Y4 Chemistry Curriculum Map 2022

Students’ Copy

Y4 Chemistry Curriculum Map 2022

PHILOSOPHY
Chemistry is the study of matter and its changes. Through learning chemistry, students discover and comprehend the natural world and appreciate the profound
influence of chemistry in everyday living. Methods of inquiry will characterize the study of chemistry in the Raffles Programme. Students will be given
opportunities to develop their competencies in scientific inquiry, hence, to enhance creativity and to hone critical thinking skills. The Chemistry curriculum is
designed to place emphasis on the understanding and application of scientific concepts and principles in recognition of the need for students to develop skills that
will be of long-term value in an increasingly technological world.

Goals
At the end of the course, the student should be able to
● have developed an interest and a strong foundation in Chemistry and is prepared for studies at a higher level, in applied sciences or in science-related
courses.
● have developed the abilities, skills, ethics and attitudes relevant to the study and practices of science
● become confident citizens in a technological world, able to take or develop an informed interest in matters of scientific importance
● have an interest in and care for the local and global environment.

Learners’ Outcomes
At the end of Year 4, the student should be able to understand that
● Changes in matter involve the rearrangement and/ or reorganization of atoms and/ or transfer of electrons.
● The arrangement and structure of particles and forces between them determine the chemical and physical properties of materials.
● Energy is neither created nor destroyed, but only transformed from one form to another.
● Interactions among particles can lead to measurable changes at the macroscopic level.
● Systematic patterns and relationships exist in many levels of organization in the physical world.
● Social, economic, technological, ethical and cultural influences and limitations affect the study and practice of science.

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Legend: Bold - Advanced content in RP Core Syllabus but not in O Levels' Syllabus; ❖- Enrichment for RP

Topics 1. Macro-concept
2. Generalizations Essential Knowledge Skills Values/ Summative
3. Enduring Questions (Disciplinary & 21st CC Skills & NML) Dispositions / Assessment
Understandings Competencies
(CCE)
Macroconcept: EU1 ● Tests for cations, anions and gases. ● Describe the use of aqueous sodium CCE: Respect, AA-PR
Qualitative Change What is a (K1, K3) hydroxide and aqueous ammonia to Responsibility,
Analysis (4 chemical ● Precipitation reactions between identify the following aqueous cations: Resilience, TA-PPA1
weeks) Generalisation(s) change? (F) cations and hydroxide ions (K1 – aluminium, Al3+, ammonium, NH4+, Integrity, Care
● Change can be What are some K3) calcium, Ca2+, copper (II), Cu2+, TA-PPA2
measured, observations ❖ Reaction of amphoteric hydroxides iron(II), Fe2+, iron(III), Fe3+, lead(II),
analysed and that are and copper(II) hydroxide with excess Pb2+, and zinc, Zn2+. (S1 – S3) Social Emotional TA-EYA
predicted. associated with alkali (K1 – K3) ● Describe tests to identify the following Competencies:
● Change can be a specific ❖ Reaction of silver chloride with anions: carbonate (by addition of dilute
consequence of chemical aqueous ammonia (K1, K3) acid and subsequent use of limewater); SAS 1.2 Problem
spontaneous changes? (C) chloride (by reaction of an aqueous Solving - Apply
and/or planned How can we solution with nitric acid and aqueous strategies to find
events. analyse silver nitrate); iodide (by reaction of an solutions or
chemical aqueous solution with nitric acid and alternative
EUs: changes to lead(II) nitrate); nitrate (by reduction courses of
1. Chemical reactions identify with aluminium and aqueous sodium actions (e.g.
can be observed substances? (C) hydroxide to ammonia and subsequent identification of
and analysed to Can all chemical use of litmus paper) and sulfate (by an unknown
identify changes be reaction of an aqueous solution with substance)
substances. measured, nitric acid and aqueous barium nitrate).
2. Observations made analysed and (S1 – S3) RDMS 1.2 Self-
on a macroscopic predicted? (P) ● Describe tests to identify the following Reflection -
level can be used gases: ammonia (using damp red litmus Reflect on one’s
to infer what is EU2 paper); carbon dioxide (using learning and how
occurring at the What are some limewater); chlorine (using damp litmus to be a positive
particulate level. observations paper); hydrogen (using a burning influence and
3. Inferences of made on a splint); oxygen (using a glowing splint) contributor.
experimental macroscopic and sulfur dioxide (using acidified
observations can level that can be potassium manganate(VII)).(S1 – S3)
lead to conclusions used to infer ● Describe the action of heat on the
on the chemical what is carbonates of the listed metals and
properties and occurring at the
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physical properties particulate relate thermal stability to the reactivity

of substances. level? (F) series. (S1 – S3)
What are some ● Conduct systematic qualitative analysis
observations to determine the identity of the ion
that are species present in a compound or
associated with mixture. (S1, S3)
specific ● Recording qualitative observations and
chemical make logical deductions or inferences
reactions? (C) with reference to the recorded
Can all observations. Explain the observations
observations and write simple equations with
made on a reference to the recorded observations.
macroscopic (S1 – S3)
level be used to ● Plan a scientific investigation
infer what is involving a systematic procedure to
occurring at the identify the ions present in an
particulate unknown substance or mixture. (S1,
level? (P) S3)
● Practical skills – refer to glossary of
EU3 terms
What ● CIT 3.2d – Manage uncertainty and
inferences(s) adapt to diverse demands and
can you draw challenges in new and unfamiliar
from contexts like identifying an unknown
observations of using the various qualitative chemical
chemical tests.
reactions and ● CCI 1.1d – Convey complex
physical information and ideas coherently and
properties? (F) clearly to create impact for specific
How do purposes like explaining the chemical
inferences of processes for the observations such as
various precipitation, acid-base and/or acid-
information lead carbonate reactions etc.
to conclusion of ● NML 4 - Use digital communication
chemical and tools to participate in the exchange of
physical information or ideas synchronously and
properties of asynchronously when searching on how
substances? ( C) to identify an unknown.
Can all

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inferences lead
to conclusions
(P)
Redox & Macroconcept: EU1 ● Definition of redox reactions and ● Define oxidation and reduction (redox) TA-PPA1
Metals (5 Change What is a redox their types (K1 – K2) in terms of gain or loss of oxygen or
weeks) reaction? (F) ● Definition and assignment of hydrogen. (S1 – S2) TA-PPA2
Generalisation(s) How do we oxidation number (K1 – K2) ● Describe the redox reactions in catalytic
● Change can be know when a ● Reactions involving oxidising or converters to remove combustion SoAK2 AA-PR
measured, substance has reducing agents with examples (K1 – pollutants such as carbon monoxide (Making a
analysed and undergone K3) (from incomplete combustion of carbon- positive TA-EYA
predicted. oxidation/reduct ● Redox as basis on which containing substances), nitrogen oxides difference):
● Change can be ion? (C) electrochemical cells are (from lightning activity and internal Recognising
positive or Can a single constructed. (K2 – K3) combustion engines), sulfur dioxide environmental
negative. compound ● Redox reactions in catalytic (from volcanoes & combustion of fossil issues of metal
undergo converters (K1 – K2) fuel). (S1 – S2) ore mining
EUs: oxidation and ● Applications of the reactivity series ● Define redox reactions in terms of
reduction of metals and reactions of metals and electron transfer and changes in SAS1.2
1. Chemical reactions simultaneously? their oxides (K1 – K3) oxidation number/state. (S1 – S2) (Problem
can be classified (P) ● Extraction of Iron (K1) ● Identify redox reactions in terms of Solving):
by considering ● Recycling of metals (K1) oxygen/hydrogen gain/loss, electron Restoring the
what the reactants EU2 ● How rusting occurs and its gain/loss and changes in oxidation state. Statue of
are, what products How are atoms prevention (K1 – K2) (S1 – S2) Liberty
are, or how they or electrons ● How sacrificial protection of metal ● Calculate the oxidation number/state of
change from one rearranged/trans can be carried out. (K1 – K2) an element in a compound by using a set
to the other. ferred during a of logical rules. (S1 – S2)
2. Chemical changes redox reaction? ● Construct redox equations using the
involve (F) relevant half-equations. (S1 – S2)
rearrangement of How do redox ● Describe the use of reagents e.g. aqueous
and/or reactions potassium iodide and acidified
reorganization of involved potassium manganate(VII) in testing for
atoms and/or the measurable oxidizing and reducing agents from the
transfer of changes in the resulting colour changes. (S3)
electrons. rearrangement ● Describe the use of other examples of
3. Chemical of and/or oxidizing and reducing agents. (S3)
reactions can be reorganization ● Place in order of reactivity calcium,
observed and of atoms/or the copper, (hydrogen), iron, lead,
analysed to transfer of magnesium, potassium, silver, sodium
identify electrons? (C) and zinc by reference to (S1 – S2)
substances.
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EU3 o The reactions, if any, of the

How can a redox metals with water, steam and
reaction be dilute hydrochloric acid
measured/analys o The reduction, if any, of their
ed/predicted to oxides by carbon and/or
identify hydrogen
substances? (F) ● Describe the reactivity series as related
Can all chemical to the tendency of a metal to form its
changes be positive ion illustrated by its reaction
measured, with the aqueous ions of the other listed
analysed and metals and oxides of the other listed
predicted? (P) metals. (S1 – S2)
● Describe the ease of obtaining metals
from their ores by relating the elements
to their positions in the reactivity series
(S1 – S2)
● Deduce the order of reactivity from a
given set of experimental results. (S1 –
S2)
● Describe and explain the essential
reactions in the extraction of iron using
haematite, limestone and coke in the
blast furnace. (S1)
● Describe the essential conditions for the
corrosion (rusting) of iron as the
presence of oxygen and water,
prevention of rusting can be achieved by
placing a barrier around the metal e.g.
painting, greasing, plastic coating,
galvanizing. (S1 – S2)
● Describe the sacrificial protection of iron
by a more reactive metal in terms of
reactivity series where the more reactive
metal corrodes preferentially e.g.
underwater pipes have a piece of
magnesium attached to them. (S1 – S2)
● Describe metal ores as a finite resource
and hence the need to recycle metals e.g.
recycling of iron. (S1)

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● Discuss the social, economic and

environmental issues of recycling
metals. (S1)
● Practical Skills – Refer to Glossary of
Terms
● CIT 3.2d – Manage uncertainty and
adapt to diverse demands and
challenges in new and unfamiliar
contexts like data-based questions on
comparing & contrasting the process in
recycling used aluminium can with
extraction of aluminium from bauxite
● CCI 1.1d – Convey complex
information and ideas coherently and
clearly to create impact for specific
purposes like explaining the redox
processes using change in oxidation
number of elements
● NML2: Navigate within and across
digital sources to check and make
judgement on the quality and usefulness
of information when researching on
application questions on Statue of
Liberty.

Electroche Macroconcept: EU1 ● Definition of Electrolysis and where ● Describe electrolysis as the conduction SoAK1.1 - TA-PPA2
mistry (3 Change What is the it takes place. (K1 – K2) of electricity by an ionic compound (an Recognise the
weeks) energy change ● Components in electrolytic cell (K1) electrolyte), when molten or dissolved in importance of AA-PR
Generalisation(s) in an electrolytic water, leading to the decomposition of knowing one’s
● Redox reactions at anode and
● Change can be cell? (F) the electrolyte. (S1 – S3) national identity TA-EYA
measured, How is chemical cathode. (K2 - K3) ● Describe electrolysis as evidence for the through the
analysed and energy ● Selective discharge of ions based on existence of ions which are held in a introduction of
predicted. converted to three factors: The position of the lattice when solid but which are free to RISIS 24K gold
● Change can be a electrical energy metal in the electrochemical series, move when molten or in aqueous electroplating of
consequence of and vice versa? the nature of the electrode & solution.(S1, S3) national flowers
spontaneous (C) concentration of the anion in the ● Describe the use of electrical energy to
and/or planned How can energy produce chemical change in non- RMS1.1 -
electrolyte. (K3)
events. be produced or spontaneous redox reactions in Communicate
used to drive an electrolysis. (S1 – S2) respectfully and
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● Change can be electrochemical ● How electroplating is carried out and ● Draw and label the components of an sensitively when
positive or process? (C) its purpose (K3) electrolytic cell – the anode, the cathode, engaging in
negative. Can all chemical ● Relationship between potential the direction of electron flow in the inquiry-based
changes be external circuit. (S1) practical session
difference in a simple cell to relative
EUs: observed by ● Describe, in terms of the mobility of ions
change in reactivity of the metals connected. present and the electrode products, the
1. Chemical changes energy? (P) (K3) electrolysis of molten sodium chloride,
may be observed ❖ Parts of the electrochemical cell and using inert electrodes. (S2 – S3)
in several ways EU2 conversion of energy in the cell. (K1) ● Describe, in terms of the mobility of ions
and typically present and the electrode products, the
involve a change How is energy electrolysis of molten salt compounds
in energy. conserved when (other than sodium chloride), using inert
energy electrodes. (S2 – S3)
2. Energy exists in transformation ● Predict the likely products of the
many forms and takes place in an electrolysis of a molten binary
when these forms electrochemical compound (S3)
change, energy is process? (C) ● Apply the idea of selective discharge
conserved. based on (S3)
● cations: linked to the reactivity series
3. Chemical EU3 ● anions: halides, hydroxides and sulfates
reactions can be What are the (e.g. aqueous copper(II) sulfate and
observed, reactions dilute 
 sodium chloride solution (as
predicted and occurring in an essentially the electrolysis of water))
analysed to electrolytic cell? ● concentration effects (as in the
identify (F) electrolysis of concentrated and dilute
substances. What are the aqueous sodium chloride)
factors based on ● Predict the likely products of the
idea of selective electrolysis of an aqueous electrolyte,
discharge that given relevant information.(S3)
are used to ● Construct ionic equations for the
predict the reactions occurring at the electrodes
products formed during electrolysis, given relevant
in electrolysis? information.(S3)
(F) ● Describe electrolysis of aqueous
How do copper(II) sulfate with copper electrodes
different factors as a means of purifying copper (no
based on idea of technical details are required). (S3)
selective
discharge affect

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the products ● Describe the electroplating of metals,

formed in e.g. copper plating, and state one use of
electrolysis? (C) electroplating. (S3)
● Describe the production of electrical
energy from simple cells (i.e. two
electrodes in an electrolyte) linked to the
reactivity series and redox reactions (in
terms of electron transfer). (S1 – S2)
● State the manufacture of aluminium
through electrolysis of pure
aluminium oxide with emphasis on
half equations occurring at electrodes.
(Starting materials and essential
conditions including identity of
electrodes and use of cryolite are NOT
necessary) (S3)
● Practical Skills – Refer to Glossary of
Terms
❖ Draw and label the components of an
electrochemical cell – the anode, the
cathode, the direction of electron flow in
the external circuit, and the direction of
ion flow in the salt bridge. (S1)
❖ Describe the use of chemical energy to
produce electrical energy in a
spontaneous redox reaction in the
electrochemical cell. (S1 – S2)
● Calculate the mass and/or volume of
substances liberated during
electrolysis. (S1 – S3)
● Practical Skills – Refer to Glossary of
Terms

CIT 3.2d – Manage uncertainty and adapt to

diverse demands and challenges in new and
unfamiliar contexts like data-based
questions on comparing & contrasting the
electrolysis of brine in mercury cell with
membrane cell

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CCI 1.1d – Convey complex information

and ideas coherently and clearly to create
impact for specific purposes like explaining
the chemical reactions occurring in
electrolytic cell and simple cell including
some real life applications e.g.
electroplating of objects and hair removal
etc.

NML 4 - Use digital communication tools

to participate in the exchange of information
about the real life applications of electrolytic
and electric cells synchronously and
asynchronously

Energy Macroconcept: EU1 ❖ Definition of Enthalpy and its ● Describe the meaning of enthalpy TA-PPA2
from Change When do you relationship to stability of system change in terms of exothermic (ΔH Social Emotional
Chemicals consider a (K1) negative) and endothermic (ΔH positive) Competencies: AA-PR
(3 weeks) Generalisation(s) change to be ● Indication of a change in enthalpy, reactions. (S1)
● Change can be endothermic or ΔH and its definition, with units. (K1) ● Describe bond making as an exothermic SoAK2 (making TA-EYA
measured, exothermic? (F) ● Definition and examples of process and bond breaking as an a positive
analysed and Can enthalpy be endothermic and exothermic endothermic process. (S1, S3) difference)
predicted. measured changes/reactions (K1) ● State examples of endothermic and
directly? (F) ● Difference between bond breaking exothermic processes (S1) SOAS1.1 (civic
● Change can be a How do we and bond forming in terms of energy ● Explain & calculate overall enthalpy consciousness):
consequence of estimate (K3) changes in terms of energy changes discussion on
spontaneous enthalpy change ● Definition of activation energy (K2 – associated with the breaking and making green energy and
and/or planned in a reaction? K3) of covalent bonds. (S1, S3) environmental
events. (F) ● Represent energy changes by energy issues.
profile diagrams, including reaction
● Change can be EU2 enthalpy changes and activation
positive or What would a energies. (S2)
negative. symbolic and/or ● Describe hydrogen, derived from water
graphical or hydrocarbons, as a potential fuel,
EUs: representation reacting with oxygen to generate
of an electricity directly in a fuel cell (details
1. Chemical changes exothermic/endo of the construction and operation of a
may be observed fuel cell are not required). (S1, S3)
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in several ways thermic reaction ● Practical Skills – Refer to Glossary of

and typically look like? (F) Terms
involve a change How can ● CIT 1 and CIT 2.1d, 2.2d: Generate
in energy. symbolic and/or ideas and pathways to suspend
graphical judgement in the crafting of a letter to
2. Symbolic and/or representation Mr Hugo.
graphical be used to
representation can represent ● CCI 1.2c – Interact with others to
be used to changes in construct knowledge, and new
represent changes energy? (C) understandings and ideas in a practical
in energy. activity to deduce the enthalpy change
EU3 of a chemical reaction usingPASCO
3. Interactions at a Why do changes data logger
particulate level in and
can affect changes interactions of
in energy. matter result in
changes in
energy? (C)
Are all changes
in and
interactions of
matter
associated with
changes in
energy? (P)

Speed of Macroconcept: EU1 ● Describe the effect of concentration, SAS1.2 -

● Definition of rate of reaction (K1)
Reaction (3 Change What is rate of pressure, particle size and temperature Develop AA-PR
● Factors affecting the speeds of
weeks) reaction? (F) on the speeds of reactions and explain attitudes that
reactions. (K1)
Generalisation(s) How can the these effects in terms of collisions support active TA-EYA
● Use of Collison Theory to explain
● Change can be rate of a between reacting particles.(S1 – S3) inquiry, problem
relationship between factors with
measured, chemical ● Define the term catalyst and describe the solving and
speed of reaction. (K2 – K3)
analysed and reaction be effect of catalysts (including enzymes) decision-making
● Definition of catalyst (K1 – K3)
predicted. controlled? (C) on the speeds of reactions.(S1 – S3) via the inquiry
● Uses of catalysts in industrial
How do you ● Explain how pathways with lower activity to
processes (e.g. iron in the Haber
● Change can be a measure rate of activation energies account for the investigate the
Process.(K1)
consequence of reaction? (C) increase in speeds of reactions (S1 – S3) factors affecting
❖ How enzymes works (K2 – K3)
spontaneous ● State examples of biological catalysts rate of reaction.
(specifically enzymes) and catalysts
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and/or planned Can the rate of ❖ Application of Maxwell Boltzmann used in industrial processes (e.g. iron in SoAK2 -
events. all reactions be distribution curves to explain the the Haber Process). (S2) Demonstrate a
measured? (P) effect of temperature change and ❖ Explain the effect of temperature and concern for
● Change is linked addition of catalyst on the rate of catalyst on the rate of a given reaction safety in science
to time. EU2 reaction. (K2 – K3) using Maxwell Boltzmann distribution and technology
How do curves. (S2 – S3) context –through
EUs: reactions ● Suggest a suitable method for discussion of
happen in the investigating the effect of a given how speed of
1. Rate of reaction first place, and variable on the speed of a reaction. (S1) some reactions
can be measured, how fast do they ● Suggest suitable apparatus, given should be
analysed and can go? (F) relevant information, for a variety of controlled to
be controlled by How do simple experiments, including prevent possible
different factors. interactions of explosions.
collection of gases and measurement of
matter lead to
2. Substances observable rates of reaction. (S1)
undergo chemical changes at a ● Interpret data obtained from experiments
reactions when macroscopic concerned with speed of reaction.(S1)
their particles level? (C) ● Sketch graphs to show the change in
come into contact property measured over time given a set
with sufficient EU3 of experimental conditions. (S1)
energy and in the How do ● Practical skills – refer to Glossary of
correct orientation. different factors Terms
affect the
3. Reaction rates frequency of CIT 3.2d – Manage uncertainty and adapt to
depend on how effective diverse demands and challenges in new and
often reacting collision unfamiliar contexts like data-based
particles collide between questions on determining effect of different
with one another particles? (C) catalysts on a reaction
effectively.
CCI 1.1d – Convey complex information
and ideas coherently and clearly to create
impact for specific purposes like explaining
the factors affecting the speed of reaction in
terms of collision theory

CCI 1.2c – Interact with others to construct

knowledge, and new understandings and
ideas in an activity to explain the factors
affecting rate of reaction
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NML 4 - Use digital communication tools

to participate in discussion of the use of
catalysts in the various industrial processes

Experiment Macroconcept: EU1 ● Usage of common laboratory ● Manipulation, measurement and CCE: Respect,
al System What are the apparatus and techniques for data observation (MMO) Responsibility, AA-PR
Chemistry key elements in collection and making observations ● Set up apparatus correctly by following Resilience,
(6 weeks) Generalisation(s) experimental written instructions or diagrams (S1 – Integrity, Care
(K1)
● Systems are plan? (F) S2)
composed of sub- How do ● Recording of observations and data ● Use common laboratory apparatus and Social Emotional
systems. different (K2) techniques to collect data and make Competencies:
elements ● Presentation of information in table observations (S2)
● Systems follow organize in a and graph (K2 – K3) ● Describe and explain how apparatus SAS 1.2 Problem
rules. logical manner ● Interpretation of data or observations and techniques are used correctly (S2) Solving - Apply
in experimental (K2 – K3) ● Make and record accurate observations strategies to find
● Systems have plan? (C) with good details (S2) solutions or
● Drawing conclusions from data or
elements that ● Presentation of data and observations alternative
interact with other observations (K2 – K3) (PDO) courses of
to perform a EU2 ● Sources of errors identification and ● Present all information in an actions (e.g.
function. What are the improvements to experimental appropriate form (S1 – S3) designing an
key processes, procedures (K3) ● Analysis, conclusions and evaluation experiment to
EUs: orders and rules ● Planning of experiments (K1 – K3) (ACE) investigate a
in planning an ● Analyse and interpret data or problem.)
1. An experimental experiment? (F) observations appropriately in relation to
plan is made up of the task (S2 – S3) RDMS 1.2 Self-
parts combined to How do the key ● Draw conclusion(s) from the Reflection -
form a workable processes, interpretation of experimental data or Reflect on one’s
and coherent orders and rules observations and underlying principles learning and how
whole. determine the (S2 – S3) to be a positive
planning of an ● Make predictions based on their data influence and
2. An experimental experiment? (C) and conclusions (S2 – S3) contributor.
plan follows ● Identify significant sources of errors
certain processes, EU3 and explain how they affect the results
orders and rules. What are the (S3)
common ● State and explain how significant errors
3. An experimental variables to may be overcome or reduced, as
plan is driven by manipulate in an appropriate, including how

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variables within experimental experimental procedures may be

certain boundaries. plan? (F) improved (S3)
How do you
manipulate ● Planning (P)
variables in an ● Clearly define question/problem using
experiment appropriate knowledge and
plan? (C) understanding. (S1 – S2)
How do you ● Identify independent, dependent and
process and controlled variables in a scientific
interpret investigation. (S1 – S3)
possible results ● Suggest suitable apparatus, given
in an experiment relevant information, for a variety of
plan? (C) simple experiments, including collection
How are sources of gases and measurement of rates of
of errors reaction. (S1 – S2)
identified and ● Name appropriate apparatus for the
minimized in measurement of time, temperature, mass
experimental and volume including burettes, pipettes,
plan? (C) measuring cylinders and gas syringes.
Can all sources (S1 – S2)
of errors be ● Use chemicals in appropriate quantities
minimized in to carry out the experiment. (S2)
experimental ● Write clear and detailed procedural steps
plan? (P) to investigate the question/problem (S1)
● Draw a labelled diagram showing the
experimental set-up. (S1 – S2)
● Organise quantitative data in a table with
proper headings. (S1 – S3)
● Discuss how the experimental data could
be processed and interpreted to address
the aim of the experiment. (S1 – S3)
● State precautions that should be taken to
keep risks to a minimum (S3)
● Identify the sources of errors of the
experiment. (S3)
● CIT 3.2d – Manage uncertainty and
adapt to diverse demands and
challenges in new and unfamiliar
contexts like investigating temperature

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rise for different length of Mg added to

acid
● CCI 1.1d – Convey complex
information and ideas coherently and
clearly to create impact for specific
purposes like writing complete &
accurate experimental procedures
● CCI 1.2c – Interact with others to
construct knowledge, and new
understandings and ideas in an activity
to deduce essential parts of an
experimental plan and presentation of
results

● NML 4 - Use digital communication

tools to participate in the exchange of
information or ideas synchronously and
asynchronously when crafting an
experimental plan.

Chemical Macroconcept: EU1: ● Concept of reversible reactions and ● State that some chemical reactions are
Equilibriu Change What is meant dynamic equilibrium (K1) reversible. (S1) Social Emotional
m (2 weeks) by ‘dynamic ❖ Application of the equilibrium ● State Le Châtelier’s Principle and Competencies
Generalisation(s) equilibrium?” constant, K (K1 – K2) apply it to deduce qualitatively the
(F) ● Definition and Applications of Le effects of changes in concentration, SoAK2: (Making TA-EYA
● Change can be Châtelier’s Principle involving pressure or temperature, on a system a positive
measured, EU2: changes in concentration of at equilibrium. (S2 – S3) difference)
analysed and How is reactants or products, ● Apply Le Châtelier’s Principle to
predicted. equilibrium temperature, pressure and catalyst optimize conditions of processes e.g. SOAS1.2 (Self-
maintained? (C) (K2 – K3) the Haber process (S2 – S3) reflection)
● Changes(s) ● Haber Process (K2 – K3) ● Describe the use of nitrogen, from air,
generate(s) more EU3: and hydrogen. from the cracking of
change(s). How can crude oil, in the manufacture of
experimental ammonia. (S3)
● Change can be a conditions be ● Describe the essential conditions for the
consequence of manipulated to manufacture of ammonia by the Haber
spontaneous attain maximum process. (S2 – S3)
and/or planned yield? (C)
events.
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Will maximum ● Determine qualitatively which chemical

EUs: yield be always species will have very large versus very
be obtained in a small concentrations at equilibrium
1. Chemical dynamic
given the equilibrium constant, K. (S1 –
equilibrium is a chemical
dynamic balance equilibrium? (P) S2)
of opposing ❖ Deduce expressions for the equilibrium
reactions. constants in terms of concentrations, Kc
and partial pressure, Kp. (S1 – S2)
2. A system in ❖ Calculate values of equilibrium
dynamic constants given the equilibrium
equilibrium will concentrations and vice versa, including
respond to stress, calculation of dissociation constants of
shift and find a weak acids or partial pressures from
new balance. appropriate data. (S1 – S2)

3. Experimental ● CIT 3.2b: Accept different perspectives

conditions can be in the invention of ammonia used as
manipulated to fertilisers and explosives.
influence the ● CGC 3:Display socio cultural
amount of awareness using case example of Beirut
substances Disaster
produced in ● NML2: navigate across digital
equilibrium resources to check and make judgement
reactions. on quality and usefulness of
information.

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Organic Macroconcept: EU1 ● Fractions of petroleum (K3) ● Name natural gas, mainly methane, and SoAS1.1 -
Chemistry System and Change How are organic ● Fractional distillation of petroleum petroleum as sources of energy (S3) Identify issues
(6 weeks) compounds (K3) ● Describe petroleum as a mixture of relating to the TA-EYA
Generalisation(s) classified? (C) competing uses
● Definition of catenation (K3) hydrocarbons and its separation into
System: of oil as energy
● A system is made How do we ● Definition of homologous series useful fractions by fractional distillation source and as a
up of many parts, represent (K1) (S3) chemical
which are different organic ● Definition of functional group (K1) ● Name the following fractions and state feedstock
combined to form compounds? (F) ● Definition of structural isomers (K2) their uses (S3)
a workable and o petrol (gasoline) as a fuel in SoAK2 -
coherent whole. EU2 Alkanes cars Develop
● Systems follow How to draw responsibility in
o naphtha as the feedstock and
certain processes, possible ● Definition of alkanes, its general the application
orders and rules. structures of main source of hydrocarbons of science and
formula and examples of first ten
● Systems have isomers given used for the production of a technology in
members (K1)
elements that the molecular wide range of organic relationship to
● Physical properties of alkanes (K1)
interact with one formula? (F) compounds in the society and the
another to perform ● Chemical reactions of alkanes natural
petrochemical industry.
a function. Are organic including combustion, substitution environment
o Paraffin (kerosene) as a fuel for
compounds with and cracking (K1) during the
heating and cooking and for
Change: the same discussion of
● The interactions chemical name Alkenes aircraft engines carbon cycle
and outputs of a and structure the o Diesel as a fuel for diesel and global
system change same? (C) ● Definition of alkenes, its general engines warming
when its inputs formula and examples of first ten o Lubricating oils as lubricants
and boundaries Do all organic members (K1) and as a source of polishes and
change. compounds
● Purpose of cracking (K3) waxes
● Change can be have isomers?
measured, (P) ● Differentiating saturated with o Bitumen for making road
analysed and unsaturated hydrocarbons using surfaces
predicted. EU3 aqueous bromine in carbon ● Describes the issues relating to the
● Change can be a What are the tetrachloride. (K1, K3) competing uses of oil as energy source
consequence of experimental ● Reactions of alkenes including and as a chemical feedstock.(S3)
spontaneous conditions for combustion, polymerisation and ● Describe and explain an homologous
and/or planned reactions or
addition reactions with bromine, series as a group of compounds with a
events. preparations of
organic steam and hydrogen. (K3) general formula, similar chemical
compounds? (F) properties and showing a gradation in
EUs: physical properties as a result of increase

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System: How do we Alcohols in the size and mass of the molecules,

1. A homologous series synthesise e.g. melting and boiling points;
is a system to classify organic ● Definition of alcohols, its general viscosity, flammability (S1)
organic compounds compounds with formula and examples of first ten ● Define isomerism and identify isomers
with the same general desired members (K1)
formula and similar properties? (C) (S2)
● Formation of ethanol by catalytic ● Describe structural isomerism and
chemical properties.
addition of steam to ethene and draw structural isomers for an
2. Isomerism exists in fermentation of glucose into ethanol organic molecule of known molecular
organic compounds (K3) formula (S2)
resulting in different ● Uses of ethanol (K3) ● Identify different types of structural
physical and/or ● Reactions of alcohols including isomerism e.g. structural isomerism
chemical properties. combustion and oxidation to based on type of functional group or
carboxylic acids. (K3) position of functional group (S2)
Change:
3. Organic compounds Alkanes
can be synthesized or Carboxylic acids
● Describe the alkanes as an homologous
converted from one series of saturated hydrocarbons with the
● Definition of carboxylic acids, its
type to another given general formula CnH2n+2 (S1)
suitable experimental functional group and general ● Draw the structures of branched,
conditions and formula. (K1) unbranched and cyclic alkanes and name
reagents. ● Reaction of ethanoic acid including the branched, unbranched and cyclic
oxidation, reactions with reactive alkanes up to 10 carbon atoms. (S1)
metals, carbonates and bases and ● Interpret, and use the nomenclature,
esterification. (K3) general formula and displayed
● Uses of esters (K3) formulae of halogenoalkanes (S1)
● Describe the properties of alkanes
Polymers
(exemplified by methane) as being
● Definition of polymers and generally unreactive except in terms of
polymerisation (K1) combustion and substitution by chlorine
● Types of polymerisation (K3) or other halogens. (S3)
● Addition Polymerisation of ethane to ● Discuss the importance of the ozone
form poly(ethene) (K3) layer and the problems involved with the
● Uses of poly(ethene) (K3) depletion of ozone by reaction with
● Polyamide and polyester (K3) chlorine containing compounds,
chlorofluorocarbons (CFCs). (S3)

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● Formation and uses of Nylon and Alkenes

Terylene (K3) ● Describe the alkenes as an homologous
● Pollution problems associated with series of unsaturated hydrocarbons with
plastics. (K3) the general formula CnH2n (S1)
● Draw the structures of branched,
Enrichment unbranched and cyclic alkenes and name
the branched, unbranched and cyclic
❖ Applications and examples of cis- alkenes up to 10 carbon atoms. (S1)
trans isomerism (K2)
● Describe the manufacture of alkenes and
❖ Mechanisms in free radical
substitution and electrophilic hydrogen by cracking hydrocarbons and
addition (K3) recognize that cracking is essential to
match the demand for fractions
containing smaller molecules from the
refinery process (S3)
● Describe the difference between
saturated and unsaturated hydrocarbons
from their molecular structures and by
using aqueous bromine (S1, S3)
● Describe the properties of alkenes
(exemplified by ethene) in terms of
combustion, polymerisation and the
addition reactions with bromine or other
halogens, steam and hydrogen. (S3)
● State the meaning of polyunsaturated
when applied to food products. (S3)
● Describe the manufacture of margarine
by the addition of hydrogen to
unsaturated vegetable oils to form a solid
product. (S3)
Alcohols
● Describe the alcohols as an homologous
series containing the –OH group (S1)

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● Draw the structures of alcohols, and

name the unbranched and branched
alcohols up to 10 carbon atoms (S1)
● Classify hydroxyl compounds into
primary, secondary and tertiary
alcohols. (S1)
● Describe the properties of alcohols in
terms of combustion and oxidation to
carboxylic acids (S3)
● Describe the formation of ethanol by the
catalyzed addition of steam to ethene
and by fermentation of glucose (S3)
● State some uses of ethanol, e.g. as a
solvent; as a fuel; as a constituent of
alcoholic beverages.(S3)
Carboxylic acids
● Describe the carboxylic acids as an
homologous series containing the –
CO2H group (S1)
● Draw the structures of carboxylic acids
methanoic acid to butanoic acid and
name the unbranched acids, methanoic
acid to butanoic acid (S1)
● Describe the carboxylic acids as weak
acids, reacting with carbonates, bases
and some metals (S3)
● Describe the formation of ethanoic acid
by the oxidation of ethanol by
atmospheric oxygen, acidified
potassium manganate (VII) or acidified
potassium dichromate (VI) (S3)
● Describe the reaction of a carboxylic
acid with an alcohol to form an ester, e.g.
ethyl ethanoate (S3)

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● Deduce the structures of the alcohol and

carboxylic acid used, given the structure
of the ester produced. (S3)
● Deduce the structure of ester formed
from a given alcohol and carboxylic acid
(S3)
● State some commercial uses of esters,
e.g. perfumes; flavourings; solvents (S3)

Macromolecules
● Describe macromolecules as large
molecules built up from small units,
different macromolecules having
different units and/or different linkages
(S1, S3)
● Describe the formation of poly(ethene)
as an example of addition
polymerisation of ethene as the
monomer (S3)
● State some uses of poly(ethene) as a
typical plastic, e.g. plastic bags;
clingfilm (S3)
● Deduce the structure of the polymer
product from a given monomer and vice
versa (S3)
● Describe nylon, a polyamide, and
Terylene, a polyester, as condensation
polymers (S3)
● State some typical uses of man-made
fibres such as nylon and Terylene, e.g.
clothing; curtain materials, fishing line;
parachutes; sleeping bags (S3)
● Describe the pollution problems caused
by disposal of non-biodegradable
plastics. (S3)
● Describe the carbon cycle in simple
terms, to include the processes of
combustion, respiration and
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photosynthesis and how the carbon cycle

regulates the amount of carbon dioxide
in the atmosphere (S3)
● State that carbon dioxide and methane
are greenhouse gases and may contribute
to global warming, give the sources of
these gases and discuss the possible
consequences of an increase in global
warming. (S3)
Enrichment
❖ Interpret, and use the nomenclature,
general formulae and displayed
formulae of carbonyl compounds
(aldehydes and ketones) and carboxylic
acids. (S1)
❖ Interpret, and use the following
terminology associated with organic
reactions including functional group,
free radical, initiation, propagation,
termination (S3)
❖ Describe cis-trans isomerism in alkenes,
and explain its origin in terms of
restricted rotation due to presence of
bonds. (S2)
❖ Describe the mechanism of free-radical
substitution with particular reference to
the initiation, propagation and
termination reactions. (S3)
❖ Describe the mechanism of electrophilic
addition in alkenes, using bromine with
ethene as an example. (S3)
❖ Describe the formation of aldehydes
and ketones from, and their reduction to
primary and secondary alcohols
respectively. (S3)

CIT 3.2d – Manage uncertainty and adapt to

diverse demands and challenges in new and
unfamiliar contexts like calculations of
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carbon footprint and naming different types

of nylon

CCI 1.2c – Interact with others to construct

knowledge, and new understandings and
ideas in an activity to deduce the
characteristics of organic compounds in the
same homologues series

NML 4 - Use digital communication tools

to participate in discussion of environmental
issues related to the study of Organic
Chemistry, such as the use and recycling of
the different plastic types

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Glossary
Knowledge (i) concepts, (ii) key facts

Skills I. Disciplinary skills

Disciplinary skills – research, inquiry, experimental design, evaluation, communication, problem-solving skills & practical skills

Practical Skills
Planning (P)
P1: identify key variables for a given question/problem
P2: outline an experimental procedure to investigate the question/problem
P3: describe how the data should be used in order to reach a conclusion
P4: Identify the risks of the experiment and state precautions that should be taken to keep risks to a minimum

Manipulation, Measurement and Observation (MMO):

MMO1: set up apparatus correctly by following written instructions or diagrams
MMO2: use common laboratory apparatus and techniques to collect data and make observations
MMO3: describe and explain how apparatus and techniques are used correctly
MMO4: make and record accurate observations with good details and measurements to an appropriate degree of precision
MMO5: make appropriate decisions about measurements or observations

Presentation of Data and Observations (PDO):

PDO1: present all information in an appropriate form
PDO2: manipulate measurements effectively for analysis
PDO3: present all quantitative data to an appropriate number of decimal places/significant figures

Analysis, Conclusions and Evaluation (ACE):

ACE 1: analyse and interpret data or observations appropriately in relation to the task
ACE 2: draw conclusion(s) from the interpretation of experimental data or observations and underlying principles
ACE 3: make predictions based on their data and conclusions
ACE 4: identify significant sources of errors and explain how they affect the results
ACE 5: state and explain how significant sources of errors (including experimental procedures) may be overcome/improved as
appropriate
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II. 21st Century Competencies [21st CC]

Civic Literacy, Global Awareness and Cross Cultural Skills (CGC)

CGC 1 Aware of community and national issues and plays a part to improve the community and nation
CGC 1.1b The student is able to suggest and explain the ways to play their role and contribute to the home, community and nation, and is able to describe the aspects of Singapore’s
identity.
CGC 1.1c The student is able to describe issues that affect the culture, socio-economic development, governance, future and identity of Singapore, and provide the reasons for these
issues.
CGC 1.1d The student is able to discuss issues that affect the culture, socioeconomic development, governance, future and identity of Singapore, and use evidence to support their
viewpoints.
CGC 1.1e*The student is able to discuss issues that affect the culture, socio-economic development, governance, future and identity of Singapore and consider their implications.

CGC 1.2b The student is able to demonstrate awareness of the importance of participating in school and community activities/ programmes, and actively participates in them.
CGC 1.2c The student is able, with support, to plan and organise school and community activities/ programmes to address social issues.
CGC 1.2e*The student is able to independently initiate, plan and organise school and community activities/programmes to address social issues.

CGC 2 Aware of global issues and trends

CGC 2.1b The student is able to demonstrate awareness of the global issues related to Singapore and other countries.
CGC 2.1c The student is able to demonstrate awareness of Singapore’s role in addressing issues in the global community.
CGC 2.1d The student is able to demonstrate awareness of how global issues impact relations between various countries.
CGC 2.1e*The student is able to analyse global trends and their implications for Singapore and other countries.

CGC 3 Displays socio-cultural and religious sensitivity and awareness

CGC 3.1b The student is able to demonstrate sensitivity and acceptance of the customs, practices and behaviour of people from different socio-cultural and religious backgrounds
within Singapore.
CGC 3.1c The student is able to demonstrate empathy with people from different sociocultural and religious backgrounds within Singapore.
CGC 3.1d The student is able to demonstrate appropriate skills and behaviour to work together with people from a diverse range of socio-cultural and religious backgrounds within and
beyond Singapore.

CGC 3.2a The student is able to demonstrate respectful and acceptable behaviour that promotes social cohesion.
CGC 3.2d The student is able to contribute to promoting Singapore’s social cohesion.

Critical and Inventive Thinking (CIT)

CIT 1 Explores possibilities and generates ideas

CIT 1.1b The student is able to generate ideas and explore different pathways to respond to an issue/ challenge.
CIT 1.1c The student is able to generate ideas and explore different pathways that are appropriate for responding to an issue/ challenge.
CIT 1.1d The student is able to generate ideas and explore different pathways that lead to solutions.

CIT 2 Exercises sound reasoning, decision-making and metacognition

CIT 2.1b The student is able to use evidence to explain her reasoning and decisions.
CIT 2.1c The student is able to use evidence and adopt different viewpoints to explain his/ her reasoning and decisions.

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CIT 2.1d The student is able to use evidence and adopt different viewpoints to explain his/ her reasoning and decisions, having considered the implications of the relationship among
different viewpoints.

CIT 2.2b The student is able to reflect on his/ her thoughts, attitudes, behaviour and actions during his/ her learning experiences and determine the modifications required.
CIT 2.2d The student is able to suspend judgement, reassess conclusions and consider alternatives to refine his/ her thoughts, attitudes, behaviour and actions.

CIT 3 Manages complexities and ambiguities

CIT 3.1b The student is able to identify essential elements of multiple tasks/ roles, stay focused on them and persevere when he/ she encounters difficulties and unexpected
challenges.
CIT 3.1d The student is able to identify essential elements of complex tasks, stay focused on them, take on diverse roles and persevere when he/ she encounters difficulties and
unexpected challenges.

CIT 3.2b The student is able to accept different perspectives, solutions and/ or methods, even in the face of uncertainty.
CIT 3.2d The student is able to manage uncertainty and adapt to diverse demands and challenges in new and unfamiliar contexts.

Communication, Collaboration and Information Skills (CCI)

CCI 1 Communicates and collaborates effectively

CCI 1.1a The student is able to convey information and ideas clearly.
CCI 1.1c The student is able to convey information and ideas coherently for specific purposes and contexts.
CCI 1.1d The student is able to convey complex information and ideas coherently and clearly to create impact for specific purposes and contexts.
CCI 1.1e*The student is able to convey complex information and ideas coherently and clearly to influence and create impact for specific purposes and contexts.

CCI 1.2b The student is able to interact with others to explore and assess information and ideas.
CCI 1.2c The student is able to interact with others to construct knowledge, and new understandings and ideas.
CCI 1.2e*The student is able to interact with others to construct and critically evaluate knowledge, and new understandings and ideas.

CCI 1.3b The student is able to work in a respectful manner with others in a group setting to meet the group’s goals.
CCI 1.3c The student is able to determine and effectively assume the role he/ she will play in a group, and work in a respectful manner with others in a group setting to meet the group’s
goals, as determined collectively by its members.
CCI 1.3d The student is able to reflect on and modify his/ her working relationships and role in contributing to the group’s goals, as determined collectively by its members

CCI 2 Manages, creates and shares digital information thoughtfully, ethically and responsibly
CCI 2.1b The student is able to conduct internet searches and organise the digital information for ease of retrieval, while recognising copyright regulations governing the use of digital
information.
CCI 2.1c The student is able to refine search results, organise information systematically and manage information sensitively, while abiding by copyright regulations and minimising
security risks in the handling of information.

CCI 2.2b The student is able to verify the accuracy, credibility and currency of a piece of information.
CCI 2.2c The student is able to verify the accuracy, credibility and currency of information across multiple sources.

CCI 2.3b The student is able to select and put together different media elements to construct a digital artefact, while making informed choices with regard to how to use information
ethically.
CCI 2.3c The student is able to modify and integrate varied media elements to construct a digital artefact, while making informed choices with regard to how to use information ethically.

CCI 2.4a The student is able to exchange digital information with others synchronously and asynchronously, while observing proper etiquette.
CCI 2.4c The student is able to contribute actively and value-add to the information pool in an online community, while observing proper etiquette.

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CCI 2.5a The student is able to manage the digital footprint she makes when sharing information online.
CCI 2.5c The student is able to project a positive online presence and manage his/ her online reputation

* Y5 & 6
III. New Media Literacy Competencies

Curate Create Connect

digital content & information digital multimodal products and communicate digitally
NML1: Apply digital tools to locate, collect and select NML3: Use digital creation tools to craft, modify and NML 4: Use digital communication tools to participate in
information for present and future use in a principled combine different modes of information for personal or the exchange of information or ideas synchronously and
manner. group expression. asynchronously.

NML2: Navigate within and across digital sources to

check and make judgement on the quality and usefulness
of information for decision-making and problem-solving.

CCI 2.1b,c, 2.2b,c CCI 2.3b,c CCI 1.1a,c,d,e; 1.2b,c,e; 1.3b,c,d; 2.4a,c; 2.5c

IV. Richard Paul’s Elements of Reasoning and Skills

Purpose : Deliberating, refining, achieving

Question: Developing questioning frame of mind, spotting inadequacies, determining if answerable
Information (data, facts, evidence) Gathering, analyzing, communicating, contextualizing, checking
Assumptions: Stating, spotting, assessing, refining
Inferences/Interpretations: Comparing, discriminating sound from unsound, discipling with logic & fact
Concepts: Showing origins, applying, linking, comparing, reconsidering
Points of View: Noting guiding values, appreciating, recognizing limits
Implications & Consequences: Anticipating, acknowledging, identifying, drawing out

Values CCE: Respect, Responsibility, Resilience, Integrity, Care, Harmony (R3ICH)

Richard Paul’s Intellectual Traits: Humility, Courage, Empathy, Integrity, Perseverance, Fair-mindedness, Faith in Reason

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Social Emotional Domain Learning Outcomes: Knowledge (K) Learning Outcomes: Skills (S)
Self-Awareness SAK Purpose and hope SAS1.1 Positivity
Competencies (SA) ● Understand what contributes to a sense of hope in the face of difficulties, ● Consider ways to be optimistic and positive in the face of challenges
challenges, and adversity. (e.g. positive thinking, practice gratitude, problem solving, seeking help).
● Express gratitude for things one can be thankful for even in difficult
Upper situations.
Secondary SAS1.2 Problem Solving
● Identify current and future challenges, as well as, opportunities and
healthy ways to cope with or overcome them (including help seeking).
● Apply strategies to find solutions or alternative courses of actions (e.g.
problem identification, situation analysis).

Self-Management SMK1 Management of emotions SMS1.1 Self-Motivation

● Understand that expectations of oneself and others may differ and can ● Calibrate expectations of oneself and others to complement the reality
(SM)
affect one’s emotions, thoughts and behaviours. of the contexts in which we live.

SMS1.2 Help Seeking

● Ascertain when additional help is required to manage expectations and
external pressures, and seek help from appropriate sources.

Social Awareness SoAK1.1 Active Citizenship SoAS1.1 Civic Consciousness

● Recognise the importance of knowing what one’s national identity ● Identify local and global social and environmental issues, and examine
(SoA)
means to oneself, and work towards the ideals and aspirations of one’s the inter-relatedness of these issues.
nation embodied in one’s National Anthem, Pledge and Flag.
● Understand citizenship and one’s privilege, rights, responsibilities and SoAS1.2 Self-Reflection
commitment in regard to one’s future role as a voting member of society. ● Reflect on how, as citizens and residents in Singapore, we can respond
to national issues.
SoAK1.2 Building an Inclusive Society ● Reflect on one’s national identity, rights, responsibilities and
● Recognise that society is made up of different communities of people commitment are tied to one’s future role as a voting member of society.
(e.g. ethnic, religious and cultural communities, online communities,
nationalities, various interest groups and people belonging to the same
socio-economic status).

SoAK2 Making a positive difference SoAS2.1 Self-Reflection

● Know that there are many social and environmental issues locally that ● Think about how positive influences can benefit others, the community,
we can try to address in our own way. and society.
● Recognize that one develops a sense of purpose in life when one is
inspired to act and make a positive difference to others. SoAS2.2 Civic Consciousness
● Initiate and proactively carry out plans to make a positive difference at
the community, national and global level.
Relationship RMK1 Building Consensus RMS1.1 Interpersonal Communication
● Recognize the importance of respect and empathy for consensus ● Acknowledge, seek to understand and rationalize one’s own and others’
Management
building. perspectives, clarify assumptions and communicate respectfully and
(RM) ● Understand that open dialogue and clarification of shared team goals sensitively when engaging in dialogues, debates, and building
facilitates consensus building in a team. consensus when working in teams.

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● Understand what it takes to influence others and mediate conflicts RMS1.2 Moral Action
towards common goals. ● Act as a mediator in resolving conflicts towards achieving common
goals.

RMK2 Celebrating Diversity RMS2.1 Appreciating Diversity

● Recognize that one can be a positive influence by playing an active role ● Foster social cohesion and harmony and embrace social diversity when
in fostering and promoting social cohesion with an awareness of the interacting with people of different socio-cultural groups in different
common good. contexts.

RMS2.2 Interpersonal Communication

● Express one’s thoughts and feelings effectively in appropriate and
positive ways to exert positive influence on others.

RMS2.3 Empathy
● Consider the feelings, thoughts and point of view of others.
● Practise active listening to seek understanding.

Responsible RDMK1 Being a Positive Influence RDMS1.1 Self-Motivation

● Understand that one can play a leadership role in being a positive ● Identify the roles one can play in different social circles to be a positive
Decision-Making
influence to others, especially in school and other youth circles, both influence and contributor.
(RDM) offline and online. ● Plan to fulfil the role of being a positive influence and contributor by
tapping on one’s talents, skills and interests.

RDMS1.2 Self-Reflection
● Reflect on one’s learning and how to be a positive influence and
contributor.

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