers: mention of various
in nitrogen containing fertilizers
nitrogen containing fertilizers,
t) describe the preparation and
(sulphates, nitrates and
phosphate), amount of nitrogen in
u) describe and explain the reactions
various fertilizers.
of both dilute and concentrated
nitric acid
15.4.5 Nitric acid
v) state the uses of nitric acid
Laboratory preparation and
w) identify the products formed when
different nitrates are heated
Reaction of dilute nitric acid with;
x) explain the pollution effects of
metals, carbonates, hydroxides and
nitrogen compounds in the
oxides
environment.
Reaction of concentrated nitric acid
15.4.0 Content as an oxidizing agent; iron (II)
15.4.1 Isolation of nitrogen gas from air solution, Sulphur and copper metal
Isolation of nitrogen gas from air; Uses of nitric acid
laboratory and in industry.
15.4.6 Action of heat on nitrates
15.4.2 Laboratory preparation of nitrogen Effects of heat on nitrates of
gas sodium, potassium, copper, lead
Laboratory preparation of nitrogen and silver (silver nitrate may be
gas considered theoretically due to its
cost)
Properties
- inert character Test for nitrates
- burning magnesium and
sulphur in nitrogen gas 15.2.8 Pollution effects of nitrogen
uses of nitrogen gas compounds in the environment
68
16.0.0 SULPHUR AND ITS 16.3.3 Manufacture of Sulphuric acid
COMPOUNDS (25 lessons) Contact process (state optimum
conditions only) e.g. Kel Chemical
16.1.0 Specific Objectives Ltd in Thika, and East Africa
By the end of this topic, the learner Heavy Chemicals, Webuye
should be able to: Pollution control in contact
i) describe the allotropes of sulphur process
j) describe the extraction and state the
properties and uses of sulphur 16.3.4 Properties of Sulphuric acid
k) describe the preparation and state Reaction of concentrated sulphuric
the properties and uses of sulphur acid as;
(IV) oxide (sulphur dioxide) and - dehydrating agent (sucrose,
sulphur (VI) oxide (sulphur ethanol, hydrated copper (II)
trioxide) sulphate)
l) carry out tests to distinguish - oxidizing agent (copper, zinc,
between sulphite and sulphate ions sulphur and carbon)
m) explain the preparation and - displacement reaction
manufacture of sulphuric acid and (sodium chloride solid,
state its uses potassium nitrate solid)
n) distinguish between the reactions of Reactions of dilute sulphuric acid
dilute and concentrated sulphuric with:
acid - metals
o) describe the preparation and state - carbonates
properties of hydrogen sulphide - metal hydroxides
p) explain environmental pollution - metal oxides
caused by sulphur containing
compounds. 16.3.5 Hydrogen sulphide
Preparation and physical
16.3.0 Content properties
16.3.1 Occurrence and extraction of Chemical properties (reducing
Sulphur action)
Extraction by Frasch process Note: Only theoretical treatment is
Allotropes of sulphur required
Physical and chemical properties
of sulphur 16.3.6 Pollution of atmosphere by compounds
Uses of sulphur of sulphur (hydrogen sulphide and
oxides of sulphur)
16.3.2 Sulphur (IV) oxide (sulphur dioxide)
Preparation (relate method of
collection to properties of the gas)
Properties (acid character,
bleaching action, reducing action
e.g. test with potassium chromate
(VI) and combination with oxygen
to form sulphur (VI) oxide
(Sulphur trioxide). oxidizing
action e.g. with magnesium and
hydrogen sulphide
Test for sulphate and sulphite ions
Uses of sulphur (IV) oxide
69
17.0.0 CHLORINE AND ITS 17.2.6 Hydrogen Chloride
COMPOUNDS (20 Lessons) Preparation of hydrogen chloride
gas by reaction of
17.1.0 Specific Objectives sodium chloride with concentrated
By the end of this topic, the learner sulphuric acid (relate method of
should be able to: collection to properties of the gas)
h) describe and explain the laboratory Properties (physical and chemical)
preparation of chlorine
i) state and explain the properties and 17.2.7 Effect of solvent on the properties of
uses of chlorine hydrogen chloride
j) describe and explain the Reactions of aqueous hydrogen
preparation of hydrogen chloride chloride
gas Compare the properties of aqueous
k) state and explain the properties and hydrogen chloride and a solution
uses of hydrogen chloride gas of hydrogen chloride in
l) explain the effect of a solvent on methylbenzene
the properties of hydrogen chloride - acid nature; litmus, reaction
m) describe the industrial manufacture with metals, bases, carbonates
of hydrochloric acid and hydrogen carbonates
n) explain environmental pollution - redox reaction with potassium
caused by chlorine and chlorine manganate (VII) to produce
containing compounds. chlorine
Test for hydrogen chloride gas
17.2.4 Content with ammonia
17.2.5 Chlorine
Preparation of chlorine by reaction 17.2.4 Uses of hydrogen chloride gas
of concentrated hydrochloric acid Industrial manufacture of
with manganese (IV) oxide or any hydrochloric acid (e.g. Pan Paper,
other suitable oxidizing agent Webuye)
(relate method of collection to its Uses of hydrochloric acid
properties)
Physical properties 17.2.6 Pollution of environment by chlorine
Chemical properties and its compounds e.g. CFC, DDT etc
Reactions of chlorine with;
- hydrogen
- metals (magnesium and iron)
- non-metals phosphorous
(caution!) 17.4.0 Projects
- Reducing agents (hydrogen determination of chlorine content
sulphide, sulphites and of various bleaching powders and
ammonia) liquids
- Water and alkali solutions (both investigation of water purification
dilute and concentrated) and treatment.
- Bromides and iodides
(displacement reactions)
- Bleaching action
Test for chlorides in dry solids and
aqueous solution
Uses of chlorine
70
FORM FOUR
18.3.3 Effect of solvent.
18.0.0 ACIDS, BASES AND SALTS Characteristics of hydrogen
(25 Lessons) chloride in methyl benzene and
aqueous solution,
18.1.0 Specific Objectives (illustrate with dry litmus,
By the end of this topic, the learner magnesium and marble chips)
should be able to: Reactions of dry and aqueous
j) define acids, bases and salts ammonia
k) explain the differences between
aqueous solutions of weak and 18.3.4 Salts
strong acids; weak and strong Salts as ionic compounds formed
bases; based on the degree to which when cations derived from bases
they dissociate into ions combine with anions derived from
l) write formulae and ionic equations acids
for specified acid-base and Precipitation reactions (use ionic
precipitation reactions equations)
m) explain the effect of solvent in Reactions involving the following
acid-base character cations in aqueous solutions:
n) test for the presence of specified magnesium, calcium, iron (II),
cations and anions iron (III), Barium (II), Zinc (II),
o) identify the precipitates and Aluminium (III), Copper (II) with;
complex ions produced by sodium hydroxide, ammonia
specified cation-anion reactions solution, Chloride, Carbonate,
p) explain the use of solubility curves sulphite and sulphate ions
in salt extraction
q) state the types and causes of 18.2.5 Complex ions
hardness of water Dissolving of specific metal hydroxides
r) state the effects and explain the in excess aqueous ammonia and sodium
methods of removal of water hydroxide solution
hardness.
Formulae of the following required,
18.3.0 Content [Cu (NH3)4]2+
18.3.1 Acids and Bases [Zn (NH3)4],2+ [Al (OH)4]-
Acids as substances which [Pb (OH) 4]2- and [Zn (OH)4]2-
dissociate in water to give Equations not required
hydrogen ions Solubility; definition and
Bases as substances which relationship with temperature
dissociate in water to give Solubility curves for sodium
hydroxide ions chloride, potassium nitrate,
Weak and strong acids and bases; potassium chlorate (V), calcium
pH scale and electrical sulphate and sodium carbonate.
conductivity, (use aqueous Fractional crystallization of salts
solutions of; hydrochloric acid, Extraction of sodium carbonate
ethanoic acid, sodium hydroxide from Lake Magadi and sodium
and ammonia of the same chloride at Ngomeni
concentration to illustrate)
18.2.7 Water hardness
18.3.2 Characteristics of Amphoteric oxides Types of water hardness: causes
and hydroxides and effects
Reaction with acids and alkalis
Methods of removal of water
(aluminium oxide, zinc (II) oxide,
hardness; boiling, distillation,
zinc hydroxide lead hydroxide,
precipitation and use of ion
and aluminium hydroxide).
exchange
18.3.0 Projects
71
d) Salt extraction from ash or soil. Solution (e.g. ammonium nitrate,
e) Investigation of water hardness and sodium hydroxide and conc.
its removal sulphuric acid)
- combustion (e.g.
19.0.0 ENERGY CHANGES IN methanol/ethanol)
CHEMICAL AND PHYSICAL - displacement (e.g. copper
PROCESSES (25 Lessons) from copper (II) ions by
iron or zinc)
19.4.0 Specific Objectives - neutralization (e.g. sodium
By the end of this topic, the learner hydroxide and dilute
should be able to: hydrochloric acid).
k) define exothermic and endothermic
reactions using H notation 19.5.4 Simple energy level diagrams
l) draw energy level diagrams Hess‟ Law (energy level diagrams
m) explain fusion and vaporisation as and thermo chemical cycles)
evidence of inter-particle forces (use molar enthalpy of formation
n) explain that energy changes in for illustration)
chemical reactions are due to bond Relate heat of solution to
formation and bond breaking hydration and lattice energy
o) define and explain various types of
heat changes 19.5.5 Common fuels; Energy contents of:
p) carry out experiments to determine - Charcoal, fuel oil, ethanol
enthalpy changes for some (methylated spirit), liquid
reactions petroleum gas (LPG), petroleum,
q) write correct simple kerosene and diesel
thermochemical equations - Choice of fuel;
r) state Hess‟ Law and carry out - Precautions necessary when using
related calculations fuels
s) state and explain the factors that
influence the choice of fuel 19.5.6 Pollution by common fuels e.g.
t) explain the environmental effects internal combustion engine
of fuels.
19.6.0 Projects
19.5.0 Content Comparison of heat energy values of
19.5.1 Endothermic and Exothermic fuels
reactions
Enthalpy notation ( H) for 20.0.0 REACTION RATES AND
exothermic reactions and REVERSIBLE REACTIONS
endothermic reactions (15 Lessons)
19.5.2 Latent heat 20.1.1 Specific objectives

Molar heat of fusion and By the end of this topic, the
vaporisation as evidence of learner should be able to:
overcoming forces of attraction d) define rate of reaction
between particles. e) explain the term activation
energy
19.5.3 Quantitative determination of f) describe some methods used
enthalpies to measure rates of reaction
Formation of hydrogen chloride d) explain the effects of
gas from hydrogen gas and different factors on reaction
chlorine gas; formation of rates
chloromethane from methane and e) illustrate reaction rates
chlorine gas graphically and interpret
Quantitative determination of experimental data
enthalpies of: f) state examples of simple
reversible reactions
72
g) explain chemical equilibrium as a
state of „balance‟ 21.1.0 Specific objectives
h) explain the effect of different By the end of this topic, the
factors on the position of learner should be able to:
equilibrium. l) explain redox reactions in terms of
gain and loss of electrons
20.2.0 Content m) identify changes in oxidation
20.2.1 Reaction rates numbers during redox reactions
Definition of rate of reaction n) write balanced redox equations
Collision theory and activation o) explain an electrochemical cell in
energy (qualitative treatment terms of electron transfer process
only) p) draw cell diagrams and write the
Qualitative treatment of the cell notations
effects of concentration, q) explain the construction and
pressure, temperature, surface working of an electrochemical cell
area, light and catalysts on such as zinc - copper cell
rates of reactions. (No reaction r) compare oxidizing and reducing
mechanisms required). power of ions from displacement
Experiments involving the reactions
following reactions: s) Calculate Electromotive Force of a
- calcium carbonate (marble cell given the standard electrode
chips) with dilute acid potentials
(hydrochloric or nitric acid). t) state and explain the factors that
- sodium thiosulphate with affect preferential discharge of ions
dilute hydrochloric acid during electrolysis
- metal with dilute acid (e.g. u) relate the quantity of electricity
magnesium with passed to amount of substances
hydrochloric acid). liberated at the electrodes
- hydrogen peroxide with v) describe some applications of
various catalysts e.g. electrolysis.
manganese (IV) oxide
(Graphical presentation of 21.2.0 Content
results required)
21.2.1 Redox reactions
20.2.2 Reversible reactions Electron transfer (gain and loss of
Equilibrium as the state of electrons)
balance (example acid/alkali Determination of oxidation
plus indicator, numbers
chromate/dichromate, hydrated Use an illustration of iron (II)
and anhydrous copper (II) (acidified with dilute sulphuric
sulphate) acid) to iron (III) with hydrogen
The effect of changing peroxide.
concentration, pressure and Identify reactant - Iron (II) (aq),
temperature on position of and product Iron (III) (aq), with
equilibrium. Le Chatelier‟s hydroxide ion.
Principle Other examples; sodium/water
Uses in industrial processes magnesium/dilute acid
(Contact and Haber processes). (hydrochloric acid/sulphuric acid)
21.0.0 ELECTROCHEMISTRY
(25 Lessons) 21.2.2 Displacement reactions;
(as redox reactions)
73
Reducing power Investigating further electroplating
- Reaction of metal/metal - processes, prevention of rusting
cation (M M2+ ). Calcium, (cathodic protection), investigate
magnesium, zinc, iron, various types of cells.
lead, copper.
Oxidizing power of halogens:
chlorine, bromine and iodine only. 22.0.0 METALS (20 Lessons)
21.2.3 Electrochemical cell 22.1.0 Specific objectives

Qualitative treatment of the By the end of this topic, the
electron flow in: learner should be able to:
Zn (s) Zn 2+ (aq) Cu 2+ (aq) Cu g) name the chief ores of some metals
(s) cell h) describe and explain general
Note: Conventions, vertical line methods used in the extraction of
( ) represents a phase boundary metals from their ores
where a potential difference i) select and describe suitable
develops e.g. Zn (s) Zn2+ (aq); two methods for the extraction of some
metals from their ores
vertical parallel lines ( ) represent
j) describe and explain physical and
a salt bridge.
chemical properties of some metals
Standard electrode potentials
k) state and explain various uses of
(simple calculations involving E these metals and their alloys
values required) l) describe the effects of the industrial
production processes of metals on
21.2.4 Electrolysis the environment.
The role of water in electrolysis.
Preferential discharge in 22.2.0 Content
electrolysis of the following 22.2.1 Metals; methods of extraction:
solutions: Chief metal ores of: sodium,
- Sodium chloride aluminium, zinc, iron, copper and
- Dilute sulphuric acid lead
(acidified water). General methods of extraction
- Magnesium sulphate (electrolysis and reduction)
- Electrolysis of copper (II)
The electrolytic production of
sulphate using graphite and
sodium and aluminium
copper electrodes. (product
Extraction of iron, copper, and zinc
changes in electrolytes)
from their ores.
Factors affecting preferential
discharge
22.2.5 Properties of Metals (sodium,
- Quantitative treatment of
aluminium, iron, copper and zinc):
electrolysis
- Physical properties (melting point,
(Note: First Faraday‟s law
boiling point, thermal and electrical
only).
conductivity, density, malleability
and ductility)
21.2.5 Applications
- Chemical properties (reaction with
Extraction of metals air, water, chlorine, dilute
Manufacture of sodium hydroxide, hydrochloric acid and oxidizing
chlorine, hydrogen (electrolysis of acids (concentrated nitric and
brine). sulphuric acid)
Copper refining, electroplating (Note: the reaction of sodium and
dilute acid is explosive)
21.3.0 Projects
74
22.2.6 Uses of metals and their alloys - Fermentation of carbohydrates
(alloys: brass, bronze, steel, duralumin) Physical properties
- construction (air craft, bridges etc.), - Gradual changes in physical
electrical materials (copper) properties of primary alkanols
22.2.7 Pollution effect of the industrial (mention hydrogen bonding)
production of metals on the Chemical properties
environment - reactions with oxygen
(burning), sodium,
22.3.0 Projects concentrated sulphuric acid
Analysis of ores (to give alkenes), ester
Construction of a mini-blast formation and oxidation to
furnace give alkanoic acids
Carrying out iron - smithing Uses - solvents, fuels and
pharmaceuticals.
23.0.0 ORGANIC CHEMISTRY II 23.2.4 Alkanoic acids

(ALKANOLS AND ALKANOIC General formula - RCOOH
ACIDS) (20 Lessons) Nomenclature (primary alkanoic
acids up to 10 carbon atoms)
23.1.0 Specific Objectives Preparation by oxidation of
By the end of this topic, the learner primary alkanols
should be able to: Physical properties
k) name and draw the structures of - gradual change in physical
simple alkanols and alkanoic acids properties of alkanoic acids
l) describe the preparation and (mention hydrogen bonding)
explain the physical and chemical Chemical properties
properties of alkanols and alkanoic - acid properties; salt and
acids ester (alkanoates) formation
m) state the main features of the [up to 2 carbons only]
homologous series
n) state and explain the uses of some Note: equations involving these
alkanols and alkanoic acids reactions are required (state symbols are
o) describe the preparation, properties not required)
and uses of detergents
p) explain the effect of hard water on 23.2.5 Detergents
detergents Soapy detergents (soaps)
q) list some natural, synthetic - laboratory preparation by
polymers, fibres and state their uses hydrolysis of fats or oils with
r) describe the preparation, properties alkalis
and uses of some synthetic - mode of action
polymers - water hardness
s) identify the structure of a polymer - pollution effects
given the monomer Soapless detergents
t) state the advantages and
- manufacture
disadvantages of synthetic
- mode of action
materials compared to those of
- pollution effect
natural origin in terms of both
Polymers
structure and properties.
Names of some natural polymers
and fibres
23.4.0 Content
- cellulose materials (cotton,
23.2.1 Alkanols
wood, paper;silk)
General formula (ROH)
- hydrocarbons (rubber and its
Nomenclature (primary alcohols
vulcanisation)
upto 10 carbon atoms)
Preparation of alkanols from:
- Hydrolysis of alkenes
75
Names of some synthetic 24.2.0 Content
polymers and fibres 24.2.2 Stability of isotopes of elements
- Polythene, polychloroethene Stability of isotopes of elements
(pvc) Radioactivity, types of radiation,
- polyphenylethene (alpha ( ), beta ( ) particles and
(polystyrene) gamma ( ) rays; characteristics
- terylene, nylon, and and properties
Perspex. Radioactive decay as measured by
Synthetic rubber half-life (t½), calculations
- Preparation properties and involving half -life (t1/2)
uses of synthetic polymers Nuclear equations: changes in
- Equations to show addition nuclei resulting from radioactive
polymerisation for example decay by alpha ( ), beta ( )
formation of polythene, particles and gamma ( ) rays
polychloroethene and Qualitative treatment of fission
polyphenylethene and fusion
Advantages and disadvantages of - mention nuclear reactions as
synthetic polymers and fibres over source of energy
those of natural origin should be
mentioned. (include biological NB: Nuclear reactions are
degradability of the materials). different from chemical
Uses of polymers and fibres. reactions.
(manufacture of beer, spirits,
soaps and detergents, drugs, 24.2.2 Applications
textiles, packaging materials, Uses and importance of radioisotopes in
pipes, tyres). chemistry, medicine, carbon dating and
agriculture.
23.5.0 Projects
- fermentation of various 24.2.3 Pollution effects of radioactivity
carbohydrates to produce ethanol Dangers of radio isotopes
- soap preparation Environmental pollution e.g. the
- investigate effects of soap and chernobyl disaster, titanium mining in
detergents on aquatic life Kwale
- investigate methods of recycling
and disposal of plastics
- investigation of strength of
polymers and fibres SUGGESTED ASSESSMENT METHODS
24.0.0 RADIOACTIVITY (10 Lessons) Oral Questions

By the end of this topic, the learner Observation of individual/group activities
should be able to:
Short answer questions
i) define radioactivity, half-life,
radioisotope and nuclides Practical test/assignments
j) state types of radioactivity
k) name the particles emitted during Written assignments
radioactive decay and state their Project work
properties
l) carry out simple calculations Field trips
involving half-life (t1/2)
m) write balanced nuclear equations
n) distinguish between nuclear fission
and fusion
o) state uses of some radioisotopes
p) state dangers associated with
radioactivity.
76
BIOLOGY
INTRODUCTION
The study of Biology aims at equipping the learner with the knowledge, attitudes and skills necessary for
controlling and preserving the environment. The subject enables the learner to appreciate humans as part of
the broader community of living organisms. This subject is important in fields such as health, agriculture,
environment and education. Biology is the precursor of biotechnology which is a tool for industrial and
technological development
The content has been carefully reorganized to ensure that the required concepts and skills are realized.
Sufficient practical activities have been suggested. These should be taught alongside the respective content
rather than being treated as a separate entity. It is recommended that the teachers use discovery method in
achieving the objectives of this subject. Most of the apparatus, chemicals and equipment required for
practical activities are affordable. However, the teacher is highly encouraged to improvise using locally
available materials to reduce costs.
Contemporary issues such as HIV/AIDS, S.T.Is, drug abuse and environmental pollution which have an
impact on the learners lives have been incorporated for study.
The current system of using five kingdoms in classification has been adapted instead of the traditional two
kingdom system
It is envisaged that this syllabus should be adequately covered within the allocated time. A suggested
guideline on time allocation per topic has been provided to help the teacher in lesson planning. This
however, can be adjusted to meet the requirements of the individual class.
SUBJECT OBJECTIVES
11. communicate biological information in a precise, clear and logical manner
12. develop an understanding of interrelationships between plants and animals and between humans and
their environment
79
13. apply the knowledge gained to improve and maintain the health of the individual, family and the
community
14. relate and apply relevant biological knowledge and understanding to social and economic situations in
rural and urban settings
15. observe and identify features of familiar and unfamiliar organisms, record the observation and make
deductions about the functions of parts of organisms
16. develop positive attitudes and interest towards biology and the relevant practical skills
17. demonstrate resourcefulness, relevant technical skills and scientific thinking necessary for economic
development
18. design and carry out experiments and projects that will enable them understand biological concepts
19. create awareness of the value of cooperation in solving problems
20. acquire a firm foundation of relevant knowledge, skills and attitudes for further education and for
training in related scientific fields.
80
FORM ONE
1.0.0 INTRODUCTION TO 2.2.7 Major units of classification: (naming)
BIOLOGY (5 lessons) • Kingdoms
- Monera
1.1.0 Specific Objectives - protoctista
By the end of the topic, the - fungi
learner should be able to: - plantae
a) define biology - animalia
b) list branches of biology (At least one example of each)
c) explain the importance of • For kingdom plantae and animalia,
biology cover phylum/division, class,
d) state the characteristics of order,family,genus and species.
living organisms Show relationship between the
e) state the main differences taxonomic units (Give at least
between plants and animals. one example of each taxon)
1.2.0 Content 2.2.8 Discussion on Binomial nomenclature

1.2.6 Definition of biology
1.2.7 Branches of biology 2.3.0 Practical activities
1.2.8 Importance of biology 2.3.1 • Use of collecting nets, cutting
1.2.9 Characteristics of living organisms instruments and handlens
1.2.10 Comparison between plants and animals • Collection and detailed observation
of:
1.3.0 Practical Activities - Small animals e.g. insects
1.3.1 Collecting, observing and - Plants - rhizoids, root
recording external features of systems (taproot, fibrous and
plants and animals adventitious), stems and leaves
2.0.0 CLASSIFICATION 1 (12 lessons)

3.0.0 THE CELL (20 lessons)
f) use the magnifying lens to observe should be able to:
the external features of plants and k) define the cell
animals l) state the purpose of a light
g) record observations of the main microscope
external characteristics of living m) identify the parts of a light
organisms, preserved specimens microscope and state their
and photographs functions
h) state the necessity and significance n) use and care for the light
of classification microscope and state the
i) name the major units of magnification
classification o) identify the components of a cell as
j) state the application of Binomial seen under the light and electron
nomenclature in naming organisms. microscopes and relate their
structure to functions
2.2.0 Content p) compare plant and animal cells
2.2.1 Review the use of magnifying lens q) mount and stain temporary slides of
2.2.2 External features of plants and animals plant cells
2.2.6 Necessity and significance of r) describe animal cells as observed
classification from permanent slides
s) estimate cell size
t) state the differences between cells,
tissues, organs and organ systems.
81
3.3.0 Content 4.2.9 Physiological processes - diffusion,
3.3.1 Definition of the cell osmosis and active transport
3.3.2 Structure and functions of parts of a 4.2.10 Factors affecting diffusion, osmosis and
light microscope active transport
3.3.3 Use and care of the light microscope 4.2.11 Role of diffusion, osmosis and active
3.3.4 Cell structure and functions as seen transport in living organisms
under 4.2.12 Water relations in plant and animal
• a light microscope cells: turgor, plasmolysis, wilting and
• an electron microscope haemolysis
3.3.5 Preparation of temporary slides of plant
cells 4.3.0 Practical Activities
3.3.6 Estimation of cell size 4.3.1 Diffusion as demonstrated with
3.3.7 Cell specialization, tissues, organs and potassium permanganate or potassium
organ systems iodide/flower dyes/coloured plant
extracts/smoke
3.3.6 Observe, identify, draw and state the 4.3.2 Experiments with visking tubing and
functions of parts of the light living tissues: fresh arrow
microscope roots/cassava/sweet potatoes/leaf
3.3.7 Prepare and observe temporary slides of petioles/irish potatoes/carrots
plant cells
3.3.8 Observe permanent slides of animal 4.3.3 Plasmolysis can be demonstrated by
cells using any of the following: spirogyra,
3.3.9 Comparison between plant and animal epidermal cells of onion or raw egg
cells that has been put in dilute hydrochloric
3.3.10 Observe, estimate size and calculate acid overnight
magnification of plant cells
4.0.0 CELL PHYSIOLOGY (20 lessons)

5.0.0 NUTRITION IN PLANTS AND
4.1.0 Specific Objectives ANIMALS (59 lessons)
should be able to:
h) define cell physiology
i) correlate the membrane By the end of the topic, the learner
structure with cell physiology should be able to:
in relation to permeability n) define nutrition and state its
j) differentiate between diffusion, importance in living organisms
osmosis and active transport o) differentiate various modes of
k) state and describe factors feeding
affecting diffusion, osmosis p) describe photosynthesis and show
and active transport its importance in nature
l) carry out experiments on q) explain how the leaf is adapted to
diffusion and osmosis photosynthesis
m) explain the roles of diffusion, r) explain the factors affecting
osmosis and active transport in photosynthesis
living organisms s) distinguish between carbohydrates,
n) explain turgor and plasmolysis proteins and lipids
in terms of osmotic pressure. t) state the importance of various
chemical compounds in plants and
4.2.0 Content animals
4.2.7 Meaning of cell physiology u) explain the properties and functions
4.2.8 Structure and properties of cell of enzymes
membrane (Theories of membrane v) relate various types of teeth in
structure not required) mammals to their feeding habits
82
w) differentiate between omnivorous, 5.2.4 Nutrition in Animals (heterotrophism)
carnivorous and herbivorous modes Meaning and types of heterotrophism
of feeding • Modes of feeding in animals
x) relate the structures of the • Dentition of a named carnivorous,
mammalian (human) alimentary herbivorous and omnivorous
canal to their functions mammal
y) explain the role of enzymes in • Adaptation of the three types
digestion in a mammal (human) of dentition to feeding
z) explain the factors that determine • Internal structure of mammalian
energy requirements in humans. teeth
• Common dental diseases, their
5.2.0 Content causes and treatment
5.2.1 Meaning, importance and types of 5.2.5 Digestive system and digestion in a
nutrition mammal (human)
• Digestive system, regions,
5.2.2 Nutrition in plants (autotrophism) glands and organs associated
• Definition of photosynthesis with digestion
and its importance in nature • Ingestion, digestion,
• Adaptations of leaf to photosynthesis absorption, assimilation and
• Structure and function of egestion
chloroplast
5.2.6 Importance of vitamins, mineral
• Process of photosynthesis -
salts, roughage and water in human
light and dark stages (omit
nutrition
details of electron transport
system and chemical details
5.2.7 Factors determining energy
of carbondioxide fixation)
requirements in humans
• Factors influencing
photosynthesis
- light intensity
- carbon dioxide concentration
affecting photosynthesis
- water
5.3.9 Observe stomata distribution
- temperature
5.3.10 Carry out food test experiments
5.2.3 Chemical Compounds which Constitute
affecting enzymatic activities
Living Organisms
5.3.12 Investigate presence of enzymes in
• Chemical composition and functions
living tissues (plants and animals)
of carbohydrates, proteins and lipids
5.3.13 Observe, identify, draw and label
(omit details of chemical structure of
different types of mammalian teeth
these compounds and mineral salts in
5.3.14 Carry out dissection of a small mammal
plant nutrition).
to observe digestive system and
• Properties and functions of
associated organs (demonstration)
enzymes (omit lock and key
hypothesis)
83
FORM TWO
6.0.0 TRANSPORT IN PLANTS 6.2.3 Transpiration

AND ANIMALS (52 lessons) • Definition of transpiration
• Review of the structure of the leaf
6.1.0 Specific Objectives • Structure and function of xylem
By the end of the topic, the learner • Factors affecting transpiration
should be able to: • Forces involved in water movement
p) define transport and explain the in plants
necessity of transport in plants and - Transpiration pull
animals - Cohesion and adhesion
q) relate the structure of the root, root - Capillarity
hair, xylem and phloem to their - Root pressure
functions
r) relate the internal structure of the 6.2.4 Translocation
leaf to transpiration • Structure and function of phloem
s) explain possible forces involved in • Materials translocated
the movement of water and mineral (omit mechanisms of translocation)
salts through the plant
t) explain the significance of and 6.2.5 Comparison between open and closed
factors affecting transpiration circulatory system
u) demonstrate simple experiments on
transpiration 6.2.6 Mammalian Circulatory System
v) distinguish between closed and • Structure and function of the
open circulatory systems heart, arteries, veins, and capillaries
w) relate the structure of the heart and • Diseases and defects of the
the blood vessels to their functions circulatory system (Thrombosis,
x) trace the path taken by blood from Varicose veins, Arterio-sclerosis)
the heart to all parts of the body, and how to control them.
and back to the heart
y) name the common diseases of the 6.2.7 The Structure and Functions of Blood
circulatory system in humans and • Composition of blood
suggest methods of control / • Functions of blood plasma
prevention • The structure and functions of
z) relate the structure of the red blood cells and white blood cells
components of blood to their • Mechanism of blood clotting and its
functions importance
aa) explain how oxygen and carbon
dioxide are transported in the blood 6.2.8 Blood groups (ABO system and the
bb) describe the mechanism of blood Rhesus factor)
clotting and its importance
cc) describe the human blood groups 6.2.9 Immune responses
and their importance in blood • Natural and artificial immunity
transfusion • Allergic reactions
dd) explain immunity and describe • Importance of vaccinations
immune responses. against diseases (Tuberculosis,
Poliomyletis, Measles,
6.2.0 Content Diphtheria, Whooping cough)
6.2.1 Meaning and importance of transport
systems 6.3.0 Practical Activities
6.2.2 Absorption of Water and Mineral Salts 6.3.7 Observe permanent slides of sections of
• Internal structure of root and root stems and roots
hairs 6.3.8 Carry out experiments to compare
• Absorption of water transpiration on lower and upper leaf
• Active uptake of mineral salts surfaces
84
6.3.9 Observe wall charts/models 7.2.3 Gaseous Exchange in Animals
6.3.10 Analyse data on transpiration rate under • Types and Characteristics of
different environmental conditions in Respiratory Surfaces - cell
Plants membrane, gills, buccal cavity, skin
6.3.11 Dissect a small mammal and observe its and lungs
transport system (demonstration) • Mechanism of gaseous
6.3.12 Make a longitudinal section of the exchange in
mammalian heart to display the - Protozoa - amoeba
chambers and associated blood vessels - Insect - grasshopper
6.3.7 Record pulse rate at the wrist before - Fish - bonyfish
and after vigorous activities and analyse - Amphibia - frog
the results - Mammal - human
6.3.8 Demonstrate the unidirectional flow of
blood in the cutaneous veins of the fore 7.2.4 Factors affecting rate of breathing in
arm humans
7.2.5 Respiratory diseases: Asthma,

7.0.0 GASEOUS EXCHANGE Bronchitis, Pulmonary tuberculosis,
(36 lessons) Pneumonia and Whooping cough
7.1.0 Specific Objectives 7.4.0 Practical Activities

should be able to: 7.4.1 Observe permanent slides of cross-
i) explain the need for gaseous sections of aerial and aquatic leaves and
exchange in living organisms stems
j) explain the mechanism of gaseous 7.4.2 Examine the distribution of spiracles on
exchange in plants grasshopper or locust
k) compare the internal structures of 7.4.3 Examine the gills of a bony fish
aquatic and terrestrial roots, stems 7.4.4 Dissect a small mammal and identify
and leaves the structures of the respiratory system
l) examine various types of (demonstration)
respiratory structures in animals 7.4.5 Construct and use models to
and relate them to their functions demonstrate breathing mechanisms in a
m) state the characteristics of mammal (human)
respiratory surfaces 7.4.6 Demonstrate the effect of exercise on
n) describe the mechanisms of the rate of breathing
gaseous exchange in protozoa,
insects, fish, frog and mammal
o) describe the factors which control 8.0.0 RESPIRATION (18 lessons)
the rate of breathing in humans
p) state the causes, symptoms and 8.1.0 Specific Objectives
prevention of respiratory diseases. By the end of the topic, the learner
should be able to:
7.2.0 Content e) explain the significance of
7.2.3 Gaseous exchange in living organisms respiration in living organisms
(necessity) f) distinguish between aerobic and
7.2.4 Gaseous Exchange in Plants anaerobic respiration
• Mechanisms of opening and g) describe the economic importance
closing of stomata of anaerobic respiration in industry
• The process of gaseous and at home
exchange in root, stem and h) describe experiments to show that
leaves of both aquatic respiration takes place in plants and
(floating) and terrestrial plants animals.
85
8.2.0 Content y) discuss the role of antidiuretic
8.2.3 Meaning and significance of respiration hormone, insulin and glucagons
8.2.4 Tissue respiration z) describe simple symptoms of
• Mitochondrion - structure and Diabetes mellitus and Diabetes
function insipidus.
• Aerobic respiration (Details of
kreb‟s cycle not required) 9.2.0 Content
• Anaerobic respiration in plants 9.2.1 Excretion in Plants
and animals, the products and • Methods of excretion in plants
by-products • Useful and harmful excretory
• Application of anaerobic respiration products of plants and their
in industry and at home economic importance e.g. caffeine
• Compare the energy output of in tea and coffee, quinine, tannins,
aerobic and anaerobic colchicine, cocaine, rubber, gum,
respiration papain (from pawpaw) and products
of cannabis sativa (bhang) and khat
8.3.0 Practical Activities (miraa)
8.3.1 Carry out experiments to Investigate 9.2.2 Excretion and Homeostasis in Animals
• The gas produced when food is burnt • Distinction between excretion,
• The gas produced during homeostasis and egestion
fermentation • Excretion in a named uni-cellular
• Heat production by germinating organism (protozoa)
seeds • Structure and functions of skin
and kidney
• Neuro-endocrine system and
9.0.0 EXCRETION AND HOMEOSTASIS homeostasis
(42 lessons) - Water balance (blood osmotic
pressure)
9.1.0 Specific Objectives - Blood sugar level (control)
By the end of the topic, the learner - Temperature regulation
should be able to: (mention the role of
n) distinguish between excretion and hypothalamus)
egestion 9.2.3 Common kidney diseases, their
o) explain the necessity for excretion symptoms and possible methods of
in plants and animals prevention and control.
p) state the uses of excretory products 9.2.4 The role of the skin in
of plants thermoregulation, salt and water
q) describe the methods of excretion balance
in a named unicellular organism 9.2.7 Major functions of the liver and their
r) relate the structures of the human contributions to homeostasis
skin, lungs, liver and kidney to 9.2.8 Common diseases of the liver, their
their functions symptoms and possible methods of
s) name common kidney diseases prevention/control
t) explain the concept of internal
environment and homeostasis 9.3.0 Practical Activities
u) compare responses to changes in 9.3.5 Examine and draw the mammalian
temperature by behavioural and kidney
physiological methods in animals 9.3.6 Make vertical sections of the kidney to
v) relate heat loss to body size in identify cortex and medulla
mammals 9.3.7 Observe permanent slides of
w) describe methods by which mammalian skin
mammals gain and lose heat 9.3.8 Investigate effect of catalase enzyme on
x) explain how the functions of the hydrogen peroxide
following relate to homeostasis -
skin, hypothalamus, liver and
kidney
86
FORM THREE
- pisces
10.0.0 CLASSIFICATION II (35 lessons) - amphibia
- reptilia
10.1.0 Specific Objectives - aves
By the end of the topic, the learner - mammalia
should be able to:
h) state briefly the general principles 10.2.6 Construction and use of simple
of classification of living organisms dichotomous keys based on observable
i) state general characteristics of each features of plants and animals
of the five kingdoms
j) state the main characteristics of 10.3.0 Practical activities
arthropoda, chordata and major
divisions of plantae 10.3.1 Examine live/preserved specimens or
k) name classes of spermatophyta photographs of representatives of major
l) describe the main characteristics of divisions of plantae and phyla
classes of phyla arthropoda and arthropoda and chordata
chordata 10.3.2 Construct simple dichotomous keys
m) use observable external features to using leaves/parts of common
construct simple dichotomous keys plants/arthropods/ common chordates in
of plants and animals the local environment
n) use already constructed 10.3.3 Use dichotomous keys to identify
dichotomous keys to identify organisms
organisms.
10.2.4 Content 11.0.0 ECOLOGY (55 lessons)
10.2.5 Review of binomial nomenclature 11.1.0 Specific Objectives

10.2.6 General principles of classification By the end of the topic, the learner
10.2.7 General characteristics of kingdoms should be able to:
Monera p) define the terms ecology, habitat,
Protoctista biomass, ecosystem and carrying
Fungi capacity
Plantae q) identify the physical (abiotic) and
Animalia biological (biotic) factors in a given
ecosystem
10.2.4 Main characterisitics of major divisions r) describe the inter-relationships of
of plantae organisms in the ecosystem
Bryophyta s) differentiate between saprophytism,
Pteridophyta
t) explain the importance of fungi and
Spermatophyta (cover only up to
bacteria as decomposers
class level)
u) relate the mode of transmission to
prevention/control of named
10.2.5 Main Characteristics of the Phyla
parasites
Arthropoda and Chordata (cover
v) describe the adaptive
up to classes as shown)
characteristics of named parasites
• Arthropoda
to hosts
- diplopoda
w) explain the importance of
- chilopoda
symbiotic bacteria in leguminous
- insecta
plants
- crustacea
x) describe the nitrogen cycle
- arachnida
y) explain the flow of energy in the
• Chordata
87
ecosystem • Xerophytes
z) identify and construct food chains • Mesophytes (common
and food webs, pyramid of terrestrial plants )
numbers and pyramid of biomass • Hydrophytes - Nymphea, Salvinia
aa) explain the use of various methods spp
of estimating population • Halophytes – mangrove
bb) relate adaptations of plants to
various habitats 11.2.12 Effect of pollution on human beings and
cc) describe the effects of pollutants in other organisms
air, water and soil on humans and Causes, effects and control of pollutants
other living organisms in air, water and soil
dd) identify symptoms of different
types of human diseases, methods 11.2.13 Human diseases
of transmission and control. • Bacterial diseases - Cholera and
Typhoid
11.2.0 Content • Protozoa - Malaria and Amoebic
11.2.1 Concepts of Ecology dysentry (Amoebiasis)
Ecology • Ascaris lumbricoides and
Habitat Schistosoma
Niche - Mode of transmission
Population - Effects of the parasites on the
Community hosts
Ecosystem - Adaptive characteristics of the
parasites
Biomass
- Control/prevention of diseases
Carrying capacity
associated with the parasites
11.2.8 Factors in an ecosystem
Abiotic factors (environmental
factors) - light, temperature,
11.3.5 Collect, record, analyse and interpret
atmospheric pressure, salinity,
data from ecological studies (examples
humidity, pH and wind
of food chains should be used to join up
Biotic factors to make food webs. Calculate ratios of
Inter-relationships - competition, consumers to producers from data
predation, saprophytism, provided)
Nitrogen cycle 11.3.6 Examine specimens of hydrophytes,
mesophytes and xerophytes, and
11.2.9 Energy flow in an ecosystem identify the features that adapt them to
Food chains, food webs, decomposers, their habitats
pyramid of numbers and pyramid of
biomass 11.3.7 Examine roots of legumes taken from
fertile and poor soils to compare the
11.2.10 Population estimation methods number of root nodules
Quadrat method
Line transect 11.3.8 Estimate populations using sampling
Belt transect methods (for quadrat and line/belt
Capture - recapture method transect, measure pH, temperature, wind
direction and humidity)
11.2.11 Adaptations of plants to various habitats 12.0.0 REPRODUCTION IN PLANTS AND
88
ANIMALS (50 lessons) • Structure and functions of parts of
named insect and wind pollinated
12.1.0 Specific Objectives flowers
By the end of the topic, the learner • Pollination and agents of pollination
should be able to: • Features and mechanisms that hinder
l) describe location and appearance of self-pollination and self fertilization
chromosomes and chromosome • The process of fertilization
movement during mitosis and • Fruit and seed formation and
meiosis dispersal
m) differentiate between mitosis and 12.2.5 Sexual reproduction in animals
meiosis stating their significance in • External fertilization in amphibians
reproduction • Structure of the reproductive system
n) describe and state the importance of a named mammal (human)
of asexual reproduction, binary • Functions of the parts of reproductive
fission, spore formation and system
budding • Fertilization, implantation and
o) compare adaptations of wind and the role of placenta
insect pollinated flowers • Gestation period
p) describe the process of fertilization • Role of hormones in
in flowering plants reproduction in humans
q) describe and explain how different (secondary sexual characteristics,
fruits and seeds are formed and menstrual cycle)
dispersed
r) differentiate between internal and 12.2.6 Sexually transmitted infections (S.T.Is)
external fertilization as exhibited - Gonorrhoea
by amphibians and mammals - Herpes simplex
(humans) - Syphilis, Trichomoniasis, Hepatitis,
s) relate structure of the human Candidiasis
reproductive system to functions - HIV/AIDS (Acquired Immune
t) describe the role of hormones in Deficiency Syndrome) - emphasize
human reproduction preventive measures especially
u) identify the symptoms and explain change of behaviour
the method of transmission and
prevention of sexually transmitted 12.2.7 Advantages and disadvantages of
infections (S.T.Is) asexual and sexual reproduction
v) explain the advantages and
disadvantages of sexual and a 12.3.0 Practical Activities
sexual reproduction. 12.3.8 Examine stages of mitosis using
squashed young onion
12.2.0 Content tip/charts/electron micrographs
12.2.1 Concept of reproduction 12.3.9 Examine stages of meiosis using anthers
- Importance of reproduction of a flower
12.3.10 Grow bread mould and examine using
12.2.4 Chromosomes, mitosis and meiosis a handlens
(mention gamete formation) 12.3.11 Examine spores in sori of a fern
12.3.12 Examine various types of insect and
12.2.5 A sexual reproduction wind pollinated flowers and relate
• Binary fission in amoeba structure to function
• Spore formation/reproduction in 12.3.13 Collect, classify and dissect fruits and
mucor/Rhizopus seeds and relate their structure to mode
• Budding in yeast of dispersal
12.3.14 Dissect a small mammal to show organs
associated with reproduction
(demonstration)
12.2.4 Sexual reproduction in plants 13.0.0 GROWTH AND DEVELOPMENT
89
(20 lessons)
13.3.1 Examine, draw and differentiate seeds
13.1.0 Specific Objectives 13.3.2 Determine the region of growth in
By the end of the topic, the learner shoots and roots
should be able to: 13.3.3 Investigate hypogeal and epigeal
j) differentiate growth from germination
development 13.3.4 Carry out experiments to demonstrate
k) analyse experimental data on apical dominance
growth rates 13.3.5 Observe stages of complete and
l) identify parts of a named seed and incomplete metamorphosis in insects
factors affecting viability and
dormancy in seeds 13.4.0 Project work:
m) investigate conditions necessary for Measure either length of internodes/
germination and distinguish the breadth of leaves/height/dry weight of
types of germination seedlings over a known period of time,
n) measure one aspect of growth in a analyse and present the data obtained in
given seedling form of graphs, charts or histograms
o) determine the region of growth in
seedlings
p) explain apical dominance
q) distinguish between complete and
incomplete metamorphosis in
insects
r) explain the role of hormones in
regulating growth and
development.
13.2.3 Content
13.2.4 Concepts of growth and development

13.2.5 Growth and development in plants
• Dormancy and ways of breaking it
• Conditions necessary for germination
• Epigeal and hypogeal germination
• Measurement of one aspect of
growth in a named seedling e.g.
region of growth
• Primary and secondary growth
• Role of growth hormones in plants
• Apical dominance
13.2.3 Growth and development in animals

metamorphosis in insects
• Role of growth hormones in insects
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FORM FOUR
14.2.4 Linkage
14.0.0 GENETICS (34 lessons)
Sex linked genes, sex linked
characteristics e.g. Colour blindness,
Haemophilia, Hairy ears and Nose
should be able to:
14.2.5 Mutations
j) distinguish between continuous and
• Types of mutations
discontinuous variations
• Causes and consequences of
k) describe the structure and
chromosomal mutations
properties of chromosomes
• Gene mutations(only cover the
l) state the first law of inheritance and
following examples of genetic
describe Mendel‟s work
disorders: Albinism, Sickle cell
m) construct and use punnet
Anaemia, Haemophilia, Colour
square/checker board
blindness)
n) distinguish between F1 and F2
generations, genotype and
14.2.6 Practical applications of genetics
phenotype, haploidy and diploidy,
• Blood transfusion
homozygosity and heterozygosity,
• Plant and animal breeding using
dominance and recessiveness,
artificial selection
linkage and sex linkage, mutations
• Genetic counselling
and mutagens
• Genetic engineering
o) predict and explain the inheritance
of the ABO blood groups and
14.3.0 Practical Activities
Rhesus (Rh) factor
14.3.4 Measure and record heights of class
p) state examples of genetically
members and plot the data on graphs
inherited disorders
14.3.5 Demonstrate chromosome behaviour in
q) explain causes of chromosomal
mitosis and meiosis by using
mutations
clay/plasticine/insulated coloured
r) explain the practical application of
wires/coloured thread
genetics.
14.3.6 Carry out investigations on finger prints
and tongue rolling
14.2.0 Content
14.2.1 Concepts of genetics
• Variation within plant and
15.0.0 EVOLUTION (19 lessons)
animal species
• Review of chromosomes
• Brief mention of genes and
DNA (without details of the
should be able to:
molecular structure of genes
a) explain the meaning of evolution and
and DNA)
the current concepts of evolution
b) describe the struggle for existence
14.2.2 First law of heredity
and survival for the fittest
• Mendel‟s experiments -
c) describe the evidences for organic
monohybrid inheritance
evolution
(3:1 ratio)
d) explain resistance to antibiotics,
fungicides and pesticides.
dominance, backcross/testcross
• Inheritance of ABO blood
groups and Rh factor
14.2.3 Sex determination in humans
15.2.0 Content
15.2.1 Meaning of evolution
91
15.2.2 The origin of life p) state the effects of drug abuse on
• Special creation the human health
• Chemical evolution q) relate structure to function of the
(Brief explanation required) human ear and eye
15.2.3 Evidences for organic evolution r) explain defects of the eye and ear
• Fossil records - brief mention of and their corrections.
human evolution
• Geographical distribution - 16.2.0 Content
continental drift 16.2.1 Meaning of stimulus, response and
• Comparative embryology irritability
• Comparative anatomy 16.2.2 Reception, response and coordination in
(Convergent and divergent plants
evolution based on homology • Response to a variety of external
and analogy) stimuli
• Cell biology - occurrence of • Tropisms and tactic movements
cell organelles and blood and their survival values
pigments • Production of auxins and their
15.2.4 Mechanisms of evolution effects on plant growth
• Lamarcks theory (Brief mention)
• Evolution by natural selection 16.2.3 Reception, responses and coordination
• Natural selection in action e.g. in animals
peppered moth (industrial melanism) • Components of the nervous system
• Resistance to drugs, pesticides and in a mammal
antibiotics • Structure and functions of the
neurones
15.5.0 Practical activities • Functions of major parts of human
brain
15.3.1 Compare vertebrate limbs • Simple and conditioned reflex
15.3.4 Compare wings of birds and insects actions
15.3.5 Education tour to an archeological 16.2.4 The role of hormones in coordination in
site/local museum a mammal
• Effects of over secretion and under
secretion of adrenaline and thyroxine
16.0.0 RECEPTION, RESPONSE AND in humans
COORDINATION IN PLANTS AND • Functional differences and
ANIMALS (43 lessons) similarities between endocrine and
nervous systems
16.1.0 Specific Objectives 16.2.5 Effects of drug abuse on the human
By the end of the topic, the learner health
should be able to: 16.2.6 Structure and functions of parts of the
j) define irritability, stimulus and mammalian eye (human)
response • Accommodation, image formation
k) explain differences between tactic and interpretations
and tropic responses and their • Common eye defects and their
survival values corrections
l) explain the production of plant 16.2.7 Structure and functions of parts of the
hormones and their effects on mammalian ear (human)
tropisms (growth responses) • Hearing (omit details of cochlea)
m) relate the structure of the • Balance and posture (mention
mammalian nervous system to its only parts involved)
functions
n) distinguish between simple and
conditioned reflex actions
o) explain the role of endocrine 16.3.5 Practical activities
system in humans 16.3.6 Carry out experiments to investigate
92
tactic responses e.g. chemotaxis - use appendicular skeletons (names of
any of the following organisms: worker individual bones of coccyx not
termites/fly maggots/earth required)
worms/honey bee/grasshoppers/ 17.2.9 Types and functions of movable joints
woodlice (ball and socket, hinge joint)
16.3.7 Carry out experiments on tropisms and 17.2.10 Structure, function and location of
etiolation cardiac, smooth and skeletal muscles
16.3.8 Determine the distance of blind spot (Details of fine structure not required)
16.3.9 Carry out knee jerk experiment Role of muscles in movement of
the arm in humans
17.0.0 SUPPORT AND MOVEMENT 17.3.0 Practical activities

IN PLANTS AND ANIMALS
(39 LESSONS) 17.3.1 Observe permanent slides of
transverse sections of the stems of
17.1.0 Specific Objectives herbacious and woody plants
By the end of the topic, the learner 17.3.6 Observe wilting in young herbacious
should be able to: plants
h) explain the necessity of support and 17.3.7 Examine the exoskeleton in arthropods
movement in animals and plants 17.3.8 Observe and identify external features
i) describe the arrangement and the of a finned fish
role of supporting tissues in young 17.3.9 Examine and draw different types of
and old plants bones in mammals
j) list functions of the exo and endo-
skeletons
k) describe locomotion in a named
finned fish SUGGESTED ASSESSMENT METHODS
l) identify the bones of the axial and
appendicular skeleton in a mammal 7. Practical Work
m) describe the structure and functions
8. Project work
of different types of joints in a
mammal and explain how muscles 9. Field trips
bring about movement
10. Oral questions
n) distinguish between the different
types of muscles, their locations 11. Quizzes
and functions.
12. Written tests and examinations
17.2.0 Content
17.2.1 Plants
movement in plants
• Review of tissue distribution in
monocotyledonous and
dicotyledonous plants
(Histological details of tissues
are not required)
17.2.2 Animals
movement in animals
• Types and functions of the skeleton
- exoskeleton in arthropods
- endoskeleton in vertebrates
17.2.7 Locomotion in a finned fish

17.2.8 Identification of the bones of axial and
93
AGRICULTURE
INTRODUCTION
This syllabus has been compiled with a view to accomplishing two fundamental objectives. First, the
learners should develop basic principles of agricultural production relevant to Kenya in general, and
specifically to their own environments. Secondly, learners should be involved in practicals which aim at
assisting them to acquire useful agricultural skills. Therefore, it is highly recommended that learners be
involved in practical work for actual agricultural production.
Affective domain objectives in agriculture are as important as those in cognitive and psychomotor domains.
However, they must not be seen as achievable at the end of each single topic. They are long term
objectives and are set out in the general rather than specific objectives. The teacher must not forget them in
teaching and in assessment.
The syllabus covers crop production, livestock production, farm power and machinery, farm structures,
agricultural economics and agroforestry. These are distributed throughout the four-year course.
An attempt has been made to arrange the topics in a logical sequence. However, due to different ecological
zones and weather patterns in the country, teachers are advised to take into account these differences when
developing their schemes of work. They should also endeavour to cover the syllabus within the allocated
time. In topics on crop and livestock production, teachers should select examples which are most suited to
their ecological zones. It is highly recommended that a crop museum be established in each school.
Students should also be encouraged to plant suitable trees in their schools and label them using common
and botanical names for each tree.
Each school is encouraged to harvest its rain water from the roof catchment, hold it in reservoirs and use it
for irrigation and for livestock, among other uses. Rain water harvesting does not only avail cheap water to
the school, but also prevents soil erosion and undermining of building foundations. Agricultural and other
related activities must not be used as punishment for wrong doers.
At the end of this syllabus are appendices on lists of tools, weeds, pests and diseases to be studied.
However, teachers are encouraged to innovate and to use local resources in teaching. A guide on
learner/assessment and self evaluation is given in appendix II.
96
GENERAL OBJECTIVES
The Secondary Agriculture course aims to:
1. develop an understanding of agriculture and its importance to the family and the
nation
2. promote interest in agriculture as an industry and create awareness of opportunities

existing in agriculture and related sectors.
3. demonstrate that farming is a dignified and profitable occupation
4. enhance skills needed in carrying out agricultural practices
5. provide a background for further studies in agriculture
6. develop self-reliance, resourcefulness and problem solving abilities in agriculture
7. develop occupational outlook in agriculture
8. enable schools to take an active part in national development through agricultural

activities
9. create awareness of the role of agriculture in industrial and technological

development
10. enhance understanding of the role of technology and industrialization in

agricultural development
11. promote agricultural activities which enhance environmental conservation
12. promote consciousness of health promoting activities in agricultural production.
97
FORM ONE
Note: Learners should be reminded
1.0.0 INTRODUCTION TO that any of the above methods can be
AGRICULTURE (8 lessons) subsistence or commercial
By the end of the topic, the learner 1.2.5 Roles of agriculture in the economy
should be able to: • Food supply
a) define agriculture • Source of employment
b) state the main branches of • Foreign exchange earner
agriculture • Source of raw materials for
c) describe farming systems industries
d) explain the role of agriculture in the • Provision of market for
economy and demonstrate an industrial goods
appreciation of its importance to • Source of capital
the country
e) demonstrate an appreciation for the
wide and varied opportunities in 2.0.0 FACTORS INFLUENCING
agriculture. AGRICULTURE (24 lessons)
1.2.0 Content 2.1.0 Specific objectives

1.2.1 Definition of agriculture By the end of the topic, the learner
1.2.2 Branches of agriculture should be able to:
• Crop-farming (Arable farming) a) explain the human factors
i) Field crops influencing agriculture
ii) Horticulture b) explain biotic factors influencing
- Floriculture agriculture
(flower farming) c) explain how climatic factors
- Olericulture influence agriculture
(vegetable farming) d) define soil
- Pomoculture e) describe the process of soil
(fruit farming) formation
• Livestock farming f) describe soil profile
i) Pastoralism - mammalian g) determine soil constituents
livestock farming h) classify soils by physical
ii) Fish farming characteristics
iii) Apiculture (Bee keeping) i) explain chemical properties of soils
iv) Poultry keeping j) relate crop and livestock
• Agricultural economics distribution to soils in different
• Agricultural engineering regions.
1.2.3 Systems of farming
• Extensive 2.2.0 Content
• Intensive 2.2.1 Human factors
• Large scale farming • Levels of education and technology
• Small scale farming • Health - HIV/AIDs and health in
Note:- Study each of the above systems general
under: • Economy (include liberalization)
- Meaning • Transport and communication
- Advantages • Market forces (local and
- Disadvantages international)
1.2.4 Methods of farming • Government policy
• Mixed farming • Cultural and religious beliefs
• Nomadic pastoralism
• Shifting cultivation
• Organic farming
• Agroforestry
98
2.2.2 Biotic Factors • Soil constituents
• Pests - Constituents (demonstrate
• Parasites presence of each)
• Decomposers - importance of each constituent
• Pathogens • Physical properties of soil
• Predators i) Soil structure
• Pollinators - Definition
• Nitrogen fixing bacteria - Types
- Influence on crop production
2.2.3 Climatic Factors ii) Soil texture
• Rainfall - definition
- intensity - soil textural classification
- reliability - influences on crop growth and
- quantity production, porosity,
- distribution capillarity, drainage and
water retention capacity.
• Temperature iii) Soil colour
- How topography and altitude • Chemical properties of soil
affect temperature - Soil pH
- How temperature influences - pH influence on crop growth
crop and livestock production and production
- Effects of pH on mineral
• Wind availability
- Evapotranspiraton
- Lodging 3.0.0 FARM TOOLS AND EQUIPMENT
- Pollination (7 lessons)
- Seed dispersal 3.1.0 Specific objectives
- Soil erosion (note section 21.11) By the end of the topic, the learner
should be able to:
• Light a) identify various farm tools and
- Intensity equipment
- Duration - long, neutral and b) name parts of various farm tools
short day plants and equipment
- Wavelength c) describe the use of various tools
and equipment
Note: Each factor to be discussed with d) carry out maintenance practices on
respect to the following: tools and equipment
- Land potentiality e) demonstrate an appreciation for
- Crop production care and maintenance of tools.
- Livestock production
- Crop and livestock distribution in 3.2.0 Content
Kenya 3.2.1 Garden tools and equipment
3.2.2 Workshop tools and equipment
2.2.4 Edaphic factors • Woodwork tools and equipment
• Definition of soil • Metalwork tools and equipment
• Soil formation 3.2.3 Livestock production tools and
• Soil profile equipment
- Definition 3.2.4 Plumbing tools and equipment
- Characteristics of different 3.2.5 Masonry tools and equipment
soil layers
- Difference between soil Note: Study the above tools
formed in situ and depositions under the following headings:
- Soil depth and its influence on - Name and uses
crop production - Parts and uses
- Maintenance practices
Note: (see Appendix I for list of
99
tools and equipment to be studied)
4.0.0 CROP PRODUCTION I 4.2.3 Minimum tillage

(LAND PREPARATION) (7 lessons) • Definition
• Importance
4.1.0 Specific objectives • Practices
should be able to:
a) explain the importance of land 5.0.0 WATER SUPPLY, IRRIGATION
preparation AND DRAINAGE (10 lessons)
b) describe the various types of
cultivation 5.1.0 Specific objectives
c) relate cultivation operation to By the end of the topic, the learner
correct tools and or implements should be able to:
d) prepare a piece of land ready for a) state the sources of water for the
crop production. farm
b) describe collection, storage,
4.2.0 Content pumping, and conveyance of water;
4.2.1 Land preparation c) describe water treatment and
• Definition explain its importance
• Importance d) define irrigation
4.2.2 Operations in land preparation e) explain the importance of irrigation
• Clearing land before cultivation f) describe methods of irrigating land
- Importance(include clearing as a g) list the equipment used in irrigation
method of land reclamation) h) grow a crop through irrigation
- Methods and equipment i) carry out maintenance on irrigation
equipment and facilities
• Primary cultivation j) define drainage
- Definition and importance k) explain the importance of drainage
- Timing l) describe the methods of drainage
- Choice of tools and implements m) explain how agricultural activities
pollute water and how this can be
• Secondary cultivation prevented
- Definition and importance n) demonstrate an appreciation for
- Number of operations clean water in farming and life in
- Correct tools and implements general.
for different operations
- Relating final tilth to the 5.2.0 Content
intended planting material 5.2.1 Water supply
• Sources of water
• Tertiary operations • Collection and storage of water
- Ridging • Pumps and pumping
- Rolling • Conveyance of water
- Levelling - Piping: - types of pipes
- Choice of pipes
Note: for each type: - Canals
- give reasons - Transportation in containers
- explain how it is carried out
• Sub-soiling • Water treatment
- Meaning - Meaning
- Importance - Methods
- Equipment used - Importance
• Uses of water on the farm
100
5.2.2 Irrigation 6.2.0 Content
• Definition 6.2.1 Soil fertility
• Importance (include irrigation as • Definition
a method of land reclamation) • How soil loses fertility
• Methods • Maintenance of soil fertility
- surface
- sub-surface 6.2.2 Organic Manures
- overhead • organic matter and humus
- drip • importance of organic matter in
the soil
Note: advantages and • types of organic manures
disadvantages of each - Green manure
• Maintenance practices of each - Farm-yard manure
irrigation system - Compost manure
5.2.3 Project on crop production through
any method of irrigation Note: For each type, describe its
5.2.4 Drainage preparation, advantages and
• Definition disadvantages and use
• Importance (include as a method
of land reclamation) 6.2.3 Compost manure:
• Methods of drainage • Meaning
- Surface • Materials used and materials to
- Sub-surface avoid
- Pumping • Preparation methods and procedure
- Planting of appropriate trees - Heap
5.2.5 Water Pollution - Pit
• Meaning
• Agricultural practices that pollute
water 7.0.0 LIVESTOCK PRODUCTION I
• Methods of pollution prevention (COMMON BREEDS) (7 lessons)
and control
SOIL FERTILITY I should be able to:
(ORGANIC MANURES) (6 lessons) a) name various livestock species
b) define the terms livestock, breed
6.1.0 Specific objectives and type
By the end of the topic, the learner c) describe the various breed
should be able to: characteristics
a) define soil fertility d) state the origin of various livestock
b) explain how soil fertility can be breeds
maintained e) classify the various breeds into
c) describe how soil loses fertility types
d) define and distinguish organic f) name the external parts of the
matter, manure and humus various livestock species
e) explain the importance of organic g) demonstrate an appreciation of the
matter in the soil socio-economic value of livestock.
f) describe the different organic
manures
g) prepare compost manure;
h) demonstrate a caring attitude
towards soil.
101
7.2.1 Importance of livestock 8.2.1 Definition
72.2 Livestock species • Economics
• Cattle • Agricultural Economics
- Exotic
- Indigenous 8.2.2 Basic concepts of economics
• Goats • Scarcity
• Sheep • Preferences and choice
• Pigs • Opportunity cost
• Poultry (chicken)
• Rabbits 8.2.3 Uses of farm records
• Camels
8.2.4 Types of farm records
Discuss each under the following: • Breeding
• Breed origin and characteristics • Feeding
• Type of each breed • Production
• External parts of each livestock • Health
species • Field operations
• Typical conformation • Inventory
• Labour
7.2.3 Terms used to describe livestock • Marketing
in different species by age, sex
and use.
8.0.0 AGRICULTURAL ECONOMICS I

(BASIC CONCEPTS AND
FARM RECORDS) (7 lessons)

should be able to:
a) define economics and agricultural
economics
b) explain basic concepts of
economics
c) describe the importance of
agricultural economics
d) explain the importance of farm
records
e) describe the different types of farm
records
f) keep farm records.
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FORM TWO
9.0.0 SOIL FERTILITY II 9.2.4 Soil testing

(INORGANIC FERTILIZERS) • Meaning
(12 lessons) • Importance
• Testing for pH
9.1.0 Specific Objectives • How soil pH affects crop production
By the end of the topic, the learner Note: Learners to make a table
should be able to: showing optimum pH range for various
a) list the essential elements crops with the help of the teacher.
b) classify the essential elements
c) state the role of each macro- 10.0.0 CROP PRODUCTION II
nutrient (PLANTING)
d) describe the deficiency
symptoms of the macro-nutrients 10.1.0 Specific objectives
e) identify and classify fertilizers By the end of the topic, the learner
f) describe the properties of various should be able to:
fertilizers a) state the correct planting materials
g) describe soil sampling and testing for various crops
procedures b) select and prepare planting
h) use appropriate methods of fertilizer materials
application c) determine the optimum time of
i ) calculate fertilizer application rates planting
j) explain how soil acidity and d) state the factors which determine
alkalinity affect crop production. the depth of planting
e) describe the planting procedures for
9.2.0 Content different crops
9.2.1 Essential elements f) state the factors that determine seed
• Macro-nutrients rate, spacing and plant population
- carbon hydrogen and oxygen g) calculate plant population
- fertilizer elements(N.P.K) h) demonstrate an appreciation for
- liming elements (Ca, Mg, S) economical use of land.
• Role of macro-nutrients in plant
growth 10.2.0 Content
• Deficiency symptoms of macro- 10.2.1 Types of planting materials
nutrients in crops • Seeds
• Micronutrients - Description
- Advantages
9.2.2 Inorganic fertilizers - Disadvantages
• Classification of fertilizers • Vegetative materials
• Identification of fertilizers - Description
• Properties of fertilizers - Advantages
• Methods of fertilizer application - Disadvantages
• Determination of fertilizer rates • Plant parts used for vegetative
propagation
9.2.3 Soil sampling - Slips
• Meaning - Splits
• Soil sampling methods and - Bulbils
procedures - Crowns
• Sites to avoid - Suckers
• Preparation and Procedure of - Tubers
sending soil for testing - Vines
- Cuttings and setts
10.2.2 Selection of planting materials
103
• Suitability to ecological 11.0.0 CROP PRODUCTION III
conditions (use maize hybrids (NURSERY PRACTICES)
and coffee varieties as examples) (16 lessons)
• Purity
• Germination percentage 11.1.0 Specific objectives
• Certified seeds By the end of the topic, the learner
should be able to:
10.2.3 Preparation of planting materials a) describe a nursery bed
• Breaking dormancy b) distinguish between a nursery bed,
• Disease and pest control/seed a seedling bed and a seed bed
dressing c) state the importance of a nursery
• Seed innoculation bed
• Chitting d) select a suitable site for a nursery
e) prepare a nursery bed
Note: Give appropriate crop for each f) manage a nursery bed
Practice g) transplant crops from a nursery
h) bud a seedling
10.2.4 Planting i) graft a seedling
• Timing j) explain the importance of budding,
- Factors to consider grafting, layering and tissue culture
- Advantages of timely planting k) describe damage caused by animals
• Methods of planting on tree seedlings and how to
- Broadcasting prevent it.
- Row planting
- Oversowing (refer to pastures) 11.2.0 Content
- Undersowing 11.2.1 Nursery bed
• Definition
Note: Give appropriate crop for • Difference between a nursery
each method bed, seedling bed and a seed bed
• Importance
10.2.5 Plant population • Site selection
• spacing • Nursery establishment
- factors to consider i) Vegetable nursery
• seedrates ii) Tree nursery
- factors to consider iii) Vegetative propagation
• calculation of plant population nursery (tea as an example)
per unit area. - use of sleeves and other
innovations for growing
10.2.6 Depth of planting young plants
• factors to consider - making and using seedling
boxes for growing young
Note: Learners should: plants
- carry out the above practices - preparation of rooting
- develop a table showing spacing for medium
different local crops - preparation of cuttings
11.2.2 Routine management in raising

• seedlings
• Seed drilling
• Mulching
• Watering
• Shading
• Pricking out
• Hardening off
• Weed control
• Pest control
104
• Disease control
11.2.3 Budding
• Meaning
• Methods and procedure 12.0.0 CROP PRODUCTION IV
• Appropriate plants (FIELD PRACTICES) (14 lessons)
• Appropriate tools and materials
Note: Learners to practice budding of By the end of the topic, the learner
orange scions on lemon root-stocks or should be able to:
other appropriate plants. a) define crop rotation
b) state the importance of crop
11.2.4 Grafting rotation
• Meaning c) draw a crop rotation programme
• Methods and procedure d) distinguish terms used in crop
• Appropriate plants farming
• Appropriate tools and materials e) state the importance of mulching in
crop production
Note: Learners to practice grafting on f) describe the importance of various
appropriate fruit trees field practices in crop production
g) carry out various field practices
11.2.5 Importance of budding and grafting h) state the correct stage for
11.2.6 Layering harvesting various crops
• Methods i) describe harvesting practices for
• Importance various crops.
• Appropriate crops/plants for
layering 12.2.0 Content
• Materials used in layering 12.2.1 Crop rotation
• Definition
11.2.7 Tissue culture for crop propagation • Importance
• Factors influencing crop rotation
11.2.8 Transplanting of vegetable seedlings • Rotational programmes
from nursery to seedbed 12.2.2 Terms used in crop production
• Timing • Monocropping
• Procedure and precautions • Intercropping
• Mixed cropping
11.2.9 Transplanting of tree seedlings 12.2.3 Mulching
• Timing • Meaning
• Digging appropriate holes • Importance
• Planting including firming and • Types of mulching materials
watering - organic
• Protecting the seedlings after - inorganic
transplanting • Advantages and disadvantages
- Shading of mulching materials
- Damage caused by animals on tree
seedlings and how to prevent it. 12.2.4 Routine field practices
• Thinning
• Rogueing
• Gapping
• Training/staking/propping
• Pruning:
i) Tea - table formation
and maintenance
ii) Coffee
- single and multiple stem.
- capping
- de-suckering
105
- changing cycles • Cabbages/kales
(iii) Banana stool management. Note:

(iv) Pyrethrum - Each student should grow at
- cutting back least one of the above crops
• Earthing up keeping all the necessary records
• Crop protection: - The teacher should organise the class
- Weed control in such a way that there are students
- Pests and disease control growing each of the crops
(see unit 22 and 23) - Class discussions should be
organised so that students tell
Note: Study each of the above under and demonstrate to each other
- Importance their work in the different
- Timing vegetable crops. Discussion
- Appropriate crops may be held at the crop plots for
students to observe.
12.2.5 Harvesting - The teacher may organise common
• Stage and timing of harvesting nurseries for students growing
• Methods of harvesting tomatoes, cabbages/kales and
• Precautions during harvesting onions. However, all students
should actively participate in all
12.2.6 Post - harvest practices: nursery establishment and
• Threshing/shelling management practices.
• Drying - Topics 12.00 and 13.00 may be
• Cleaning carried out concurrently as theory
• Sorting and grading and practical
• Dusting
• Packaging
14.0.0 LIVESTOCK HEALTH I
12.2.7 Storage (INTRODUCTION TO LIVESTOCK
• Importance HEALTH) (8 lessons)
• Types of storage
• Preparation of store 14.1.0 Specific objectives
should be able to:
13.0.0 CROP PRODUCTION V a) define health and disease
(VEGETABLES) (16 lessons) b) describe signs of sickness in
animals
13.1.0 Specific objectives c) state the predisposing factors of
By the end of the topic, the learner livestock diseases
should be able to: d) categorize animal diseases;
a) grow a vegetable crop from nursery e) carry out disease control practices
establishment to harvesting f) state the importance of
b) keep crop production records maintaining livestock healthy
c) market farm produce g) demonstrate a caring attitude
d) demonstrate an appreciation of towards livestock.
agriculture as an economically
lucrative activity. 14.2.0 Content
14.2.1 Health and disease
13.2.0 Content • Definitions
13.2.1 Vegetable crops • Importance of keeping livestock
• Tomatoes - use varieties that healthy
require pruning and staking. • Pre-disposing factors of
• Carrots livestock diseases
• Onions • Signs of ill -health in livestock
106
14.2.2 Classification of livestock diseases Note: Indicate whether soft or
by cause hard tick
14.2.3 General methods of disease control • State methods of parasite
14.2.4 Appropriate methods of handling control giving appropriate
livestock example of a parasite for each
method.
15.0.0 LIVESTOCK HEALTH II
(PARASITES) (16 Lessons) 16.0.0 LIVESTOCK PRODUCTION II
(NUTRITION) (12 Lessons)
By the end of the topic, the learner 16.1.0 Specific objectives
e) describe host-parasite relationship should be able to:
f) identify different parasites a) identify and classify livestock feeds
g) describe the life-cycle of parasites b) describe digestion and digestive
h) explain methods of parasite control systems of cattle, pig and poultry
in livestock. c) define terms used to express feed
values
15.2.0 Content d) compute a livestock ration
15.2.1 Host - parasite relationship e) prepare balanced ration for various
• effects of parasites on hosts livestock
f) demonstrate a caring attitude
15.2.2 External parasites towards livestock.
• Ticks
• Tsetseflies 16.2.0 Content
• Mites 16.2.1 Livestock nutrition
• Lice • Feeds and Feeding
• Fleas - Identification
• Keds - classification of feeds
- Terms used in expressing
15.2.3 Internal parasites feed values
• Roundworms (Ascaris spp) - Computation of livestock rations
• Tapeworms (Taenia spp) - Preparation of livestock rations
• Flukes (Fasciola spp)
Note: • Digestive systems.
• The parasites in 15.2.2 and 15.2.3 - Ruminant cattle
should be studied under the - Non-ruminant (pig and poultry)
following:-
i) Identification • Digestion in cattle, pig and poultry
ii) Livestock species attacked
iii) Part(s) of livestock attacked or 16.2.2 Appropriate livestock handling
inhabited and mode of feeding techniques while feeding
iv) Signs and symptoms of attack
• Describe the life cycles of the

following:
i) Roundworm (ascaris spp.)
ii) Tapeworm (Taenia spp.)
iii) Liver Fluke (Fasciola spp.)
iv) Ticks, appropriate examples of:
- one - host
- two - host
- three - host
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FORM THREE
17.0.0 LIVESTOCK PRODUCTION III 17.2.4 Signs of heat in:

(SELECTION AND BREEDING) • Cattle
(12 lessons) • Pigs
• Rabbits
17.1.0 Specific objectives Note: Study the oestrus cycle of
By the end of the topic the learner each of the above
should be able to:
a) describe reproduction 17.2.5 Methods of service in livestock
b) describe reproductive systems, • Natural mating
c) select breeding stock • Artificial insemination
d) describe breeding systems • Embryo transplant
e) identify signs of heat in livestock Note: Discuss advantages and
f) describe methods used in serving disadvantages of each.
livestock
g) demonstrate a caring attitude 17.1.6 Signs of parturition
towards livestock • Cattle
• Pigs
17.2.0 Content • Rabbits
17.2.1 Reproduction and reproductive systems. Note: Learners to handle livestock in
• Cattle appropriate caring manner.
• Poultry
17.2.2 Selection:
• meaning 18.0.0 LIVESTOCK PRODUCTION IV
• Factors to consider in selecting a (LIVESTOCK REARING
breeding stock PRACTICES) (10 lessons)
- Catttle
- Sheep 18.1.0 Specific Objectives
- Goats By the end of the topic the learner
- Pigs should be able to:
- Camels a) describe livestock rearing practices
• Methods of selection b) carry out livestock rearing practices
- mass selection c) demonstrate a caring attitude
- contemporary comparison towards livestock.
- progeny testing
18.2.0 Content
17.2.3 Breeding 18.2.1 Routine livestock rearing practices
• Meaning • Feeding practices
• Terms used in breeding - Flushing
- Dorminant and recessive genes - Steaming up
- Heterosis(hybrid vigour) - Creep feeding
- Epistasis • Parasites and Disease control
practices
• Breeding systems - Vaccination
- Cross-breeding - Deworming
- Up-grading - Hoof trimming
- Inbreeding - Docking
- Line breeding - Dipping/spraying
- Out-crossing - Dusting
Note: Discuss under the headings:
- Definition
- Advantages
- Disadvantages
108
f) construct and maintain farm
• Breeding practices structures.
- Crutching
- Tupping and serving 19.2.0 Content
- Raddling 19.2.1 Farm buildings and structures
- Ringing • Siting
• Identification • Parts of a building
• Debeaking - Foundation
• Tooth clipping - Wall
• Culling: Describe general - Roof
methods and carry out 19.2.2 Livestock buildings and structures
practicals on: • Crushes
- Cattle • Dips
- Poultry • Spray race
• Dehorning • Dairy shed/parlour
• Shearing • Calf pens
• Castration • Poultry houses and structures
- open - Deep litter
- closed - Coops
- caponization - Folds/Arks
• Management during paturation:- - Runs
- Pigs - Battery cages
- Cattle • Rabbit hutches/Rabbitry
- Sheep • Piggery/pig sty
- Goats • Fish ponds
- Rabbits • Silos (for silage)
18.2.2 Bee Keeping (Apiculture) • Zero grazing unit
• Importance • Bee hives
• Colony 19.2.3 Farm stores
• Siting of the apiary and hive • Feed
• Stocking the bee hive • Farm produce
• Management: • Chemical
- Feeding • Machinery
- Predator and pest control • Tools
• Honey harvesting and processing 19.2.4 Green house
18.2.3 Fish Farming (aquaculture) • Meaning
• Importance • Construction materials
• Types of fish kept in farm ponds • uses
• Management 19.2.5 Fences in the farm
• Harvesting • Types of fences and materials
• Processing and preservation used
18.2.4 Appropriate handling of livestock • Uses - advantages and disadvantages
during routine management • Gates and passes in fences
• Fence reinforcements
19.0.0 FARM STRUCTURES (18 Lessons) Note

- Construct either of the
19.1.0 Specific Objectives following structures:
By the end of this topic, the learner i) a crush
should be able to: ii) a beehive
a) describe parts of a building iii) a hutch
b) identify materials for construction - Visit nearby construction sites
e) describe various farm structures for observation.
and their uses
f) describe sitting of various
structures
109
20.0.0 AGRICULTURAL ECONOMICS II 21.2.0 Content
(LAND TENURE AND LAND 21.2.1 Soil erosion
REFORM) (8 Lessons) • Definition
• Factors influencing erosion -
20.1.0 Specific objectives - Land use and ground cover
By the end of the topic, the learner - Topography - gradient and length
should be able to: of slope (horizontal and vertical
a) define the term tenure intervals)
b) describe tenure systems - Soil type and condition
c) describe land reforms. (Erodability)
- Rainfall intensity (Erosivity)
20.2.0 Content • Agents of erosion
20.2.1 Land tenure - Water
• definition - Wind
• tenure systems - Human beings
(i) individual - Animals
- Types • Types of erosion
- Advantages and disadvantages i) Splash/rain drop
(ii) collective ii) Sheet
- Description iii) Rill
- Advantages iv) Gully
- Disadvantages - gully formation
20.2.2 Land reforms - types of gullies
• Definition v) River bank
• Types of reform and reasons vi) Solifluction
for each vii) Landslides
- Fragmentation • Soil erosion control
- Consolidation (i) Biological/cultural control
- Adjudication - Grass strips
- Registration (Emphasise the - Cover crops
importance of a title deed) - Grassed waterways
- Settlement and resettlement - Contour farming and strip
cropping
21.0.0 SOIL AND WATER - Mulching
CONSERVATION (19 Lessons) - Afforestation/forestation
(ii) Physical/structural controls
21.1.0 Specific objectives - Stone lines
By the end of the topic, the learner - Filters /strip
should be able to: - Trashlines
a) define soil erosion - Terraces - level, graded,
b) explain the various factors that broad based narrow-
influence erosion based. bench, fanya
c) list the agents of erosion juu, fanya chini.
d) describe the various types of erosion - Bunds
e) describe various methods of erosion - Cut-off - drains/Diversion
control ditches
f) demonstrate a caring attitude towards - Gabions/porous dams
soil and water - Ridging
g) carry out soil erosion control
measures
h) describe water harvesting and
conservation techniques
i) describe micro-catchments and their
uses.
j) design and construct a micro-
catchment .
110
21.2.2 Water harvesting be studied)
• Roof catchment 22.2.2 Weed control methods
• Rock catchment • Chemical weed control:
• Weirs and dams - Classes of herbicides
• Ponds - Methods of application
• Retention ditches/Level terraces - Safety measures in use
of chemicals
21.2.3 Micro-catchments • Mechanical weed control
• Types • Cultural weed control
• Laying out and construction • Biological weed control
methods • Legislative control
• Uses
Note 23.0.0 CROP PESTS AND DISEASES

- A local soil conservation officer to be (14 lessons)
contacted for necessary tools and
demonstration of skills in 23.1.0 Specific objectives
establishing level and graded terraces By the end of the topic, the learner
- Learners to practice using leveling should be able to:
boards, line and spirit level to a) define pest and disease
develop conservation structures. b) state the main causes of crop
- Learners to carry out soil and water diseases
conservation work in and or out of c) describe the harmful effects of crop
school wherever appropriate pests and diseases
d) identify and classify some of the
common pests and diseases
22.0.0 WEEDS AND WEED CONTROL e) carry out general disease and pest
(15 lessons) control measures
f) demonstrate a caring attitude
22.1.0 Specific objectives towards the environment while
By the end of the topic, the learner controlling pests and diseases.
should be able to:
a) define a weed 23.2.0 Content
b) identify weeds 23.2.1 Pests
c) classify weeds • Definition
d) explain the characteristics which • Classification of pests:
make the weeds competitive - Mode of feeding
e) describe ways of controlling weeds - Crops attacked
f) state harmful effects of weeds - Stage of growth of crop attacked
g) control weeds - Field and storage
h) exercise safety measures to oneself, pests
to crops and to the environment • Identification of common pests
while controlling weeds. • Harmful effects of pests
• Pest control measures.
22.2.0 Contents 23.2.2 Diseases:
22.2.1 Weeds • Definition
• Definition of weed • Classification of diseases
• Weed identification and according to cause
classification • Identification of common diseases
• Competitive ability of weeds • Disease control
(Appropriate examples for each • Harmful effects of diseases
ability) • Disease control measures
• Harmful effects of weeds (see appendices III and IV for
(appropriate examples for pests and diseases to be studied)
each effect)
(See Appendix II for weeds to
111
Note: Remind learners of safety in Note:
mixing, using and storing of chemicals Compare cost of production with value
including container disposal as in unit of product for maize/sorghum/millet
22.00) and beans
24.0.0 CROP PRODUCTION VI Discuss why there is a loss or a

(FIELD PRACTICES II) (17 Lessons) profit and improvement needed.
24.1.0 Specific objectives 25.0.0 FORAGE CROPS (9 Lessons)

should be able to: 25.1.0 Specific objectives
a) describe management practices in By the end of the topic, the learner
crop production should be able to:
b) carry out management practices for a) define and classify pastures
a given crop b) identify forage crops
c) demonstrate an appreciation of c) describe the ecological
agriculture as an economically requirements of forage crops
lucrative activity. d) describe the establishment and
management of pastures and fodder
24.2.0 Content e) describe forage utilization and
24.2.1 Production of : conservation.
• Maize/millet/sorghum
• Beans 25.2.0 Content
25.2.1 Pastures
Discuss under the following:- • Definition
• Meaning of hybrids, composites • Classification
and cultivars • Establishment
• Selecting best hybrids, composites • Management
or cultivars for a given climatic 25.2.2 Utilization
region. • Grazing systems
• Raising of a maize/sorghum/millet - Rotational
and bean crop from seed bed - Herding
preparation to harvesting • Zero grazing
• Keeping records in production
of maize/sorghum/millet and beans 25.2.3 Fodder crops
• Napier/bana grass
24.2.2 Rice production • Guatemala grass
• Land preparation • Sorghum
• Water control • Kale
• Use of flooding in rice field • Edible cana
• Fertilizer application • Lucerne
• Weed control • Clovers
• Desmodium
24.2.3 Harvesting of the following crops • Manigolds
• Cotton • Agroforestry trees/bushes used
• Pyrethrum as fodder
• Sugarcane
• Tea Under the following:
• Coffee - Ecological requirements
- Establishment and management
Under the following - Production per unit area
• Stage of harvesting - Utilization
• Method and procedure of harvesting
• Precautions in harvesting
112
25.2.4 Forage conservation 26.2.3 Viral diseases
• Hay making • Rinderpest
• Silage making • Foot and mouth
• Standing hay • Newcastle
• Fowl pox
26.0.0 LIVESTOCK HEALTH III • Gumboro
(DISEASES) (20 Lessons) • African Swine fever
26.1.0 Specific objectives 26.2.4 Nutritional diseases

By the end of the topic, the learner • Milk fever
should be able to: • Bloat
a) describe causes and vectors of main
livestock diseases The above diseases should be studied
b) state the incubation period of the under the following:
livestock diseases • Animal species attacked
c) describe the signs of each disease • Cause/causal organism/agent
d) state the predisposing factors where and or vector
applicable • Predisposing factors(where
e) carry out simple control measures of applicable)
livestock diseases • Incubation period (where
f) demonstrate a caring attitude towards applicable)
livestock. • Signs and symptoms of disease
• Simple control measures of the
26.2.0 Content diseases
26.2.1 Protozoan diseases
• East coast fever Note
• Anaplasmosis - Learners to exercise care and use
• Coccidiosis appropriate livestock handling
• Trypanosomiasis(Nagana) practices
26.2.2 Bacterial diseases - Exercise care not to pollute the

• Fowl typhoid environment with chemicals
• Foot rot
• Contagious
abortion(Brucellosis)
• Scours
• Black quarter
• Mastitis
• Anthrax
• Pneumonia
113
FORM FOUR
27.0.0 LIVESTOCK 27.2.4 Brooding
PRODUCTION V (POULTRY) • Meaning
(25 Lessons) • Natural brooding
• Artificial brooding
27.1.0 Specific objectives - Brooder and brooder
By the end of the topic, the learner management
should be able to: - Conditions
a) identify parts of an egg - Equipment
b) select eggs for incubation - Management of:-
c) identify suitable sources of i) layers
chicks ii) broilers
d) describe broodiness and natural
brooding 27.2.5 Rearing systems
e) describe brooder and brooder • Extensive
management - Free range
f) describe conditions necessary for • Semi - intensive
artificial incubation - Fold system
g) describe rearing systems • Intensive
h) describe the feeding for each age - Deep litter
and category of poultry - Battery cage system
i) identify stress and vices Note: Include advantages
j) state the causes of stress and and disadvantages of each
vices in poultry system.
k) state the effects of vices and
stress in poultry 27.2.6 Chicken feeding
l) state control measures of • Broilers
vices and stress • Layers
m) describe marketing of eggs
and poultry meat 27.2.7 Stress and vices in chicken.
n) select sort and grade eggs for • Identification
marketing • Causes
o) demonstrate an appreciation • Control
of poultry production as an
economically lucrative activity. 27.2.8 Marketing
• eggs - include, grading of
27.2.0 Content eggs for marketing
27.2.1 Parts of an egg • meat
27.2.2 Incubation
• Meaning Note: Learners to exercise care and use
• Selection of eggs for incubation appropriate methods while handling
• Natural incubation poultry
- Signs of broodiness in poultry
- Preparation and management of
natural incubation
• Artificial incubation
- Management of the incubator
27.2.3 Sources of chicks
114
28.0.0 LIVESTOCK PRODUCTION VI 29.0.0 FARM POWER AND MACHINERY
(CATTLE) (16 Lessons) (18 Lessons)
28.1.0 Specific objectives 29.1.0 Specific objectives

By the end of the topic, the By the end of the topic the learner
learner should be able to: should be able to:
a) raise young stock f) describe various sources of
b) demonstrate a caring power in the farm
attitude towards livestock g) describe various systems of a
c) describe milk by its tractor
components h) describe the various tractor
d) describe milk secretion and implements, their uses and
let - down maintenance
e) milk using correct i) describe the various animal drawn
procedure and technique implements, their uses and
f) describe marketing of beef maintenance
cattle and milk j) describe tractor service and
g) Demonstrate an appreciation maintenance practices.
of cattle production as an
economically lucrative activity. 29.2.0 Content
29.2.1 Sources of power in the farm
28.2.0 Content • Human
28.2.1 Raising young stock • Animal
• Feeding • Wind
• Weaning • Water
• Housing • Biomas
• Routine practices (see unit 18) - Wood/charcoal
- Biogas
28.2.2 Milk and Milking • Fossil fuel
• Milk composition - Coal
• Milk secretion and let down - Petroleum
• Clean milk production - Natural gas
- Equipment and materials • Electrical
(include milking machine) - Hydro
- Cleanliness of the milkman / - Geothermal
milkwoman - Nuclear
- Milking procedure (by hand and - Storage battery
by machine • Solar
- Milking techniques 29.2.2 Tractor Engine
• Dry cow therapy • Four stroke cycle engine
- diesel
28.2.3 Marketing of milk - petrol
• Two stroke cycle engine
28.2.4 Marketing beef cattle 29.2.3 Systems of the tractor
Note: Learners to exercise care and • Fuel system
use appropriate methods in handling • Electrical
livestock • Ignition
• Cooling
• Lubrication
• Transmission
- Clutch
- Gears
- Differential
- Final Drive
115
29.2.4 Tractor service maintenance 30.0.0 AGRICULTURAL
29.2.5 Tractor drawn implements, their ECONOMICS III (PRODUCTION
uses and maintenance. ECONOMICS) (20 Lessons)
• Attachment methods
i) One point hitch 30.1.0 Specific objectives
- draw bar By the end of the topic, the learner
ii) Three point hitch should be able to:
- hydraulic a) explain various parameters
iii) Power take off (P.T.O) of national development
• Implements b) relate national development
i) Trailer to agricultural production
ii) Disc plough c) state the factors of production
iii) Mouldboard plough and explain how each affects
iv) Harrows production
- disc d) describe how the law of
plain diminishing returns relates to
notched agricultural production
- spike tooth e) describe agricultural planning
- spring tined and budgeting in a farm business
v) Sub - soilers f) state sources of agricultural
vi) Ridgers support services
• Rotary tillers g) describe risks and uncertainities
• Mowers in farming
- Gyro h) explain ways of adjusting to
- Reciprocating risks and uncertainities.
• Planters and seeders
• Cultivators/weeders 30.2.0 Content
• Sprayers 30.2.1 National income
• Harvesting machines • Household - firm relationship
- grain • Gross Domestic product (GDP)
- root crops • Gross National Product (GNP)
- forage • Per Capita Income
• Shellers • Contribution of agriculture to
national development
29.2.6 Animal drawn implements, uses 30.2.2 Factors of production
and maintenance • Land
• Ploughs - Definition
• Carts - Methods of acquisition
• Ridgers • Labour
- Definition
Note : Teacher should use local - Types
resources and diagrams. The school - Measures of labour
does not need to have tractor, tractor - Ways of increasing
drawn implements, animals and animal labour efficiency
drawn implements. • Capital
- Definition
- Types
- Sources
• Management
- Definition
- Role of a farm manager
Note: Emphasize that by law, a
Kenyan can acquire land, settle,
invest capital or work anywhere
within the country.
116
30.2.3 Production function. • Books of Accounts
• Increasing returns - Ledger
• Constant returns - Journal
• Decreasing returns - Inventory
30.2.4 Economic laws and principle - Cash book
• The law of diminishing returns
• The law of substitution 31.2.2 Financial statements
• The law of equimarginal returns • Cash analysis
• Principle of profit maximization • Balance sheet
30.2.5 Farm planning • Profit and loss account
• meaning
• factors to consider 32.0.0 AGRICULTURAL ECONOMICS V
• steps (AGRICULTURAL MARKETING
30.2.6 Farm budgeting AND ORGANISATIONS)
• Definition (10 Lessons)
• Importance
• Types 32.1.0 Specific objectives
- Partial By the end of the topic, the learner
- Complete should be able to:
define market and marketing
30.2.7 Agricultural services available to describe the various types of
the farmer markets
describe how the law of
30.2.8 Risks and uncertainties in farming supply and demand affects the
• Meaning prices of agricultural products
• Common risks and uncertainties state various marketing functions,
• Ways of adjusting agents and institutions
identify problems in marketing of
agricultural products
31.0.0 AGRICULTURAL ECONOMICS IV list various agricultural
(FARM ACCOUNTS) (10 Lessons) organizations
describe the role of each of
31.1.0 Specific objectives the agricultural organizations.
a) state the importance of farm 32.2.1 Market and marketing
accounts 32.2.2 Types of markets
b) distinguish and describe the 32.2.3 Demand, supply and price theory
various financial documents 32.2.4 Marketing functions
and their uses 32.2.5 Problems of marketing agricultural
c) prepare and analyse financial products and possible solutions
statements 32.2.6 Marketing boards, agents and
d) identify various books of institutions
accounts and their uses. 32.2.7 Co-operatives
• Formation
31.2.0 Content • Functions
31.2.1 Financial documents and books 32.2.8 Associations and unions
of accounts • Agricultural society of Kenya
• Financial documents (ASK)
- Invoices • Young Farmers Clubs (YFC)
- Statements • Kenya National Farmers Union
- Receipts (KNFU)
- Delivery notes • Agricultural based Women groups.
- Purchase orders
117
33.0.0 AGROFORESTRY (10 Lessons) 33.2.4 Tree nursery
• types of nurseries
33.1.0 Specific objectives • seed collection and preparation
By the end of the topic, the learner • nursery management
should be able to: • transplanting
j) define agroforestry
k) state the importance of agroforestry Note: Refer to 11.00 nursery practices
l) describe various forms of
agroforestry 33.2.5 Care and management of trees
m) explain the importance of trees • Protection
n) select appropriate trees for • Pruning and training
different uses • Grafting old trees
o) describe tree nursery management
and transplanting 33.2.6 Agroforestry practices
p) explain routine tree management • Alley cropping
q) select appropriate sites for trees in • Multistory cropping
the farm and other areas • Woodlots in farms
r) describe various methods of tree
harvesting. 33.2.7 Sites for agroforestry trees
• Boundaries
33.2.0 Content • River banks
33.2.1 Definition of agroforestry • Terraces
• forms of agroforestry • Slopes
• Homestead
33.2.2 Importance of agroforestry
33.2.8 Tree harvesting methods
33.2.3 Importance of trees and shrubs
• important trees and shrubs for
particular purposes
• Trees and shrubs to avoid at certain
sites and reasons
118
APPENDIX I - RESOURCES
A TOOLS AND EQUIPMENT TO BE STUDIED
1. GARDEN TOOLS AND EQUIPMENT TO BE STUIED
panga knap -sack sprayer

axe sprinkler
mattock/pick axe hose pipe
jembe/hoe garden shear
fork jembe pruning saw
spade pruning knife
wheelbarrow meter rule
watering can secateurs
spring balance garden trowel
rake garden fork
tape measure pruning - hook
soil auger levelling boards
2. LIVESTOCK PRODUCTION TOOLS AND EQUIPMENT
elastrator stir-up pump

burdizzo milk churn
syringes and needles strainer/sieve
thermometer rope
halter milking stool
hoof trimmer weighing balance
strip cup hot iron
trochar and canular teeth clipper
hard broom drenching gun
wool shears dosing gun
ear notcher bolus gun
bull ring and lead stick dehorning wire
bucket chaff cutter
3. WORKSHOP TOOLS AND EQUIPMENT
cross cut saw jack plane

tenon/back saw scrapper
coping saw try square
compass saw/key hole saw wood clamp
rip saw sash clamp
bow saw G-clamp
hack saw mallet
wood chisel soldering gun
cold chisel tin -snip
files and rasps claw hammer
wire brush paint brush
marking gauge ball -pein hammer
divider sledge hammer
centre punch wire strainer
spoke shave pliers
screw drivers brace and bits
spanners hand drills and bits
119
pipe wrench riveting machine
pipe cutter crow bar
levelling rod masons square
spirit level plumb bob
mason trowel
wood float metal float
meter rule shovel
B. WEEDS TO BE STUDIED
COMMON NAME BOTANICAL NAME

1. Black Jack Bidens pilosa
2. Mexican marigold Tagetes minuta
3. Oxalis/sorrel Oxalis species
4. Double thorn Oxygonum sinuatum
5. Thorn apple Datura stramonium
6. Couch grass Digitaria scalarum
7. Nut grass Cyperus rotundas
8. Wandering Jew Commelina bengalensis
9. Sow thistle Sonchus oleraceus
10. Devil‟s horsewhip Achranthes aspera
11. Macdonaldi/gallant soldier Gallinsoga parviflora
12. Sodom apple Solanum incanum
13. Black nightshade Solanuim nigrum
14. Chinese lantern Nicandra physalodes
15. Bracken fern Pteridium aquillinum
16. Love grass/Bristly foxtail Seteria verticillata
17. Cleavers Gallium spurium
18. Stinging nettle Utica massaica
19. Fat hen/Goosefoot Chenopodium species
20. Rape Weed Brassica napus
21. Wild Oats Avena fatua
22. Lantana/Tick berry Lantana camara
23. Water hyacinth Eichhornial crassipes
24. Witchweed Striga hermonthica
25. Creeping indigo Indigofera spicata
120
C. CROP PESTS TO BE STUDIED 10. Birds - Weaver, Sudan dioch, Mouse
1. Armyworm bird
2. Cut worm 11. Rodents - Squirrels, Moles and Rats
3. Locust 12. Boll worms
4. Moths 13. Stainers
5. Fruitfly 14. Nematodes
6. Mealybug 15. Leaf miners
7. Thrips 16. Aphids
8. Beetles 17. Stalk borers
9. Weavils - field and store 18. Loopers
19. Scales
D. CROP DISEASE TO BE STUDIED

1. Maize streak
2. Smuts
3. Blasts
4. Leaf blight
5. Anthracnose
6. Rusts – in cereals and leaf rust in
coffee
7. Leaf spot
8. Blight –hallow, early and late
9 Panama disease
10. Cigar end rot
11. Mildew
12. Mosaic
13. Die back
14. Greening
15. Tristeza
16. Wilts –Fusarium and Bacterial
17. Black arm
18. Damping off
19. Coffee Berry Disease
20. Rosette
21. Ratoon stunting disease
22. Armilaria root-rot
121
APPENDIX II
2. They guide the teacher on the
EVALUATION methodology for example, if the task
It is important for the teacher to evaluate his is that the learner be able to explain
teaching and to assess learners performance. something, then the teacher may use
Both of these measurements can be carried out lecture or discussion method.
by determining the extent to which the intended
objectives have achieved by the end of each If the task is to prepare e.g. a nursery
topic. bed, then the methodology will be a
demonstration followed by a
At the beginning of each topic, a list of specific practical.
objectives is given. Note that, the stem of each
list of objectives says; 3 They guide on the method of
assessment i.e. if the task was to state,
“By the end of the topic, the learner should be then the learner should be asked to
able to:” perform a certain task. Each specific state but not to explain.
objective then starts with a verb which gives the
task that the learner should be able to perform by If on the other hand, the objective
the end of the topic. required learners to describe, the
question should read, describe but not
Such verbs include: demonstrate
- State
- Explain The teacher must therefore always get
- Describe the verb in the objective to ask the
- Relate question.
- Distinguish
- Prepare 4 They guide on the depth of coverage
- Carry out e.g. name the tick that carries ECF is
A good assessment therefore will attempt to shallower than describe the tick that
determine whether the learner is able to perform carries ECF.
the task expressed by the verb.
Therefore if the objective states that
The objectives are meant to serve certain the learner should be able to name,
purposes:- then description is not
called for.
1) They guide the teacher to determine
what the learner is expected to do. 5. The teacher is able to evaluate
In some cases when the objectives his/her teaching through assessment
are very specific they may demand of learners. The number of learners
the determination of extent to which able to perform the task(s) set out in
the learner is able to perform a task the objective(s) to a certain extent
eg the learner should be able to by the end of the specified
complete milking a cow within seven time that is end of topic, shows how
minutes from the beginning is effective the teaching has been. The
different from the learner “the results of such an evaluation can
learner will be able to milk a cow” help the teacher to determine what
changes are required in future
In the first objective, assessment will teaching such as, changes in:-
not only be on the ability to milk but - Teaching methods
also within what time. Grades may - Teaching resources
then be allocated for performance of - Time given per content area
the task and for the time it takes.
122
METHODS OF ASSESSMENT
It is recommended that the teacher carries out It is important for the teacher to understand that
continuous assessment. Since, the specific how a task is performed tells not only the
objectives state that learners will be able to competence gained but also the attitude with
perform certain task(s) by the end of the topic. which it is done.
Therefore, through the teacher may need to test
certain contents before the end of the topic, it is
important that a test is done at the end of each
topic. Mid-term, term and end year
examinations are also encouraged. Some
methods of testing are:
i) Oral for example for brainstorming on a

topic, exploring learners knowledge
of a new topic or as an indication to
the teacher whether the learners are
following the lesson.
ii) Short/written quizzes at the end of
the lesson or topic/short answer
questions.
iii) Written assignments/long answer
questions/essays
iv) Practical work - in class or field
v) Observation - this is used mostly of
assessing of psychomotor and affective
domain objectives
Observation will therefore include:

a) Degree of exactness in performance of a
task.
b) Creativity
c) Timeliness in completing a task and
reporting
d) Enthusiasism/keenness
e) Care in handling materials and tools
f) Care of the environment
g) Co-operation/teamwork spirit
h) Leadership/planning/organizational
abilities/responsibility/command/respect
vi) Practical projects for individuals or

groups
123
HOME SCIENCE
INTRODUCTION
Home science is an applied and integrated science which aims at improving the quality of life for the individual, the
family and the community.
This Home science syllabus incorporates subject areas such as health education foods, nutrition, textiles, clothing,
home care, maternal health-care and consumer education. Issues such as HIV/AIDS, STIs, drug misuse, sanitation
have been dealt with under health education. Gender responsiveness has also been addressed to encourage both male
and female learners to take the subject.
The syllabus has been formatted for uniform interpretation by teachers. In view of this, teachers are advised to use it as
a guide and to integrate content areas appropriately during lesson planning. Teachers are called upon to be creative
and improvise materials and equipment appropriately. Use of locally available resources and incorporation of the
electronic media are encouraged in the enhancement of the learning and teaching of Home Science. Information update
in all areas incorporated in this subject is essential.
Emphasis should be laid on economical use of resources through group practicals and, where possible, field visits
within the locality. Practical and written assignments should be given regularly so that the teacher can assess the
learners‟ mastery of content and acquisition of relevant skills.
The content has been reorganized and can be covered within the suggested number of lessons, however, flexibility is
acceptable. Teachers are advised to make use of the teachers guide in lesson preparation.
It is expected that this syllabus will adequately prepare learners for further education and training in a wide variety of
careers.
126
GENERAL OBJECTIVES
By the end of the course the learner should be able to:
1 adapt to environmental, social and economic changes
2 practice principles of good health with respect to self, others and the environment
3 manage and improvise resources
4 practice preventive and promotive health care strategies
5 develop artistic values in the selection, preparation and serving of food
6 preserve and store foods
7 appreciate foods from different communities
8 develop artistic values in clothing and interior design
9 select, use and care for different fabrics
10 develop skills in garment construction and soft furnishings
11 acquire knowledge in maternal child health care
12 acquire awareness of consumer education and be able to utilize it wisely
13 form a foundation for further education and training in various fields.
127
FORM ONE
1.0.0 INTRODUCTION TO 3.0.0 SAFETY IN THE HOME AND

HOME SCIENCE (2 Lessons) FIRST AID (9 Lessons)

a) define Home Science a) identify causes of common accidents
b) explain the importance of in the home
Home Science b) take appropriate measures to prevent
c) relate Home Science to various and manage common accidents
career opportunities. c) prepare and assemble items in a
1.2.0 Content First Aid kit
1.2.1 Definition of Home Science d) use medicine correctly
1.2.2 Importance of Home Science to: e) differentiate between misuse
· individual and abuse of medicine.
· family 3.2.0 Content
· nation 3.2.1 Common accidents in the home, their
1.2.3 Home Science as a basis for various causes, prevention and management
careers · burns and scalds
· cuts and bruises
2.0.0 PERSONAL HYGIENE (11 Lessons) · fractures and sprains
· suffocation and choking
2.1.0 Specific Objectives · foreign bodies in the eyes, ears and
By the end of the topic the learner nose
should be able to: · shock
a) practice principles of good · fainting
grooming · nose bleeding
b) choose and use cosmetics · drowning
appropriately · insect stings and bites
c) state changes in adolescence · snake bites
and relate them to personal · poisoning
hygiene 3.2.2 Assembling a First Aid kit
d) make correct choice, use and care 3.2.3 Medicine
for clothes and shoes. · basic instruction on using
medicine
2.2.0 Content · misuse and abuse
2.2.1 Good grooming:
· care of the body 4.0.0 HOUSING THE FAMILY(6 Lessons)
· ways of enhancing personal
appearance 4.1.0 Specific Objectives
· care of personal items - By the end of the topic the learner
handkerchiefs, combs, hair should be able to:
brushes, towels, tooth brushes, a) compare house designs in different
underwear communities
b) identify and relate locations of
2.2.2 Choice, use and misuse of cosmetics different areas in a house to their
2.2.3 Changes in adolescence functions
· physical c) explain different ways of providing
- personal hygiene family shelter
· emotional d) state and discuss factors to consider
· social when providing family shelter.
2.2.4 Choice, use and care of clothes and
shoes - leather and canvas shoes
128
4.2.0 Content 6.0.0 KITCHEN EQUIPMENT
4.2.1 Types of houses (8 Lessons)
· traditional houses
· modern houses 6.1.0 Specific Objectives
4.2.2 Essential areas and their placement By the end of the topic the learner
in a house should be able to:
4.2.3 Relationship between locations of a) identify, use and care for kitchen
different areas in a house and their equipment
functions b) exercise safety precautions when
4.2.4 Methods of providing family shelter handling kitchen equipment
4.2.11 Factors to consider when providing c) improvise kitchen equipment
family shelter. where necessary.
5.0.0 CARE OF THE HOME 6.2.0 Content

(12 Lessons) 6.2.1 Types of kitchen equipment and
their use
By the end of the topic the learner 6.2.2 Care of kitchen equipment
should be able to: · plastics
a) classify different types of dirt · metals
found in the home - stainless steel
b) choose, use and care for - aluminium
different types of cleaning - iron
materials and equipment - enamel
c) improvise cleaning materials · wood
and equipment · glass
d) practice methods of removing · earthenware
dirt from different surfaces · calabashes
e) practice cleaning different 6.2.3 Safety precautions when handling
areas in the home. kitchen equipment
6.2.4 Improvisation of kitchen equipment.
5.2.0 Content
5.2.1 Classification of dirt: 7.0.0 FOOD HYGIENE (9 Lessons)
· loose dirt
· fixed dirt 7.1.0 Specific Objectives
5.2.2 Choice, use and care of different By the end of the topic the learner
types of cleaning materials and should be able to:
equipment a) practice rules of food hygiene
5.2.3 Improvisation of cleaning b) explain the causes and prevention of
materials and equipment food spoilage and poisoning
5.2.4 Reasons for cleaning a house c) state the signs and symptoms of
5.2.5 Removing dirt from surfaces food poisoning
· sweeping d) store perishable and dry food
· dusting appropriately
· scrubbing e) treat water for drinking.
· suction
5.2.6 Daily, weekly and special cleaning 7.2.0 Content
of different areas in a house: 7.2.1 Kitchen and food hygiene
· sitting/living area 7.2.2 Food spoilage and poisoning
· sleeping area 7.2.3 Signs and symptoms of food poisoning
· sanitation area 72.4 Storage of perishable and dry foods
· storage area 7.2.5 Water treatment at home
· dining area · sedimentation
· cooking area · filtration
· boiling
· storage
129
8.0.0 METHODS OF COOKING 9.2.2 Properties of common textile fibres
(12 Lessons) · cotton
· linen
8.1.0 Specific Objectives · wool
By the end of the topic the learner · silk
should be able to: · viscose rayon
a) discuss reasons for cooking food · nylon
b) state general rules for different · acrylic
methods of cooking · polyester
c) state the advantages and 9.2.3 Physical identification of textile fibres.
disadvantages of different
methods of cooking
d) practice different methods of 10.0.0 SEWING TOOLS AND
cooking. EQUIPMENT (9 Lessons)

8.2.1 Reasons for cooking food By the end of the topic the learner
8.2.2 Methods of cooking should be able to:
· General rules a) choose, use and care for basic
· Advantages and disadvantages sewing tools and equipment
for each method: b) use and care for a sewing
i) Moist Methods machine.
· boiling
· steaming 10.2.0 Content
· frying 10.2.1 Choice, use and care for basic
· stewing sewing tools and equipment
ii) Dry Methods 10.2.2 Parts of a sewing machine and
· roasting their functions
· baking
9.0.0 TEXTILE FIBRES (9 Lessons) 11.0.0 STITCHES (12 Lessons)

a) classify textile fibres a) classify stitches
b) state properties of textile fibres b) work out different types of stitches.
c) identify types of textile fibres.
11.2.0 Content
9.2.0. Content 11.2.1 Classification of stitches
9.2.1 Classification of fibres · temporary
i) Natural fibres · permanent (joining, neatening
· animal (wool, silk) and decorative)
· plant (cotton, linen) 11.2.2 Different types of stitches
· mineral (asbestos) • temporary
ii) Man-made fibres i) tacking
· regenerated - even tacks
- viscose rayon - long and short
- acetate rayon - basting/diagonal tacks
· synthetic - tailor tacks
- polyamides (nylon) • permanent
- acrylonitrile (acrylic) - joining
- polyester (terylene) - neatening
· elastofibres (lycra) - decorative
130
FORM TWO
12.0.0 ENVIRONMENTAL 13.2.0 Content

HYGIENE (9 Lessons) 13.2.1 Types of laundry equipment used
for washing, drying, finishing and
12.1.0 Specific Objectives storage
By the end of the topic the learner should be 13.2.2 Choice, use and care for different
able to: laundry equipment.
a) define environmental hygiene
b) dispose refuse appropriately
c) describe the types of drainage and care 14.0.0 DETERGENTS AND
for them appropriately LAUNDRY AGENTS (6 Lessons)
d) explain dangers of poor sanitation 14.1.0 Specific Objectives
e) discuss causes, signs, symptoms and By the end of the topic the learner should be
prevention of common communicable able to:
diseases. a) distinguish between soap and soapless
detergents and their suitability to
12.2.0 Content various fabrics
12.2.1 Definition of environmental hygiene b) explain the difference between hard and
12.2.2 Disposal of household refuse soft water
· organic refuse c) soften hard water for laundry work
· inorganic refuse d) identify laundry agents.
· recycling
12.2.3 Drainage 14.2.0 Content
· types of drainage 14.2.1 Soap and soapless detergents
· care 14.2.2 Suitability of different detergents to
12.2.4 Sanitation various fabrics
· causes of poor sanitation 14.2.3 Hard and soft water
· dangers of poor sanitation 14.2.4 Soften hard water
· common communicable diseases 14.2.5 Other laundry agents
- typhoid · bleaches
- cholera · starch
- dysentery · laundry blue
- malaria · fabric conditioner
- bilharzia · salt
- scabies
- ringworms 15.0.0 LAUNDRY PROCESSES (1 Lesson)
- T.B. (Tuberculosis)
- worm infestation 15.1.0 Specific Objective
By the end of the topic the learner should
able to identify different laundry processes.
13.0.0 LAUNDRY EQUIPMENT
15.2.1 Laundry processes
13.1.0 Specific Objectives · repairing
By the end of the topic the learner · sorting
should be able to: · soaking/steeping
a) identify laundry equipment · washing
b) choose, use and care for · rinsing
different laundry equipment · drying
· finishing
· storage
131
16.0.0 REPAIR OF CLOTHES AND 18.0.0 SPECIAL TREATMENT IN
HOUSEHOLD ARTICLES LAUNDRYWORK (9 Lessons)
(6 Lessons)
16.1.0 Specific Objectives By the end of the topic the learner
By the end of the topic the learner should be able to:
should be able to: a) identity and remove stains
a) discuss the importance of repairing b) carry out special treatment in
clothes and household articles laundrywork.
b) differentiate wear and tear in clothes and
household articles 18.2.0 Content
c) repair wear and tear in clothes and 18.2.1 Stain Removal
household articles. · blood
· tea
16.2.0 Content · grass
16.2.1 Importance of timely repair of · oil
clothes and household articles · ink
16.2.2 Wear and tear · banana sap
16.2.3 Repair of clothes and household · chewing gum
articles · perspiration
· darning (holes, thin areas) 18.2.2 Other Special treatment in laundry work
· hanging hems · disinfecting
· gaping seams · fixing colour
· replacement of buttons · starching
· buttonhole repairs · blueing
· repair of belt loops · valeting
· patches (plain, print) · dry cleaning
· spotting and sponging
· fabric conditioning
17.0.0 LAUNDERING DIFFERENT
FABRICS ( 9 Lessons)
19.0.0 STORAGE OF CLOTHES AND
17.1.0 Specific Objective HOUSEHOLD ARTICLES
By the end of the topic, the learner should be (3 Lessons)
able to launder different fabrics
appropriately. 19.1.0 Specific Objectives
17.2.0 Content should be able to:
17.2.1 Laundering different fabrics a) store clothes and household articles;
· white and coloured cottons and b) improvise storage facilities for clothes
linens and household articles.
- knitted
- woven 19.2.0 Content
· woollens 19.2.1 Storage facilities
· silks 19.2.2 Methods of storing clothes and
· nylons household articles
· acrylics · folding
· viscose rayon‟s · hanging
· polyesters 19.2.3 Improvisation of storage facilities
17.2.2 Care labels
132
20.0.0 FOOD NUTRIENTS AND 21.0.0 SEAMS (9 Lessons)
NUTRITIONAL DISORDERS
(18 Lessons) 21.1.0 Specific Objectives
By the end of the topic the learner a) list commonly used seams
should be able to: b) make samples of commonly
a) classify food nutrients and their used seams
sources c) choose appropriate seams.
b) explain the functions of food
nutrients 21.2.0 Content
c) discuss the common nutritional 21.2.1 Definition of a seam
disorders, their signs, symptoms 21.2.2 Commonly used seams
and management · inconspicuous
d) discuss causes of malnutrition - open seam
e) explain principles of nutrient - French seam
conservation · conspicuous
f) state reason for food fortification. - overlaid seam
- double stitched seams
20.2.0 Content 21.2.3 Procedures of working commonly
20.2.1 Definitions of food, food nutrient, used seams
nutrition, balanced diet and 21.2.4 Choice of seams
malnutrition
20.2.2 Classification of nutrients and
their sources 22.0.0 PATTERNS AND GARMENT
20.2.3 Functions of nutrients in the body CONSTRUCTION (24 Lessons)
20.2.4 Causes of malnutrition
20.2.5 Common nutritional disorders, 22.1.0 Specific Objectives
their signs, symptoms and By the end of the topic the learner
management should be able to:
· kwashiorkor a) take body measurements
· marasmus b) identify pattern symbols and
· anaemia markings and their use
· scurvy c) draft and develop pattern pieces for
· goiter an apron
· rickets/osteomalacia d) lay out and transfer pattern
· beriberi symbols and markings on to the
· keratomalacia fabric correctly
· pellagra e) cut out and make the apron.
20.2.6 Nutritional disorders associated with 22.2.0 Content

lifestyles 22.2.1 Body measurements
· diabetes 22.2.2 Pattern symbols and markings
· gout 22.2.3 Drafting and developing patterns
· hypertension for an apron
· obesity · double bib
· anorexia nervosa · waistband
· skirt
20.2.7 Principles of nutrient conservation · pocket
during · neckband
· preparation of food · frills (optional)
· cooking 22.2.4 Making the apron
· storage
20.2.8 Food fortification
133
23.0.0 CONSUMER AWARENESS 24.2.0 Content
(2 Lessons) 24.2.1 Types of advertisements
· informative
23.1.0 Specific Objectives · persuasive
By the end of the topic the learner · competitive
should be able to:
a) explain the importance of 24.2.2 Forms of advertisement
consumer education · electronic media
b) state sources of consumer · print media
information. · person to person
23.2.0 Content 24.2.3 Effects of advertisements on the

23.2.1 Definitions of consumer, consumer
consumer education, goods, services · negative
23.2.2 Importance of consumer education · positive
23.2.3 Sources of consumer information
24.0.0 ADVERTISEMENT (3 Lessons)

should be able to:
a) discuss types of advertisements
b) state forms of advertisement
c) interpret and use advertisements
wisely.
134
FORM THREE
· voluntary counselling and testing
25.0.0 MEAL PLANNING AND (VCT) in HIV
MANAGEMENT (24 Lessons) · age of the parents
26.2.2 Pregnancy
25.1.0 Specific Objectives · signs of pregnancy
By the end of the topic the learner · common problems during
should be able to: pregnancy
a) state the importance of meal 26.2.3 Needs of a pregnant woman
planning · nutritional needs
b) discuss factors to consider when · physical needs
planning meals · emotional needs
c) plan and prepare meals to meet · social needs
individuals needs - role of the family
d) present meals attractively 26.2.4 Ante-natal care
e) plan and prepare packed meals. · definition
· factors that affect normal
25.2.0 Content foetal development
25.2.1 Importance of meal planning - STIs
25.2.2 Factors to consider when planning - H.I.V/AIDS
meals - alcohol
25.2.3 Plan, prepare and present meals - smoking
for the family and special groups - drugs
· young children - trauma
· adolescents - german measles
· manual workers - nutrient deficiency
· invalids · activities at the antenatal clinics
· convalescents · role of Traditional Birth Attendants
· elderly (TBA)
25.2.4 Packed meals 26.2.5 Post-natal care
· definition
· importance of post-natal care
26.0.0 MATERNAL CHILD HEALTH · activities at the post-natal clinic
CARE (12 Lessons) · care of the lactating mother
· growth monitoring and promotion
should be able to: 27.0.0 CHILD IMMUNIZATION
a) discuss the importance of safe (2 Lessons)
parenthood
b) state the signs of pregnancy 27.1.0 Specific Objectives
c) explain common problems in By the end of the topic the learner
pregnancy should be able to:
d) discuss the needs of a pregnant a) define immunization
woman b) discuss the importance of
e) explain the importance of ante- immunization
natal and post-natal care. c) explain the immunization
schedule.
26.2.0 Content
26.2.1 Safe parenthood
· nutritional needs
· social preparation
· psychological preparation
135
27.2.1 Definition of immunization 29.2.1 Definition of weaning
27.2.2 Importance of immunization 29.2.2 Factors to consider when
27.2.3 Immunization schedule for young weaning a baby
children 29.2.3 Choice and preparation of
· BCG weaning foods
· diptheria, whooping cough 29.2.4 Problems related to weaning and
(pertussis), tetanus, hepatitis B, how to deal with them
H. influenza type B
· polio
· measles 30.0.0 HABIT TRAINING (6 Lessons)
· yellow fever 30.1.0 Specific Objectives
· supplementation - vitamin A By the end of the topic the learner
should be able to:
28.0.0 BREAST FEEDING (6 Lessons) a) explain the importance of habit
28.1.0 Specific Objectives training
By the end of the topic the learner b) discuss the role of play in child
should be able to: development
a) explain how to care for a lactating c) choose, make and care of
mother play items.
b) explain the importance of
breastfeeding 30.2.0 Content
c) state the problems related to 30.2.1 Importance of habit training
breastfeeding 30.2.2 Role of play in child
d) state advantages and disadvantages development
of supplementary/complementary 30.2.3 Choice and care of play items
feeding 30.2.4 Making play items
e) practice proper care of feeding
equipment.
31.0.0 FLOUR MIXTURES AND
28.2.0 Content RAISING AGENTS (28 Lessons)
28.2.1 Care of a lactating mother
28.2.2 Importance of breastfeeding 31.1.0 Specific Objectives
28.2.3 Problems related to breastfeeding By the end of the topic the learner
and how to overcome them should be able to:
28.2.4 Advantages and disadvantages of a) classify different flour mixtures
supplementary/complementary feeding b) explain how raising agents work
28.2.5 Care of feeding equipment c) make food items using flour
· handling mixtures.
· cleaning
· storage 31.2.0 Content
31.2.1 Classification of flour mixtures
· batters
29.0.0 WEANING THE BABY · dough
(4 Lessons) 31.2.2 Types and functions of raising agents
· biological
29.1.0 Specific Objectives · chemical
By the end of the topic the learner · mechanical
should be able to: 31.2.3 Food items made from different
a) define weaning; flour mixtures
b) state factors to consider when · pancakes
weaning a baby · short crust pastries
c) choose and prepare suitable · cakes
weaning foods - rubbed in
d) discuss problems related to - creamed
weaning and their management. · bread/doughnuts
136
32.0.0 CLOTHING CONSTRUCTION 33.0.0 PRINCIPLES OF WISE
PROCESSES (44 Lessons) BUYING (3 Lessons)

a) discuss processes in garment a) discuss factors influencing
construction consumer buying
b) apply the processes in the b) explain principles of wise
construction of a garment. buying
c) state the advantages and
32.2.0 Content disadvantages of common
32.2.1 Management of fullness methods of buying.
32.2.2 Pockets
· in-seam pocket 33.2.0 Content
· patch pocket 33.2.1 Factors influencing consumer
buying
32.2.3 Interfaced waistband 33.2.2 Principles of wise buying
33.2.3 Common methods of buying
32.2.4 Openings and fastenings goods and services
· button and worked button holes
· hook and eye/bar
· zips 34.0.0 MAKING A BUDGET
- concealed (3 Lessons)
- semi-concealed
32.2.5 Hem management By the end of the topic the learner
· hemming should be able to:
· slip hemming a) explain the importance of
budgeting;
32.2.6 Make one of the following: b) make a budget.
· skirt
· pair of shorts 34.2.0 Content
· pair of trousers 34.2.1 Importance of budgeting
34.2.2 Steps in making a budget
137
FORM FOUR
37.0.0 FUELS IN THE HOME (8 Lessons)
35.0.0 CARE OF THE SICK AT
HOME (12 Lessons) 37.1.0 Specific Objectives
By the end of the topic the learner a) identify fuels used in the home
should be able to: b) discuss the advantages and
a) state reasons for taking care of disadvantages of the fuels
the sick at home c) explain the precautions to take
b) identify the needs of the sick at while handling fuels in the home
home d) explain methods of conserving
c) discuss preventative measures energy.
in the spread of infections.
37.2.0 Content
35.2.0 Content 37.2.1 Fuels used in the home
35.2.1 Reasons for caring for the sick at · wood
home · charcoal
35.2.2 Care for the sick at home · kerosene
· physical needs · gas
· emotional needs · electricity
· nutritional needs · bio-gas
· social needs · solar
· spiritual needs · others
35.2.3 Preventative measures in the
spread of infections 37.2.2 Advantages and disadvantages of
fuels used in the home
36.0.0 VENTILATION (4 Lessons) 37.2.3 Precautions to take while handling

and storing fuels in the home
By the end of the topic the learner 37.2.4 Methods of conserving energy
should be able to:
a) discuss reasons for sufficient
ventilation in a room 38.0.0 LIGHTING IN THE HOME
b) identify ways of ventilating a room. (8 Lessons)

36.2.1 Reasons for adequate ventilation By the end of the topic the learner
in a room should be able to:
36.2.2 Dangers of poor ventilation a) identify sources of light;
36.2.3 Ways of ventilating a room b) explain methods of lighting a house;
· natural c) discuss reasons for appropriate
· mechanical lighting;
d) care for lighting fixtures and lamps.
38.2.0 Content
38.2.1 Sources of light
· natural
· artificial
38.2.2 Methods of lighting the home

· direct lighting
138
· semi-direct lighting · modern
· indirect lighting
· decorative lighting
41.0.0 CONVENIENCE FOODS
38.2.3 Reasons for appropriate lighting (2 Lessons)
38.2.4 Care of lighting fixtures and lamps 41.1.0 Specific objectives

should be able to:
39.0.0 SOFT FURNISHINGS IN THE a) explain the meaning of
HOME (20 Lessons) convenience foods
b) identify convenience foods
39.1.0 Specific Objectives c) state the advantages and
By the end of the topic the learner disadvantages of convenience
should be able to: foods.
a) discuss the colour wheel
b) discuss factors to consider when 41.2.0 Content
choosing soft furnishings for the 41.2.1 Meaning of convenience foods
home 41.2.2 Convenience foods
c) choose and arrange flowers for 41.2.3 Advantages and disadvantages of
different occasions. convenience foods
39.2.0 Content
39.2.1 Colour wheel 42.0.0 RÉCHAUFFÉ COOKERY
· choice of colour (8 Lessons)
· colour scheme
39.2.2 Furniture and soft furnishings By the end of the topic the learner
· definitions should be able to:
· reasons for using soft furnishings a) define réchauffé cookery
· choice of soft furnishings b) state the advantages and
disadvantages of using left-over
39.2.3 Flower arrangement foods
· points to consider in flower c) discuss factors to consider when
arrangements using left-over foods
d) make réchauffé dishes.
40.0.0 FOOD PRESERVATION 42.2.0 Content

(12 Lessons) 42.2.1 Definition of réchauffé cookery
40.1.0 Specific objectives using left over foods
By the end of the topic the learner 42.2.3 Storage of left over foods
should be able to: 42.2.4 Factors to consider when using
a) explain the reasons for preserving left over foods
food 42.2.5 Réchauffé dishes
b) state advantages and disadvantages
of food preservation
c) discuss methods of preserving food.
40.2.0 Content
40.2.1 Definition of food preservation
40.2.2 Reasons for preserving food
40.2.3 Advantages and disadvantages of food
preservation
40.2.4 Methods of preserving food
· traditional
139
43.0.0 CLOTHING CONSTRUCTION
PROCESSES (52 Lessons) 45.0.0 CONSUMER PROTECTION
(4 Lessons)
By the end of the topic the learner 45.1.0 Specific Objectives
a) discuss selected processes in should be able to:
garment construction a) explain the importance of
b) apply the processes in garment consumer protection
construction. b) state the rights of a consumer
c) identify consumer protection
43.2.0 Content agencies.
43.2.1 Processes in garment construction
· collars 45.2.0 Content
- straight 45.2.1 Importance of consumer protection
- curved 45.2.2 Rights of a consumer
· cuffs 45.2.3 Agencies dealing with consumer
· set-in sleeves protection
· facings and interfacings
43.2.2 Make one of the following

· shirt
· blouse
44.0.0 PROBLEMS OF THE

CONSUMER (2 Lessons)
44.1.0 Specific Objective

By end of the topic the learner should
be able to discuss common problems
affecting the consumer.
44.2.0 Content
44.2.1 Problems of a consumer
· scarcity of resources
· inflation
· lack of information
· lack of awareness of ones rights
140
APPENDIX 1
SUGGESTED LEARNING/TEACHING Cooking tools and equipment

RESOURCES 1. Cookers/stoves (choose which ever is suitable)
Needlework Tools and Equipment · gas
· electric
1. Sewing Machines (choose whichever · kerosene
is suitable) · charcoal
· Treadle · firewood
· Electric · micro wave
· Hand 2. Food storage equipment
2. Ironing Surfaces · cupboards
· Ironing board · refrigerators
· Ironing table/blanket/sheet 3. Saucepans/sufurias/ pots (all with covers)
· Sleeve board 4. Frying pans
3. Cutting out table · deep frying pan
4. Large mirror · flat frying pan
5. Storage cupboards/wardrobes 5. Clay pots
· clothes hangers 6. Pressure cooker
6. Scissors 7. Knives
· dressmakers shears · kitchen knife (French chef knife)
· buttonholes scissors · vegetable knife
· embroidery scissors · bread knife
· paper scissors · palette knife
7. Tape measures · potato peeler
8. Dressmakers pins · table knives
9. Needles 8. Spoons
10. Tracing wheels/dressmakers carbon · tablespoons
papers · dessert spoons
11. Metre rulers · teaspoons
12. Seam rippers · serving spoon
13. Stilettos * · ladle
14. Bodkin * · wooden spoons (mwiko)
15. Tailors chalk 9. Forks
16. French curve * 10. Cups
· plastic
* Not compulsory · tea cups
Sewing Notions · mugs
· machine sewing threads 11. Drinking glasses
· tacking thread 12. Fish slice
· materials for coursework and samples 13. Flour dredgers
· trimmings – ribbons, lace, embroidery threads 14. Sieves
(depending on coursework articles) · large
· fasteners · small
15. Mixing bowls

16. Chopping boards
17. Plates
· kitchen - plastic, enamel
· table
· platters
18 Measuring/equipment
· measuring jug
19. Rolling pins
141
20. Casserole dishes * APPENDIX II
21. Serving dishes
22. Graters SUGGESTED ASSESSMENT METHODS
23. Kettles 1. Practical work
24. Kitchen scissors * 2. Project work
25. Mortar and pestle * 3. Field trips
26. Salt shakers 4. Oral questions
27. Water jug 5. Quizzes
28. Trays 6. Written tests and examination
29. Whisks 7. Group reports
· hand
· rotary
30. Potato mashers
31. Skewers *
32. Roasting dish
33. Dustbin with cover
34. Labour saving, equipment *
· meat miner
· food processors
· blenders
· juicers
· extractors
· deep friers
· rice cookers
· shredders
· sandwich makers
* Not compulsory
Baking Equipment
1. baking tins
2. baking trays
3. cooling trays
4. bread tins
Cleaning and Laundering Equipment

1. Water storage equipment
2. Water heater
3. Basins
4. Buckets
5. Dustpan
6. Brooms
· yard broom
· soft broom
· carpet brush *
7. Brushes
· clothes brush
· scrubbing brush
· shoe brushes
· cobweb brush
· bottle brush
8. Rubber squeezers *
9. Floor mops, rags or clothes
10. Dusters
11. Clothes line
12. Pegs
13. Hangers
14. Irons
15. Ironing surfaces
16. Soap dishes
17. Garbage bin with cover (large)
* Not compulsory
142

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INTRODUCTION

Education in Kenya should:

1. foster nationalism, patriotism and promote national unity

c) Technological and Industrial Needs

3. promote individual development and self –fulfillment

4. promote sound moral and religious values

5. promote social equality and responsibility

8. promote positive attitudes towards good health and environmental protection

Secondary Education should provide the learner with opportunities to:

2. promote love for and loyalty to the nation

3. promote harmonious co-existence among the peoples of Kenya

4. develop mentally, socially morally, physically and spiritually

6. enhance understanding and appreciation of inter-relationships among nations

7. promote positive environmental and health practices

8. build a firm foundation for further education and training

9. develop ability for enquiry, critical thinking and rational judgment

10. develop into a responsible and socially well adjusted person

11. promote acceptance of and respect for all persons

12. enhance enjoyment in learning

13. identify individual talents and develop them

14. build a foundation for technological and industrial development

By the end of the course, the learner should be able to:

1. develop a positive attitude towards learning Mathematics

4. develop investigative skills in Mathematics

5. identify, concretise, symbolise and use Mathematical relationships in everyday life

6. comprehend, analyse, synthesise evaluate and make generalizations so as to solve mathematical

8. apply mathematical knowledge and skills to familiar and unfamiliar situations

9. appreciate the role, value and use of Mathematics in society

10. develop a willingness to work collaboratively

12. communicate mathematical ideas

1.0.0 NATURAL NUMBERS 2.2.0 Content

1.2.0 Content 3.1.0 Specific Objectives

2.0.0 FACTORS (4 lessons) 4.2.0 Content

5.1.0 Specific Objectives 7.0.0 FRACTIONS (12 lessons)

8.0.0 DECIMALS (12 Lessons) 9.0.0 SQUARES AND SQUARE ROOTS

Notes 15.0.0 MASS, DENSITY AND WEIGHT

17.2.0 Content 19.1.0 Specific Objectives

Notes 21.0.0 GEOMETRICAL

23.2.2 Sketches of solids

24.0.0 CUBES AND CUBE ROOTS 25.2.0 Content

Notes Suggested Resources

Suggested Further Assessment

59.0.0 MATRICES AND - Rubber bands

59.1.0 Specific Objectives Suggested Further Assessment

By the end of the course, the learner should be able to:

5. develop capacity for critical thinking in solving problems in any situation

6. contribute to the technological and industrial development of the nation

7. appreciate and explain the role of Physics in promoting health in society

8. observe general safety precautions in all aspects of life

10. acquire positive attitude towards Physics

1.0.0 INTRODUCTION TO 2.2.4 Conversion of units

8.2.0 Content 10.1.0 Specific Objectives

10.3.0 Project Work

11.0.0 MAGNETISM (12 Lessons) 12.2.3 Estimation of the diameter of

19.0.0 SOUND (12 Lessons)

20.0.0 FLUID FLOW (14 Lessons)

20.1.0 Specific Objectives

29.3.0 Project Work

30.0.0 GAS LAWS (15 Lessons)